Using information gathered in Task 2 (Developing practice in the classroom), develop a generic proforma that could be used to inform the various providers of feedback about the key factors that contribute to effective feedback. This should encourage all providers to reflect upon their role and consider the learning objectives and outcomes for pupils.

Consideration needs to be given to the type of language used on the proforma, particularly when describing the context for the task and the expected outcomes from it. This should enable all providers to acknowledge their role and the type of support they can offer.

Consideration also needs to be given to the way that this proforma is introduced to those who will use it. You may want to:

• explore with your school’s senior managers the current expectations of teaching assistants across the whole school, and how the ideas for the feedback proforma can be best introduced for those assistants working in music;
• liaise with the local music service on the extent to which direct connections with classroom learning are being promoted, and how the suggested proforma might be best introduced in order to be consistent with existing practice;
• include the technician in a departmental meeting that explores feedback, the purposes of the proforma and the role that technicians and individual teachers can play;
• include the use of the proforma in the planning sessions with any visiting musicians, before they undertake any work with pupils.

Appendix 4  40kb has an example of a proforma that could be adapted to suit your needs.

Document 6a  33kb is an extended version of this form, created by a team of class and instrumental music teachers. They worked together to identify how they could collaborate more effectively in order to support the musical learning of their shared pupils; this version of the proforma was one of the outcomes.