Primrose Hill Primary School Music Policy: A baseline for outstanding practice
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1 .. Primrose Hill Primary School Music Policy: A baseline for outstanding practice January 2012 Review date: January 2014
2 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each element of whole school and classroom practice is designed with an understanding of how children learn best at its heart. At Primrose Hill we believe children learn best when: learning activities are well planned, ensuring progress in the short, medium and long term teaching and learning activities enthuse, engage and motivate children to learn, and foster their curiosity and enthusiasm for learning assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment the learning environment is ordered, the atmosphere is purposeful and children feel safe there are strong links between home and school, and the importance of parental involvement in their children s learning is recognised, valued and developed These s are developed in our Teaching and Learning Policy. Their specific application to the teaching and learning of Music is described here.
3 Primrose Hill Primary School: Music Policy. Children learn best when learning activities are well planned, ensuring progress in the short, medium and long term. MUSIC PLANNING IS: Highly kinaesthetic Accessible to all abilities Able to accommodate children s self expression in a wide range of alternative media Children learn best when teaching and learning activities enthuse, engage and motivate them to learn, and when they foster their curiosity and enthusiasm for learning. MUSIC TEACHING IS: Actively participatory, with the teacher being alternately a member of the group and in the role of facilitator Expanded in a wide range of after-school musical opportunities and out-of school extended learning Broad enough to extend and encourage the highest ability learners to travel at their own pace whilst remaining accessible to all Children learn best when assessment informs teaching so that there is provision for support, repetition and extension of learning for each child, at each level of attainment. MUSIC ASSESSMENT IS: An ongoing dialogue between students and teachers, both at a macro and micro level Detailed and specific: individual progress of students is measured against a wide range of musical guidelines Constantly seeking to extend children, both within the group, school and as young musicians in the wider world
4 Primrose Hill Primary School: Music Policy. Children learn best when the learning environment is ordered, the atmosphere is purposeful and they feel safe. THE MUSICAL ENVIRONMENT IS: Creative, colourful, alternative: a space to inspire a broad range of responses Full of laughter, playfulness and good memories A space shared by musicians, teachers and students from around the globe, by worldclass performers and instrumentalists A space in which the instruments and resources are in constant creative use Children learn best when there are strong links between home and school, and the importance of parental involvement in their children s learning is recognised, valued and developed. PARENTAL INVOLVEMENT MANIESEFTS ITSELF AS: Regular full-houses at Instrumental concerts, performances and Choir concerts Pupil-Parent-Teacher practice books for instrumentalists Regular invitations to accompany class and smaller group music trips to venues across London Involvement in after-school and weekend musical programmes
5 DISSEMINATION OF THE POLICY The policy will be given to all members of staff and copies will be available for parents. PROCEDURES FOR MONITORING AND EVALUATION The head teacher, members of the senior management team and members of the curriculum leadership team, will monitor the policy.
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