THE BRITISH INTERNATIONAL SCHOOL, BUDAPEST

MUSIC POLICY

There are three main purposes to this policy:
To establish an entitlement for all pupils
To establish expectations for teachers of this subject
To promote continuity and coherence across the
school
Introduction
The importance of music to the curriculum
Music is a powerful, unique form of communication that can change the way
pupils feel, think and act. t enables personal expression, reflection and
emotional de!elopment. "s an integral part of culture, past and present, it helps
pupils understand themsel!es and relate to others, forging important links
between the home, school and the wider world. The teaching of music de!elops
pupils# ability to listen and appreciate a wide !ariety of music and to make
judgements about musical quality. t encourages acti!e in!ol!ement in different
forms of amateur music$making, both indi!idual and communal, thereby
de!eloping a sense of group identity and togetherness. t also increases self$
discipline and creati!ity, aesthetic awareness, sensiti!ity and fulfillment.
Expectations
%y the end of &ey 'tage (, the performance of the great majority of the pupils
should be within the range of le!els ( to ). Most pupils are expected to achie!e
le!el *.
%y the end of &ey 'tage *, the performance of the great majority of the pupils
should be within the range of le!els ) to +. Most pupils are expected to achie!e
le!el ,.
The school aims to:
THE BRITISH INTERNATIONAL SCHOOL, BUDAPEST
foster pupils# sensiti!ity to, and their understanding and enjoyment of, music,
through an acti!e in!ol!ement in listening, performing and composing and
appraising
enable all pupils to realise their indi!idual creati!e potential and to express
themsel!es through music
enable pupils to acquire and de!elop the musical skills in!ol!ed in
performing, composing, listening and appraising
extend and de!elop pupils# awareness and understanding of traditions,
idioms and music styles from a !ariety of cultures, times and places
de!elop, through music, pupils# skills which contribute to learning across the
curriculum
contribute to the community and the school#s ethos
Strateg for implementation
Entitlement and curriculum pro!ision
-upils recei!e a broad and balanced curriculum in which sufficient time is pro!ided to
teach music and to pro!ide for progression in knowledge, skills and understanding.
"ll pupils experience some planned class$based musical acti!ity e!ery week.
The scheme of work for music draws on the ./" scheme of work.
0ach unit of work for music is designed to de!elop skills and understanding through
in!ol!ement in the inter$related acti!ities of performing, composing, appraising and
listening.
Most units of work include the range of acti!ities.
1isiting performers enrich the pupils experience of music.
"ll children ha!e the opportunity to participate in the Music tuition pro!ided by the
!arious peripatetic teachers associated with the school.
Teaching and Learning
Teachers select the appropriate teaching strategies to suit the musical acti!ity
and its purpose.
THE BRITISH INTERNATIONAL SCHOOL, BUDAPEST
Teachers direct and de!elop pupils# skills in performing, which in!ol!es pupils
working as a whole class, in smaller groups and indi!idually.
Teachers support pupils# learning, for example in composing, by offering ideas,
explaining, gi!ing examples or allowing free exploration. "s the pupils make
progress, especially at &ey 'tage *, they de!elop their ideas indi!idually or in
small groups.
Teachers use challenging questions in listening and appraising acti!ities to
generate discussion and debate.
"ssessment and recording
"ssessment opportunities are identified in each unit of work. "t the end of each
unit teachers should make note of those pupils who achie!e higher or less well
than the expected le!el for their age.

The Curriculum
The curriculum is organised in units of work. n addition to this, opportunities to
make and listen to music are planned throughout the year.
Staffing
-upils are taught music by specialist Music teachers.
Learning #esources
" range of tuned and untuned percussion instruments are a!ailable for use in
Music lessons and are kept in the Music 2oom.


The contri$ution of music to other aspects of the
curriculum
Literac
Music supports of de!elopment of reading and offers many opportunities for use
of language, including descripti!e and responsi!e speaking and writing.
THE BRITISH INTERNATIONAL SCHOOL, BUDAPEST
%umerac
Music supports the de!elopment of sequencing and awareness of pattern. %oth
rhythmic and melodic work requires numerical descriptions and graphical
representation.
ICT
-upils will ha!e opportunities to use tape recorders, keyboards and experience
computer music programmes.
&istor
-upils will explore the musical traditions of historical periods studied.

Spiritual de!elopment
n order to de!elop aesthetic awareness and an enjoyment of music, lessons are
planned to ensure that pupils recei!e satisfying and exciting musical
experiences.
Personal and social de!elopment
This is promoted through music acti!ities. There is a special emphasis on
sharing resources, in 3taking turns# and on listening to each other#s !iews.