Manston Primary School Policy for Music January 2016
This policy is intended to support the teaching and learning of music at Manston Primary School, enabling consistency, continuity and progression for all pupils. Music promotes the spiritual, moral, social and cultural development of the child. It helps cultivate positive attitudes; commitment, co-operation, self-confidence, self-discipline, creativity, perseverance, tolerance, consideration and curiosity. Rationale Music is a powerful, unique form of communication that can change the way pupils, feel, think and act. It brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, it helps pupils understand themselves and relate to others, forging important links between the home, school and wider world. The teaching of music develops pupils ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of amateur music making, both individual and communal, developing a sense of group identity and togetherness. It also increases selfdiscipline and creativity, aesthetic sensitivity and fulfilment. Extract taken from the The National Curriculum for England, Music Document, published by DFEE and QCA (1999). Aims At Manston Primary School we aim to provide stimulating and enjoyable musical experiences which are accessible to all children. Our musical curriculum has several main aims: - Children should have the opportunity to listen to, appreciate and have critical opinions of a wide variety of music from different eras, cultures and countries. They should also have the chance to learn about different modern and classical composers and famous pieces of music. - Children should be able to explore and express their ideas and feelings about music in different ways. - Children should be allowed to explore a range of musical elements e.g. pitch, tempo, form. We endeavour to allow children access to a range of tuned and untuned percussion instruments when exploring some of these elements. - Children should be able to explore and develop their vocal abilities and form a sense of group identity and togetherness through composing, rehearsing and performing music with others, to an audience. 2
Curriculum Organisation The National Curriculum requirements for music are implemented through planning on three levels: Long Term: Medium Term: Short Term: by the whole staff. termly by the class teacher with support from the music co-ordinator. weekly/daily by the class teacher. The National Curriculum programme of study stipulates that music in Key Stages 1 and 2 must encompass: - performing skills - controlling sounds through singing and playing - composing skills creating and developing musical ideas - appraising skills responding to and reviewing music - listening skills - applying knowledge and understanding These four aspects are linked together where possible to provide a meaningful musical curriculum. Singing is taught each week by a peripatetic pianist from Artforms and class teachers are responsible for teaching other aspects of music in regular whole class sessions. Musical listening and appraisal is taught regularly with the use of Listening Journals throughout school. The Music Express scheme, published by A and C Black, is used in classes to compliment teachers own resources. Extra-curricular opportunities: Children have the opportunity to access a range of extra-curricular activities. Children in Key Stage 2 are offered weekly guitar tuition with a peripatetic guitarist from Artforms. There is also the school choir and the opportunity for children in Years 5 and 6 to participate in the annual LSMA Summer Festival Concert for primary schools at the Town Hall. There is an annual visit to Leeds Town Hall to watch the orchestra of Opera North perform in the Schools Concert as part of the Leeds Concert Season. This concert is tailored to meet the needs of Upper Key Stage 2 children and combines music with other areas of the curriculum. When possible, other music days are held to raise musical and cultural awareness, such as, Samba percussion and African drumming workshops. This gives the children the opportunity to watch and work with different musicians from a wide range of musical cultures. All musical groups are invited to perform to the rest of the school. 3
Resources Each class has: - a copy of Music Express for the year group. - CD player Other resources: - a trolley and labelled drawers in the filing cabinet with a large selection of tuned and untuned percussion instruments which can be used in the classrooms (larger tuned percussion instruments are stored in the cupboard behind the piano). - a class set of recorders kept in Comet room. - CD player with ambient microphone. - a range of song books are stored in the cupboard in the hall. - a selection of songbooks and CDs with backing tracks are kept on the CD trolley in the hall and in the music cupboard. - a class set of whiteboards with staves on are stored in the music cupboard. - a class set of Bamboo Tamboo instruments are stored in the hall. The Music Co-ordinator holds: - a copy of the National Curriculum for Music. - a large selection of CDs including music from a range of different times and countries. - puppets for use with tempo activities. Cross-curricular Links Links to many other areas of the curriculum can be made. For example: - understanding the science of sound and hearing - developing communication and listening skills - developing linguistic skills - inspiring writing and story-telling - developing multi-cultural awareness and promoting diversity - developing numeracy skills, problem-solving and decision making - using ICT to extend music skills - with drama to help express emotions, increase creativity and imagination - developing interpersonal skills - developing motor skills through music and dance Further opportunities to unite subject areas are made possible, for example, weekly singing sessions include songs linked to History, Geography and Science topics, and off-timetable days such as International Day, Black History Month, Anti-bullying Week and World Book Day provide opportunities for the whole school to share one topic, integrating many subject areas. 4
Equal Opportunities The provision of music is accessible to all pupils, regardless of race, gender, social circumstance, religion and disability. Resources and displays reflect positive images of all communities represented in our school and society. The introduction to music from a variety of cultures, encourages the understanding and tolerance of those cultures and promotes British Values. Children with special educational needs are able to make a positive contribution to this subject, which does not rely on the written word for success. It is an excellent way to develop the self-esteem of those who feel at a disadvantage in subjects where reading and writing are basic requirements. Music activities are differentiated for different needs and abilities where appropriate and we promote high standards of learning, where every pupil has the opportunity to experience success. Community Links Parents are invited to attend our annual Harvest Festival Service held at Manston Primary School and our Christmas Concert held at Crossgates Methodist Church. They are also invited to Coffee Mornings in the school, where they can hear children from different age groups sing. Key Stage 1 put on a Summer Concert for parents at the end of the summer term, where they perform songs, drama and musical activities. Whenever possible, children go out into the community to perform. School choir sing annually at the local Church Christmas Fayre and Upper Key Stage 2 go carol singing at a home for the elderly. School choir have been involved in singing to help raise funds for local charities and at events in Crossgates library. Year 3 also annually visit Unilever at Christmas time to perform for their employees. Assessment, Recording and Reporting At Manston Primary School we recognise that AfL(Assessment for Learning) lies at the heart of promoting learning and raising standards of attainment. We believe in effective AFL which assists teachers in: - planning appropriate future activities and in doing so ensuring continuity and progress of all pupils - providing accurate and summative reports on the progress and attainment of individual pupils - ensuring that each child reaches his/her full potential in music 5
Throughout the year teachers complete an assessment grid which uses objectives from the Focus Education document, ensuring coverage of all the aims of the National Curriculum for music. Assessment is ongoing via: - observing children at work - listening to children s compositions and evaluating their work with them - discussing work and questioning - participating in music-making - looking at and discussing written notation - looking at children s Listening Journals - recording performances and compositions Progress is reported to parents twice a year at parents evenings and annually in the school report in the summer term. Roles and Responsibilities The Music Co-ordinator: - encourage, advise and support the staff in music-teaching - assist in planning, monitor medium-term plans - audit resources, arrange repair/replacement of damaged instruments - attend courses and cascade information - overview policy and schemes of work The Staff: - adhere to the guidelines outlined in the policy - ask for support/guidance when necessary - assess the children s work - use and replace resources appropriately, inform co-ordinator of damage Reviewing the policy This policy will be evaluated and reviewed on a regular basis by the co-ordinator and the Governing Body. Music can be magic. It calls for and calls forth all human virtues: imagination, discipline, teamwork, determination. It enriches and inspires. The Music Manifesto. DfES 2004 Lucy Racster Music Co-ordinator January 2016 6