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Criftins Church of England Primary School

Music Policy






Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and cultivate their talent as musicians. It should increase their self-confidence, creativity and sense of achievement. Music has a rare ability to bring people together and connect both with each other and the wider world. As pupils progress, they should develop a critical engagement with music, allowing them to compose, perform and appreciate music in many different forms and genres. Music is the soundtrack to our school and can feed the soul of a community.



The national curriculum for music aims to ensure that all pupils:

• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.

• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.

• understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.



By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.



Key stage 1

Pupils should be taught to:

• use their voices expressively and creatively by singing songs and speaking chants and rhymes

• play tuned and untuned instruments musically

• listen with concentration and understanding to a range of high-quality live and recorded music

• experiment with, create, select and combine sounds using the inter-related dimensions of music.


Key stage 2

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to:


• play and perform in solo and ensemble contexts, using their voices and playing musical

• instruments with increasing accuracy, fluency, control and expression  improvise and compose music for a range of purposes using the inter-related dimensions of music

• listen with attention to detail and recall sounds with increasing aural memory

• use and understand staff and other musical notations

• appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

• develop an understanding of the history of music.



At Meres Edge Federation, we make music an enjoyable and stimulating learning experience. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all learners. We are a proud ‘singing federation’ and realise the importance of singing together regularly. We also provide opportunity for children to listen to and appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer, and to listen to more extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. We often teach these together. We also teach children to make music collaboratively, to understand musical notation, and to compose pieces. We recognise that in all classes, children have a wide range of musical ability, and so we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We also however, appreciate the importance of fostering creativity and aim to ensure that children of all abilities are able to compose and create without barriers such as lack of skill, knowledge or confidence.



Our music curriculum plan is carried out in two phases: long and medium-term. Long term plans include the themes, ideas and elements to be covered through the learning journey of school. Medium-term plans then give detail of each unit and define what is taught, whilst ensuring that an appropriate balance and distribution of work across each term. Plans are progressive and provide opportunity for children to develop their skills, knowledge and understanding. They also ensure that they are of increasing challenge for the children as they move through the school.


Music is a foundation subject in the National Curriculum and planning ensures that they progress throughout the school years. This progression has three aspects:

• increasing breadth and range of musical experiences

• increasing challenge and difficulty in musical activities

• increasing confidence, sensitivity and creativity in the children's music-making.


The planning and delivery of the music curriculum is the responsibility of the class teacher in The Foundation Stage, Key Stage 1 and Key Stage 2 classes. The music lead provides assistance to staff during the planning stage and has created supporting documents such as vocabulary sheets and music ‘warm-up’ ideas. The Shropshire Music Service also work in conjunction with Meres Edge Federation staff to provide curriculum support and offer their expertise in the planning stage.



In the Early Years Foundation Stage, children will follow The Early Learning goals for Music learning, where their individual appreciation and understanding of music is fostered. Experiences of sharing music with others through singing, music making and listening to music should form the basis of early music learning. Children should sing new and familiar (simple) songs and rhymes in groups of different sizes, make and explore percussion instruments, listen to others singing and to music which is recorded. The class has a wide collection of activities/songs/instruments.





Music contributes significantly to the teaching of English in our federation by actively promoting the skills of speaking and listening. Children develop their language skills through singing songs, with attention to diction, meaning, rhythm and rhyme. They use reference books, and develop research skills, when finding out about the history of music and musicians. Music is also used to stimulate discussion or creative writing. Through working with others in a musical setting, children develop their ability to communicate ideas effectively.



The teaching of music contributes to children’s mathematical understanding in a variety of ways. Children who study the structure of music are observing patterns and processes. Talent in music is often linked with talent in mathematics, as the rhythm and structure of music are mathematically based.


Relationships, Sex and Health Education (RSHE) and Citizenship

Music contributes significantly to the teaching of relationships, social and health education and citizenship. Through the common goal of making music, children learn to work effectively with other people, and to build up good relationships. Music is the basis of many social activities, and has an important role to play in the personal development of many young people. It has a vital role to play in building self-confidence and maintaining good mental health. Participation in successful public musical performances is sometimes one of the most memorable things young people do at school.


Spiritual, moral, social and cultural development

Creating, performing or listening to music can sometimes be a moving and even spiritual experience. We encourage children to reflect on the important effect that music has on people’s moods, senses and quality of life. Children at the Meres Edge Foundation have the opportunity to encounter music from many cultures and, through their growing knowledge and understanding of the music, they develop more positive attitudes towards other cultures and societies.


Information and communication technology (ICT)

Children across the federation use various devices and websites to access and listen to music. They also use different applications to assist composition and discover.


Outdoor Learning

We use our rural setting to enhance our curriculum where possible. Engaging pupils in outdoor learning brings the curriculum to life in meaningful ways.



We ensure that the music curriculum is accessible to all learners, regardless of their existing ability, educational need and prior learning experience. Music lessons are tailored to match the needs of pupils wherever appropriate and takes into account any targets set for individual children in their PDR’s. Music forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our music teaching, we provide learning opportunities that enable all pupils to make good progress.



Pupil’s experiences, progress and achievements are continually assessed throughout their time in school. Both formative and summative assessment is recorded and data is used to create subsequent plans and also forms part of the annual report to parents.



Curriculum preparation and planning is reviewed and evaluated at regular intervals. Evaluation is focused precisely and accurately. Class teachers are responsible for monitoring and evaluating the planning, delivery and pupil learning in music. Specialist teachers and music lead works closely with teachers to ensure consistent standard and effective approach.