Activity Resource LG6: A review of practice chart

Unit 1 Structuring learning for musical understanding

This unit aims to help music teachers review and refine their practice in structuring learning so that there is an explicit focus on musical understanding.

Key messages	1	2	3	4
My planning focuses on pupils’ development of musical understanding
My planning explores a range of culturally diverse styles, genres and traditions
My planning focuses on the understanding of relevant features of musical elements and the development of specific musical skills
My planning defines detailed expectations of both musical learning and musical outcomes
My planning enables learning through the provision of purposeful music activities
Therefore:
My pupils develop their understanding of a culturally diverse range of musical styles, genres and traditions
My pupils understand how music reflects and is influenced by the contexts within which it is created, performed and listened to
My pupils articulate verbally and practically the conventions, processes and devices of different musical styles, genres and traditions
My pupils understand how the features of musical elements impact on music
My pupils use relevant practical skills for music making
My pupils are inspired by vibrant and relevant music making

Unit 2 Structuring learning for musical engagement

This unit aims to help music teachers review and refine their practice in structuring learning so that there is an explicit focus within lessons on musical engagement though sequences of episodes that enable pupils to ‘engage - learn - review’.

Key messages	1	2	3	4
My lessons engage pupils from the outset with musical experiences and thinking
My lessons build on prior learning, and then set challenging tasks with high expectations
My lessons structure the learning to maintain motivation
My lessons require pupils to think for themselves to explore creative solutions to musical problems
My lessons conclude with positive musical outcomes and learning
Therefore:
My pupils are immediately engaged in musical experiences and develop curiosity about further musical learning
My pupils can confidently describe and reflect on the purpose of any musical activities, and understand how these musical activities will support learning within the overall unit of work
My pupils are clear about expectations and timescales for activities or episodes within lessons
My pupils are actively involved in their learning, work constructively and are able to judge the success of their work;
My pupils understand how to improve their work and are given time to do this
My pupils know how to use thinking skills to develop work in progress
My pupils internalise their musical learning as a consequence of musically rewarding conclusions to lessons

Unit 3 Creative teaching and learning in music

This unit aims to help music teachers review and refine their practice in developing creative teaching and learning in music so that they can teach more creatively, provide varied musical challenges and enable pupils to use a wider variety of thinking skills.

Key messages	1	2	3	4
I use a variety of inventive teaching approaches to make musical learning more interesting, exciting and effective
I use a map of learning over the key stage which identifies a range of musical learning challenges
I can create progression in the range of creative challenges pupils are set
I set musical challenges that focus on how to learn as much as on what to do
Therefore:
My pupils respond imaginatively to a range of starting points
My pupils draw upon previous learning from within and beyond their music lessons
My pupils expect the unexpected and make the most of it
My pupils respond effectively to different sorts of musical challenges
My pupils employ appropriate musical thinking to meet those challenges, evaluating work effectively in terms of its originality and value
My pupils ask open-ended questions (e.g. ‘What if …?’)
My pupils develop a sense of enquiry and a willingness to speculate and take risks
My pupils use a range of thinking and learning skills to achieve their outcome

Unit 4 Modelling in music

This unit aims to help music teachers review and refine their practice in modelling so that they can clarify more effectively the conventions, processes and devices of the music being studied, show and articulate how pupils can improve their learning and demonstrate expectations of outcomes with greater clarity.

Key messages	1	2	3	4
I use ‘live’ musical demonstrations to model what pupils should be exploring or learning
I use ‘thinking aloud’ strategies that reveal to pupils the thinking behind the learning
I use recordings or ICT-based resources where these add clarity to the modelling process
I use a range of modelling strategies to articulate how pupils can improve
I use specialist musicians to inspire and place learning within a broader cultural context
I use examples of pupils’ work in order to clarify the expectations of outcomes
Therefore:
My pupils understand the conventions, processes and devices that are key features of the music being studied
My pupils know about the expectations of learning, know what skills will be needed and understand how to accomplish tasks to a good standard
My pupils are inspired and engaged by examples of musical excellence
My pupils use prior learning to work independently of the teacher, being clear about the musical skills, processes and devices they need to use and how to improve them
My pupils feel they have succeeded, and demonstrate improved confidence

Unit 5 Challenge in music

This unit aims to help music teachers review and refine their practice in setting appropriate challenge in music so that they can promote higher-order thinking skills, recognise increasing challenge in musical understanding and evaluation skills, and accommodate pupils’ prior learning, particularly in relation to quality of instrumental and vocal expertise.

Key messages	1	2	3	4
I use a hierarchy of thinking skills as a tool to improve pupils’ development of skills and knowledge
I can identify the progression in learning that promotes effective development of musical understanding
I can use language effectively to promote challenge for learning in listening and reviewing and evaluating activities
I can employ varied strategies that take account of pupils’ prior musical experiences, skills and understanding
Therefore:
My pupils can tackle and meet musical challenges with enthusiasm
My pupils can analyse their learning, reflect on learning goals and regularly evaluate their own progress against clear criteria
My pupils can use the higher-order skills of justification, decision-making and hypothesising and apply this thinking to their own work
My pupils value musical understanding as highly as musical skills and knowledge
My pupils can identify and assess the quality of their work by reference to musical understanding
My pupils can use musical vocabulary accurately to inform their learning
My pupils can explore, explain and justify musical views and decisions
My pupils can use existing musical interests and skills in class, particularly where they have developed specific instrumental or vocal expertise and understanding

Unit 6 Feedback in music

This unit aims to help music teachers review and refine their practice in providing musical feedback so that when teaching they can apply generic principles about assessment for learning (AfL), effectively use the full range of people who can provide feedback to pupils as they work, and use a variety of feedback mechanisms to help pupils know how they can improve their work.

Key messages	1	2	3	4
I can apply the principles of AfL to improve learning
I can identify and enable the full range of people who can provide feedback to do so - teachers, pupils, specialist musicians and teaching assistants
I can observe pupils at work to identify the kind of feedback they require before providing guidance
I can use the full range of feedback mechanisms that can help pupils to understand how to improve, including aural/musical, oral/spoken, or written (verbal/ notation-based) feedback
I recognise that different forms of feedback are required at different times throughout the learning process
Therefore:
My pupils understand what it is they are learning, and how to improve their work
My pupils can assess, question and direct their own and their peers’ learning
My pupils know and seek out whichever person (including another pupil) is well placed to offer feedback when they need assistance
My pupils value the different kinds of feedback that a range of adults and peers can provide
My pupils are able to work constructively on their own
My pupils use aural, oral and written feedback of various kinds to improve their own work