SCHOOL POLICY FOR: Music

Responsible person: Mrs G. Crowe

Date adopted: 28.01.02 Review by: annually

HOW THE POLICY WAS DEVELOPED

A previous draft document was considered and deemed to need development.

Existing practice was audited during the Summer Term 2001, in consultation with class teachers. Discrepancies were identified and a new policy was formulated.

Reference was made to the programmes of study and level descriptions set out in Curriculum 2000 and also to the QCA scheme of work for Music.

3. HOW IT RELATES TO THE SCHOOL DEVELOPMENT PLAN

Although Music does not feature on the development plan until Spring Term 2003, it was felt that with a new co-ordinator, work should be carried out to ensure consistency of practice and delivery and a new policy should be developed.

4. INTENTIONS

By engaging pupils in the activities of performing, composing, listening and appraising, music teaching will offer pupils the opportunity to:

· develop their knowledge, skills and understanding of the music of a wide range of styles and cultures

· develop skills and attitudes that can support learning in other subject areas, for example concentration, creativity, self-confidence and sensitivity.

· develop and extend their own interests and increase their ability to make judgements of musical quality

· acquire the knowledge, skills and understanding needed to make music

AIMS AND OBJECTIVES

Music teaching should offer opportunities for pupils to:

· develop each of the skills of performing, composing and appraising in all activities

· extend these by applying listening skills and knowledge and understanding of music

Within the Foundation Stage music is covered in the creative development section.

In Key Stage One pupils are encouraged to:

· listen carefully and respond to a wide range of different kinds of music

· play musical instruments

· sing songs from memory

· add accompaniments and create short compositions

· explore the way sounds and silence can create different moods and effect

In Key Stage Two pupils are encouraged to:

· sing songs and play instruments, contributing to group and class performances

· improvise and develop their own musical compositions in response to a variety of different stimuli

· explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures

6. PRINCIPLES OF TEACHING AND LEARNING

It is important that principles of teaching and learning are consistent with whole school policies. Teachers will need to have a thorough understanding of National Curriculum music and use a variety of teaching methods.

Pupils will learn through practical activities and times of listening and reflection.

These activities may be whole class, group or individual based.

They will learn to appraise and evaluate their own work and the work of others.

Individual instrumental teaching will also be given by peripatetic music staff to those pupils requesting it.

7. EQUAL ACCESS AND OUTCOME

Pupils with individual educational needs, whether intellectual or physical, will have full access to all aspects of the music curriculum. This will be achieved by matching activities to their abilities and aptitudes.

Access can be improved by enabling pupils to experience and play instruments at first hand. Staff should consider:

· enabling pupils to communicate their responses to different music, and their choice of music, through the most appropriate means

· allowing pupils time to settle in readiness for participating in an activity

· allowing pupils time to respond and communicate, taking account of the pace at which they work

· correct positioning of pupils to allow them focus on an activity

· allowing time for choosing and exploring instruments, individually or with others

· using a multi-sensory approach where appropriate

Where appropriate, Support Staff will be involved.

8. HEALTH AND SAFETY

Staff at Windmill will ensure that all pupils are taught to use music equipment safely through instruction and good example.

9. IMPLEMENTATION

The policy provides a structure for Music throughout the Foundation Stage and Key Stages One and Two.  Skills, knowledge and understanding will be developed through activities from the NIAS scheme of work, supported and extended by the Nelson and QCA schemes where appropriate.

Music will be taught by class teachers for approximately 27 hours per year in both Key Stages. Strong curricular links exist between Music and Literacy, Science, RE, Dance and PHSE.

The curriculum leader will:

· prepare guidelines

· support all staff

· organise and order resources

· keep abreast of current practice through INSET

· monitor music education throughout the school on a regular basis

· liaise with outside agencies

Class teachers will decide upon the objectives for their teaching and prepare their medium term plans with reference to the curriculum map for Music.

10. CONTINUITY AND PROGRESSION

To ensure that pupils make progress in Music, teaching should enable them to achieve the following expectations with confidence, independence and ownership.

By the end of their Reception year most pupils will be able to:

· recognise and explore how sounds can be changed and repeated

· sing simple songs from memory

· match movements to music

· recognise repeated sounds and sound patterns

· communicate their ideas, thoughts and feelings by singing a variety of songs and using musical instruments

By the end of Year 2 most pupils will be able to:

· recognise and explore how sounds can be organised

· sing with a sense of the shape of the melody

· perform simple patterns (rhythmic and melodic) and accompaniments, keeping to a stead pulse

· choose carefully and order sounds within simple structures in response to given starting points

· represent sounds with symbols

· recognise how the musical elements can be used to create different moods and effects

· improve their own work

By the end of Year 4 most pupils will be able to:

· recognise and explore the ways sounds can be combined and used expressively

· sing in tune, with expression

· perform rhythmically simple parts that use a limited range of notes

· improvise repeated patterns and combine several layers of sound with awareness of the combined effect

· use symbols to recall, plan and explore sounds

· recognise how the different musical elements are combined and used expressively

· make improvements to their own work, commenting on the intended effect

By the end of Year 6 most pupils will be able to:

· identify and explore the relationship between sounds and how music reflects different intentions

· maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect

· improvise melodic and rhythmic phrases as part of the group performance

· compose by developing ideas within musical structures

· perform by ear and from simple notations

· describe, compare and evaluate different kinds of music using an appropriate musical vocabulary

· suggest improvements to their own and others work, commenting on how intentions have been achieved

11. RESOURCES

The Music Manager will be responsible for ordering resources to support the implementation of the curriculum. The teachers and pupils in each year band will have access to a selection of untuned percussion instruments, which will be stored in their area.  Tuned percussion and bulkier untuned instruments will be stored centrally in the Staff room.  A wide range of song books is also available in the central store.

12. REPORTING

Medium term plans indicate that significant assessments are made at the end of each unit to determine the progress that has been made. It is not the intention to record every aspect of each pupil’s progress, but significant achievements or weaknesses should be noted and form part of the annual report to parents. All members of staff will have the opportunity to discuss and review the reporting arrangements for Music.