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Exploring Musical Development: The Model Music Curriculum

By Lee Spink

Music has the power to transcend boundaries and connect people on a profound level. Recognising its importance, educators are embracing the DfE’s Model Music Curriculum (MMC) to guide students through a comprehensive musical journey. In this blog, we will delve into the significance of such a curriculum and how it plays a pivotal role in shaping well-rounded individuals with a deep appreciation for the art of sound.

The Model Music Curriculum is a structured framework designed to provide a well-rounded music education to students of all ages. It encompasses various elements, including music theory, history, performance, and composition. By blending these components, the curriculum aims to nurture not only skilled musicians but also individuals who can critically engage with and appreciate the diverse world of music.

  • Understanding Music Theory:

The MMC places a strong emphasis on developing a solid foundation in music theory. Students are introduced to the interrelated dimensions of music such as rhythm, harmony, melody, and form. This knowledge serves as the scaffolding upon which their musical skills will be built.

  • Exploring Musical History:

Delving into the rich tapestry of musical history, students gain insights into different genres, eras, and cultural influences. This historical context not only enhances their understanding of music but also fosters cultural awareness and appreciation.

  • Performance Excellence:

The MMC encourages active participation in musical performance. Whether through singing, playing an instrument, or engaging in ensemble activities, students are provided with ample opportunities to develop their skills and confidence in expressing themselves through music.

  • Fostering Creativity Through Composition:

An essential aspect of the MMC is the promotion of creativity through composition. Students are empowered to create their own music, exploring their unique voice and style. This not only nurtures their artistic expression but also instils a sense of ownership and pride in their musical endeavours.

Benefits of the Model Music Curriculum:

  • Holistic Development:

By incorporating theory, history, performance, and composition, the MMC ensures a holistic approach to musical education. Students are not only performers but also thinkers, creators, and appreciators of music.

  • Cultural Enrichment:

The curriculum’s focus on musical history and diversity introduces students to a wide range of cultural expressions. This exposure fosters a global perspective, encouraging students to appreciate the rich cultural heritage embedded in different musical traditions.

  • Transferable Skills:

Beyond the realm of music, the MMC cultivates transferable skills such as discipline, teamwork, and creativity. These skills are invaluable in various aspects of life, contributing to the overall development of well-rounded individuals.

  • Inclusivity and Accessibility:

The MMC is designed to be inclusive, catering to students with varying levels of musical experience and different learning styles. This ensures that every student has the opportunity to engage with and benefit from the curriculum.

Using Charanga to Support the MMC

If you are looking for a user-friendly solution to teaching music in your school, Charanga is an online platform that offers music education resources and tools for teachers, students, and parents in both primary and secondary schools. It is designed to support the teaching of music in schools and can be aligned with the Model Music Curriculum (MMC).

What does Charanga offer?

  • Comprehensive Curriculum:

Charanga provides a comprehensive music curriculum that aligns with national standards, making it a suitable resource for implementing the MMC. The platform covers various aspects of music education, including theory, history, performance, and composition.

  • Interactive Lessons and Activities:

The platform offers interactive lessons and activities that engage students in a variety of musical experiences. Charanga’s multimedia content, such as videos, interactive quizzes, and virtual instruments, can make learning more dynamic and enjoyable for students.

  • Differentiated Learning:

Charanga allows for differentiated learning experiences, catering to students with varying levels of musical proficiency. The platform provides resources and tools that can be adapted to meet the needs of individual learners, ensuring inclusivity in music education.

  • Assessment and Progress Tracking:

Charanga includes features for assessment and progress tracking. Teachers can use the platform to evaluate individual student performance, track their progress, and provide feedback. This aligns with the MMC’s goal of monitoring students’ development in various musical skills.

  • Integrated Technology Tools:

The platform incorporates technology tools that enhance music education. Charanga enables students to use digital instruments, compose music electronically, and engage in collaborative projects, aligning with the technological aspects emphasised in the MMC.

  • Incorporation of World Music:

Charanga includes a diverse range of musical genres, including world music. This aligns with the MMC’s emphasis on cultural enrichment and provides students with opportunities to explore and appreciate music from different parts of the world.

  • Professional Development for Teachers:

Charanga offers professional development resources for all teachers – specialist or not. This helps educators stay informed about the latest trends in music education, align their teaching practices with the MMC, and continuously improve their skills.

  • Accessibility and Inclusivity:

The platform is designed to be accessible and inclusive, catering to a wide range of learners. This aligns with the MMC’s commitment to providing a music education that is accessible to all students, regardless of their background or abilities.

  • Parental Involvement:

Charanga facilitates parental involvement in students’ music education. The platform provides resources and information that parents can use to support their children’s musical learning at home, fostering a collaborative approach to music education.

  • Community and Collaboration:

Charanga offers a community aspect where teachers can collaborate, share ideas, and access additional resources. This collaborative environment aligns with the MMC’s encouragement of teamwork and a supportive community within the music education space.

In summary, Charanga serves as a valuable tool for implementing the Model Music Curriculum by providing a comprehensive, interactive, and inclusive platform that supports teachers and engages students in diverse musical experiences.

 

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Igniting Creativity & Innovation: Design and Technology in the Primary Classroom

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By Charlotte Hughes

In today’s rapidly evolving society, fostering creativity and innovation in young minds has never been more crucial. In primary education, Design and Technology plays a transformative role in, inspiring young learners to become problem-solvers, critical thinkers, and future innovators.

‘Design and technology is an inspiring, rigorous and practical subject… Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.’  National Curriculum 2014

The Importance of Design and Technology in the Primary Classroom:

Design and Technology is not just about creating cool projects; it’s a holistic approach that encourages students to think critically, solve problems, and unleash their creative potential. Effectively integrating D&T into the primary school curriculum helps children develop essential skills that will serve them well in the ever-changing and developing world we live in today. Let’s look at four key areas we can develop within our planning and teaching of Design and Technology:

1. Problem-Solving Skills

Design and Technology projects provide opportunities for students to identify problems, brainstorm solutions, and bring their ideas to life. From designing a simple machine to solving real-world issues, primary school children learn to think critically and logically. Our aim in the primary classroom is to provide learners will the opportunity to analyse existing products and find their own solution by creating their own design, such as when making a bridge.

2. Unleashing Creativity

Design and Technology empowers students to express their creativity. Whether it’s crafting a unique piece of art or constructing a working model, D&T projects allow children to explore their imaginations and turn their ideas into reality. In the BLPP we achieve this through projects such as making moving Christmas decorations and picnic boxes as well as using electrical systems to design and make intruder alarms.

3. Making Cross-Curricular Connections

Design and Technology seamlessly integrates with other subjects, creating a multidisciplinary learning experience. Students apply mathematical concepts, scientific principles, and language skills while working on hands-on projects, reinforcing the interconnected nature of knowledge and understanding. We ensure that these links are relevant to the point of the curriculum in order to revisit and review learning and embed it within the context of Design and Technology.

4. Real-World Application

By engaging in practical, real-world projects, students understand the relevance of their learning. From building simple structures to coding basic programs, primary school children see how their skills can be applied beyond the classroom. We offer children the opportunity to design and make kites, bridges, moving vehicles and lights, all of which relate to items they are familiar with and can further explore.

Implementing Design and Technology in the Primary Classroom:

With a sound understanding of the importance of Design and Technology in the primary classroom, let’s explore effective ways to implement it in schools.

1. Project-Based Learning

Design and Technology thrive in a project-based learning environment. Teachers can introduce engaging, age-appropriate projects that encourage collaboration and independent thinking. Children can develop their knowledge and skills from an early age and develop this over time building on their knowledge and understanding in the following areas; mechanical systems, electrical systems, structures, textiles and food technology. Within the BLPP schools we do this over a 2-year cycle.

2. Access to Tools and Resources

Schools and classrooms need to be well equipped with the necessary tools and resources, ensuring that students have hands-on experiences. From basic crafting materials, kitchen resources to age-appropriate software, providing access to these resources is essential.

3. Industry Connections

We aim to foster connections with local industries and professionals in relevant fields. Guest speakers, trips, and partnerships with local businesses can provide students with insights into real-world applications of D&T. Our detailed plans ensure that there are links made to designers or producers of products such as James Dyson and Jamie Oliver.

4. Inclusive Learning

It is important that we ensure all of our learning is inclusive and in doing so we need to tailor Design and Technology projects to accommodate diverse learning styles and abilities. This ensures that every student has the opportunity to participate and succeed, fostering a sense of inclusivity within the classroom.

Conclusion:

Design and Technology in primary schools lays the foundation for a future generation of innovative thinkers and problem-solvers. By embracing the creativity and curiosity inherent in every child, we can ignite a passion for learning that extends far beyond the classroom walls. Let’s continue to nurture young minds, preparing them to meet the challenges of the future with confidence and inventiveness.

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The Importance of Number Sense

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By Joseph Kennedy-Ronan

Number sense is a critical aspect of mathematical fluency and understanding, encompassing an intuitive grasp of numbers and their relationships. It goes beyond rote memorisation of procedures and involves a deep comprehension of numerical concepts. Understanding numbers is like giving students a backstage pass to the maths concert. It’s not just about feeling confident with numbers; it’s about building a relationship with them. Number sense is the VIP ticket that lets students speak the language of Mathematics.

Developing this skill early on is like laying the foundation for a solid understanding of more complex concepts down the road. It’s a crucial developmental skill that acts as a compass in the mathematical journey, ensuring students navigate through the subject with clarity. Klein and Starkey (1988), prominent psychologists, observed that humans possess an innate sense of number from birth; however, a prevalent concern conveyed by educators is the challenge faced by their students in grasping number sense, prompting a collective aspiration to enhance this foundational skill among young learners.

Here’s how number sense impacts mathematical fluency and ways learners can develop it:

  1. Understanding of Numbers, Symbols, Meanings, and Vocabulary: Students with strong number sense not only recognise numerals but also understand their meanings and the symbols used to represent them. This foundational understanding includes a grasp of mathematical vocabulary.
  2. Awareness of the Relationship between Quantity and Numbers: Number sense involves an intuitive understanding of the relationship between the quantity of items and the corresponding numbers used to represent them. This awareness lays the groundwork for more advanced mathematical concepts.
  3. Visualisation and Comfortable Conversation about Numbers: Strong number sense enables students to visualise numbers in various contexts and converse comfortably about them. This visual and verbal proficiency contributes to a deeper conceptual understanding of numbers.
  4. Number Decomposition and Composition: Students with good number sense can break numbers down into smaller components and reassemble them in different ways. This flexibility in manipulating numbers reflects a deeper understanding of numerical relationships.
  5. Understanding Different Representations and Number Patterns: Number sense extends to recognising and understanding diverse representations of numbers, including number patterns and the identification of missing numbers. This skill involves a more abstract and generalised understanding of numerical concepts.
  6. Engagement in Systemic Counting and Mental Computation: Systemic counting involves understanding the structure and order of numbers, while mental computation reflects the ability to perform calculations mentally. Both skills are indicative of a strong number sense, showcasing flexibility and efficiency in mathematical thinking.
  7. Competence with Mathematical Operations: Beyond basic arithmetic, students with strong number sense exhibit competence in mathematical operations. They understand the relationships between addition, subtraction, multiplication, and division, allowing for a more comprehensive understanding of numerical operations.
  8. Application of Math to Real-World Problems: Perhaps one of the most crucial aspects, strong number sense empowers students to apply mathematical concepts to real-world problems. This ability to relate math to daily life experiences enhances the practicality and relevance of mathematical learning.

Strategies to Develop Number Sense:

  • Engage learners in manipulative activities using physical objects to represent numbers. This helps build a concrete understanding of numerical concepts.
  • Use visual aids like number lines, charts, and diagrams to represent mathematical relationships. Visualising numbers helps learners internalise abstract concepts.
  • Present learners with open-ended, real-world problems that require critical thinking and application of mathematical concepts. This encourages them to think beyond procedural approaches.
  • Incorporate math games and puzzles that involve number manipulation. Games make learning enjoyable and provide a context for applying number sense.
  • Conduct short, daily number talks to encourage discussions about numbers, patterns, and strategies. This helps learners articulate their mathematical thinking and learn from their peers.
  • Foster estimation skills by asking learners to estimate quantities before solving problems. This helps develop a sense of the magnitude of numbers.
  • Encourage learners to reflect on their problem-solving strategies. This metacognitive approach helps them understand their thinking processes and refine their approaches over time.

By focusing on these strategies, educators can nurture learners’ number sense, fostering a deep and meaningful understanding of mathematics that goes beyond memorisation and promotes true mastery of the subject. Bear in mind, dear educators, that the magic of number sense isn’t an overnight enchantment; it’s more of a slow-cooked stew that simmers and gets richer over time. So, sprinkle some math fairy dust by offering young minds ample chances to understand numbers.

Counting isn’t just a chore; it’s a treasure hunt, and the more treasures (numbers) students discover, the merrier their mathematical adventure becomes. Why start this number sense quest early, you ask? Well, it’s like crafting a sturdy castle with a rock-solid foundation. Get those architects working on their number sense, and you’re essentially giving them the blueprint for tackling mind-boggling math challenges in the future. It’s about turning these budding Mathematicians into problem-solving wizards. So, let’s nurture that number sense, to unleash a legion of Maths maestros ready to conquer whatever challenges the numeric universe throws their way!

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Technology and Emotional Wellbeing 

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By Scott McHale

As teachers, time is our most precious commodity. Fighting the barriers that come with fitting in 14 subjects, as well as marking, assessing and planning, can sometimes leave us chasing our tails. That being said, we always try our best to find that time to check in with those that need us the most – our students. However, we can’t always give as much time to this aspect as we would like. 

In my last blog, I spoke about how technology can be one of the greatest innovations within a classroom, looking at how, when used with a purpose, technology can greatly increase a student’s experience. This applies to learning within the classroom but can also directly relate to emotional intelligence and wellbeing. Imagine using technology to be able to check in with all children within your classroom in an instant each morning. Imagine making emotional wellbeing the focus to the start of each and every day. 

Over the last two months, children within one year group have been using technology to do just this, and we’ve had some incredible results. Each morning, children in Year 5 have been coming in and logging onto YouHue, an online platform designed to support the emotional wellbeing of children within your class. Here they are able to communicate directly with their teachers each morning. It’s like the old lollipop stick in the jar or the smiley face on the zones of regulation, but private and more detailed. This information is then logged for the teacher to check. It also sends notifications should keywords be used in a child’s description directly to the linked adult’s email. This then allows incidents, worries or concerns to be picked up throughout the day.

‘It has allowed me to recognise who is coming in happy all the time and notice patterns such as children coming in tired. This has helped me facilitate conversations with parents and record appropriately.’  Year 5 teacher

It also supports those who feel less confident talking directly to an adult about issues, picking up concerns that may cause behaviours to trigger, before they become a bigger worry for the child. 

‘It has mostly built this really beautiful culture where the children know we care. They know the first thing we want to do each day is to check in and see how they are. I truly think it’s a great tool that I will use in every class in the future.’  Year 5 teacher

The programme doesn’t just flag should there be an alarming key word, but also tracks emotions over time, both as a class and as individuals. 

           

Overall, this is a tool that works with the school day to help support the wellbeing of our students, allowing the adults in school to target those in need more effectively and precisely. 

www.youhue.com 

 

Springwell Leeds East Site

Marking and Feedback in Art and Design

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By Laura Barraclough

In 2018 The NSEAD launched an enquiry into the effective use of marking and feedback in Art and Design Sketchbooks. This guidance, written by Ged Gast, (a former NSEAD president), provides some good practice examples on adding feedback in sketchbooks. Although these are mainly in Secondary settings, these examples show the expectation for secondary and as such, a similar approach to marking may be adopted in the Primary settings.

The paper considers how to establish an ethic of excellence and provide verbal feedback. Gast also considers the frequency of: marking, grades and marks; ‘Deep Marking’; strategies to reduce marking; and the importance and pitfalls of peer marking.

Assessment

When assessing art, it is important for teachers to design assessments which reflect the subjective nature of art, whilst also giving feedback which is valid and reliable. Self assessment allows children to think critically about their own work and assess their art against the learning objectives/ expected outcomes for that session.

Marking and feedback

Marking and feedback in sketchbooks should address the LO/ success criteria of the activity and praise pupils’ creative work. It is important to note that the comments may not be written on the artwork itself but on a post it note, feedback form, pre – printed stickers or additional sheet. Marking directly into a student’s sketchbook can sometimes interfere with their artwork and so thinking carefully about where to place comments and marking can contribute to an ethic of excellence (Ron Berger, 2003).

Formative assessment in art provides in the moment feedback to pupils. It supports pupils in the immediate task and allows children to check whether they have applied the skills they have learned. It also allows teachers to assess which component knowledge has been acquired (Marc Hayes, 2022). Feedback should focus on quality improvement and ‘next steps’ in a child’s learning journey.

Ethic of Excellence

An ethic of excellence is fundamental for successful art outcomes and assessment in schools. It is the way in which pupils reflect upon their own work and how they value the work they have produced. Children should critically reflect and continuously ask the questions- is this meeting the learning objective? Is this good enough? Would I feel comfortable handing this piece in? Ron Berger, 2003 suggests that this should be the most important assessment goal for schools to establish. Children should feel proud of the work they produce and reflect critically on its qualities.

Using the concept of an Ethic of Excellence, teachers should collaborate with students to help set out the expected standard for art and then discuss what is expected from each session to ensure children have a benchmark to work towards. Visual examples (WAGOLLS) can be used to help guide pupils and also define a success criteria.

Feedback at the back of a sketchbook

Feedback at the end of a unit of work can allow for a more in depth comment to be made by the teacher assessing the work. It can summarise the skills learned over the course of a half term/ term and encompass all of the young person’s learning. It also avoids writing over/ damaging a child’s artwork in their sketchbook by adding comments.

It is important to consider that if this method of feedback is adopted with your class/ setting, this may be a more time consuming task for teachers and educators as it requires them to look over all of the unit before making their assessment judgements and feedback.

Feedback in sessions

Alternatively, some teachers may opt to use post it notes, treasury tag notes and stickers that are placed on/ during each session for children to summarise their thoughts and opinions on their work. This also allows teachers time to reflect upon the success criteria for that lesson and give any constructive feedback to inform future artwork creations.

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Supporting Reluctant Writers

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By Adele Lowery & Mia Sneyd

Writing provides children with a vehicle to express who they are as people and to actively engage in daily life. Writing makes children’s thinking and learning visible and permanent. It provides children with opportunities to explain and refine their ideas to others and themselves.

Primary Data 2023
– 73% of pupils met the expected standard in reading (down from 75% in 2022)
– 71% of pupils met the expected standard in writing (up from 69% in 2022)
– 73% of pupils met the expected standard in maths (up from 71% in 2022)

Why do we think writing is the lowest out of the three subjects in Primary? What are we doing about this and how can we support our reluctant writers?

Findings from the National Literacy Trust’s 2023 Annual Literacy Survey, exploring children and young people’s writing enjoyment at school and in their free time, show that enjoyment of writing for children aged 8 to 18 is at one of the lowest levels they have evidenced since 2010.

Reluctant writers are usually reluctant and lack enjoyment because they find writing difficult. The reason writing is difficult for them and how to support them can vary.

The Importance of Automaticity

Writing is a highly complex process that requires certain skills to be performed automatically (without conscious thought) to be successful. Each person only has a certain amount of cognitive energy. In order to successfully write, we need to be able to perform a number of tasks simultaneously. When we can only think about one thing at a time, we need to develop some of these tasks to automaticity to give our full attention to the most important parts of writing. That is language and delivering a meaningful message.

Areas of Difficulty that impact on automaticity

Handwriting: When children are spending cognitive energy figuring out how to form individual letters, they are not able to think about:
• Spelling
• Sentence structure
• Language choices

This can result in a very frustrating writing experience. Handwriting is a vital skill to learn for all ages. Handwriting needs to be taught as every time a child writes a letter incorrectly, that further establishes poor habits.

Spelling: When children do not know how to spell effectively, they will use less complex
vocabulary or write less than they are capable of. Phonics instruction helps children to understand the relationship between sounds and letters, facilitating spelling and word recognition. Children need awareness of other concepts such as morphology (including prefixes and suffixes), etymology (the origins of words and how this effects spelling) and other orthographic concepts (knowledge of the patterns in how English is written down).

Memory and Regulation: Many children experience working memory difficulty or issues with self regulation that prevent them from focusing long enough to get ideas down on paper.

What can we do to support these writers in the classroom?

Modelling is an effective pedagogical tool, and none more so than when it comes to supporting reluctant writers to engage with writing. In an article written by Diane Hall, published by The Chartered College, Hall explores the approach to modelling successful writing. To prepare the approach, pupils need to give their undivided attention to the adult ‘live’ modelling. To help prepare for this, Hall removed irrelevant stimuli from around the board and created a minimalist space for pupils to engage with the process. Hall then used think-aloud strategies to communicate the approach she was taking with pupils. This included:
● Using first-person, ‘I’ to model thinking, questioning and decisions
● Re-reading writing to check that it makes sense and modelling decisions made
● Making reference to purpose and audience
● Model contextual inclusion of spellings
● Making considered choices

There is clear rationale for why these strategies work individually and as a collective, they offer a supportive approach to teaching writing that can carefully be scaffolded. Through effective modelling we are able to demystify approaches and strategies to writing.

Reading Comprehension: Reading and writing are closely linked. Encourage regular reading, and discuss stories to improve comprehension skills, which are crucial for effective writing.

Writing Prompts: Use prompts to spark creativity. Encourage children to write stories, journal entries, or poems based on interesting topics. Use picture prompts that either you provide or the student draws to scaffold ideas.

The Writing Process: Teach the writing process, which includes planning, drafting, revising, editing and publishing. Emphasise that writing is a step-by-step journey.

Grammar and Mechanics: Introduce basic grammar rules and punctuation gradually, making lessons age-appropriate and engaging.

Peer Review: Incorporate peer review activities, allowing children to learn from each other’s
work and provide constructive feedback. This also allows children to orally practise sentences so that they have the chance to commit them to memory before writing.

Publishing Opportunities: Create platforms for children to showcase their work, whether through class publications, bulletin boards or digital platforms.

Individualised Instruction: Recognise that children have different writing abilities. Provide personalised support and challenge for children based on their needs.

Incorporate Technology: Allow children to create a voice recording of what they want to write so that they can listen to it as they write. This allows them to skip back and listen as times as they need to get the words on the page.

Set Realistic Goals: Breaking down tasks into smaller, achievable goals. Celebrate small successes to build confidence.

Writing in primary school is more than just a skill; it’s a gateway to self-expression, critical thinking and effective communication. By nurturing writing skills in young children, educators and parents are equipping them with essential tools for success in academics and beyond.

With the right strategies and a supportive learning environment, school can become the stage where young writers blossom and embark on a lifelong journey of self-discovery and creativity.

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Finding the Optimum: The Science Subject Report

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By Dr Waheed Khan

Ofsted published its next report as part of its research review on 2nd February 2023. In “Finding the optimum,” the strengths and weaknesses of science in the schools inspected are evaluated, and a series of recommendations are made.

It’s worth noting that schools in England perform well above global averages in international comparison tests in science. Data from the 2019 ‘Trends in international mathematics and science study’ (TIMSS) shows that Year 5 pupils’ performance was relatively good, and broadly similar to that of pupils in 2015.  However, there is concern that the status of science in some primary schools has remained at a lower level since national tests in science were removed in 2009, and that this has affected key stage 3 performance.

Findings related to primary schools

  • Science was taught weekly in most primary schools. However, in a few schools, pupils had less than one science lesson every week, and occasionally, pupils went for entire half terms without learning science – this is a concern.
  • Pupils took part in whole-class practical activities in a much larger proportion of lessons in primary schools than in secondary schools. Sometimes, practical activities covered too many aspects, and pupils were expected to learn too much disciplinary and substantive knowledge at once.
  • Teachers used stand-alone demonstrations of practical science in very few of the science lessons visited by inspectors. This is a concern, given that practical demonstrations have been shown to play an important role in helping pupils to learn science.
  • Timetabling remains an issue with insufficient time being allocated to enable all the knowledge in the National Curriculum to be covered properly which seems to result in schools focusing on substantive knowledge, at the expense of disciplinary knowledge.

Findings related to secondary schools

  • Many schools started teaching pupils GCSE content at some point during Year 9. However, in most cases, this did not lead to narrowing of the curriculum and topics were retained even though they are not assessed at GCSE.
  • There were some weaknesses in curriculum planning. At times, objectives were too broad. There was also sometimes a lack of time for pupils to practice new content before moving on.
  • Some schools recognised and checked prior learning at KS2, but in other schools, secondary subject leaders did not have a sufficiently clear understanding of what science pupils were expected to know from primary school.
  • In some school curriculums, disciplinary knowledge was not sufficiently well integrated with substantive content. It was treated as a stand-alone block or unit.

The picture the report presents will not reflect the reality of any individual school. Your school’s action plan for science should identify what your school is doing to develop its teaching of the subject which may, or may not, include some of the issues the report identifies.

What our Trust schools can learn from the report are the areas that Ofsted has identified as the most significant opportunities to improve the teaching of science. If they feature on your school’s action plan then, as a science network we’ll try to suggest ways that you might address them.

Springwell Leeds DJ equip

Grant Boosts Music Education at Springwell Leeds

By Adam Bell, Head of Arts at Springwell Leeds

Over the past few years we have seen an increased interest in students’ interest in learning and developing DJ skills and, earlier this year, Springwell Leeds’ Music department made the decision to seek opportunities to enhance this offer further.

In March 2023 we were delighted to receive a grant from the Universal Music UK Sound Foundation as a result of a successful application to their fund. Following this award we made contact with Bop DJ, a DJ and Music Production Technology specialist based in Leeds, and shared our wish list. Two questions were posed to the company:

– How much would our wish list cost?
– How much could we get with our funding?

So we could adequately resource our three Leeds sites we were looking for a number of DJ controllers as well as licences for the DJ software and we quickly found we would need our budget to stretch quite far! Andy, the general manager at Bop DJ, told us that Bop DJ are passionate about supporting local schools interested in incorporating DJ-ing in their curriculum and that they would look to put together a special offer for Springwell Leeds.

Within the week Andy came back to us having been in touch with ‘InMusic’ (owner of Numark) and ‘Serato’ (who produce the DJ software) on behalf of the school. As a result, Bop DJ made us an offer that ensured we could secure all the equipment we required for all three sites that worked to our budget.

We were delighted to take delivery of the DJ controllers before summer and are now in the process of setting up the Serato accounts.

We would like to extend our thanks to the Universal Music UK Sound Foundation for their support and offer particular thanks to Andy at Bop DJ for his incredible support of our Music curriculum. We encourage anyone with an interest in DJ-ing or Music Production to visit the Bop DJ shop on Church Walk in Leeds or support them in any way possible.

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Ofsted Outlines Key Updates for Music

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By Adam Bell

Earlier this year Ofsted began a programme of updates on a variety of curriculum areas designed to offer subject specific insights. These have been widely well received by curriculum leaders and have offered clarity on several topics that have traditionally courted controversy between leadership teams and Music teachers for many years. Below is a brief overview of some of the highlights that I hope will help to inform conversations in many of our schools going forward.

Curriculum design

Schools are encouraged to design a curriculum that is suitable to the needs of their students whilst considering some key aspects. Firstly, leaders should decide what the appropriate content is for their learners before moving onto how effective delivery is achieved. Encouragingly, Ofsted outline that their main interest is in how the curriculum plans for students to get better at Music and to become more musical. Research has shown that success in Music can be hugely beneficial in improving students’ concentration, memory and overall academic achievement.

As part of this process leaders should consider the way the curriculum is taught to ensure students commit their learning to their long term memory and Ofsted encourage a ‘little and often’ approach which will help to reduce cognitive overload. In order to support students’ development of knowledge and skills over time it is desirable for them to improve gradually, consolidate learning and aim to produce a high quality response. Three key aspects work in tandem to allow this to happen:

  1. Technical – Pupils consolidate small amounts of learning and gradually build on foundational knowledge. Learning occurs over a period of time across a number of units. E.g. a keyboard player may learn a piece of music by practicing a small amount slowly and gradually building this up over time.
  2. Constructive – Students gain an understanding of the constructive elements of Music and how to apply these e.g. Do they know what a melody is and how to write one effectively?
  3. Expressive – Once students have a good knowledge of the technical and constructive components, are they able to refine their work e.g. not only can they play a piece of music fluently but they can also perform it with a level of expression that matches its style and context.

It is expected that the expressive aspect of students’ musical responses would improve with a good grounding in the context of the style being studied however music making is much more important than music information.

Curriculum sequencing

Over the past 5 years, curriculum leaders have become increasingly aware of what this means. Initially we were encouraged to think about the ‘Three I’s,’ i.e. Intent, Implementation and Impact, however, a more nuanced approach is now being encouraged. It is thought that students benefit from around 90 hours of Music lessons during KS3; the same students are likely to have completed a similar number of lessons by Easter of Y7. With this in mind the Music curriculum needs to be carefully considered and, at times, leaders will need to take a ‘less is more’ approach. Traditionally many KS3 curriculums have consisted of a series of topics that bear little or no relation to one another in order to encourage students to learn a breadth of skills. Ofsted are clear that they now expect Music curriculums to encourage mastery and that topics taught should be relational. One eye opening comment comes in regard to instrumental learning – a student is more likely to master basic instrumental skills if they use the same instrument consistently across KS3 as opposed to a wide variety across numerous topics at a surface level. Further to this, leaders are encouraged to think carefully about the links between topics taught. The table below shows what would be considered a fairly typical KS3 curriculum a few years ago:

 

On the surface this presents as a wide ranging, broad curriculum that would support students’ cultural understanding. However, if we look in more depth, it becomes clear that there is little relationship between these topics, making it difficult for students to develop their technical and constructive skills. For example, in Spring of year 1 students work on their singing skills but there is little opportunity for them to develop these skills further in future units. Secondly, in term 1 of year 3, students are asked to compose a piece of film music using multi track software despite having no prior experience using music technology or any of the constructive knowledge required to compose effectively for film. This highlights the need for curriculum leaders to be able to explain the what, why and when of their curriculum i.e. how topics inter-relate and build on prior knowledge.

Curriculum time

Over the past decade, in response to the advent of Progress 8 and staffing cuts, many schools have adopted a controversial approach to curriculum delivery in relation to many Performing Arts subjects. The introduction of the carousel where students have studied each subject for one or two half terms before moving to a different subject has had a damaging effect on Music education, particularly when considering KS4 numbers. Ofsted are clear that this approach is restrictive and negatively affects students’ ability to progress over time or significantly develop their technical abilities. Schools that adopt this approach will need to be very clear about how this implementation decision positively impacts students. ‘Drop down’ days or ‘Blocking’, where students study the subject for the whole day in isolation, are even more difficult to justify when they constitute the only means of curriculum delivery.

Other useful key points in brief

  • Musical culture: This is not confined to the music curriculum alone – aspects such as extra-curricular activities, workshops, trips, concerts and peripatetic instrumental lessons all contribute to the overall musical culture of the school and will be taken into account.
  • As outlined above, performances are a key aspect of a school’s musical culture – is sufficient time and support given to allow music departments to flourish? E.g. time in lieu when running an evening performance or appropriate opportunities for rehearsal time.
  • Assessment: Summative assessment should be carefully managed. Doing this half termly is likely to mean students are being re-assessed every 4 – 5 hours which is unlikely to be an effective use of time. Assessment should evidence long term learning.
  • Assessment evidence: Extensive book work or photos of students engaging in musical learning will not evidence musical ability – if staff feel this is useful information for them to assess then they are encouraged to do this but it is not deemed necessary.

Overall, this subject specific information for Music is extremely helpful in addressing many of the unknowns that both Curriculum leaders and SLTs have battled with for many years. There are a number of positive admissions that demonstrate an understanding of effective planning and delivery of the subject which I hope will empower Music staff going forward.

The full video is an hour long and can be found by searching for ‘Ofsted Music’ on YouTube or via the link below:

https://www.youtube.com/watch?v=I8mwnQ_IivQ

Adam Bell is Head of Arts at Springwell Academy Leeds and Lead Practitioner for Performing Arts

 

Ebor Primary Leeds

The Power of Online Platforms for Deliberate Practice in Primary Mathematics

By Natalie Wathen

Deliberate practice is a key component in helping students develop mastery in any subject, and mathematics is no exception. When students engage in deliberate practice, they are actively working to improve their skills and knowledge by focusing on specific areas of weakness and practising until they have achieved proficiency.

Deliberate practice is different from mindless repetition or simply going through the motions of practising. It requires students to actively engage in the learning process by setting specific goals, breaking down complex skills into smaller, manageable parts, and seeking feedback on their performance. By doing so, students are able to develop a deeper understanding of mathematical concepts, which in turn helps them to apply their knowledge in real-world situations.

Furthermore, deliberate practice has been shown to improve long-term retention and transfer of knowledge, meaning that students are more likely to remember what they have learned and be able to apply it in new and different contexts. This is because deliberate practice helps to build strong neural connections in the brain, which are essential for effective learning.

In the context of mathematics, deliberate practice is particularly important because it helps students develop a strong foundation of skills and knowledge that they will build upon in later years. It can also help to reduce anxiety around maths by providing students with a sense of control and mastery over the subject.

As primary school teachers, we know that deliberate practice is crucial for our students to become proficient in mathematics. But let’s face it, providing targeted practice that is specific to each student’s needs can be a daunting task. This is where online platforms can be a lifesaver (or at least a timesaver) in supporting deliberate practice in primary mathematics. Not only do they offer personalised practice, immediate feedback, and progress tracking, but they can also provide a much-needed break from photocopying and marking!

Online platforms offer a range of benefits that make them an excellent tool for supporting deliberate practice in primary mathematics, including:

  1. Personalisation: Online platforms can be tailored to meet the needs of individual learners, providing them with targeted practice that is specific to their skill level and learning style.
  2. Accessibility: Online platforms can be accessed from anywhere with an internet connection, meaning that students can practise at home or on-the-go.
  3. Immediate Feedback: Online platforms can provide students with instant feedback on their progress, allowing them to identify areas for improvement and adjust their practice accordingly.
  4. Motivation: Online platforms can offer a variety of motivational tools, such as gamification, progress tracking, and rewards, which can help to keep students engaged and motivated to practice.
  5. Assessment: Online platforms often have assessment tools built in, providing both the teacher, and the student, feedback on their progress and next steps. In some cases, they will automatically tailor the questions based on these assessments to ensure students are able to practise the required skills needed to make progress. 

So, how can we use online platforms to support deliberate practice in primary mathematics? Online platforms such as Mathletics, MyMaths, and Frog Play offer a range of resources and activities that can be tailored to suit the needs of individual students. By providing students with regular opportunities for deliberate practice, we can help them to develop a deep understanding of mathematical concepts and apply their knowledge in real-world situations.

Here are some ideas for online platforms to support deliberate practice:

  1. Mathletics
  2. MyMaths
  3. Sumdog
  4. Frog Play
  5. Khan Academy

In conclusion, online platforms offer a powerful tool for supporting deliberate practice in primary mathematics. By providing students with personalised practice, immediate feedback, and motivation, these platforms can help students to develop a deep understanding of mathematical concepts, reduce anxiety around maths, and build a strong foundation of skills and knowledge. As primary school teachers, incorporating online platforms into our maths lessons can help us to save time and support our students in achieving maths mastery. By keeping up with the latest online tools and techniques, we can ensure that our students have the best possible chance of success both now and in the future. 

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