| 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 |
