West Park Primary

Music Policy

Aims and Objectives

Music is a unique way of communicating that can inspire and motivate children. At West Park Primary School music is an integral part of everyday life and we believe it is important to provide an active music programme.

The aims of the music curriculum are:



Principles of teaching and learning of music

At West Park Primary School we firmly believe that a high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

The National Curriculum is taught to each year group, children listen and apply knowledge and understanding, theses skills are developed through the interrelated skills of Performing, Composition and Appraising. The children progress by understanding and exploring how music is created, produced and communicated through the inter-related dimensions of music, which include: pitch, duration, dynamics, tempo, timbre, structure and appropriate musical notation.


Music curriculum planning

Music is a foundation subject in the National Curriculum. Our school uses Tees Valley Interactive Music Services as the basis for its curriculum planning. This is enhanced by the use of Sing Up. The scheme of work followed ensures continuity and progression are at the centre of both long and short term planning across the school curriculum.


Foundation Stage

In the Foundation Stage, ten areas of skill and development are identified, including Creative Development. This provides opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities.


Key Stage 1

In Key Stage 1 pupils will learn to listen carefully and respond physically to a wide range of music. They will play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They will explore and enjoy how sounds and silence can create different moods and effects.


Key Stage 2

In Key Stage 2 Pupils will sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to a group or class performance. They will improvise and develop their own musical compositions in response to a variety of different stimuli with increasing personal involvement, independence and creativity. They will explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures. They use and understand staff and other musical notation and appreciate a wide range of high quality live and recorded music from a range of traditions and musicians. Children will also begin to develop an understanding of the history of music.


The contribution of to teaching in other curriculum areas

Music contributes significantly to all teaching in the school. For Cross-curricular links musical activities are linked to other subjects and are often blocked with other foundation subjects to create a ‘theme’. These themes / topics are taught in a two year rolling programme and coverage of all the key skills is checked against National Curriculum requirements. Classes are taught in mixed year groups in KS1 and KS2, as well as a foundation stage unit, compromising of reception and nursery children.



Children’s progress and attainment is monitored in the form of:


Monitoring and Evaluating

The Music Curriculum Coordinator and Head teacher will share the responsibility for evaluating teaching and learning in music and its contribution to the whole curriculum.


Equal Opportunities – multi-cultural issues, inclusion, G.A.T.

Each child has the opportunity to perform a range of instruments throughout the school. Any child with a specific special need or disability will have their needs catered for by the allocation of an appropriate instrument or task. G.A.T. musicians will be placed on the school G.A.T. register.

All pupils regardless of race, gender or ability will be given the opportunity to study music. Music can provide important access to other cultures and helps children gain an understanding of these.



All percussion instruments and larger tuned instruments are kept centrally in the resource room. Teaching resources, music books, a selection of audio tapes, C.D.s and keyboards are again located in the resource room. Foundation Stage has its own supply of music resources both for indoor and outdoor use. There is a piano, located in in the resource room for peripatetic use. A C.D. player/ sound system with speakers and microphone are located in the hall. Each class has its own radio/ tape/ C.D. player. ICT packages based on composition are available for both KS1 and KS2 as well as internet access in each class and hall to use the music scheme provided by TVMS and music C.D.s.


Curriculum and Extra Curriculum Activities

There is a weekly hymn practise session for the whole school, taken by the Music Curriculum Coordinator. Children are also given the opportunity to listen to a range of music at the beginning and end of our assemblies.

At Christmas time, the whole school takes part in a musical performance of some kind. Foundation unit, Year 1 and 2, and Year 5 and 6 all perform a Nativity, in related year groups. Year 3 and 4 children perform a Christmas Carol Service. All of these are performed for parents, carers and families of school children.  At other times of the year children participate in group sharing assemblies, and all children participate in the Harvest festival.

TVMS provide opportunities for children to learn musical instruments, including:

Opportunities for the peripatetic taught pupils to perform in assembly is given throughout the year, with children having the opportunity to give performances in assembly.

Specialist music teachers are providing enrichment lessons within the curriculum time linked to topic based work.


Policy review

This policy will be up-dated on a two yearly basis. Written by Michelle Dobson January 2019.