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Music at Rowan Park School

 

 

Introduction

 

Rowan Park Teaching School is a secondary special school that caters for pupils with severe and complex learning difficulties. Music plays a powerful and integral part in everyday life at Rowan Park Teaching School. Music is widely used in other curriculum subjects, as part of daily routines, assemblies and is a prominent part of the annual calendar of school events, such as the School Show, Christmas production and the Summer Festival. Music as a national curriculum subject is delivered in discrete lessons each week to all key stage 3 pupils and to PMLD classes. From September 2014 Key Stage 4 pupils no longer follow music education through the ‘Expressive Arts’ and ‘Creativity’ modules that were previously delivered in the ASDAN curriculum, however pupils from Key Stage 4 will continue to have a weekly music lesson that builds on the programme of study from Key Stage 3. This may now include activities in music lessons that will count towards a Personal Progress Qualification: Engaging in creative activities, to be studied biennially as agreed with the qualifications co-ordinator. Post 16 pupils have opportunities to attend music based options lessons. Pupils from all age phases are encouraged to join the school choir as a lunch time club, leading to further performances throughout the year.

This policy document gives guidance to all those teaching music as a discrete subject to key stage 3 and 4 pupils and PMLD classes. It is a statement of the aims, principles and strategies for provision of music at Rowan Park Teaching School. The new national curriculum and guidelines have been taken into consideration in the formulation of this document.

 

There are four main purposes to this policy:

 

· To establish an entitlement for all pupils

· To establish expectations for teachers and staff of this subject

· To promote continuity and coherence across the teaching of music in Rowan Park Teaching

· To state the schools’ approaches to this subject in order to promote pupils’ and staffs’ understanding of the curriculum.

 

“All children can be helped to learn to enjoy and to become involved in music to some extent. Music must be of inestimable value for children who have difficulties in hearing, seeing, moving, thinking or responding. A single instrument can possess qualities of sound and tone irresistible enough to reach a child in a direct, uncomplicated manner. Children who experience severe obstacles in forming relationships with other children, adults and their environment can achieve security and joy in making music. Music confers non-musical benefits that have particular consequences for pupils with special needs. It contributes to:

 

· Reasoning ability

· Reading skills

· Feelings and response

· Personal fulfilment

· Language development

· The promotion of communication

· Motor control and physical well being

· Positive attitudes to school

· Socializing and pleasurable experiences in a group.”

 

(From Walker, A. (1996) ‘An Ear For Music’. In J. Piotrowski (ed.), expressive arts in the primary school (pp.38-48) London: Cassell.

 

 

 

Music in Primary
Music in Secondary

Music Polcy

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