Leadership guide – subject leader
Making effective use of the materials
This section provides subject leaders of music with guidance on how to make effective use of the materials. It provides information about:
- the general principles that underpin the programme;
- the scope of the units;
- ways of using the units;
- links to other national music initiatives.
Select each tab below in turn to examine each of these key areas
You could then:
- consider appropriate routes through the programme, including the use of a review of current practice;
explore further the supporting resources for this unit, including relevant effective practice materials and the archived version of the Leadership guide
378kb from the 2006 DVD.
Principles
The six units have been designed with maximum flexibility in mind. They do not require attendance at external courses. Teachers of varying experience and competence can use them. A major finding from the KS3 music pilot was that the materials are best used by groups or pairs of teachers working collaboratively. They can be used by an individual teacher with the support of a mentor or coach, particularly if this is part of a planned coaching programme within a school.
The units focus on the classroom as the workshop for professional development.
However, while the units offer flexibility, there is also a need to introduce an element of rigour into their use. Successful changes in practice depend on an understanding of the theory behind the changes, and this is best achieved by working through the entire unit of work. The units offer a means for music teachers to investigate and develop a teaching competence or skill in a practical manner that will have an impact on classroom activity and pupil learning.
Scope
A unit requires about five hours of study and five hours of work in the classroom. Each unit contains:
- a clear presentation of the main ideas;
- case studies;
- tasks and classroom assignments;
- practical tips;
- opportunities for reflection;
- suggestions for further professional development and the opportunity to set targets, perhaps related to performance management.
In addition, some of the units contain:
- reference to recent research;
- suggestions for further reading.
Using the units
There is no prescribed way to use the pilot materials, but a number of ways have been found to be effective.
- Start small by choosing one class to work with and ask another teacher, mentor or consultant to help by talking through what you intend to do.
- Identify sections of the unit that are particularly relevant to you and focus on those.
- Work on the same unit with another teacher or group of teachers to plan, develop and review your practice. At regular intervals discuss progress, including what you have found to be particularly successful and what you could do to overcome any issues.
- Establish a programme network. Agree a focus and ensure regular feedback at a network meeting. Contact the link person in the LA who is overseeing the programme to establish when the group will meet.
Links to other national music initiatives
At various points through the units, links are provided to other national music initiatives which develop particular aspects of pedagogy further. Teachers will need to make a judgement about when and how to explore these in relation to the programme’s core materials, but providing the links should enable special interests to be explored in more depth. In order to provide some context for these links, the following links explain the background to these initiatives:
