Hobbayne Primary School Music Policy Statement Updated October 2011

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1 Hobbayne Primary School Music Policy Statement Updated October 2011 Statement of Intent This policy outlines the purpose, nature and management of Music taught in the school. The main aim of Music Teaching in schools is: To foster the pupil s sensitivity to, and understanding and enjoyment of Music through an active involvement in listening, composing and performing. (Welsh Orders) and To make Music enjoyable and accessible to all children irrespective of cultural backgrounds, gender and disability, through the fundamental activities of performing, composing, listening and appraising. Music should be an integral part of the ethics and life of the school. Legal Requirements Music is a National Curriculum Foundation Subject to be studied by all Primary aged children. Teaching Aims The aims of Music education at Hobbayne are to meet the needs of pupils of varying aptitudes and abilities, between the ages of 3 and 11 years, and in accordance with the National Curriculum Attainment Targets 1 and 2. The aims of Music teaching are:- To extend the ways in which pupils respond to music and to encourage sensitivity when performing, composing (AT1), listening and appraising (AT2). For children to share in the enjoyment of music. To offer pupils opportunities to experience the personal satisfaction and self confidence derived from striving after the highest possible standards whilst engaged in musical activity. To develop necessary skills and concepts whilst engaged in musical activity To develop social skills and awareness through making music together, i.e. children, parents, staff and the wider community. To promote a positive attitude to one s own and other musical traditions. To develop the capacity to express ideas and feelings symbolically through the medium of sound To foster a sense of achievement built on growing confidence in the use of skills. Equal Opportunities Music is quite well resourced (see Resources Audit) and attempts to reflect the diverse backgrounds of our pupils. All pupils, regardless of ethnic and cultural origin, of gender or physical and mental ability, have the right to experience music. Music has a very special role to play in breaking down the barriers between pupils and releasing the potential within them.

2 Resources (Please see Audit Doc.) Scheme of work booklets and accompanying CD s are shared between each year group at the appropriate level and are located in one of the year group classrooms. Musical instrument trolleys are located in the Music Hut and for KS2 use and in the Resource cupboard of Yellow Class for KS1 & Reception. Early Years have a small selection of Percussion instruments in their classrooms. Orchestra, recorder, choir books and folders are located in the newly organised cupboards in the MUSIC Room based in the nearside Hut. The instrument boxes are colour coded and clearly labelled. They are accessible and child friendly. Song books (and OHP files of songs) are located in the school Hall with and CD s for assembly and Hall use being located in Office. The School office are constantly updating the folder of Song words on the schools U drive to be used in assemblies and Song Practises and by individual teachers in the classroom. Continuity and Progression Our specialist music teacher George Wells from *Big Foot Arts Education plans lessons through Years reception to year 6. Year 5 & 6 use the O Generator software which is included in this planning. Continuity and progression is ensured by following the Big Foot scheme of work (The Big Foot music programme) in KS1 and in KS2, in accordance with the National curriculum. Assessment Due to the nature of the subject, assessment will be made by the teacher and be practically based, in accordance with the scheme of work. Special Needs While differentiation by task and learning outcome is necessary in some areas of music, the very nature of the subject allows for individual appreciation and response. A group of three children receive additional music support from the Big Foot teacher in a half hour session once a week. Early Years The children are given opportunities To respond to music To explore musical sounds To begin to develop ideas of rhythm, pitch, and dynamics.

3 Teaching methods Music is essentially a practical subject with strong cross curricular links. A variety of teaching methods will include experiences of making, listening and responding to music as well as more theoretical work. Organisation of work will ensure that pupils have opportunities to experience working in groups ranging in size from pairs to whole school. Work may be performed, recorded on tape, presented pictorially or in written form. Response to Children s work The response from the teacher should be encouraging to the child. Information Technology Information technology plays an important part in enabling pupils to have a wide range of musical experiences. Cross curricular Issues Music should be taught as a definite subject bearing in mind that the age of the children will affect this. Music is present in all our lives and as such plays some role in all curricular subjects. There is always scope to reflect musical ideas in other areas, particularly P.E., Art, Geography, History, D.T. Safety Factors Music is a practical subject and involves the use of instruments and electrically powered technical equipment. Care must be taken to ensure their appropriate use. Weekly Singing Practises All children participate in these which are held for KS1 and KS2 respectively in the school hall run by the Big Foot teacher. Reception Classes attend the KS1 sessions after an initial settling in period, and a.m. Nursery attend from time to time from the Summer Term onwards. Learning an Instrument Children in this school are very fortunate to have the opportunity of learning a range of musical instruments in the following Year groups. Pupils are taught individually, in pairs or small groups. Yrs.2 6 Violin & Viola Yrs.3 6 Cello Yrs.3 6 Guitar & Piano Yrs.2 6 Woodwind flute, clarinet, saxophone, bassoon, recorder Yrs.R 6 Tabla Yrs.4 6 Brass trumpet, trombone, horn, euphonium, tuba

4 All instrumental learning is voluntary. Violin, Cello, Guitar, Woodwind, Piano, Brass and tabla lessons take place during the school day by peripatetic music specialists employed by the school. Children learning these instruments learn to read music and the simple rudiments of music theory. They can take part in ensemble playing and perform in assemblies and concerts. Christmas Cheer Club This is run as a once weekly voluntary Lunchtime Club by the Music Co-ordinator and is open to years 3 & 4 pupils. The club performs at Christmas at Ealing hospice in Ealing hospital and at their staff Christmas service. They also perform at the Christmas Music Evenings and sometimes participate in EMAS Festivals which take place every other year. Ruth Fortey a specialist singing teacher from EMS (Ealing music services) joins the club for four sessions to prepare them for their singing in the community. Choir Club This is run as a once weekly voluntary Lunchtime Club by the Big foot teacher and is open to years 5 & 6 pupils. They also perform at the Christmas Music Evenings. Summer Music Evening This is an annual event. Children participate as Choir members, Orchestra members, African Drumming club or as individual or group performers, following a non-threatening Audition procedure which is open to any child who receives formal instrument/voice tuition either within school, at Ealing Music School or private Music Tutor. Christmas Shows and Christmas Music Evening Towards the end of the Autumn term, Nursery Reception and KS1 classes each perform in a seasonal show, produced by their respective Class Teachers, overseen by the Music Co-ordinator. The KS2 classes all participate in a seasonal Music evening when Whole School, individual Year Group and Choir songs are performed, along with items from the school drama groups. This event is produced and co-ordinated by the Music Co-ordinator and is usually held in an outside venue as the School Hall is not adequate to accommodate all those who wish to attend in addition to the majority of KS2 who take part. Music Scheme Sounds of Music ( published by Stanley Thornes) written in line with National Curriculum requirements has gradually been phased into KS1 over the past 8 years to replace the former Silver Burdett Scheme. It provides the classroom teacher with all the support needed to deliver the Primary Music Curriculum and includes the following features: *straightforward approach to support the non-specialist *structured progression from one year to the next and within each unit *careful differentiation *balanced repertoire.

5 *integrated assessment Sounds of Music has a clear organisation with seven levels covering the seven years from Nursery & Reception/P1 through to Year 6/P7. Each level comprises: *Teacher s Book *Compact discs with songs and listening selections In the academic year the Music Coordinator will be teaching Music as a specialist teacher in Year 1. In academic year the Deputy Head teacher introduced the LCP scheme of work into KS2. In academic year the Music co-ordinator will be teaching Music as a Specialist teacher in years 3,& 6, sometimes with the Class Teacher observing to increase their skills and confidence in delivering the lessons In Academic year the Music Coordinator did this with Years 4, 5 & 6, creating simplified lesson plans for the non-specialist teacher to use. In a music specialist company called Bigfoot joined the staff to support teacher in PPA time. This gives the children opportunities throughout the school in music and theatre activities. Bigfoot planning falls in line with NC topics and the Big foot teacher at Hobbayne also incorporates links to IPC (International primary curriculum) where possible. In academic year the Music Co-ordinator introduced the O Generator software to Years 5 & 6. O-Generator Learning helps children explore the fundamentals of music and composition by manipulating individual sounds. The design engages students on a visual and aural level and most importantly stimulates them into trying and creating composition styles of their own. *Big foot "The Bigfooter is the performance. It s not just what they do in terms of the education they provide, but its the way in which they do it which makes them stand out from the crowd. Bigfooters know how to play. What would normally be a routine exercise becomes an engaging and memorable learning activity, captivating their audience and involving them completely in the creative learning process. We believe that these experiences are essential in every childs learning, because it breaks up the routine of daily lessons, it shakes things up, invigorates the senses and enables children to feel a connection to other styles of learning which can ignite sparks of talent and creativity that has been laying dormant. Children are often in their element when they are enjoying themselves, and the Bigfooter provides the appropriate learning environment to allow this to happen within a classroom setting. Role of the Co-ordinator The Music Co-ordinator has the following responsibilities: To share expertise with colleagues, parents and governors Keep up to date with current initiatives, including the Vertical team put in place for establishing the Creative Curriculum Organise and lead Inset sessions

6 Meet with Newly Qualified Teachers regularly Monitor Bigfoot teaching, planning and assessing Handle Music budget Ensure continuity of approach and progression Oversee organisation of Instrumental tuition Organise and run Christmas Cheer Choir Organise Christmas Music Evenings Help with organisation of Music for special assemblies, Nursery, Reception and KS1 performances Advisory Agencies There is an Advisory Team for Music based at The Dominion Arts and Cultural Centre, 112 The Green, Southall,UB2 4BQ Tel Fax The centre can be contacted for information and advice relating to resources and concerns relating to the Music curriculum. - Updated October 2011 To be reviewed September 2012

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