(Updated Sept 2020)

Seagoe Primary

 School 

Music Policy

1. Why we teach music 
The capacity to respond to music is present in everyone and makes itself evident in children from a very early age. It can be nurtured and refined in all boys and girls. Seagoe Primary School aspires to the teaching of a balanced and broadly based 
curriculum to promote the cultural, physical, emotional, aesthetic and intellectual 
development of all pupils and therefore cannot ignore such a fundamental aspect of human behaviour as music which contributes to each of these faculties. 
The active involvement of pupils in composing, performing and listening activities will provide stimulation and enjoyment; they will then be able to relate in a meaningful way to the world of sound and the way in which it is used for expressive purposes. These activities can then extend to the wider community and into adult life, thus laying the foundation for greatly enriched leisure pursuits. 
2. Aims for Music 
By engaging in musical activity, pupils should develop a range of concepts, attitudes and skills that constitute musical though and behaviour. Our aim, therefore, is to develop all of these in this school:
 
Listening/Appraising skills - involving concentrated listening, aural discrimination and memory                                                                       
Performing skills - involving mental and physical co-ordination, verbal and non-verbal communication, self-   discipline and memory.
Composing skills - imagination, problem solving, verbal and non-verbal communication and memory. 
Through music, pupils should also develop social skills, self-motivation, self-confidence and enhanced powers of concentration. 
3. Learning objectives for music 
Learning objectives for Key Stage 1 
Pupils will explore and investigate the range of sounds available within the classroom. They will have opportunities to use the sounds they discover, and those they make using simple instruments, in imaginative and creative ways. They will also have 
opportunities to play musical games, to sing and to use simple classroom instruments to accompany singing. Pupils will listen carefully to, and think and talk about, the kinds of sounds they create and those they hear within and beyond the classroom. 
They will have opportunities to hear a variety of short pieces of music and to respond imaginatively and in ways, which develop their verbal and non-verbal communication skills. 
Pupils' experiences of making and responding to music will, over the duration of the key stage, enable them to develop: 
an understanding of the elements of music in relation to 
•	loud sounds, quiet sounds and silence (dynamics), 
•	fast music and slow music (tempo/pace),
•	long sounds and short sounds (duration)
•	high sounds and low sounds (pitch), 
•	The characteristics of the sounds they make and hear (timbre), 
•	single sounds and combined sounds (texture),
 an awareness of 
•	pulse and rhythm, 
•	repeated patterns in music,
•	contrast, 
•	increasing control of the sounds they make when singing, playing and using sound imaginatively and creatively.

Learning Objectives for Key Stage 2 
Pupils will have opportunities to explore an extended range of sounds in order to create their own music and will investigate ways of preserving what they have created. They will sing and play accompaniments to different types of songs and develop skills in playing a wider range of instruments. Pupils who begin to play an orchestral instrument will be encouraged to use their developing skills within the classroom. 
Pupils will have opportunities to make choices and provide reasons for their preferences during music-making activities. They will listen carefully to different kinds of music and describe and discuss what they hear happening in relation to the atmosphere and effects achieved. Pupils will also have opportunities to respond imaginatively and in other ways, which are appropriate to the style and mood of the music.
Pupils' experiences of making and responding to music will, over the duration of the key stage, enable them to develop: 

An understanding of the elements of music in relation to 
•	variations in volume, including increasing and decreasing levels of sound, and silence ( dynamics) 
•	variations in speed, including getting faster and slower (tempo/pace)
•	patterns of longer and shorter sounds (rhythm / pulse / metre)
•	patterns of higher and lower sounds (melodic shape)
•	qualities of the sounds they make and hear (timbre) 
•	combinations of sound (texture) 
•	repetition and contrast (ways of creating musical structures); 
•	an increasing ability to combine and use the elements of music to express their own ideas and feelings and to create mood and atmosphere; 
•	an awareness of the individual sound characteristics of common musical instruments and how composers and performers use them to create effects and atmosphere. 
4 Learning Outcomes for Music 
UNDERSTANDING
Learning Outcomes for Key Stage 1 
By the end of Key Stage 1, most of our pupils should understand:
•	that sound can be used to create an effect 
•	that different qualities of sound create different effects e.g. metal and wood and that 
      the quality of a single sound can be changed e.g. through the use of fingers or hard/soft beaters on a        drum. 
•	the effects created by loud/quiet, fast/slow, long/short, high/low and ways of using sounds to create effects. 
•	that sound can be represented visually e.g. by their drawings
•	that feelings can be expressed through musical sounds 

•	that sound can be made by singing and blowing, striking, shaking, scraping objects including classroom instruments 
•	that sound can be controlled by the force/energy used to create it e.g. singing loudly/quietly 
•	the 'team' aspect of performing as a member of a group and the need to follow instructions when singing or playing instruments 
•	that performers should convey the feeling of the music e.g. when singing sad/happy songs
•	the need to listen carefully 
•	that people can respond to music in different ways e.g. talking about it or through free movement 
•	that there are different kinds of music 
•	that music can effect the way people feel 
Learning Outcomes for Key Stage 2 
By the end of Key Stage 2, most of our pupils should understand: 
•	that a musical' story' should have a beginning, a middle and an ending 
•	the effects created by getting louder/quieter, faster/slower, longer/shorter, higher/lower 
•	that rhythm consists of longer and shorter sounds attached to a rhythm
•	that melody consists of higher and lower sounds attached to a rhythm
•	the need for balance between musical sentences ( phrases)
•	the effects created by repetition, contrast and surprise 
•	that choice of instruments is an important aspect of creating effects and atmosphere
•	that performing is about 'telling a story' through music 
•	regular pulse/beat and the need for accuracy in performing what the composer/director intended 
•	the importance of phrasing when singing and playing instruments and the need for balance between melody and accompaniment 

•	ways of making a performance more expressive e.g. through use of dynamics (volume), style of performing, musical sentences (phrasing) and facial expression. 
•	melody and accompaniment and the idea of different performers doing different things at the same time e.g. singing a round 
•	that many people learn to perform music by listening rather than by reading, and that this is called 'playing by ear' 
•	that there are different kinds of notation for different purposes e.g. staff notation which gives a general indication of what is required 
•	that they can imagine their own stories when listening to music
•	melody and accompaniment in the music they hear 
•	that composers use the same methods of creating effects as they do i.e. use of repetition, contract and surprise 
•	that a number of variables affect the sound of an instrument e.g. size, method of playing, material it is made of etc. 
•	that composers choose instruments carefully when creating effects and atmosphere, (instrumental timbre and texture) 
•	how sound is produced on common instruments e.g. violin, trumpet, guitar, tin whistle, piano 
SKILLS
By the end of Key Stage 1, most of our pupils should be able to:
•	play with sound and join in rhymes and simple songs
•	focus attention on sound for short periods of time 
•	control starting and stopping and sustain silence for short periods
•	move to a steady pulse e.g. marching, skipping 
•	sing simple rhymes and songs tunefully, use simple instruments and control the force of striking or shaking 
•	use beaters and control volume when striking a drum, tambourine, cymbal, and chime bar etc. 

•	draw symbols and patterns to represent their sounds 
•	co-ordinate ear, hand and eye by striking the instrument at an appropriate time e.g. as a sound effect in a story, part of an accompaniment or when directed (by the teacher) 

By the end of Key Stage 2, most of our pupils should be able to:
•	control breath and diction when singing simple songs 
•	control gradations of volume (louder/quieter) and pace (faster/slower)
•	create and perform short melodic patterns on tuned instruments 
•	control voice and classroom instruments to perform simple music effectively
•	identify the sounds of common instruments e.g. violin, trumpet, guitar, tin whistle, piano 
•	select and use appropriate instruments to create the effect they desire 
•	use a wider range of performing skills depending on the resources available e.g. recorder, tin whistle or a wider range of classroom instruments 
•	devise and interpret symbols which represent sounds 

5.	Music across the curriculum
Music has links with most of the core subjects and within the cross-curricular themes.
Language and Music 
Seagoe Primary School recognises that language is the central means through which learning can be achieved. To be successful learners, therefore, our pupils will need opportunities in music to improve their use of language. We believe music has a key role in the development of our pupils' language skills. 
(a) This can be seen most readily in song, where music and language come together so that it is impossible to separate the one from the other. Music can also develop many of the essential skills required for language development e.g. the ability to listen carefully and recall what has been heard, to translate sound into symbols and symbols into sound, to use the voice with confidence. In addition, music can provide the opportunity to explore the expressive power of language: to experience and understand that language can create an intense personal and affective response both on it's own and with music. 
(b) The use of language provides an important means of developing children's Musical understanding e.g. through the sharing of ideas, through the appraising of compositions and performances using spoken and written comments, through reading and singing songs, and through spoken and written instructions and the asking of questions. Language offers a direct way of making children's musical understanding explicit. 

Relationship between Music and Language in the Programmes of Study

 Key Stage 1 
Pupils will have opportunities to: 
•	listen carefully to, think and talk about, the kinds of sounds they create and those they hear within and beyond the classroom: 
•	hear a variety of short pieces of music and to respond in ways, which develop their verbal and non-verbal communication skills. 
•	sing a variety of songs developing some control of words, expression, breathing and singing in tune. 
•	think and talk about the features and effects of the music they create, perform and listen to. 

Key Stage 2 
Pupils will have opportunities to: 
•	make choices and provide reasons for their preferences during music-making 
•	listen carefully to different kinds of music and describe what they hear happening in relation to the atmosphere and effects achieved
•	sing a variety of songs with increasing control and confidence and develop awareness of singing in parts 
•	play both by ear and from notations 
•	listen and discuss the music they have created 
•	think about and discuss their songs and accompaniments 
•	discuss how the elements of music are used in pieces from different periods, styles and cultures

Literacy
Pupils will develop their listening skills through practical music making activities, composing and listening/appreciation of music. They will have opportunities to discuss and evaluate their response to tasks and to refine and improve their performance/composition. In the senior classes, sounds may be linked to colour and mood. The use of stories, both read and recorded create opportunity for sounds and music. Creative writing may be developed through music and creative writing may also be the springboard for music making and composition.

Numeracy
There is a link between the grouping of sounds in “bars” and grouping of numbers, including derivation of multiplication tables; e.g. 4 bars of music with 4 beats in each bar = 16 beats altogether. Graphs and diagrams may be used to record pitch in musical notation. Sets can be used to group similar sounds.

Science
The investigation of properties of sound in the environment and sounds made by instruments/body sounds is closely linked with the Science Programme. Pupils will have the opportunity to select materials for making their own musical instruments and to investigate the different sound textures and timbre of different materials through testing their instruments.

Geography
Music will give the opportunity to listen to and appreciate music from different cultures/countries. The investigation of sounds may link with some geographical topics; e.g. Weather

History
Composition will be used to reinforce the concept of the progression of time; e.g. “a sound picture of the activities in a day of a Neolithic settlement or a Viking village. The opportunity to investigate the development of music over the years, going as far back as “Baroque” and ending with “Modern” music.

Art and Design
The investigation, design and evaluation of a range of musical instruments may be explored, as will the relationship between tone, colour and texture in the creation of sound pictures.

Drama
The use of the body as a musical instrument and the interpretation of mood and movement are strongly linked. The choice of suitable pieces of music to accompany drama may be explored. The opportunity will be given to all pupils to participate in either a “Nativity Play” or “School Production”

P.E.
The inclusion of “Dance” in the PE programme will be strongly linked with choosing appropriate music to accompany the dance movement. Key Stage 1 pupils will use a variety of music within P.E.

Cultural Heritage
Songs and instrumental music will be used to reflect the richness and diversity of our culture.

E.M.U.
Pupils will have opportunities to become aware of the ability of music to transcend cultural barriers.

Pastoral Care/Child Protection
Pupils will be encouraged to co-operate and develop mutual respect for each other’s ideas when engaged on group tasks. Music classes will seek to create and maintain a safe and non-threatening environment where the happiness and well being of the child is of paramount importance.

I.C.T.
A range of programmes and websites will be used to teach certain aspects of the curriculum. The use of the data-projector will be of paramount importance, as will video and audio recording.

Health and Safety Education
The sounds of nature that reflect danger and safety in our environment will be discussed. The importance of cleanliness and hygiene will be encouraged during use of recorders. It is our policy that all pupils from P5 upwards purchase their own recorder for these very reasons.

7.	Progression and assessment
We will provide activities, which will continually develop the pupil’s musical skills and understanding. Assessment will take place “informally” while pupils are engaged in musical tasks, questioning them about their activities.

8.	Homework
Each week, pupils who are learning how to play the recorder will be required to practise at home, especially prior to public performances. Choir members will also be required to memorise words for homework.

9.	Time allocation
All pupils will experience music in school for an average of one hour per week. This will mostly take place as part of structured classroom time and sometimes, as part of morning assemblies and hymn practices. Key Stage 1 pupils will experience shorter and more frequent lessons during the week.

10.	Performances
Key Stage 1 will produce an annual “Nativity Play”, whilst Key Stage 2 will take full responsibility for the annual “Carol Service” and “School Production”.

11.	Resources
Instruments are kept in a music trolley in the P5 classroom. A small selection of infant instruments may be kept in each junior classroom. Each class has a CD player. An electronic keyboard is kept in the store in the main corridor.

12.	Instrumental Tuition
Pupils who are receiving instrumental tuition will be encouraged to participate in weekly assemblies and special services. The Music Co-ordinator, on the approach of such occasions and annual exams, will give them extra tuition. This will probably take the form of accompanying and giving “Ear Tests”.

13.	Choir
In Seagoe Primary we believe that enjoyment of singing is central to the programmes of study. An after-school choir allows all pupils from P4 upwards to express themselves through song and enjoy a time of relaxation. Children from P2 and P3 have the opportunity to attend a junior choir. There are no auditions, as we believe that all pupils are entitled to this opportunity.

14.	Special Needs
Teachers are aware that some pupils may need constant positive reinforcement, simplified tasks, adapted resource material, and consideration for their individual attention span. We will strive, where possible, to limit withdrawal for special needs from music lessons. Pupils with particular sensory impairment will be given appropriate resources and individual attention. Musically gifted pupils will be encouraged to extend their abilities and will be allowed to lead group activities and to perform individually where appropriate.

15.	Equal opportunities
Teachers will make every effort to ensure that equality of opportunity is provided to both boys and girls in composing, performing and listening/appraising activities.

16.	Role of the Music Co-ordinator
Mrs J. Wallace is the Music Co-ordinator and she is responsible for the ongoing development of a Music Policy and “Scheme of Work” for the whole school. She is also responsible for the musical education of pupils from P5 upwards. From P1 –P4 the class teachers will teach music to their own classes, although they will receive ideas, advice and encouragement from the schools' Music co-ordinator or other sources of expertise on the staff, in the implementation of the programmes of study. The school will also welcome support from the S.E.L.B. Music Support personnel.