scholarly journals Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)

2017 ◽  
Vol 34 (3) ◽  
pp. 321-335
Author(s):  
Christopher Dalladay
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Music Teachers ◽  
National Curriculum ◽  
Music Learning ◽  
Music Lessons ◽  
The Relationship ◽  
Key Stage 3 ◽  
Research Centres

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians.

Teaching composing in secondary schools: the creative dream

2000 ◽  
Vol 17 (2) ◽  
pp. 109-127 ◽  
Author(s):  
George Odam
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Group Work ◽  
Classroom Practice ◽  
National Curriculum ◽  
Research Programme ◽  
Experienced Teachers ◽  
The United Kingdom ◽  
Key Stage 3 ◽  
Working Method

Composing is an obligatory activity at Key Stage 3 in the present National Curriculum in music for England and for Wales. The research programme, based on field visits, seminars and questionnaires, seeks to identify a basis for effective classroom practice through direct observation of experienced teachers and their pupils in twenty-six State secondary schools across England. Visits have also been made to Northern Ireland, Scotland and Wales. Group-work is the dominant working method in most secondary schools. Much time is at present wasted in group-work and it contributes significantly to stress in both teachers and pupils. Composing is largely an individual activity and this is insufficiently acknowledged or planned for at Key Stage 3. Too many teachers use methods inappropriate to the resources available to them. There are problems of progression and preservation of pupils' work. Despite these problems there is strong evidence that many children enjoy composing activities in school and compose music in and out of school for a variety of reasons and occasions. Composing is firmly established in our music education curriculum and provides a unique feature of practice in the United Kingdom. When composing is taught well, pupils look forward to their music lessons in the secondary school and approve of and enjoy composing activities.

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Sermin Turtulla
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Curriculum Change ◽  
Language Teaching ◽  
National Curriculum ◽  
Communication Competence ◽  
Frequency Count ◽  
Teachers Perceptions ◽  
Percentage Distribution ◽  
Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

Music as Subject Matter

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Subject Matter ◽  
Music Teachers ◽  
National Curriculum ◽  
Core Subject ◽  
Curriculum Guidelines ◽  
Affective Components ◽  
The Relationship ◽  
Music Study

This chapter discusses what makes music an activity or a discipline worthy of study and what about music is worthy of study. It shows how music, like all disciplines worthy of study, can be understood to have cognitive, psychomotor, and affective components. Understanding the hierarchies in each facet and the relationship between the various facets helps teachers understand what music should be taught and in what ways. Music was long considered a fringe subject, but in 2014 it became a core subject in the national curriculum. Leaders within the field have written standards—curriculum guidelines—to help music teachers understand what students should know and be able to do as a consequence of music study.

Student voice in secondary schools: the possibility for deeper change

2018 ◽  
Vol 56 (5) ◽  
pp. 473-487 ◽  
Author(s):  
Dana Mitra
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Voice ◽  
Classroom Practice ◽  
Design Methodology ◽  
Content Type ◽  
The Usa ◽  
The Relationship

Purpose The purpose of this paper is to consider the role of student voice in secondary school reform. Design/methodology/approach Through a literature review, it defines the concept of student voice within bodies of research on youth participation internationally. Findings It notes the ways the USA is distinct and lagging behind. It then looks at the broadening scope of ways that young people have become involved in change efforts. It considers ways that student voice can deepen implementation efforts and strengthen classroom practice. It breaks this discussion into: outcomes for classroom instruction, organizational change, and the relationship between student voice and power. The paper ends with a discussion of the importance of attending to issues of power in youth–adult relationships, including ways to avoid the co-optation of young people. Originality/value This paper reviews the most recent work showing how student voice can impact change, with a particular focus when possible on urban secondary schools to fit with this special issue. It updates a previous review of the field conducted ten years ago (Mitra, 2006). Before beginning this review, however, it is important to understand how student voice varies across global contexts.

scholarly journals Boudicca, broken bones and behaviour management: a case study of teaching causation at Key Stage 3

2019 ◽  
Vol 20 (39) ◽  
pp. 4-13
Author(s):  
Maximilian Day
Keyword(s):  
Conceptual Understanding ◽  
National Curriculum ◽  
History Teaching ◽  
Behaviour Management ◽  
Complex Concept ◽  
Broken Bones ◽  
Stage Of Development ◽  
The Relationship ◽  
Key Stage 3

I have always thought that teachers should not teach what to think but how to think, and I wanted to embody this attitude within my own practice of teaching Classics. It was also interesting to me to link this to the ongoing debates in history teaching surrounding the relationship between the acquisition of substantive knowledge (i.e. the facts of history: dates, battles, names, etc.) and the acquisition of second-order concepts (i.e. the framework within which such knowledge is understood: e.g. historical interpretations, ascribing significance to events, understanding causation). According to Ford, ‘the challenge of restoring the link between substantive knowledge and conceptual understanding is one which the whole profession needs to address’ (Ford, 2014, p.33). Having previously taught philosophy, causation seemed to me to be a topic I would be well-suited to tackle, and I was intrigued to discover that there were opportunities to teach causation as early as Key Stage 3 (KS3). In fact, enshrined in the current National Curriculum (NC) for KS3 history is the key aim ‘to understand historical concepts such as … cause and consequence’ (DfE, 2013, p.1). Given that Stanford professor Sam Wineburg (2001) refers to historical thinking, albeit archly, as an ‘unnatural act’, I wondered whether it was possible for 12 and 13-year old students to ‘understand’ the complex concept of causation. But I was also eager to test out some of the pedagogical theories floated at the beginning of the PGCE course, in particular, Bruner's hypothesis that ‘any subject can be taught effectively in some intellectually honest form to any child at any stage of development’ (Bruner, 1960, p.33).

Formative Assessment for Learning How to Learn: Exploring University Student Learning Experiences

RELC Journal ◽  
2020 ◽  
pp. 003368822092592
Author(s):  
Steve T. Fukuda ◽  
Bruce W. Lander ◽  
Christopher J. Pope
Keyword(s):  
Secondary Schools ◽  
Formative Assessment ◽  
National Curriculum ◽  
School Experiences ◽  
Language Learner ◽  
Japanese University ◽  
Self Regulated Learning ◽  
Quantitative Results ◽  
Research In Education ◽  
The Relationship

The push for better English as a Foreign Language (EFL) pedagogy continues in Asia. In Japan, particularly, developing self-regulated learning (SRL) skills is a major objective in the new national curriculum for primary and secondary schools. Research in education suggests the practice of formative assessment (FA) in the classroom fosters SRL skills. The importance of FA in EFL is discussed here, along with an investigation of the relationship between FA and SRL skills of Japanese university students. An examination of 118 participants measured secondary school experiences of FA practices and its connection to the development of participants’ SRL skills. Quantitative results showed that participants experienced FA practices in secondary schools, however, qualitative data showed these experiences did not sufficiently lead to the development of SRL skills to the extent of participants’ out-of-class study time. In conclusion, we recommend EFL teachers to implement more FA practices and explicit instruction of SRL skills to meet curriculum objectives of fostering the lifelong language learner.

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