Winsley Primary School’s Music Policy
Our aim is to encourage children to enjoy musical activities and to provide them with
skills, understanding and confidence so that they can develop their own ability to
compose and perform with personal satisfaction as well as appreciating the music of
others.
Objectives
To plan music lessons and activities that encourage full and active participation by
all children
To develop the children’s understanding of the elements of music-pitch, tempo,
timbre, structure, dynamics
To encourage children to use these skills in their own work, whether they are
singing, composing, listening , recording or appraising
Planning and implementation
Winsley Primary School follows the ‘Music Express’ scheme which is based on the
structure of the QCA scheme of work.
‘Music Express fulfils the requirements of the Music National Curriculum of
England…..
‘Learning with ‘Music Express’ children will gain a broad and balanced musical
education. They will;
Learn about and sing songs from around the world, including the British Isles
Learn about music from different periods and genres
Enjoy music lessons with a balance of listening, composing, performing and
appraising’
In addition, time is spent in music lessons on extra singing to fit in with topics and
festivals. Also, in planning the lessons, time is allowed for opportunities to get to
grips with new instruments ,eg keyboards, and to consolidate other aspects of music
such as recording on paper using a grid system or onto tape or CD.
Organisation
In Key stage 1 :- Music is taught weekly by each class teacher following the National
Curriculum programmes of study.
In Key stage 2:- Music lessons take place on Wednesday afternoons as part of the
PPA Programme. 2 classes are taught for just over an hour a week each term and
over the course of 6 terms, receive 4 terms of music lessons.
Planning
Key Stage 1 and 2
Long term-
A 3 year rolling plan is required because the classes are made up from 2 year groups.
This ensures that children do not repeat any of the ‘Music Express’ units. A plan of
the units covered in the first 3 years of this scheme is attached and includes
additional material as appropriate.
Medium term-
An overall theme for each term is selected and additional songs and suggestions
from class teachers are included.
Short term-
Weekly plans indicate songs, skill and activities to be taught. In Key Stage 2 children
who help with the CD player and computer are recorded and comments about the
success (or otherwise) of the material are noted.
Time-tabling and planning ensure that:
There is sufficient opportunity for children to participate in active music
making, covering western and non-western cultures
Children discover, explore and develop technical skills
There is usage of a wide variety of musical instruments including the voice
Children learn how to create, store and display musical sounds
Provision is made for children with different learning abilities through a variety
of tasks and responses
More Music!
As part of the Wider Opportunities programme we are providing extra singing
sessions with 2 teachers so that the children can be challenged to sing more complex
songs starting with echo songs and rounds and leading on to 2 part singing.
The Head leads a whole school choir, making use of the Sing Up website and Howard
Goodall’s set of CDs. The choir sing at special services, sharing assemblies and visit
Avonpark at Christmas.
All children have the opportunity to learn to play the recorder in ability groups for
which a small charge has to be made. Smaller groups or individuals may choose to
have tuition on woodwind, brass or string instruments. Wiltshire music Service also
charge for these lessons although children may borrow some instruments from the
Service.
Every 2 years the older children in the school take part in the Small Schools concert
with other small schools and benefit from performing new music, often with the
composer and a County singing specialist.
At Christmas and at the end of the Summer term, the children take part in plays and
musicals.
Finally, in early July, there is an opportunity for instrumentalists to perform for
friends and families at our ‘Music for a Summer Evening’ concert.
Cross-curricular approach
The use of music can enrich learning in other subjects too. It can provide a stimulus
for expressive work in English, Art, Dance and Drama as well as encouraging
discussions about feelings in RE and PSHE. This is an aspect of music that will be
developed in coming years with the return of creativity to primary school practice.
Resources
All percussion instruments are kept on a moveable trolley. Glockenspiels and
xylophones are kept in the cupboard outside the Quiet Room together with chime
bars and boomwhackers.
6 keyboards are kept next to the cupboard. A selection of CDs is kept near the music
centre in the hall.
Key stage 2 instrumentalists are encouraged to use their instruments in music
lessons too.
ICT
Regular opportunities are given to work in the ICT suite on appropriate software,in
particular, the 2Simple music programme which includes excellent support for
gridwork and synthesizers
Equal opportunities
All children participate in singing, playing and performing and every child has the
opportunity to sing with the choir and play an instrument. Emphasis is placed on
encouraging all children to participate in musical activities rather than only those
with a particular skill. Children who are talented musicians are encouraged in their
musicianship and certificates are often given out in assemblies.
Assessment
Assessment is continuous with observations being made after each term. Written
work and recordings are kept to support the assessments. Formal reporting to
parents is made by the music teacher as part of each child’s annual report.
Skills progression for music
NAME OF CHILD……………………………………
Level 1
I take part in singing, can make controlled sounds with voice and instruments and can listen out
for different kinds of sounds
Level 2
I can sing well with others, know how to make a sequence of different sounds and can create
short rhythmic phrases
Level 3
I can sing in a controlled way, maintaining a simple part in a group. I can use sound to create
different effects and patterns and am beginning to use words such as timbre and duration to
describe music
Level 4
I can sing a variety of styles of song in a way that reflects their meaning and can sustain an
accompaniment. I can create rhythmic patterns as well as abstract compositions and can create
music which reflects given intentions and uses notation as a support for performance
Level 5
I can sing confidently in groups or on my own and hold my part in a round or 2 part song. I can
create complex musical parts, create musical patterns using a variety of different musical devices
and use standard musical notation to perform and record my music.
Year group ‘best fit’ level Date
Foundation
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
(Based on Chris Quigley’s ‘Skills Based Curriculum’)
P.T.O for informal, dated notes