At Hankham School , we believe that music is an important form of communication that can not only enhance children's musical awareness, but also plays an important part in their aesthetic and cultural development:
'It brings together intellect and feeling and enables personal expression, reflection and emotional development.'
(National Curriculum document DfEE / QCA)
It is therefore appropriate that we will all endeavour to commit ourselves to follow this policy and encourage children to develop these important life skills.
Aims and Purposes
Throughout the primary school age ranges, music is focussed on developing awareness and skills. It is about developing active response to music, both through listening and composing by active participation. The curriculum needs to ensure progression through responding to a variety of musical elements, including sounds, production and styles. It is beneficial in developing listening skills and enhancing children's cultural and responsive faculties.
Music should also develop children's musical expression and creativity through practical work with instruments and with the support of ICT where appropriate. This work should also develop skills that can be used in other areas of life.
At Hankham, we aim;
* To foster a life long enjoyment of music.
* To introduce children to a wide variety of music.
* To help children to respond to music and communicate through it.
* To help develop children's listening skills.
* To develop children's social skills through working together in musical activities.
* To make music an enjoyable activity, one in which children feel happy and
confident to join in.
* For children to be encouraged to fully develop their individual music skills.
As stated, there should be progression across the key stages. This is vital in developing and extending skills.
At the foundation stage, children should already have some experience of music through singing and exploring sounds and dance. These experiences should be recognised and built on through these very early years.
At Key Stage 1, children should;
'listen carefully and respond to a wide range of different kinds of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy the way sounds and silence can create different moods and effects.'
(QCA Scheme of Work )
At Key Stage 2, the children should develop and extend these skills;
'Children sing songs and play instruments with increasing confidence, skills, expression and awareness of the own contribution to a group or class performance. They improvise, and develop their own musical compositions, in response to a variety of different stimuli, with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of different music from different times and cultures.'
(QCA Scheme of Work)
It is therefore important that all these opportunities are provided for in order for the children to reach their maximum potential. This will be done by closely following the scheme of work.
Expectations and Attainment Targets
The attainment target for music sets out the level of achievement the children should have achieved at various stages in their musical education. This covers aspects of knowledge, skills and understanding for children at the end of each key stage. It consists of eight level descriptions, which provide the basis for judging the children's performance.
By the end of key stage 1, the majority of children will have reached level 2, with a range from 1 - 3. At key stage 2, most children should have reached level4, with a range from levels 2 - 5. The judgements are made by the teacher who decides the best fit description for each child.
Implementation and Resources
Listening skills and those which apply knowledge and understanding are developed through the three main, interrelated skills;
1) performing skills - controlling sounds through singing and playing
2) composing skills - creating and developing musical ideas
3) appraising skills - responding and reviewing
The scheme of work at Hankham is based on the scheme provided by QCA (DfE) and the 'Music for All' scheme developed by the East Sussex Music Advisory Support Team. Both of these are based on the National Curriculum programmes of study. In order to ensure appropriate progression, there are 4 main strands which are the focus' for the scheme;
1) ongoing skills - singing, listening and responding
2) descriptive skills - using and controlling the expressive musical elements
3) disciplined skills - rhythmic and melodic skills
4) ensemble skills - performing music
This policy will link closely with other appropriate school policies.
Music is undertaken by all teachers with their own classes. The music co-ordinator aims to ensure full support for those staff who need advice, demonstrations or suggestions in any area of the music curriculum.
The music co-ordinator will;
1) Develop and produce policies and schemes of work to ensure progression and
continuity of music throughout the school.
2) Support colleagues in planning and monitoring.
3) Offer advice and support to staff.
4) Ensure that staff are kept up to date with developments in the music curriculum.
5) Lead and / or assist with extra musical activities, for example productions, concerts
6) Ensure that all staff are following the scheme of work and covering necessary
aspects in order to ensure progression, continuity and balance throughout the
7) Monitor music resources both in each class and centrally.
8) Keep up to date with musical developments in schools, including professional
Music is monitored and assessed in line with whole school policies. It forms a section on long, medium and short term planning sheets, which identifies all work covered in the music curriculum. This is undertaken where necessary and when the outcome can be used to inform future planning. As stated in the QCA Scheme of work (DfEE / QCA);
'Recording every aspect of each child's progress is neither necessary or desirable. Records should be selective and brief. Significant achievement or weakness may be noted and may serve as a basis for planning appropriate future challenges and possibly form part of an annual report.'
Resources for learning
· All practical music equipment is located in The Bell Room and there is also a small selection of musical instruments in each classroom. These are organised and accessible and can be used by all staff when required.
· Books are located in the staff room and are convenient at all times.
· Each classroom has access to ICT equipment which is used for music at some stage during the year.
· Additional specialist instruments are available on loan from the East Sussex Music Service (plenty of notice must be given).
Extended Curricular Activities in School
We endeavour to provide children with extra curricular musical activities, but these are dependant on staff time and resources. They are subject to change and are relative to children's interest.
Hankham School is able to offer musical tuition on an individual or small group basis on the Serpent and Ophicleide through East Sussex Music Service (ESMS).
The teachers from ESMS, use ESMS instrumental schemes of work and plans. They assess children's progress and they are also monitored by senior ESMS staff.
It is very important that these visiting teachers are treated as a member of staff and are communicated with over important issues that may affect their teaching (for example, closure days, inspections etc).
Performances in school
At Hankham, we aim to undertake various musical performances throughout the year. These may various Infant and Junior productions. Children who are learning instruments may also contribute during assembly times.
Musical performances by outside agencies
Whenever possible, we aim to take advantage of musical agencies who come and perform for the children. These include the ESMS Instrumental Recitals and Orchestral Concerts for Schools. These events are important in developing children's appreciation and understanding for music. They are however, subject to considerations of availability and cost.
At Hankham, we have strong links with ESMS and we endeavour to continue promoting these links. We participate with other schools from the area during Recorder festivals, the Christmas Concert (Year 5 and / or 6), and other festivals.
ESMS also offer invaluable support for staff through training, teaching packs and advice. Fees are also payable for music lessons, although an Assisted Tuition Scheme (for one instrument per child) is available for families in receipt of Working Families Tax Credit, Income Support, or Income Based Job Seekers Allowance. Details are available from ESMS (01273 472336).
At Hankham, we are committed to our music and endeavour whenever possible to take part in any musical activities. We feel it is vital that all children are offered the same opportunities to take part in musical activities.
Hankham has links with it's wider community, for example, through it's performances at Hankham Lodge rest home. This provides the school with an opportunity to share it's music.
Visions for the Future
As a school, we will ensure that all new staff are familiar with the scheme of work and receive appropriate support in planning.
We also aim to extend our range musical resources and ensure they are accessible and well cared for. We will also aim to have a wider range of musical equipment in each classroom, appropriate for the age range of the children.
We will introduce a music day or week annually, with a variety of activities and performances to enhance the children's musical awareness.
We aim to introduce annual dance performances to include music from a range of periods and cultures.
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