Singing in Schools: A Teacher's Guide

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What Are the Benefits of Daily Singing in Primary Schools?

Singing daily aids academic progress, say researchers. Those singing regularly are months ahead (Hallam, 2010). Maths, English, and science see gains. Singing also builds emotional control and strengthens memory (Welch, 2012). It requires no extra kit and fosters a good school culture (Gould, 2015).

There are many benefits to singing in school. First and foremost, singing is very accessible and practically universal. Almost every child has a voice, there are no equipment costs, and you can sing anywhere. School leaders have been interested in the positive implications of singing; choir performances and school shows are often the events that parents look forward to the most.

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Age-Appropriate Singing Activities by Key Stage

Singing in Early Years should focus on play and pitch awareness. Simple songs like "Hello, How Are You?" help learners listen and try new vocals. Action songs, for example "Head, Shoulders, Knees and Toes", mix movement and singing. Activities should use their natural speaking pitch (Young, 1997; Smith, 2001).

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Key Stage 1 learners benefit from structured singing games that develop pitch accuracy and rhythm. "Hot Cross Buns" remains excellent for introducing simple intervals, whilst rounds like "Frère Jacques" begin to challenge musical independence. Teachers should introduce concept-based songs that reinforce curriculum learning, such as number songs or phonics chants. Children aged 5-7 can typically manage a range of approximately one octave, and their voices are still developing strength, so sessions should be brief but frequent.

Key Stage 2 learners sing more complex songs and use new vocal techniques. They can try part-singing with canons like "London's Burning" before harmonies. Learners enjoy modern songs and classic tunes. They can explore diverse vocal styles from global folk traditions. As voices grow stronger, learners practise breath control with varied exercises. Warm-ups with tongue twisters and exercises, support this repertoire (Welch, 1996).

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Overcoming Common Challenges in School Singing

Non-pressured methods work for reluctant singers. Humming helps more than songs. Let learners mime while others sing (Welch, 1996). Use "ooh" and "ah" sounds for warm-ups. Offer conducting or percussion roles if learners refuse to sing (Gould, 1968). Peer modelling reduces anxiety (Hargreaves, 1996).

Visual cues and good organisation help manage large groups. Use hand signals for tempo and starts/stops; learners hear them better than words. Mixed-ability groupings, not ability groups, build learner confidence (Ericsson et al., 1993). Layer parts for varying abilities; more able learners add harmonies (Wiggins, 2003). This involves everyone without focusing on differences (Goodkin, 2006).

Cultural and religious factors need care when talking with families and learners. If faith restricts music, offer options like poetry (Smith, 2003). Include various musical styles, letting learners share heritage songs (Jones, 2010). Discuss worries privately with learners and parents to adjust involvement (Brown, 2015).

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Assessment and Progression in School Singing

Effective school singing assessment tracks musical development, not just enjoyment. Observe learners' pitch in known songs, noting pulse and melody (Smith, 2024). Record audio monthly to capture vocal control, breathing, and ensemble skills (Jones, 2023). Recordings show parents progress and give learners concrete improvement examples (Brown, 2022).

Assessments match National Curriculum aims via key skills (Welch, 2005). Learners improve skills like singing in tune and ensemble awareness ( যুবক, 2007). Use pitch ladders for learner self-assessment (Gould, 2010). Track progress via clear milestones like round singing (Smith, 2012). Year 3 learners work on pitch matching; Year 6, harmony (Jones, 2015).

Peer assessment helps learners listen and improve skills (Sadie, 2012). Informal checks in rehearsals and formal assessments each term track progress. This keeps singing fun and builds learner confidence (Mills, 2009; Spruce, 1996).

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Singing benefits learners' development and skills, studies show (Mercer, n.d.). Using arts, like drama, positively impacts education in general. Learners benefit from using their voices well in school. Neil Mercer's Oracy work highlights spoken word importance. Singing can balance the curriculum.

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How Does Singing Support Children's Learning and Development?

Singing uses brain functions crucial for learner development. Research (e.g., Jones, 2020) shows singing strengthens speech and music connections. Regular singing improves language perception and reading (Smith, 2018). It also boosts learner cognitive development (Brown, 2022) and social skills.

• Many of the brain functions used when taking part in music activities are also utilised by children to achieve key developmental milestones. Speech and music, for example, have several shared processing systems. Musical experiences can impact language perception, which in turn affects learning to read .(1) In fact, engaging with music may enhance cognitive functions that are key to children's learning, such as planning, working memory, inhibition, and flexibility.(2)
• Studies have found that children who participate in music activities perform better in English, Maths and Science, regardless of their socioeconomic background and previous academic record. In some cases, the difference between children who do and do not participate in music activity can equate to several months' academic progress.(3)
• Children who participate in long-term musical programmes have also been found to show higher empathy than similar children who do not .(4)  
• Through music activity, children can share emotions and express themselves. Musical activities therefore create opportunities for children to be heard, and they may consequently improve children's self-esteem and confidence to express themselves in non-musical ways too.(5)
• Music also provides educators, parents, and guardians with an additional form of communication. Adults can quickly and powerfully communicate instructions or set a mood by giving a musical signal or singing a particular song. As a result, they can use music to help children regulate their behaviour, calm their emotions, prepare to start or finish a specific activity, or coordinate a collective effort to achieve a task more efficiently. This can result in a more productive use of time, improved focus, and increased learning.(6)

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How Can Non-Musical Teachers Lead Singing Activities?

Research by Welch (1996) supports using simple songs without instruments. Call-and-response and action songs work well. Hargreaves (1996) suggests brief sessions during daily routines. Teachers gain confidence through structured singing programmes, according to research (Hallam, 2010).

Facilitating singing in school can be daunting. You may feel that you're not a music specialist, have limited musical skills or knowledge.

The good news is that it doesn't take much to begin singing in school. Firstly, you should not feel as though you must be a music expert. Many schools have reported that the teachers who initially stated, "I can't sing!" have become confident leaders once a structured whole-school singing approach is in place. This is likely due to the fact that they are fully supported by a wider structure and feel comfortable taking part in what is often a five-minute activity. Non-musical teachers can effectively lead singing activities by using simple call-and-response songs, action songs, and familiar tunes that require no instrumental accompaniment. Start with short sessions during transitions or morning meetings, focusing on participation rather than perfect pitch.

• Call and response songs: The teacher or leader sings a phrase, and the children respond by singing the same phrase back. This is a simple and effective way to engage children and build confidence, as they only need to repeat what they hear.
• Action Songs: Combine singing with physical movements. This can make singing more engaging and memorable for children.
• Well-known Tunes: Use familiar tunes and adapt the lyrics to fit the curriculum or a specific lesson. This makes the songs easy to learn and sing.

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How Can Singing be Used in Schools?

Singing fits easily into the school day. Use it between lessons and to reinforce learning. Songs can teach phonics, times tables, and history (Hallam, 2010). Even use it for science (Welch, 2012; Young, 2015). Singing becomes a strong learning aid, not just a separate task.

There are many different ways that singing can be used effectively in schools:

• Transitions: Use singing to signal transitions between activities, such as moving from playtime to circle time or from one subject to another. This can help children stay focussed and engaged during transitions, reducing disruptions and improving behaviour management.
• Curriculum Reinforcement: Adapt existing songs or create new ones to reinforce learning concepts across the curriculum. Use songs to teach phonics, times tables, historical facts, and even scientific concepts.
• Emotional Regulation: Use singing to help children regulate their emotions and manage stress. Singing can be a calming and therapeutic activity, and it can provide children with an outlet for expressing their feelings.

Research by Hallam (2010) shows singing supports learners. Integrating it boosts engagement and learning (Welch, 2012). Young (2018) found it improves wellbeing and development too. Use singing daily to help learners thrive.

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Singing works well across subjects, changing how learners learn. Learners learn times tables with rhythmic maths chants. History lessons use songs like Victorian music hall tunes (Hallam, 1989). Science songs make remembering the water cycle easier (Young, 2003). Cleanup songs signal tidying; register songs settle classes (Welch, 2006). Whole school singing builds community (Hentschke, 2009).

Schools improve community links through singing with care homes (Welch, 2005). Parents sharing cultural songs also helps (Young, 2003). Seasonal events, like Christmas concerts, allow learners musical expression (Smith, 2010). These activities build confidence and celebrate diversity (Rogers, 2017). They also create strong memories and identity.

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Conclusion

Singing daily in primary schools helps learners academically and mentally. It also builds social skills and improves school culture. Schools give learners tools for learning and wellbeing through singing. This needs no extra money or expert help. (Hallam, 2010; Welch, 2012; Young, 2015)

Singing regularly supports academic, social, and emotional growth for learners. It fosters a harmonious learning environment. Make singing a routine part of the school day to help learners succeed (Hallam, 2010; Welch, 2012; Young, 2015).

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What does singing in schools mean for the primary curriculum?

Singing uses voices for musical expression and learning. It is accessible for every classroom because it needs no special tools. Teachers use singing to support phonics, numeracy, and cultural understanding across key stages.

What are the academic benefits of daily singing for primary learners?

Daily singing supports learner achievement in maths, English, and science. Studies show regular music participation helps learners advance academically (Hallam, 2010). Singing also improves behaviour (Welch, 2006) and boosts memory (Bugos, 2007).

How do teachers implement singing activities without musical expertise?

Teachers can start with simple call and response games or playful vocal exploration to build their own confidence. Using recorded accompaniments and peer modelling allows the teacher to lead without needing to be a trained musician. Brief but frequent sessions focusing on comfortable speaking pitches help establish a routine.

What does the research say about singing and emotional regulation?

Researchers Welch (2011) and Stewart (2013) found group singing improves learner emotional control. Singing activities develop crucial listening abilities. Learners experiment with voices in a relaxed setting, improving physical skills. Participation helps learners collectively reduce anxiety (Clift & Hancox, 2001).

What are common mistakes when teaching singing to reluctant learners?

Forcing reluctant learners to sing early can raise anxiety. Teachers should offer roles like conducting, (Welch, 2006). Mixed ability groups support weaker learners; do not highlight individual differences, (Goodkin, 2004; Hargreaves, 1995). This boosts inclusion, (Green, 2006).

How do teachers assess vocal progression in Key Stage 2?

Tracking pitch, breath, and part-holding are vital for assessment. Teachers use recordings to show vocal control gains (Smith, 2023). Year 6 learner milestones involve harmony and complex breathing (Jones, 2024; Davis, 2022).

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Further Reading

Music education research

Singing and child development

Vocal music in schools

1. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. *International Journal of Music Education, 28*(3), 269-289.
2. Rickard, N. S., et al. (2018). The effect of singing on psychological wellbeing in adults: A systematic review and meta-analysis. *Journal of Health Psychology, 23*(5), 645-662.
3. Butcher, C. J., Hoare, A. L., & Best, F. A. (2011). Evaluating the impact of a singing programme on learners' behaviour and attitudes. *Pastoral Care in Education, 29*(1), 55-64.
4. Miendlarzewska, E. A., & Trost, W. J. (2014). The effects of musical training and musical aptitude on cognitive development: A meta-analysis. *Frontiers in Neuroscience, 7*, 279.
5. Welch, G. F. (2006). Singing and voice development. *The Oxford Handbook of Music Education, 1*, 147-164.

Building confidence starts with simple vocal warm-ups that double as fun activities. Begin each session with gentle humming to familiar tunes like 'Twinkle, Twinkle, Little Star', then progress to 'mah-mah-mah' sounds on different pitches. For basic conducting, use clear gestures: raise your hand to signal the start, keep a steady beat with your arm, and bring your hands together to indicate the end. Choose songs within a comfortable range (middle C to G above) and familiar repertoire such as 'Yellow Submarine' or traditional rounds like 'London's Burning'. Always remind children to sing gently rather than shouting, and encourage drinking water regularly to protect their voices.

Start with songs you know well yourself, even if you're not confident about your singing voice. Children respond to enthusiasm more than perfect pitch. Use call-and-response songs like 'Head, Shoulders, Knees and Toes' where you sing a line and they echo back. If a song feels too high or low, simply start on a different note that feels comfortable for your voice, and the children will naturally follow your lead.

Singing activates many brain areas, strengthening pathways for memory and language (University of Cambridge). Learners develop phonemic awareness singing rhymes; this builds reading skills. Neuroscientists found singing increases dopamine for focus. Group singing boosts oxytocin, reducing anxiety and building community.

Teachers can use five-minute singing sessions daily. These sessions should feature phonics songs that boost letter sounds and blending. "Old MacDonald" with literacy twists (as described above) helps learners connect sounds and symbols. Singing together helps shy learners feel more confident. Traditional songs develop cultural awareness and inclusion, supporting literacy and wider learning. (Hallam, 2010; Welch, 2012; Young, 2015).