Music @ Whitley Lodge First School
Statement of Intent
At Whitley Lodge First School, we believe that Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and can play an important part in the personal development of our pupils. Music reflects the culture and society we live in, and the teaching and learning of music enables children to better understand the world. It helps children feel part of their community.
We aim to provide every child with the skills and understanding needed to derive pleasure and self-worth from music, through active involvement in listening, composing and performing.
A principle that underlies all music education is that children should derive enjoyment from their music making.
Teaching Approaches
Whitley Lodge has a strong tradition in musical performance which includes singing, playing a variety of instruments, and responding to music through movement. (Refer to the “WLFS Singing Strategy.”)
Children regularly listen to pre-recorded music, including during assemblies, and are encouraged to form opinions. In addition to teacher-led learning, pupils are given opportunities for exploratory and creative music-making individually and in groups.
EYFS
Music is taught in Nursery and Reception as part of the topic work and developmental targets set in the EYFS curriculum. Children build a repertoire of songs and dances and make music using singing, body sounds, classroom objects, and instruments. They listen to a range of music from different places and times, and respond through painting, drawing, moving and writing.
By the end of Key Stage 1, pupils will be taught to:
- Sing in a 2-part round
- Sing a range of simple songs, following the tune well
- Keep in time with a group when singing
- Follow instructions for playing percussion instruments
- Create and follow simple notation
- Play as part of a group
- Choose and order sounds to create effects
- Create short musical patterns using voice, body percussion or instruments
- Record ideas using informal or formal notation
- Use musical vocabulary such as pulse, tempo, pitch
- Listen and recognise musical layers, e.g., different instruments
- Express opinions about music and justify them
By the end of Key Stage 2 (Year 4 at WLFS), pupils will be taught to:
- Sing with expression and phrasing
- Know that an ostinato is a repeated musical phrase
- Evaluate and improve their own singing
- Play instruments with control and awareness of others
- Recognise formal notation (e.g., rests, stave, notes)
- Compose and perform melodies using 3 or 4 notes
- Organise and change sounds to create specific effects
- Use formal notation including semibreves, minims, crotchets and rests
- Identify orchestral families (strings, percussion, woodwind)
- Discuss music in other countries and cultures
- Use musical vocabulary to evaluate music
Curriculum
The music scheme of work covers National Curriculum objectives for each year group and follows a two-year rolling programme suited to the school’s split year group organisation. It uses units from the Charanga scheme, updated with model music curriculum components. Sing Up and Ten Pieces resources support singing and listening/appraising elements.
Children sing every day in assemblies, classrooms, and weekly music lessons. Additional opportunities include class assemblies, performances for parents, and community/music hub events.
Purpose of Study
The National Curriculum for Music aims to ensure pupils:
- Develop performance skills in singing and playing
- Gain awareness of music’s historical perspective
- Present music in various forms and to different audiences
- Understand musical elements and vocabulary for effective evaluation
- Connect sounds to musical symbols
The Role of the Subject Leader
The subject leader is responsible for:
- Providing strategic direction
- Supporting colleagues with music-related issues
- Monitoring pupil progress
- Attending relevant training
- Managing resources and subject spending
Subject leaders have non-contact time to perform their duties, stay updated with developments, and ensure curriculum coverage, clarity of learning intentions, and planned progression. Monitoring, including pupil voice, feeds into annual action plans.
Inclusion
We acknowledge the range of musical abilities within each class and tailor learning opportunities to meet different needs. Strategies include:
- Open-ended tasks with multiple outcomes
- Tasks of increasing difficulty
- Grouping by ability with targeted tasks
- Use of varied complexity resources
- Support from classroom assistants
- Specialist provision for pupils with particular talents
Assessment
Music progress is assessed informally via Seesaw, documenting class activities, performances, and musical responses. Objectives link to statements in the “Sonar” assessment tool, used school-wide to track progress across all subjects including music.
Extra-Curricular Activities & Musical Events
- Years 2–4 can learn recorder or violin.
- Years 3–4 can access piano lessons.
- Lessons are delivered by North Tyneside Music Hub teachers.
- Pupil Premium pupils receive funded lessons. SEND pupils receive tailored support.
- Year 3–4 pupils can join the free after-school choir (Autumn & Spring terms).
- Summer term: Instrumental “ensemble” opportunity (also free).
- Performances take place in-school and in the community (e.g. Winter Sing, Christmas tree lighting).
- Musicians participate in an annual in-house charity concert.
