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Music Policy

 St. Augustine’s Catholic Primary School.

‘I am the light of the world; whoever follows me will have the light of life’ John 8:12

Mission Statement

The purpose of our school is to educate each child to develop and achieve their potential within a caring, Catholic community, governed by Gospel values.

Music Policy

 

Intent

 

Aims and objectives

Music is a unique and inclusive way of communicating that can inspire and motivate children. It is a vehicle for personal expression and it can play an important part in the personal development of people. Music reflects the culture and society we live in which spans and encompasses the diversity of our school community; fostering and strengthening a deeper culture of acceptance and understanding which enables children to better understand the world they live in. Besides being a creative and enjoyable activity, music can also be a highly academic and demanding subject. We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills to appreciate a wide variety of musical forms, and to begin to make judgements about the quality of music.

 

The aims of music teaching are to enable children to:

-know and understand how sounds are made and then organised into musical structures

-know how music is made through a variety of instruments 

-know how music is composed and written down 

-know how music is influenced by the time, place and purpose for which it was written

-develop the interrelated skills of performing, composing and appreciating music

 

Key stage 1 Attainment targets-

Pupils should be taught to:

-use their voices expressively and creatively by singing songs and speaking chants and rhymes

-play tuned and untuned instruments musically

-listen with concentration and understanding to a range of high-quality live and recorded music

-experiment with, create, select and combine sounds using the inter-related dimensions of music

 

Key stage 2 Attainment targets

Pupils should be taught to:

-play and perform in solo and ensemble contexts, suing their voices and playing musical instruments with increasing accuracy, fluency, control and expression

-improvise and compose music for a range of purposes using the inter-related dimensions of music

-listen with attention to detail and recall sounds with increasing aural memory

-use and understand staff and other musical notations

-appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from grate composers and musicians

-develop and understanding of the history of music.

 

Implementation

 

Teaching and learning style

At St. Augustine’s School we make music an enjoyable learning experience. We incorporate the 2014 National Curriculum, led by the peripatetic Local Authority teacher and specialist music teacher. We encourage children to participate in a variety of musical experiences through which we aim to build up the confidence of all children. Singing lies at the heart of good music teaching. Our teaching focuses on developing the children’s ability to sing in tune and with other people through hymn practice, the Leeds Diocese Choral singing scheme (including the school choir) and additional peripatetic singing. Through singing songs, children learn about the structure and organisation of music. We teach them to listen and to appreciate different forms of music. As children get older, we expect them to maintain their concentration for longer and to listen to more extended pieces of music. Children develop descriptive skills in music lessons when learning about how music can represent feelings and emotions. We teach them the disciplined skills of recognising pulse and pitch. We often teach these together. We also teach children how to work with others to make music and how individuals combine together to make sounds. 

 

We recognise that there are children of widely different musical abilities in all classes, so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this in a variety of ways by:

-setting common tasks which are open-ended and can have a variety of responses;

-setting tasks of increasing difficulty (not all children complete all tasks);

-providing resources of different complexity depending on the ability of the child;

-using classroom assistants to support the work of individuals or groups of children.

Music curriculum planning

Our school uses the 2014 National Curriculum for music as the basis for its curriculum planning. While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the planned progression built into the scheme of work means that the children are increasingly challenged as they move through the school. This provision is supported  from FS2 to Year 5 by a peripatetic Local Authority teacher who deliver 30 minute lessons in each of these classes, each week. 




We carry out the curriculum planning in music in three phases (long-term, phases (long-term,medium-term and short-term). The long-term plan maps the music topics studied in each term during the key stage. Through this programme of study we teach the knowledge, skills and understanding set out in the National Curriculum.




The music specialist is responsible for keeping these individual plans. These are shared with the class teacher and music leader.

 

Our music planning is geared to three aspects of progress:

-increasing breadth and range of musical experiences;

-increasing challenge and difficulty in musical activities;

                -increasing confidence, sensitivity and creativity in the children’s music making.



Foundation Stage

We teach music in Foundation Stage as an integral part of the topic work covered during the year. Music contributes to a child’s personal and social development. Counting songs foster a child’s mathematical ability; rhymes, singing and instruments forming a basis for phonic development through exploring voice sounds, body percussion, differentiating between sounds via exploration of pitch, timbre, texture, tempo and structure; and songs from different cultures increase a child’s knowledge and understanding of the world.

 

Teaching music to children with SEND

We teach music to all children, whatever their ability, in accordance with the National Curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties, and our work in music takes into account the targets set for individual children.

 

Resources

There are sufficient resources for all music teaching units in the school. We keep resources for music in a central store in the hall. 



The school choir/orchestra and musical events

We believe that music enriches the lives of people, and so we wish to involve as many children as possible in musical activities. The choir meets on a weekly basis and, although their primary aim is to enable children to enjoy singing together, they also perform in public on a number of occasions throughout the year, in school and in the wider community. 




Instrumentalists (learning in or outside school) are encouraged to share their talents, either individually or in groups, on occasions as appropriate including weekly celebration assemblies at the end of the school year.

 

Impact

 

The contribution of music to teaching in other curriculum areas

 

Music in other curriculum areas

Music contributes to teaching and learning in many other subject areas including, but not limited to, mathematics, English, ICT, science, geography and history. Children study music through other areas and use music to enhance learning.

 

Spiritual, moral, social and cultural development:

Listening, creating or performing music can sometimes be a moving and even spiritual experience. We encourage children to reflect on the important effect that music has on people’s moods, senses and quality of life. Children at St. Augustine’s School have the opportunity to encounter music from many cultures and, through their growing knowledge and understanding of the music, they develop more positive attitudes towards other cultures and societies.



Assessment and recording

Teachers assess children’s work in music by making informal judgements as they observe them during lessons. At the end of a unit of work, the teacher makes a summary judgement, which is reported to parents at the end of year written reports. We use this as the basis for assessing progress and we pass this information on to the next teacher at the end of the year.

 

Monitoring and review

The music leader is responsible for the monitoring and evaluation standard of the provision and outcomes in music. The music leader is informed about current developments in the subject and provides a strategic lead and direction for the subject in the school.

 

December 2019