The New Secondary Curriculum Regional Subject Briefing: Music

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The New Secondary CurriculumRegional Subject
Briefing Music
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Todays Presenters

• Dr Jonathan Savage, National Subject Lead for
  Music
• Regional Subject Advisors from your local
  Government Region

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Purpose of the day

• From secondary curriculum review to
  implementation raising your awareness not
  training you
• Help you to get up-to-date with the new secondary
  curriculum for Music
• Share ideas that schools have developed that
  illustrate the journeys some subject leaders have
  embarked on
• Introduce the website and further sources of
  support

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Whats in the day

• Why has the curriculum changed?
• Whats changed within the whole curriculum and
  whats changed in Music?
• Designing compelling learning experiences in
  Music
• Innovation in action
• Exploring disciplined innovation

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Times of change

• Musical Futures (www.musicalfutures.org)
• Key Stage 2 Music CPD Programme
  (www.ks2music.org.uk)
• Key Stage 3 National Strategy for Music (website
  due in March)
• Sing Up (www.singup.org)

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The timeline

• The new curriculum is now available to schools
  online for planning purposes http//curriculum.qc
  a.org.uk
• It becomes statutory for
• Year 7 pupils from September 2008
• Years 7 8 from September 2009
• Years 7, 8 9 from September 2010
• First Key Stage 3 assessment 2011
• Changes to the Key Stage 4 curriculum begin
  rolling out in September 2009.

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Why has the curriculum changed?
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Education only flourishes if it successfully
adapts to the demands and needs of the time. The
curriculum cannot remain static. It must be
responsive to changes in society and the economy,
and changes in the nature of schooling itself.
National Curriculum 1999
from the national curriculum to our curriculum
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• Forces for change in society
• Changes in society and the nature of work.
• The impact of technology.
• New understandings about the nature of learning.
• Increased global dimension to life, learning and
  work
• The public policy agenda - personalisation, ECM,
  sustainability, social cohesion, enterprise.

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Whats it all about

• Opportunities
• Flexibility
• Focus on aims and skills
• Personalised assessment
• Impact
• Enjoyment and engagement
• Progress and achievement
• Skills for life and work

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Three questions driving curriculum design,
development and implementation

• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims?

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What do we want our learners to become?

• What are
• The skills you would like them to develop?
• The attitudes, characteristics and behaviours you
  would like them to develop?
• The knowledge and understanding you would like
  them to develop?

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Our job is to
Develop a modern, world-class curriculum that
will inspire and challenge all learners and
prepare them for the future
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Activity 1What are we trying to achieve in our
subject area? The big picture
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Activity 1

• As teachers of young people what are we trying to
  achieve?
• As music specialists, how can our subject
  specific skills help to achieve the answers for
  Q1?
• In order to achieve the answers for Q2 what do we
  need to do next?

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Whats changed within the whole curriculum?

• An overview of the new secondary curriculum

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Coherence for the learner
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So whats changed?

• An increased focus on whole curriculum design
• Increased flexibility less prescription but
  focus on key concepts and processes in subjects
• More room for personalisation and locally
  determined curriculum
• More emphasis on skills functional and wider
  skills for learning and life
• More emphasis on personal development
• More opportunities for coherence and relevance -
  linking learning to life outside school, making
  connections between subjects, cross-curricular
  themes and dimensions
• A real opportunity for renewal and re-invigoration

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The Aims

• The curriculum aims to enable all young people
  to become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society

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Whats Changed in Music?
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Subject programmes of study
A new look at subjects
Importance Why the subject matters and how it
contributes to the aims
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A new look at subjects Music

• Importance Statement
• A new importance statement

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A new look at subjects Music

• 1. Key Concepts
• Integration of Practice
• Cultural Understanding
• Critical Understanding
• Creativity
• Communication

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A new look at subjects Music

• 2. Key Processes
• Performing, composing and listening
• Reviewing and evaluating

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A new look at subjects Music

• 3. Range and Content
• Performance within and beyond the classroom
• Range of live and recorded music
• Classical and popular traditions which reflect
  cultural diversity and the global dimension
• Music technologies
• Music and musicians in society, the music
  industry and artistic and intellectual property
  rights

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A new look at subjects Music

• 4. Curriculum Opportunities
• Developing individual performance skills -
  vocally, instrumentally and with technology
• Listening and aural perception skills
• Songwriting, arranging and improvising
• Work with a range of musicians

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A new look at subjects Music

• 4. Curriculum Opportunities
• Watching live performances
• Different roles and responsibilities - leadership
  skills
• Links between music and other subjects/areas of
  the curriculum

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Assessment

• The attainment target remains unchanged!
• Reinforce key messages about how to use it.
• Watch out for new materials and guidance on
  assessment at KS3 next year.

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An Increased Focus on SkillsA new framework for
Personal, learning and thinking skills

• Independent enquirers
• Creative thinkers
• Reflective learners
• Team workers
• Self-managers
• Effective participators

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Cross-curriculum dimensions

• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking

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Bringing it all together in a well designed
curriculum

• The curriculum, which is the entire planned
  learning
• experience
• has clear aims and purposes
• reflecting learners needs
• local priorities
• national priorities
• is organised in a way that is likely to achieve
  the aims
• Orchestrates time, staffing, space, approaches to
  teaching, learning and assessment to best effect
• Makes links across subjects, skills and
  cross-curricular dimensions
• is evaluated and developed in response to
  changing needs
• is self-evolving and improving

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Designing Compelling Learning Experiences in
Music
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Activity 2 Designing Compelling Learning
Experiences in Music

• An example of a compelling learning experience in
  music.
• Think of an recent musical experience that was
  personally compelling and share it in groups.
• Share a personal definition of a compelling
  learning experience. Summarise this is a short
  statement and post it on the board.

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Innovation in ActionFour subject leader case
studies
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Making an impactApproaches to disciplined
innovation
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Your challenge is to Design and develop your own
locally determined modern, world-class music
curriculum that will inspire and challenge your
learners and prepare them for the future
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Planning compelling curriculum/innovation
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What are your learners like now, and what are
your priorities for this year?
Analyse your baseline and identify up to three
priorities you wish to focus on
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What difference will you see?
What are your learners like now and what do you
want your learners to achieve next?
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Designing compelling curriculum / innovation
How will you organise the curriculum to achieve
our priorities?
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Implementing compelling curriculum / innovation
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How will you know you are making an impact?
How will you know that your learners are making
progress towards and achieving the priorities?
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How will you know if your curriculum is
working? What would you look for? Who would you
ask?
Eng, Ma and Sci / 5 A-C
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Evaluating your curriculum
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Activity 3 Your Response
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• Disciplined Innovation
• Range and Content
• The study of music should include
• (g) the role of music and musicians in society,
  of the music industry and of artistic and
  intellectual property rights

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• What approaches will best engage and motivate
  young people?
• Is this about
• Teachers imparting information?
• Pupils carrying out research?
• Debates about issues and values?
• How could we include composing, performing,
  listening, reviewing and evaluating?

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• Planning
• Range and Content
• The study of music should include
• (g) the role of music and musicians in society,
  of the music industry and of artistic and
  intellectual property rights
• How could we revise our schemes of work to
  include this new strand?

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Activity 3 Your Response

• Time to pause and reflect
• Individual, tailored responses to national
  framework
• Pupil and teacher identities are crucial
• Managing change through a disciplined process
• Challenge yet opportunity
• Networks and support

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Website Resources http//curriculum.qca.org.uk

• Now
• General materials about curriculum development
• Programmes of study for all subjects
• Other helpful materials
• From mid-February
• Toolkit of resources for planning
• Subject specific resources written by us

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Plenary Questions

• Two more useful websites
• www.ucan.me.uk (free VLE of helpful teaching
  resources and research materials)
• www.jsavage.org.uk (Jonathans blog)
• www.name.org.uk
• http//curriculum.qca.org.uk

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The New Secondary CurriculumRegional Subject
Briefing Music

• Thanks for coming.
• Have a safe journey home.