Cradle Hill Community Primary School



Music is a powerful, unique form of communication that can change the way pupils feel, think and act, and which enables personal expression, reflection and emotional development. As an integral part of culture, it helps pupils understand themselves and relate to others, forging important links between the home, school and the wider world. Most importantly, music increases the creativity and fulfilment of all pupils, regardless of age, gender, race or learning style. Pupils are taught to develop both a love of music and their talent as musicians. This in turn increases their self-confidence, creativity and sense of achievement. As pupils progress, they develop a critical engagement with music, allowing them to compose, and listen with discrimination to the best in the musical canon.


 The teaching of music at Cradle Hill Community Primary School is based around the East Sussex Charanga music scheme and freestyle resource library, which fit very well with the expectations of the 2014 National Curriculum. Instrumental units are mainly based on developing skills on recorders, tuned percussion, ukuleles and Djembe drums. Overall a holistic approach is at the heart of the curriculum, interweaving singing, playing, improvising and composing at every opportunity across both key stages.

Singing is an integral part of all music lessons and in addition, children have a singing assembly once a week.


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

  • Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
  •  Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
  • Develop skills, attitudes and attributes that can support learning in other subject areas and that are needed for life and work, for example listening skills, literacy skills, counting skills, the ability to concentrate, perseverance, self-confidence and sensitivity towards others.