Download ST CHAD`S CE (VA) PRIMARY SCHOOL Policy for Music

ST CHAD’S CE (VA) PRIMARY SCHOOL
Policy for Music
This document is a statement of the aims, principles and strategies for delivering Music. It was developed through a
process of consultation between Governors and teaching staff. The production of this policy has taken account of the
school’s Mission Statement particularly in relation to the Christian principles and values on which the school is based.
1. Rationale
Music is an important component of the arts, bringing together intellect and feelings, and encouraging
personal expression, spiritual reflection and emotional development. It is a foundation subject in the
National Curriculum. The programmes of study for KS1 and KS2 set out the knowledge, skills and
understanding which should be developed through the development of the interrelated skills of performing,
composing and appraising. At St. Chad’s, we deliver music as a discrete subject in all years FoundationY6, but the whole school also enjoys music in a variety of other forms as part of our creative curriculum, as
part of Collective Worship, as concerts and as performances for audiences.
2. Purpose
Music at St. Chad’s aims to encourage pupils to:
 find enjoyment in creating, listening to and participating in music, whatever their level of ability or experience
 find a lasting sense of purpose, achievement and fulfilment in musical expression, perceiving themselves as
musicians
 develop skills and techniques for singing and playing instruments
 learn to listen actively and analytically
 develop a music vocabulary to enable them to understand, discuss and evaluate their own and others’ work
 become musically “literate” by experiencing the work of a range of composers and performers from their own
and other times and cultures
 use technology competently to broaden and enrich their learning and music experience
 demonstrate and celebrate musical talent, achievement and success gained in or out of school
3. Broad guidelines
The school has adapted the purchased LCP scheme of work for delivery of the music curriculum in weekly, discrete
class music lessons. Whenever possible, hall time can be allocated to facilitate access to the full range of instruments
and other resources, so that sessions are practical, active and fun. Activities should be accessible to pupils of all
abilities, and opportunities offered equally to pupils with great talent or none.
In addition, we:
 encourage take-up of opportunities to learn an instrument with the Calderdale peripatetic service
 invite pupils from Y2-Y6 to join the school choir (non-auditioning), which performs at in-house concerts and
takes part in the annual “Young Voices” concert
 invite pupils to join after-school clubs which have a music focus.
 offer class instrument lessons via the peripatetic “Further Opportunities” scheme when possible
 include music in Christmas Panto and Nativity productions, the Y6 Leavers Show and other special occasions
 include regular singing (Hymn) practice in our planning of Collective Worship, to enhance the worship
 provide staff with music CD’s of topic-related songs to encourage singing for fun as enrichment of the
creative curriculum
 aim to provide opportunities for pupils to see, hear and experience “live” performers and make best use of
staff in school who have musical skills to share these with the children.
 facilitate the production of a ‘school CD’ each year which provides every child the opportunity to feature on a
professional recording.
4. Singing
The “on-going skill – singing” component of the curriculum is covered in at least one of every year group’s
units of work. Choir, shows and productions regularly include singing elements. Hymn practice is
specifically allocated time for rehearsal and learning new pieces in order to maintain the quality of singing
and understanding and these songs feature in almost all acts of collective worship.
5. Listening
Particular consideration has been given to the “on-going skill – listening” component of the music
curriculum. Very specific skills need to be developed in order for children successfully to listen to music in
a way that enables them to apply musical knowledge and understanding. It would appear that many children
are used to hearing music as a background to other activities or conversation, but find it difficult to “focus
listen” to a piece of music for a sustained period of several minutes. Principles for “active listening” will be
established and regularly re-visited so pupils know how to “listen carefully”.
6. ICT
As a distinctive form of communication, music provides an excellent vehicle for using and developing ICT
skills. Equally, new technologies are developing very quickly, (as are children’s skills and experience of
using them) and can considerably enhance and excite the music curriculum. At St. Chad’s, we already have
pupils engaged in radio and TV work, competently including music as a matter of course. The fully
equipped ICT suite provides opportunities for whole-class teaching of music/ICT skills. Each class (Y1-Y6)
has dedicated ICT activities built into the planned units of work which are drawn from the relevant sections
of the ICT “Concept Progressions” document.
7. Health and safety
Health and safety must always be considered when carrying out activities. If there is a conflict between the policy,
procedure or scheme of work and a health and safety consideration, the latter will always take precedence.

Storage and moving of instruments (especially pianos) should be considered carefully so as not to pose a
health and safety risk.
This policy was reviewed by the Governing Body in February 2011