RADLETT LODGE SCHOOL MUSIC POLICY. This policy is linked to and derived from the overarching curriculum policy.

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1 Next review due: Sept 2016 RADLETT LODGE SCHOOL MUSIC POLICY INTRODUCTION This policy is linked to and derived from the overarching curriculum policy. Music is a statutory requirement of the National Curriculum until the end of Key Stage 3. This policy outlines the nature, purpose and implementation of music taught at Radlett Lodge School taking into account that all out pupils have a Statement of Special Educational Needs and have all been diagnosed as lying within the Autistic spectrum. This document reflects the consensus of opinion of the whole of the teaching staff. THE NATURE OF MUSIC Music is the organisation of sound that provides a form of expression for human feelings and moods. At its most abstract it is a powerful and non-verbal form of communication. It is a fundamental and life enhancing experience practised in all cultures and societies. Music plays an important part in the life of school at Radlett Lodge and often in the lives of many of its pupils. The staff at the school recognise the importance of music as a source of intellectual, emotional and spiritual fulfilment for individuals and a universal means of expression and communication. Every pupil, regardless of ability, disability and responsiveness has access to it. We also recognise the therapeutic value of music. It can be used in ways in order to effect change and can be particularly useful in the area of preverbal communication and social interaction skills, emotional development and self expression. In delivering the National Curriculum the school will keep in mind the whole range of special difficulties experienced by children with autism, by working towards objectives appropriate to each pupil. Music is used in the school in ways which try to address educational, social, therapeutic and cross curricular goals. It is used as a stimulating teaching aid throughout the school. All pupils are offered a wide variety of musical activities which enrich and expand their experience of music. For most pupils, listening and taking part in musical activities can be stimulating and pleasurable and listening to music relaxing and enjoyable. There are some pupils, however, for which certain sounds and timbres can be unpleasant and staff need to be aware of this.

2 AIMS To make music an integral part of the curriculum. To give pupils the opportunity to explore and enjoy music. To develop an awareness of different sounds. To provide access to a broad range of music including different times and cultures. To give opportunities for choice. To provide opportunities for free expression and encourage the capacity to express thoughts and feelings through music and to encourage the use of imagination. To provide opportunities to sing, play, respond, compose and perform. To develop an awareness of musical tastes and preferences that may be the basis for developing musical activities as an individual leisure pursuit. To use music to help pupils become aware of working co-operatively as well as individually. To develop turn-taking skills. To encourage social interaction and communication both non-verbal and verbal. To improve attention and concentration skills. To use music as an aid to improving motor co-ordination, dexterity and body awareness. To use music as an aid to learning other things. To develop motivation and confidence. ENTITLEMENT All pupils at Radlett Lodge have access to the National Curriculum programmes of study at a level suitable to their needs and abilities. National Curriculum requirements are: Performing and Composing. Listening and appraising. These elements will be taught together wherever possible. Activities include: Using sounds and responding to music individually, in pairs, in groups and as a class. Pupils with autism may need support to participate in group activities. Looking at the components of music: dynamics, tempo, timbre, texture and structure. The use of terminology e.g. Italian terms will be modified to take into account the individual s impairment in language and communication. Pupils will be given opportunities to control sounds with the voice and / or instruments, perform with others, compose and explore a range of resources and communicate musical ideas to each other.

3 The skills necessary to compose, perform and communicate ideas in the accepted sense will be out of the range of some pupils with autism. Children will be given opportunities to make choices (e.g. choosing an action for a song) or to conduct the group where this is appropriate. Singing in class and assemblies is an important part of school life. A collection of songs for assembly topics is available for all staff. In class, children have opportunities to listen to music from different times and places. CD players are also installed in the sensory room, so that music can be used in these sessions also. There is an ipod set up in the hall to use for sessions, assemblies and shows. The repertoire for performing and listening should extend the pupil s musical experience and knowledge and develop appreciation of cultural differences. IMPLEMENTATION The programmes of study as set out in the statutory orders form the basis of the music curriculum. The way in which these programmes are taught will vary to meet the individual needs of the pupils. Musical activities are planned in such a way as to encourage full and active participation by all children irrespective of ability and this will involve structuring the session to take into account the individual needs and abilities of each pupil. Whilst group sessions will have a broad structure, the creative nature of music, and the aim to develop group interaction, means that the session must be allowed to progress with flexibility, depending upon the needs and responses of the pupil at each moment. The needs of many of our pupils will dictate that more emphasis will be put on playing and listening. Playing will be mainly on tuned and un-tuned percussion instruments with an awareness that some pupils will need to develop the technical skill in order to play on them. Appraisal will be dependent on the individual pupils cognitive development. Pupils are given opportunities to listen to, to respond to and where appropriate evaluate music, live or recorded, including their own and others performances. Each pupil receives one music session a week with other opportunities for music during the week provided in class and school assemblies. The musical components of pitch, dynamics, duration, tempo, timbre, texture and structure are introduced and discussed with pupils. Where necessary language is modified. The music scheme of work ensures breadth and balance of delivery. Music is also an important part of leisure activities within the waking day curriculum for residential pupils. Live and recorded music is used in conjunction with Physical Education and Dance encouraging pupils to recognise music as an enjoyable stimulus for movement. Children are given opportunities to experience live performances whenever possible e.g. Live Music Now, Christmas Service.

4 RESOURCES A selection of large and small instruments, including electric keyboard is kept in the Lodge. Boxes of instruments are also provided for use in school and in the Lodge. There is a piano in the school hall. A large selection of CDs and MP3s are also available. Each classroom has a cd player and there is a good quality sound system in the school hall. Children have access to personal MP3 players where appropriate. Published songbooks are used as a resource for selecting songs appropriate to the pupil s ability and age. Computer software. Touch screen music programmes. Microphones and amplifier. Sound beam. ipods & ipads with variety of applications. ASSESSMENT Targets for music are set according to the scheme of work. Evidence of progress and success may include video and photographs which will be shared with parents through the Record of Achievement. COMMUNICATION OPPORTUNITIES Music can be very significant with/for non-verbal children or children who are less motivated. It can be used as a tool within which to verbalise/vocalise and communicate with others. It can also provide structure within which to communicate spontaneously. Pupils may be more willing to sing but not speak. Music can be used as a prompt for speech/singing as it has a beginning, middle and end. It can also be a useful cue for turn-taking and conversational skills e.g. shake tambourine then 1 st speaker, hit triangle for 2 nd speaker etc. Music can also encourage group participation communicating within a performance to an audience be identified as a class group within the school. LINKS WITH OTHER SUBJECTS Music has links with all other curriculum subjects and can be used to enhance sessions and encourage greater participation by pupils 1) In maths; rote counting, rhythms, rhymes and specific songs may be used e.g. 10 Green Bottles, 5 Currant Buns. 2) In English; music and sound effects can be used to enhance a story or provide a structure with a beginning, a middle and an end. It also encourages speaking and listening skills and reading when pictorial notation is used to support a sequence of events etc. 3) In Science; music is covered in the way sounds are produced and received through the senses.

5 4) In art/technology; musical instruments can be made and pictures drawn to describe a musical mood/feeling etc. 5) In Geography/History; music can be a useful reminder of places and sequencing of events. Many songs can be used and adapted to think about places e.g. Wheels on Bus, Walking Through the Jungle. With a history context music can give a structured sequence of events to sing about and give beginning, middle and end. 6) Within Computing there are numerous programmes that can be used to motivate children to use the mouse or switches appropriately and select songs or musical activities. Use of instruments is an integral part of the Computing scheme of work, including use of tape recorders, keyboards etc. 7) RE and communal worship usually includes music from different cultures and religions and is a good way of introducing a theme. 8) PSHE and Citizenship can include songs about dressing e.g. putting shoes on, greeting at beginning and end of day. It is a useful calming technique with movement in helping managing behaviours or supporting waiting times. EQUAL OPPORTUNITIES Music is for everyone and all pupils can benefit from it, whether listening or participation. Pupils of any ability can access it, with varying degrees of support. HEALTH & SAFETY Use and storage of instruments need to be addressed. Damaged instruments should not be used as they could be a potential danger to pupils. Where possible, adults need to encourage children to handle instruments with care and use appropriately. Where mouthing has occurred instruments need to be cleaned so that they are kept hygienic. Instruments are stored in a locked cupboard both in classes and in a central base. See also Early Years and Post 16 Policies.

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