Crofton Junior School

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42 Slack Lane,
Wakefield WF4 1HJ

01924 863981

Crofton Junior School

Respect Nurture Inspire

  1. Curriculum Information
  2. Approaches to Music

Approaches to Music

 Intent, Implementation and Impact Statement




At Crofton Junior School, we believe that music should be an enjoyable learning experience. We feel it is important to provide children with a high-quality music education which nurtures, inspires and engages children to develop a love of music and develop their talents as musicians. This, in turn, helps to increase pupils’ self- confidence, emotional well-being, creativity and sense of achievement. Throughout school, children will learn about different genres of music through listening and appraising music, singing and playing, improvising, composing and performing as well as learning about the interrelated dimensions of music. We believe that music enriches the lives of people including their mental well-being. We also aim to inspire and nurture our children as performers providing them with opportunities to showcase their musical talents and recognise their achievements by allowing them to share their enjoyment with the school community. 



At Crofton Junior School, music teaching delivers the requirements of the National Curriculum through use of the Charanga scheme of work, as well as wider opportunities music delivered by visiting teachers from Wakefield Music Service. Teachers are able to plan and deliver inclusive lessons for all children to access the musical curriculum in a fun and engaging way aiming to foster a passion for music in children of all abilities. Charanga lessons are planned in sequence to provide children with the opportunities to review, remember, deepen and apply their understanding of music as well as embed the interrelated dimensions of music.

Music lessons are broken down into half-termly units and each unit of work has an on-going musical learning focus. Lessons usually follow a specific learning sequence:

  • Listen and Appraise;

  • Musical Activities (including pulse and rhythm);

  • Singing;

  • Playing instruments;

  • Improvisation / Composition; and

  • Perform and Share.

Teachers have identified the key knowledge and skills for each unit of work and this ensures that knowledge and skills build progressively throughout school.

Children in Year 5 benefit from whole class specialist teaching, delivered by a member of Wakefield Music Service. These lessons allow children the opportunity to learn to play an instrument (guitar) as part of an ensemble and to foster a love of music learning.

Alongside our curriculum provision for music, children also have the opportunity to participate in additional small group or 1:1 music teaching by being able to learn a musical instrument with peripatetic teachers organised by Wakefield Music Service.

Pupils also have the opportunity to join the school choir which rehearses regularly and performs on variety of occasions such as in school performances, carol concerts as well as taking part in the Young Voices Concert.



The impact of Music will be demonstrated through lesson observations, Chris Quigley Milestones, the Music progression document, reference to the Charanga assessment criteria, as well as musical performances by both individuals and groups of children.

Throughout the children’s time at Crofton Junior School, their musical knowledge, skills and understanding are built upon each year. The units are sequenced logically for the progressive development of musical skills – skills that are revisited, embedded and mastered over time.  Pupils will develop musical skills and gain a deeper knowledge and understanding of the different aspects of the Music curriculum, as well as developing their confidence, creativity and interaction and awareness of others.

The impact of the curriculum is monitored through a combination of discussion with pupils and staff and lesson observations in order to provide a comprehensive understanding of the quality of the curriculum and highlight areas for further development.