Music Policy

Philosophy Statement

Aims

Time Allocation

Lesson Structure

Planning

Equal Opportunities

Resources

Assessment and Record Keeping

Monitoring and Evaluation

Safety

Philosophy Statement

As a school, we believe that music plays a fundamental role in the development of the whole person. It influences logical, social, emotional and physical development. Music is an all-inclusive art, which encompasses every culture and age. Music can be part of all areas of learning. We believe that music should be a celebration. Our role is to promote the value and enjoyment of music now, which will be continued into future life. Back to top

Aims

To nurture and expand the child's appreciation and enjoyment of music.

To employ music as a medium for self expression and a vehicle for the development of creativity.

To explore music from their own culture and other people's cultures.

To encourage the development of a child's ability to use different ways to represent sounds through graphic, symbolic and conventional notation.

To encourage the development of perceptual skills through listening, performing and composing.

To provide a learning environment where the individual may realise his/ her full musical potential.

To encourage socialisation through the provision of learning situations where children must co-operate in the making of music.

To provide extra-curricular activities for those children interested in developing and widening their musical experiences. Back to top

Time Allocation

Foundation Stage will devote the equivalent of thirty minutes a week to music.
At Key Stage One all classes will be taught music skills for 30 minutes a week plus an additional fifteen minutes a week for hymn / singing practice.
At Key Stage Two all classes will devote forty minutes a week to music skills as well as fifteen minutes a week for hymn / singing practice. Back to top

Lesson Structure

Music is essentially a practical subject area therefore the majority of lessons should reflect this. Over each half term module, lessons should include a balance of performing and composing (AT1) and listening and appraising (AT2).
Children should be given the opportunity to work in a variety of groupings - individually, in pairs, small groups and as a whole class. Back to top

Planning

Foundation Stage follow the Early Years Scheme of Work. Key Stage One and Key Stage Two follow Music Express Scheme of Work. Lessons are planned in half termly units. Back to top

Equal Opportunities

Teachers will ensure that they accommodate for pupil's diverse learning styles, for children with Special Educational Needs and that every child's musical capabilities are maximised.

Teachers will ensure that children will experience hearing music from a range of cultures. Back to top

Resources

Full use is made of Thurrock's central resources, including peripatetic teachers.

Tuned and untuned percussion and beaters are stored centrally on a mobile trolley.

CDs, songbooks, visual resources and teacher resources are stored centrally.

Songbooks for assembly are stored with the keyboard.

Any loss or damage should be reported to the co-ordinator. Back to top

Assessment and Record Keeping

There is no formal standardised assessment in place. Pupil progress will be recorded annually in the end of year report. Back to top

Monitoring and Evaluation

The Co-ordinator will monitor and evaluate through observation, discussion and perusal of planning. Back to top

Safety

When handling instruments and electrical equipment, due care and attention must be paid to safety aspects. Back to top