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KS3 Music

a professional development programme

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Issue Unit Section
Abstract musical ideas: working to explore the potential of musical sounds and patterns Unit 1 Challenges
Assessment for Learning (AfL): the principles Unit 6 Objectives
Challenge being improved by building on pupils’ prior musical experiences Able Unit 5 Challenges
Challenge for breadth of musical understanding: planning for different sorts of musical thinking across the key stage Unit 5 Good Practice
Challenge for breadth of National Curriculum (2008) requirements: elements, skills, working with musicians and other subjects, music from different times and places National Curriculum 2008 Unit 5 Good Practice
Challenge for depth of musical understanding and the link to National Curriculum Levels National Curriculum 2008 Unit 5 Good Practice
Challenge for depth of understanding in musical elements and musical skills Unit 5 Good Practice
Challenge for quality of musical understanding Unit 5 Good Practice
Challenge in the use of musical language and vocabulary Unit 5 Developing Practice
Challenge in using language to support reviewing and evaluating skills Unit 5 Developing Practice
Challenge: an introduction to questions of quality, depth and breadth of musical understanding Unit 5 Good Practice
Challenge: the principles, and how they can underpin music lessons Differentiation Unit 5 Objectives
Challenges that are appropriate for all, especially high attaining and gifted musicians Differentiation Able Unit 5 Challenges
Challenging pupils to develop independence Challenge Unit 5 Challenges
Context: a rationale and definition Unit 1 Developing Practice
Context: making the link for pupils Unit 1 Developing Practice
Conventions, processes and devices – a definition Unit 1 Developing Practice
Creativity: a definition and some characteristics Unit 3 Good Practice
Creativity: how to promote it with inventive teaching strategies Unit 3 Good Practice
Creativity being improved by using thinking skills in music: some principles and classroom strategies Higher order thinking Unit 3 Challenges
Creativity being promoted through group work and group talk strategies Unit 3 Developing Practice
Creativity through building on unexpected learning opportunities Unit 3 Developing Practice
Creativity: criteria for successful work Unit 3 Developing Practice
Creativity: planning for a range of work Unit 3 Developing Practice
Expectations of learning for musical understanding, elements and skills Differentiation Unit 1 Developing Practice
Feedback: the National Curriculum (2008) requirements for working with other musicians and links to external sites and resources Unit 6 Challenges
Feedback in a sequenced combination of oral, aural and written Unit 6 Developing Practice
Feedback in music – the main features Unit 6 Good Practice
Feedback in music being developed through classroom strategies, including how to observe before intervening Unit 6 Good Practice
Feedback in music: introducing different types Unit 6 Developing Practice
Feedback to pupils from teaching assistants Unit 6 Challenges
Feedback to pupils from technicians Unit 6 Challenges
Feedback to pupils from visiting artists Unit 6 Challenges
Feedback to pupils from visiting teachers Unit 6 Challenges
Feedback to pupils using a range of people Unit 6 Challenges
Feedback: aural Unit 6 Developing Practice
Feedback: oral Unit 6 Developing Practice
Feedback: written Unit 6 Developing Practice
Learning objectives and outcomes in music Lesson objectives Unit 2 Developing Practice
Lesson design and the factors that affect it (objectives and outcomes, pedagogic approaches, teaching strategies and the climate for learning) Differentiation Lesson objectives Unit 2 Good Practice
Lesson design for lessons at the start of a half-termly unit of work Lesson objectives Unit 2 Challenges
Lesson design for lessons in the middle of a half-termly unit of work Lesson objectives Unit 2 Challenges
Lesson design: principles of effective practice Lesson objectives Unit 2 Good Practice
Modelling: a range of contexts and processes outlined Unit 4 Objectives
Modelling: contexts and processes explained in detail Unit 4 Objectives
Modelling: the key process of thinking aloud Unit 4 Good Practice
Modelling expectations by using a portfolio of previous pupils’ work Unit 4 Challenges
Modelling key ideas by using questions based on thinking skills questionning, Higher order thinking Unit 4 Good Practice
Modelling specific musical ideas by using specialist musicians Unit 4 Challenges
Modelling the use of talk for pupils Unit 4 Developing Practice
Modelling to develop confidence Unit 4 Challenges
Modelling with a variety of visual, audio and kinaesthetic (VAK) ideas to support different learning styles Unit 4 Developing Practice
Musical elements and practical skills: defining the planned learning Unit 1 Developing Practice
Musical understanding as the focus of a model of learning for KS3 music Unit 1 Good Practice
Musical understanding defined in six stages of progression Differentiation Unit 1 Good Practice
Musical understanding: a definition Unit 1 Good Practice
Objectives and outcomes: defining generic categories of learning Differentiation Unit 2 Developing Practice
Peer mentoring: pupils modelling for each other Unit 4 Challenges
Planning for the unexpected: using the ‘What if . . ?’ strategy Unit 3 Developing Practice
Planning units of work Schemes of work Unit 1 Unit 1 home page
Planning lessons lesson Unit 2 Unit 2 home page
Providing a variety of musical challenges: making types of learning explicit to the pupils Unit 3 Good Practice
Pupils’ perceptions of their learning in music: structuring interviews Unit 1 Objectives
Scaffolding ideas to support new learning KWL Unit 4 Good practice
Sequences of planned learning within a lesson: general principles Series Leson structure Unit 2 Developing Practice
Sequences of planned learning within a music lesson: engage, learn, review Starters Plenaries Series Lesson structure Unit 2 Developing Practice
Sequencing the learning for a half-termly unit of work Schemes of work Series Unit 1 Developing Practice
Sharing learning objectives Unit 2 Developing Practice
Styles, genres and traditions: definitions and the impact on learning Unit 1 Challenges
Styles, genres and traditions: planning for a breadth across the key stage Unit 1 Challenges
Teaching strategies that help to organise learning in lessons: an outline Plenaries Unit 2 Developing Practice
Teaching strategies that help to organise learning in lessons: details Unit 2 Developing Practice
ICT in music Music technology Unit LG Subject leader
Self evaluation Self review Review of practice Unit LG Class teacher

 

 
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