Woodburn Drive | Whitley Bay | NE26 3HW
0191 200 8781

Music Policy


1 Aims and objectives

Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and it can play an important part in
the personal development of people. Music reflects the culture and society we live in, and so the teaching and learning of music enables children to better understand the world that they live in. It enables children to feel part of their community. At Whitley Lodge we aim to provide for every child the skills and understanding needed to ensure that they derive pleasure and feelings of self worth from music, through active involvement in listening, composing and performing. A principle which should underlie all music education is that children should derive enjoyment from their music making.

Our objectives in the teaching of music are:

  • To develop children’s performance skills in singing and playing.
  • To develop awareness of a historical perspective in Music.
  • To enable children to present their music successfully in a variety of forms and to a range of audiences
  • To develop an understanding of the musical elements and their associated vocabulary so that children can make effective evaluations on the music they
    hear and produce.
  • To build an understanding of the link between sounds and symbols.

2 Teaching and learning style

Whitley Lodge has a sound tradition in musical performance which involves
singing, playing a variety of instruments, and responding to music through
movement. Please also refer to the “WLFS Singing Strategy”.) Children are
encouraged to listen to pre-recorded music on regular occasions, including
assemblies, and to form opinions on what they have heard. As well as teacher led
learning, we aim to develop the skills needed for independent learning by giving
opportunities for exploratory and creative work at individual and group level.
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 achieve this in a variety of ways:

  • setting tasks which are open-ended and can have a variety of responses;
  • setting tasks of increasing difficulty (not all children complete all tasks);
  • grouping children by ability in the room and setting different tasks to each ability group;
  • providing resources of different complexity, depending on the ability of the child;
  • using classroom assistants to support the work of individuals or groups of children;
  • providing specialist support where individual children have particular gifts or talents.

3 Additional music teaching

Children are offered the opportunity to study a musical instrument with peripatetic teachers. Peripatetic music teaching is organised by North
Tyneside’s Music Education Hub and this school has chosen to participate in the programme. Parents and carers who wish their children to participate in the scheme must purchase or hire the instrument and pay the additional music lesson fees on a termly basis.
At present the school provides an opportunity for children in Year 2, 3 or 4 to learn the violin and/or recorder. These lessons are given in school time, on school premises, by Mr Andrew Slade and Mrs Sarah Teoh respectively, peripatetic teachers.

Wider opportunities.

As part of “The Importance of Music” national plan for Music Education, all children in KS2 will have the opportunity to learn how to play a tuned
instrument. At present this is the recorder in cycle 1 of the school’s music scheme of work, and the glockenspiel in cycle 2. Tuition is given as part of
a weekly music session delivered by the music coordinator, using the Charanga digital resource, supported by the “Red Hot Recorder” scheme and
“Tunes for Chimes”.

Music clubs.

A choir of Year 3 and 4 children meets after school on a weekly basis during the Autumn and Spring terms. This is led by a visiting specialist, assisted by
the music coordinator. In the Summer term this is replaced with a instrumental “ensemble”, again led by a visiting specialist with the assistance of the music coordinator.

Enrichment opportunities.

Additional opportunities for a range of musical experiences are “bought into” school using North Tyneside Music Education Hub’s unit allocation scheme, and through school’s own funding, to support specific topics. These have included the Piccolo team for Early Years, a day of djembe drumming throughout school, a Caribbean music day for Key Stage 1, and a Tyneside Victorian workshop for Key Stage 2.

Music curriculum planning

Music is a foundation subject in the National Curriculum. Whitley Lodge uses The Importance of Music document as the basis for its curriculum planning.

Following the guidelines and progression framework we ensure that the topics that the children study in music build upon prior learning.
While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the progression planned into the scheme of work means that the children are increasingly challenged as they move through the school. 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.

As we have some mixed age classes, planning is done on a two year rotation cycle. In this way, we ensure that children have complete coverage of the National Curriculum, but do not repeat specific activities. An electronic copy of the full scheme of work is stored in the shared staff area of the school computer network, accessible for all staff. A paper copy is also kept in school in the Music Coordinator’s file.

The Music curriculum can be viewed as a spiral, whereby the same strands are revisited, but on a progressively higher level of complexity at each visit. The scheme of work as set out in the Charanga digital resource has a systematic approach to the teaching of each musical skill, with each stage of learning building on what has gone before. Resources from the “Musical Express” and LCD Music Resource files are also incorporated into the scheme of work to provide a rich and varied programme of activities.

5 Early Years/ Foundation Stage

Music is taught in Nursery and Reception as an integral part of the topic work and developmental targets set out in the EYFS curriculum. Children begin to build a repertoire of songs and dances, and can make music through singing, body sounds, classroom objects and musical instruments.
They listen to a range of music from different places and times, and respond to this through painting, drawing, moving and writing.

6 The contribution of music to teaching in other curriculum areas


Music contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, 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

Personal, social and health education (PSHE) and citizenship

Music contributes significantly to the teaching of personal, 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. 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 Whitley Lodge First School have the opportunity to encounter music from
many cultures and, through their growing knowledge and understanding of
this music, they develop more positive attitudes towards other cultures and

7 Music and ICT

Information and communication technology enhances the teaching of music, where appropriate, in all key stages. Children may use computer programs
to compose music. They also use ICT to enhance their research skills, whether through the Internet or on CD-ROMs. They listen to music on the
Internet, and they record their own compositions electronically. They might experiment with editing voice recordings, which involves the use of a digital sound recorder. Children also use ICT to improve the presentation of their work.

The 2 Simple programme purchased by school also offers a range of opportunities for children to compose, record, and listen to their compositions using the 2 Compose element of the software.

Whitley Lodge has made full use of North Tyneside’s e-music provision, incorporating the Charanga programme into the scheme of work as described before.

8 Music, inclusion and equal opportunities.

At our school, we teach music to all children, whatever their ability and individual needs. Music forms part of the school curriculum policy to provide
a broad and balanced education to all children. In practice, this requires turn taking, sensitivity and careful time management. The school aims to
challenge, but not discourage pupils by giving every child the opportunity, through a range of musical experiences, to achieve their full musical
potential regardless of race, creed, sex or disability.
For further details, see separate policies: Special Educational Needs;
Inclusion, Disability Discrimination; Gifted and Talented Children; English as an Additional Language (EAL).
We enable pupils to have access to the full range of activities involved in learning music. Where children are to participate in activities outside the
classroom, e.g. in a musical festival at another school, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and
appropriate for all pupils Cross phase liaison is essential to avoid gaps in learning, or loss of interest by children. Good liaison involves personal contact between the first school coordinator, Middle School Head of Dept, visits between schools and lateral liaison between feeder schools. Regular meetings for music
coordinators provide excellent opportunities for such liaison. Whitley Lodge also enjoys regular opportunities to take part in inter-school concerts,
performances, and music making activities organised by North Tyneside’s Music Education Hub.

9 Assessment for learning

Children demonstrate their ability in music in a variety of different ways. Teachers will assess children’s work in music by making informal judgements as they observe them during lessons. Pupils are encouraged to make judgements about how they can improve their own work. Objectives are clearly set out for each unit of work, giving a clear view of what is being assessed, and what the criteria are for achieving each objective. Simple record keeping/assessment sheets are incorporated into the scheme of work at the end of each unit. Samples of children’s work are stored in a digital portfolio as photographs, sound and video recordings.

10 Resources

There are sufficient resources for all music teaching units in the school. Musical instruments, CDs and song books are kept as a central resource, stored in the school’s small hall.

11 The school choir/string ensemble and musical events

We believe that music enriches the lives of people, and so we wish to involve as many children as possible in musical activities. We have a school choir, which we encourage all children in year 3 and 4 to join. The choir meets on a weekly basis and, although its primary aim is to enable children to enjoy singing  together, it also performs in public on a number of occasions throughout the year, e.g. at inter-school and community events. Similarly, the instrumental ensemble performs for family and friends as part of an end of term celebration. Children learning to play the violin and/or recorder in school
regularly play together as an ensemble, performing to parents, friends and the wider community.

12 Monitoring and review

The coordination and planning of the music curriculum are the responsibility of the subject leader, who teaches music in Nursery, KS1 and KS2 during
PPA time. Music in Reception is delivered by an Early Years HLTA.
The quality of teaching and learning in music is monitored and evaluated by the headteacher as part of the school’s agreed cycle of lesson observations.
This policy will be reviewed at least every two years.

Date: April 2015

Leave a Comment

Page Reader Press Enter to Read Page Content Out Loud Press Enter to Pause or Restart Reading Page Content Out Loud Press Enter to Stop Reading Page Content Out Loud Screen Reader Support