MUSIC POLICY
Revised: Summer 2014
Approved by the Board:
To be reviewed: Summer 2015
Introduction:
This document is a statement of the aims, principles and strategies for the teaching of Music at
Rosemead Preparatory School. It was designed by the Head of Music who delivers the music curriculum
to all year groups. The Head of Music consults regularly with the peripatetic music staff and reviews the
departmental policies annually.
Aims and Rationale:
Our aims for Teaching and Learning in Music are:
That the teaching of Music will ensure that suitable learning challenges are set. The Head of Music
should aim to respond to diverse learning needs of all children, including those who are gifted and
talented and those with specific learning difficulties. The Head of Music should give every child the
opportunity to experience success in learning and to achieve as high a standard as possible. Music
should be fun and the Head of Music should ensure that the learning experience takes place in a
relaxed and enjoyable atmosphere.
Principles of Teaching and Learning Music
At the EYFS, the children will have the opportunity to sing, explore sounds and move to music. They will
be able to:
 Recognise and explore how sounds can be changed
 Sing songs from memory
 Recognise repeated sounds and sound patterns
 Match movements to music
 Use simple percussion instruments
Throughout the Key Stages, the Head of Music ensures that listening and applying knowledge and
understanding are developed through the interrelated skills of performing, composing and appraising.
At Key Stage 1 children:
 Learn how to use their voices expressively by singing songs and speaking chants and rhymes
 Play untuned instruments
 Rehearse and perform with others, keeping to a steady pulse
 Control sounds through singing and playing and gain performance skills
 Learn how to create musical patterns and explore, choose and organise sounds and musical
ideas which will create and develop composition skills
 Learn how to explore and express their ideas and feelings about music through movement and
learn how to use musical language. This will develop their appraising skills
 Learn how to listen with concentration to increase their aural memory
 Learn how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture
and silence can be used in simple structures
 Learn how sounds can be made in different ways and how these sounds can be described using
given signs and symbols
 Learn how music is used for particular purposes, e.g. Dance or a lullaby.
At Key Stage 2 children will be taught how to:
 Sing songs in unison, 2-4 parts with clear diction, control of pitch and a sense of phrase and
musical expression
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Revised: Summer 2014
Approved by the Board:
To be reviewed: Summer 2015
MUSIC POLICY
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Play tuned and untuned instruments with control and accuracy
Practise and rehearse and present performances
Improvise, develop rhythmic and melodic materials through performance and explore, choose,
combine and organise musical ideas within musical structures. This will develop compositional
skills
Analyse and compare sounds
Explore and explain their own feelings and ideas about music using movement and learn how to
use musical language. This will ensure the development of their appraising skills
Listen with attention to detail
Organise the various musical elements (tempo, pitch, duration, dynamics, timbre, texture, silence)
within musical structures to communicate different moods and effects
Produce music using established notation.
Strategies for Teaching and Learning of Music
Through Listening, Performing and Composing children have the opportunity for individual work, paired
work, small group work and whole class work. Relevant discussion is encouraged when appraising a
piece of music and when embarking on compositional work.
Each term children prepare for school musical events such as the Carol service, Easter concert, and
Summer Musical. During this preparation time children acquire a broad range of skills. Children are
expected to prepare well at home with regular practice on their instrument should they be performing and
with the learning of song words.
The Music Department offers various ensembles for those who play an instrument and wish to extend
their performance practice. At present we have an orchestra, woodwind group, string group, electric
fusion band, recorder group, 2 choirs, brass group, ‘Cello group, Ukulele group and a theory group.
All children have the opportunity to hear professional individuals or groups of visiting musicians. These
experiences have included:
 Sola Akingbola (Percussionist with Jamiroquai)
 Simone Rebello (World renowned Percussionist)
 Peter Boita (Drummer from Les Miserables)
 Alison Blunt (Early Years Specialist).
Strategies for Ensuring Progress and Continuity in Music
The Head of Music designs the overview to ensure progression and continuity in the teaching of music
throughout the school. Feedback to children about their own progress is achieved through the informed
assessment of their listening skills, compositions and performances. The Head of Music teaches Nursery
through to year 6.
Strategies for Recording and Reporting in Music:
Progress will be assessed through observations undertaken during class work and sometimes through
recordings of group composition work. This provides the input for reports which are discussed with
parents at parents’ evenings and also for the selection process for concerts and musicals. In addition,
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Revised: Summer 2014
Approved by the Board:
To be reviewed: Summer 2015
MUSIC POLICY
external assessment of progress is available from results of external examinations and peripatetic
teacher records.
Use of Music Resources:
Various songbooks and worksheets are used for all key stages. A wide variety of percussion instruments
are used at all levels. The department is constantly looking for new material through advertising material
sent to the school and by visiting music shops.
Health and Safety:
The school has a Health and Safety policy which is regularly reviewed. The music equipment must only
be used when the Head of Music or another member of staff is present. Problems that arise are reported
to the Health and Safety Officer via a Head of Section.
SEN/ EAL and More Able Children:
The Head of Music can consult with the SENCO to discuss areas of concern and to become informed on
strategies for addressing the needs of individual children. The Head of Music actively engages with the
needs of each child. The Head of Music ensures that musically gifted children are given as many
performing opportunities as possible. Their repertoires should be expanded upon as much as possible
and their listening and appreciation of music extended.
Planning in Music:
In common with other departments in the school the Music department undertakes planning at different
levels:
 Long term planning- the programme for a year group, also known as a subject overview
 Medium term planning- a termly programme of study
 Short Term Planning- the weekly lesson schedule.
Clarity of thought in the process of planning, conviction in its implementation are the essentials of good
teaching and successful learning.
Marking in Music:
Children are assessed mostly through practical tasks which take place while a child is taking part in a
performance or composition activity.
Differentiation in Music
The Music Department aims:
 To have planned activities suitable to all abilities so that there is challenge and pace at all levels
 To have a wide range of resources, materials and equipment at differing levels allowing access
and entitlement to all children
 To break down tasks into small achievable steps so that children can achieve success at their
own level of ability.
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Revised: Summer 2014
Approved by the Board:
To be reviewed: Summer 2015
MUSIC POLICY
External Links:
The Music Department has built up links with local professional musicians who visit and present
workshops.
Roles and Responsibilities:
The Head of Music:
 Delivers the music curriculum to all year groups from Nursery through to year 6
 Takes a lead in policy development and the production of the curriculum overview, designed to
ensure progression and continuity in the teaching and learning of music throughout the school
 Maintains an up to date knowledge of the National Curriculum
 Monitors progress in the teaching and learning of music and advises the Senior Leadership Team
on action required
 Produces a curriculum overview
 Takes responsibility for the purchase and organisation of central resources
 Is expected to keep up to date through reading and attending relevant courses
 Reviews all departmental documentation
 Is responsible for monitoring and coordinating the peripatetic music staff
 Is responsible for delivering a high standard of performance at our annual school musical event.
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Revised: Summer 2014
Approved by the Board:
To be reviewed: Summer 2015
MUSIC POLICY