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National Curriculum

Inclusion in music

Teachers may find the following additional information helpful when implementing the statutory inclusion statement: Providing effective learning opportunities for all pupils. Teachers need to consider the full requirements of the inclusion statement when planning for individuals or groups of pupils. Teachers also need to identify and enable the development of musical talent.

To overcome any potential barriers to learning in music, some pupils may require:

  • help in managing the written communication aspects of music, such as the use of symbols, by using larger print and colour codes, multi-sensory reinforcement and placing a greater emphasis on aural memory skills

  • encouragement to use their voices expressively and, when responding to music, to use different forms of communication, such as gesture, to compensate for difficulties when singing and speaking

  • opportunities to learn about music through physical contact with an instrument and/or sound source where they are unable to hear sounds clearly or at all

  • access to adapted instruments or ICT to overcome difficulties with mobility or manipulative skills.

In assessment:

  • pupils who cannot use their voices to communicate may be unable to complete the requirements of the programme of study or attainment target relating to singing. In these circumstances, teachers should provide opportunities for pupils to develop strength in depth in other aspects of the programme of study. When a judgement against level descriptions is required, assessment of progress should discount those aspects that relate to singing.

This content relates to the 1999 programmes of study and attainment targets.

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