GROVE PRIMARY SCHOOL
POLICY FOR MUSIC
Introduction
This document is a statement of the aims, principles and strategies for teaching and learning of Music at Grove
Primary School.
What is Music?
Music is a body of knowledge, which provides a means of creative expression. It is used to develop listening
and appraising skills and it communicates ideas and thoughts. Music also provides a means to explore musical
cultures in different countries and can be used to view and make sense of the world.
Aims
Our aims in teaching music are that all children will:
 enjoy listening to music and performing it with confidence and a sense of achievement,
 develop skills of appraising their own music and others including composers and cultural music,
 develop awareness of different styles of music and the variety of sounds instruments can make,
 be aware of the elements in music and show a high standard of their awareness in their singing, composing
and appraising.
Through music we will promote pupils’ spiritual, moral, social and cultural development.
Through music we will aim to involve the wider community.
Internal factors include staff capability – the skills of staff need to be built to meet our aims.
Principles of the Teaching and Learning of Music
Music is important because:
 It provides an opportunity to respond and share ideas through appraisal and provides a sense of
achievement.
 It is interesting and enjoyable as well as pleasant to listen to.
 It is part of everyday life in society and children are constantly exposed to it.
 It can be used to encourage wider cultural knowledge of the world.
 It can be used to encourage working together with others and communicating ideas in an expressive way
using instruments or voice.
 Music is a foundation subject in the National Curriculum. The fundamental skills knowledge and concepts of
the subject are set out in “Music in the National Curriculum” where they are categorized into 2 attainment
targets:
Performing and composing.
Listening and appraising.
Through music there are links to Every Child Matters where children can enjoy and achieve in the music they
are learning, listening to, creating and performing. This will also encourage them to make a positive contribution
to the world around them through the music they perform and create. They have the opportunity to share their
performances to their peers, the whole school and the wider community through music concerts, music clubs
and sharing assemblies.
Pupils should be taught in music the language vital to understanding and expression.
Approved by Governing Body- 3/12/01
Reviewed January 2005
Reviewed November 2012
Principles for inclusion in Music
In planning and teaching music teachers will have due regard to the following
 Setting suitable learning challenges
 Responding to pupils’ diverse learning needs
 Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
Music is accessible to all students regardless of their ability, gender or cultural backgrounds. They are
encouraged to participate in whatever way they can and music clubs are open to all students. Through music
there will be provision of clubs for students with an interest in music and singing.
Music will be a shared experience with children taking part in music concerts and performances throughout the
year where they can share to the rest of the school and to their parents and friends.
Children learning an orchestral instrument will have an opportunity to join the school orchestra and the
opportunity to play as part of a group.
Monitoring and Evaluation
The music coordinator will evaluate examples of planning and ensure that a consistent programme is being
taught throughout the school. Where appropriate they will complete lesson observations to monitor teaching of
music at Grove, to see that it is delivered in accordance with learning objectives. Monitoring of music will
also take the form of informal observations of display work around the school, books and through discussion
with other members of staff. Evaluation will also take place through monitoring videos, pictures and any word
completed electronically which will be saved in a central location. Monitoring and evaluation will be fed back to
teachers through discussions and written feedback.
GUIDELINES
Strategies for the teaching of Music
The music curriculum is organised on a topic basis wherein a two year programme of topics is followed
throughout the school (see Appendix for details). This means that music is studied for three terms each year.
Approximately 40 minutes per week is spent on music during the terms in which it is studied. It may also be
taught as part of topic work at additional times during the week. Through whole school singing assemblies.
The predominant mode of working in music is cooperative group work although individual work and class
teaching are used where appropriate. Within this structure groups are usually of mixed ability, relevant
discussion is encouraged and experimentation and ideas are encouraged.
Each year group has a half termly access to music lessons taught by a music specialist. They work alongside
the classroom teachers using the scheme of work implemented in the school. Classroom helpers are used in
music where classroom assistants are available for music they will assist under direction of the teacher to help
children with particular needs.
Year Four takes part in the Wider Opportunity scheme where each child learns to play an instrument for a term.
This is facilitated by Redbridge music service who come in school to teach the children.
Commercially available schemes of work are used in music. The principal schemes in use in the school are the
QCA Scheme of Work alongside the Music Express scheme of work.
Pupils with Special Needs in music are provided with support by the teacher or classroom assistant where
necessary. They include - pupils with difficulties in learning music are given opportunities for support. Pupils
with particular ability and flair for music who work more quickly through the levels of the National Curriculum and
are extended through the use of suggested ideas in the QCA Scheme of Work.
Homework is used to support music through tasks such as research of composers or particular styles of music,
listening to music to aid topic work and learning and writing their own lyrics.
Approved by Governing Body- 3/12/01
Reviewed January 2005
Reviewed November 2012
The emphasis in our teaching of music is on first hand experience and we encourage children increasingly to
take control of their own learning. Thus investigate work is common, experimental with instruments is common,
children are encouraged to communicate their opinions and responses to music and opportunities are provided
for children to become involved in decision making through composing and appraising.
Excellence in music is celebrated in display and performance including end of term concerts and performances,
taking part in whole school sharing assemblies and displaying ways of composing music and children’s written
responses to musical pieces in symbols or words. Children who are learning an instrument are encouraged to
perform at the beginning of singing assemblies.
At all times we will aim to promote personal, health education and citizenship. Possible links to music are to
develop self-esteem through practice and performance in music, to develop skills in cooperation through group
discussion and composing, to develop and respect others views and thoughts in music and to understand the
benefits of music in our lives.
Strategies for Ensuring Progress and Continuity
Planning in music is a process in which all teachers are involved, wherein
 The foundation for curricular planning is a Whole School Three Year Development Plan, developed through
a process of collaboration between staff, and approved by Governors.
 A two year cycle of topic plans has drawn up by staff to ensure full coverage of the National Curriculum.
 Schemes of work for music and other music projects are developed by the coordinator (in collaboration with
the whole staff) and are integrated with the two year topic cycle.
 Detailed termly plans are drawn up by the music coordinator and will build on prior learning. These will be
monitored by the coordinator.
The role of the music coordinator is to
 Take the lead in policy development and the production of schemes of work designed to ensure
progression and continuity in music throughout the school.
 Support colleagues in their development of detailed work plans and implementation of the scheme of work
and in assessment and record keeping activities.
 Monitor progress in music and advise the Headteacher on action needed, take responsibility for the
purchase and organization of central resources for music.
 Keep up-to-date with developments in music education and disseminate information to colleagues as
appropriate.
Feedback to pupils about their own progress in music is achieved through verbal feedback. This feedback
 Aims to help children learn, not to find fault, and comments aim to be positive and constructive
 Is often done while a task is being carried out through discussion between child and teacher.
Formative assessment is used to guide the progress of individual pupils in music. It involves identifying each
child’s progress in each aspect of the subject, determining what each child has learned and what therefore
should be the next stage in his/her learning. Formative assessment is mostly carried out informally by teachers
in the course of their teaching. Suitable tasks for assessment include
 Small group discussions perhaps in the context of a practical task.
 Short responses in which the teacher gives questions orally and pupils respond accordingly.
 Specific assignments for small groups of pupils.
 Individual discussions in which children are encouraged to appraise their own work and progress.
Strategies for Recording and Reporting
Reporting to parents is done on a termly basis through interviews and annually through a written report.
Reporting in music will focus on each child’s attitude to music and musical activities and competence in the
basic skills and elements of music.
Approved by Governing Body- 3/12/01
Reviewed January 2005
Reviewed November 2012
Formal summative assessment is carried out at the end of each National Curriculum Key Stage (ie in Years 2
and 6) through the use of teacher assessment.
Strategies for the Use of Resources
Classroom resources in music include CD player and headphones, in the Early Years Department, there are a
variety of percussion instruments stored in classrooms and access to ICT in individual classrooms.
Central resources in music are the responsibility of the music coordinator who has a small budget available.
They include a variety of percussion and tuned instruments, CDs and tapes of music by different composers
and from different cultures, times and genres. There is a central IPod which contains a range of music and has
a bank of Sing Up songs to use in assemblies. Teachers resources are available for consultation and CD and
tape players for listening. Recording is done through the use of flip cameras and cameras.
Time is a resource that we value. To maximise it use in music children are encouraged to take greater control
of their own learning including their use of time, time wasting is reduced by ensuring tasks are made specific
and are clearly defined, all children will engage in useful activities and have clear expectations explained to
them regarding their work and use of the room.
Information technology is a major resource which is used in music for recording compositions using Flip and
Digital cameras and IPads, using specific composing software, using the internet to research elements of music
and using the internet and CDs to recreate sound.
The Library is used in music for reference to books which could be used in the teaching and learning of music
through books of general interest such as musical instruments and composers and books which can be used to
produce musical stories.
Health and safety issues in music include special care of delicate apparatus and instrument returning them to
their storage place, disinfecting recorders or mouth melodicas, after every use and to use instruments
appropriately showing awareness of possible physical dangers.
Reviewed November 2012
Approved by Governing Body- 3/12/01
Reviewed January 2005
Reviewed November 2012