Cherry Orchard Primary Academy


MUSIC POLICY        Download Learning Outcomes

This document is a statement of the aims and strategies for the teaching and learning of Music at Cherry Orchard Primary Academy. The policy was written to reflect the guidance given by the Primary Years Programme International Baccalaureate Arts Scope.

It was written by R Stroud, Music Coordinator, in April 2018.

It was approved by the Principal in September 2018.  Reviewed 25/09/19 

What is Music?

Music is an art form consisting of sounds in time, especially tones of definite pitch organised melodically, harmonically and rhythmically.  The sounds are produced by singing or by playing musical instruments. The sequence of sounds are perceived as pleasing or harmonious.

Music enables students to communicate in ways that go beyond their oral language abilities. Music delights and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Music is a part of everyday life. Listening to and performing music can be a social activity. 


Musical experiences and learning begin with the voice. It is important that students are given opportunities to discover a broad range of music experiences including classifying and analysing sounds, composing, exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music, songwriting and recording. 

In creating, students use their imagination and musical experiences to organize sounds—natural and technological—into various forms that communicate specific ideas or moods. 

In responding, students are given the opportunity to respond to different styles of music, as well as to music from different times and cultures. 

Individually and collaboratively, students should have the opportunity to create and respond to music ideas. 

Using the six transdisiplinary themes shared throughout the school, who we are, where we are in time and place, how we express ourselves, how we organise ourselves, sharing the planet and how the world works, our intent is that all pupils will, to the best of their ability:

  • Develop the interrelated skills of performing, composing, creating and responding to music.
  • Extend the above skills by applying listening skills and knowledge and understanding of music.
  • Understand how sounds are made, changed and organised.
  • Understand how music is produced through the use of instruments and musical processes, including relevant symbols and notations.
  • Understand how music is influenced by time and place.
  • Have an overview of music history and close-up practical experience of music making through the ages in church, court, concert hall and home.
  • Have an understanding of how rhythms and sound and are notated.
  • Have opportunities to listen to live and recorded music
  • Be able to take part in live performances

This supports the concept-based learning system where children explore music using these seven key concepts in the PYP framework:

Form – What is it like?

Connection – How is it connected to other things?

Function – How does it work? 

Perspective – What are the points of view? 

Causation – Why is it like it is? 

Responsibility – What is our responsibility? 

Change – How is it changing?

Where possible music teaching with try to reflect the curriculum mapping across the school.

Principles of teaching and learning Music

By engaging children in making and responding to music, music teaching offers opportunities for them to:

  • Develop their understanding and appreciation of a wide range of different kinds of music, developing and extending their own interests and increasing their ability to make judgements of musical quality.
  • Acquire the knowledge, skills and understanding needed to make music, for example in community music making, and, where appropriate, to follow a music related career.
  • Develop skills, attitudes and attributes that can support learning in other subject areas that are needed for life and work, for example listening skills, the ability to concentrate, creativity, intuition, aesthetic sensitivity, perseverance, self confidence and sensitivity towards others.


The music curriculum has been designed to recognize that learning in arts is a developmental process and that the phases through which a learner passes are not always linear or age related. For this reason the content is presented in continuums for each of the two strands of arts: responding and creating. For each of the strands there is a strand description and a set of overall expectations. The overall expectations provide a summary of the understandings and subsequent learning being developed in each phase within a strand.

Please see the tables attached for explanation of the four phases used and the Learning Outcomes for each phase of both creating and responding.

Teaching includes, but is not limited to, the following strategies;

  • Introducing the children to a range of music from the medieval to the late 20th century.  This includes music from other cultures as well as western music, both classical and popular.
  • Learning about conventional notation and the writing and understanding of rhythms.
  • Intertwining performing, composing, listening and appraising through imaginative games, projects and songs.  Elements of music such as pitch, duration, dynamics, tempo, timbre, texture and structure are visited through projects, games and songs.
  • Singing, which shares music making spontaneously with others regardless of age, gender, background or ability.
  • We offer the children the opportunity to participate in weekly choir rehearsal to take the lead in the musical element of all whole school performances to parents, e.g. Harvest, Christmas Services, Summer Concerts and community events. 
  • A weekly after school music club is offered to children across the school.
  • A weekly (non audition) choir is run for children from Year 1 – Year 6.
  • Encourage children who show an interest in learning an instrument and liase with colleagues/parents to facilitate


The impact will be measured through the following ways:

  • Pupil voice and engagement
  • Termly milestone tasks 
  • Reflections from staff and pupils
  • Lesson observations

Role of the Music Teacher

The Co-ordinator’s role is to:

  • Take the lead in policy development and in the production of schemes of work designed to ensure progression and continuity in the teaching of music throughout the school.
  • Implement the scheme of work, to do assessments and keep records of activities.
  • Keep up to date with developments in music education, including attending relevant courses and reading and studying new ideas and approaches to teaching music.
  • Select appropriate music for performance at Harvest Festival, Carol Concert, Nativities, Leavers Services and other musical aspects of school events held during the year.  In addition select music for Christmas plays/pantomimes/plays. Select or compose appropriate instrumental or percussion accompaniments to all the above. Co-ordinate and rehearse all concerts, pre-record accompaniments and conduct performances.
  • Select appropriate music for the weekly School Choirs, train and conduct choir, pre-record accompaniments.
  • Lead a whole school weekly singing assembly.
  • Look for opportunities for musical outings and workshops across the school.
  • Lead a weekly music class as Specialist Resource Provision.

Extra curricular activities

  • Choir – weekly: Tuesday mornings                                                                                 
  • After school Music Club – Weekly: Musical Theatre or Young Voices Choir
  • Instrumental teaching is offered on keyboard and guitar through an independent visiting music teacher.
  • PHSE and SMSC

We recognise the importance of PSHE and SMSC in all aspects of the curriculum. 

SMSC Music policy:

Different cultures, beliefs, faiths and experiences are explored through the diverse music genres that the children study. They learn about themselves and others in the surrounding world through action songs and rhymes from different cultures. The history of music is explored to give the children a sense of place and for them to study the different influential music movements that have existed through time. 

Creativity is encouraged through both group and individual work with a focus on developing imaginations and encouraging ideas to produce compositions that are child-led.

Health and Safety

Refer to the School Health and Safety Policy for requirements regarding visits and fieldwork.