Recognising impact

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.

The unit leads teachers to use:

• ‘live’ musical demonstrations to model what pupils should be exploring or learning;
• ‘thinking aloud’ strategies that reveal to pupils the thinking behind the learning;
• recordings or ICT-based resources where these add clarity to the modelling process;
• a range of modelling strategies to articulate how pupils can improve;
• specialist musicians to inspire and place learning within a broader cultural context;
• examples of pupils’ work in order to clarify the expectations of outcomes.

This enables teachers to:

• decide how the class teacher, groups of pupils or individuals can best demonstrate the essence of the music being studied;
• use careful questioning and discussion (linked to musical demonstration) to make explicit the detailed conventions, processes and devices of the musical style, genre or tradition being studied;
• demonstrate or articulate precisely what skills need to be learned and draw pupils into the process of modelling so that they understand how to improve their learning;
• provide a role model by acting as a musician – inspiring pupils with the passion and skills with which teachers can perform and compose;
• use pupils’ existing skills and experience to demonstrate musical ideas to their peers;
• identify how demonstrations, workshops or other live events can enhance the learning of a specific unit of work;
• build upon a department’s awareness of standards by using a portfolio of work to demonstrate expectations.

As a result, pupils:

• understand the conventions, processes and devices that are key features of the music being studied;
• know about the expectations of learning, know what skills will be needed and understand how to accomplish tasks to a good standard;
• are inspired and engaged by examples of musical excellence;
• 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;
• feel they have succeeded, and demonstrate improved confidence.