Introduction



Introduction

Music is a foundation subject in the curriculum we offer. It is an unique way of communicating that can inspire and motivate children. It gives an opportunity for personal expression and it can play an important part in the personal development of an individual. Music reflects our Welsh culture and the wider multicultural society. The teaching and learning of music enables children to better understand the world they live in. Besides being a creative and enjoyable activity, music can be a highly academic and demanding subject. It is also important in helping children feel part of a community.

Subject Aims

Foundation Phase

The early Years children will be given experiences which will form the foundations of their

confidence and enjoyment in music. They will be encouraged to begin to:

· Explore and organise sounds.

· Create their own musical ideas

· Sing a range of songs

· Play simple rhythmic and melodic patterns.

· Recognise and describe sounds.

· Reflect on their own and others’ music

· Develop increasing control of the musical elements

· Make broad distinctions within the elements.

Key Stage 2

· Sing with increasing control of breathing, posture, diction, dynamics, phrasing, pitch and

duration.

· Play instruments, using appropriate techniques and with increasing dexterity and control

of sound.

· Practise and evaluate their performing in order to improve it.

· Improvise, compose and arrange music.

· Listen to and appraise music

- Choir Y 3-6 are offered the opportunity to join school choir to extend singing opportunities. The Choir is active in the local community during the school year.

Literacy and Numeracy Framework

When planning lessons, teachers will use the LNF for learning objectives wherever possible to progress literacy and numeracy skill development through Music.

Skills Across the Curriculum

Developing Thinking

Learners develop their thinking across the curriculum through the processes

of planning, developing and reflecting. In music, learners plan, develop and reflect, both over

time and during live music-making. For example, learners choose suitable resources for

performing and composing, create and develop musical ideas, evaluate their own and

others’ music and reflect on their methods of working.

Developing Communication

Learners develop their communication skills across the curriculum through the skills of

oracy, reading, writing and wider communication. In music, learners communicate through

performing and composing, and develop and apply the skills of speaking and listening

through appraising their own and others’ work.

Developing ICT

Learners develop their ICT skills across the curriculum by finding, developing, creating and

presenting information and ideas and by using a wide range of equipment and software. In

music, learners develop and apply their ICT skills by using music technology to explore,

create, develop and realise musical ideas. When using the internet, children will be expected

to follow the ‘Rules for responsible use’ outlined in the Internet Access Policy.

Developing Number

Learners develop their number skills across the curriculum by using mathematical information, calculating, and interpreting and presenting findings.

Teaching Strategies

At Llanfaes C P School we will:

← Incorporate the skills framework into the teaching and learning of music.

← Visual, auditory and kinesthetic approach to teaching and learning can be used.

← Employ a variety of strategies to teach music will be considered e.g. use of ICT, visits, workshops, visiting groups/performers, discussion, practical work, practice of basic skills, first-hand experience, investigation, open-ended activities.

← AfL strategies to enhance learning of skills.

← Where appropriate incorporate music through a topic based approach.

← Allow children of all ages opportunities to use instruments.

← Aim to provide continuity and progression in the subject through well considered sound educational experience in which children can use skills.

← Provide a balance between child-centered creativity and teacher controlled activity.

← Ensure that children and staff are aware of group and individual responsibility for care and handling of instruments.

← Differentiation - Pupils will generally be expected to work at their (appropriate) level and pace and will be given appropriate support where necessary.

← Teachers will use the scheme of work to teach Music. The scheme provides a broad,

← balanced and progressive framework within which Music will be developed.

← There will be planned opportunities for outdoor learning and the development of ESDGC.

Learning across the Curriculum

Curriculum Cymreig

The children will perform and listen to the music of Wales, from the past and present. This includes music from the classical tradition, folk and popular music, and other tradition and cultures, which represent the communities of Wales. Composing activities may be based on extra-musical stimuli such as the literature, visual art or physical landscape of Wales.

Personal and Social Education

Music brings many benefits to learners’ health and well-being, some of which come directly from the intrinsic pleasure of music making. Music develops learners’ self esteem and confidence, resilience and perseverance, self discipline and commitment. Music also contributes to learners’ spiritual and emotional development and promotes awareness and valuing of their own and other cultures.

Careers and the World of Work

In music, learners’ develop transferable skills and attributes, through making music individually and in groups. These skills and attributes help to prepare for lifelong learning, work and leisure nd can offer a route into the ever expanding creative and cultural industries.

Assessment of Music

Assessment is an integral part of the teaching and learning process. The school ARR policy will be adhered to. In addition the following should be considered:-

• In music the teacher must identify in the child’s work evidence of the child performing, composing and appraising music. This can be as an individual, in a small group or as part of a whole class.

• Some assessment will take the form of discussion with the child and through observation of his participation in the task.

A record of the child’s attitude and achievements in music will be made during the year in formative comments and Annual Report to Parents.

 Equal Opportunities

We aim to make access to music equal for all our pupils including our ALN pupils (cross reference to policy) and our More Able and Talented pupils (cross reference to policy). This is reflected fundamentally in all teachers’ planning. Please refer to our Equal Opportunities Policy.

ICT

The IT suite is timetabled for use and each classroom has access to other computers. Year 2 – Year 6 also have interactive whiteboards in their classrooms. Videoing equipment, sound recording equipment and cameras are also available. ICT resources will be used as appropriate.

Monitoring

Monitoring of teaching and learning will take place in accordance with current school policy.

 Parental Involvement

Parents are encouraged to help where appropriate in areas of music, giving support and sharing expertise. Parents are always encouraged to attend performances by children e.g. class assemblies, Christmas concerts, etc.

Health and Safety Issues.

It is essential that the greatest care be taken when moving and using instruments. Equipment should be cared for correctly and any broken or damaged equipment that may cause a hazard should be discarded. 

 Continuing Professional Development

The creative team has an overview of music throughout the school, identifying and sharing good practice and organise regular inset school based sessions in accordance with the school development plan.  The team keeps up to date with new initiatives by attending relevant courses.

Policy reviewed and agreed by Creative Team June 2010

 

 Signed ...................................................... (Chair)

Date .............................................................

Policy to be reviewed every 3 years or sooner to address national or county demands.

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