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MusicKey Stage 3 Non Statutory Guidance
for Music
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 MusicintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage25 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirementsforMusic7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 KnowledgeUnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements15 4.4 LearningOutcomes18 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning26 5.4 ActiveLearning
27 Section06 AuditingandPlanning27 6.1 ConductingaDepartmentalAudit28 6.2 Long,MediumandShortTermPlanning
29 Appendices:29 Appendix1 Cross-CurricularSkills32 Appendix2 ThinkingSkillsandPersonalCapabilities
Contents
GuidanceforMusicatKeyStage3
1
GuidanceforMusicatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
MusicispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforMusicinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforMusic.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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Section01PurposeofthisGuidance
01
3
GuidanceforMusicatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandtheenvironment.
Musichasasignificantroletoplayinthis.
Thefundamentalaimofthemusiccurriculumistodeveloppupils’musicalability.Allpupilsarepotentiallymusicalandshouldbeprovidedwithlearningexperienceswhichdeveloptheirknowledge,understandingandskillsinmakingandrespondingtomusicthroughactiveengagementinthecoremusicalactivitiesofcomposing,performingandlistening.
MeetingCurriculumObjectivesMusicdevelopspupilsasindividualsby:
givingpupilsopportunitiestocreatepersonalmeaningthroughcomposing,performingandlisteningactivities;enablingpupilstoexpresstheirownfeelingsthroughmusic;buildinganappreciationofthediversemusicaltastesofothers;encouragingpupilstoexploreandexperimentcreativelyinavarietyofsituations.
Musicdevelopspupilsascontributorstosocietyby:
developingtheskillscentraltounderstandingandrespondingtomusic;developingpupils’awarenessofhowmusicinfluencesbehaviour;developinganunderstandingofmusicfromdifferentperiods,stylesandculturaltraditionsthataredifferentfromtheirown;developinganunderstandingofthepowerofmusicinevokingmoodandatmosphere.
Musicdevelopspupilsascontributorstotheeconomyandenvironmentby:
developingpupils’abilitytobediscriminatingconsumersofmusicasaresultoftheirownexperiencesinmakingandrespondingtomusic;developingpupils’awarenessandunderstandingoftheskillsrequiredtobesuccessfulwithinthemusicindustry(andhowmanyofthoseskillsandqualitiesarealsohighlyvaluedthroughouttheworldofworkinalltypesofemployment).
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Section02MusicintheNorthernIrelandCurriculum
02
4
GuidanceforMusicatKeyStage3
QuestionsforDepartmentsInordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinMusicto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforMusicatKeyStage3
3.1 KeyStage2AtKeyStage2thestatutoryrequirementsforMusicprovisionaresetoutasfollows:
Makingfulluseoftunedanduntunedpercussion,andothersoundsourcesandresources,teachersshouldensurethatpupilsaregivenworthwhileexperienceswhichenablethemto:
workcreativelywithsoundbycreatingmusicalstories,pictures,patterns,conversations,accompanimentsandbyinvestigatingwaysofpreservingthemusictheyhavecreated;singandperformwithsimpleinstrumentsfrommemory,byearorfromnotationtodevelopvocalandinstrumentalskills;listenandrespondtotheirownandothers’music-making,thinkingabout,talkingaboutanddiscussingavarietyofcharacteristicswithinthemusicthattheycreate,performorlistento.
3.2 KeyStage4TheflexibleMusicframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;
pupilstobecomemoreindependentlearnerswhowillbeincreasinglyadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedinthestatutoryrequirementsforKeyStage3Musicprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
ForthosepupilswhooptnottocontinuewithfurtherstudyofMusic,theirexperiencesduringthekeystageshouldhaveprovidedthemwiththemusicalknowledge,understandingandskillsnecessarytohelpthemengagemeaningfullywithrealandrelevantissuesintheirworld.
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Section03LinkstoKeyStage2andKeyStage4
03
7
GuidanceforMusicatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforyoungpeople;createandlaunchaninnovativelifestylearticleorfeatureforyoungpeopleetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.
Theseprovideopportunitiesforsubjectstoconnectwith
LearningforLifeandWorkandwithother
Subjects.
TheKnowledge,UnderstandingandSkillstobedevelopedinMusicover
KeyStage3.
ObjectivesThecurriculumobjectives
providetherealandrelevantcontextsinwhichmusicalknowledge,
understandingandskillsaredeveloped.Theobjectivesshould
bedevelopedthroughoutthekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
Music.
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;TheLearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Section04UnderstandingtheStatutoryRequirementsforMusic
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforMusicwithadditionalguidanceandexamples
8
GuidanceforMusicatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumninthestatutoryrequirementsforMusicisheaded“Developingpupils’Knowledge,UnderstandingandSkills.”
Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole,notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofMusicmeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelytobecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderknowledge,understandingandskills.
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•
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
improvise,composeandperformmusicinarangeofstyles;
exploreandcombinetheelementsofmusic(pitch,rhythm,dynamics,timbre,texture)tocreatestructureandstylewhenimprovisingandcomposing;
performindividuallyandingroups,anddiscussanddecideonpointsofinterpretationinthemusic;
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•
ThefundamentalaimoftheMusiccurriculumistodeveloppupils’musicalabilitythroughpracticalmusic-makingactivities.Musicwithinthecurriculumaimstogiveallpupilsopportunitiestoexperienceawiderangeofpracticalmusic-makingactivitiesbasedroundintegratedcomposing,performingandlisteningactivitiessuitedtotheirabilities.
Beingfamiliarwiththebasicbuildingblocksofmusic,andbecomingconfidentinusingandmanipulatingthemtoachieveadesiredoutcomeinanimprovisation,aperformanceoracomposition,iscentraltoprogressinMusic.Atvariousstages,itmaybeappropriatetofocuspupilsononeoftheelementsofmusictodeveloptheirunderstandingandcontrolofit,forexample,rhythm.Aspupilsprogress,theywillbeexpectedtoincorporatemoreoftheelementsofmusicsimultaneouslyintheirmusic-making.
Allmusicisaformofcommunicationandperformanceisactive,enjoyableandrelevanttopupils.Musicalperformanceenablespupilsofallabilitylevelstoengagewithanaudienceandtoconsiderthecontextandthepurposeofthemusic.Manypupilsmakegreatermusicalprogressaspartofanensemblethantheydoindividually.Performance,bothindividuallyandingroups,givespupilsuniqueopportunitiesforsocialinteractionandtodeveloptheirskillsinWorkingwithOthers.
9
GuidanceforMusicatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
useexistingandemergingmusictechnologyresourceswhencomposingandperforming;
listentoandappraisetheirownmusicandthatofothers;
listentoawiderangeofmusicfromdifferentstylesandgenresandrespondcriticallytowhattheyhear;
explorehowtheskillstheylearnthroughmusic-makingarerelevanttotheirpresentandfuturelives;
developawarenessoftherangeofemploymentopportunitiesinthemusicandmusic-relatedindustries.
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•
Pupilsshouldbeenabledtousemusictechnologytorealiseandenhancetheirownmusic-making.Musictechnologyisveryeffectiveinengagingpupils,andmanypupilscanmakegreaterprogressandmusicalsatisfactionthroughtheuseofmusictechnologythanwouldbeotherwisepossible.
Regularevaluationofindividualworkandprogressisanimportantpartoflearning.However,lookingatindividualworkinisolationisnotsufficient.Evaluatingworkincomparisonwithrelevantexamplescansupportprogressalongsidethedevelopmentofmutualunderstanding.
TheflexiblenatureofthestatutoryrequirementsforMusicintheNorthernIrelandCurriculummeansthatteacherscanusediversestylesandsourcesofmusicinavarietyofcontextstoprovidemeaningfulandrelevantexamplesforpupils.
ThestudyofMusicinthecurriculumwillhelptoequippupilswithskillsthatwillbeusefulthroughouttheirlivesandtoawidespectrumofprospectiveemployers,forexample,beingamemberofachoiroraninstrumentalensemblerequiresthemtohavedevelopedtheskillofSelfManagement.
ThestudyofMusicinthecurriculumwillopenopportunitiestopupilsandexposethemtotherapidlyexpandingareaofmusic-relatedindustries,forexample,soundengineers,producers,musicmanagement,DJs,etc.
10
GuidanceforMusicatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenmusicalknowledge,understandingandskillsinourdepartmentalprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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11
GuidanceforMusicatKeyStage3
4.3 CurriculumObjectivesandKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatMusicdirectlyconnectstothecurriculumobjectivesinpreparingpupilsforlifeandwork.ThekeyelementsalsoprovideameansforconnectinglearninginMusictoLearningforLifeandWorkandtoothersubjects.UsingLearningforLifeandWorktomakeconnectionsisexploredfurtherinSection5.3ConnectingtheLearning.
Thetablebelowshowsthateachcurriculumobjectiveislinkedtospecifickeyelements.
TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Everysubjectmustcontributetoallkeyelementsacrossthekeystage,althoughsomesubjectswillbebetteratdevelopingcertainkeyelements.Thesearecontextualisedandspecifiedonthestatutoryrequirementpage(seeA3versionwithexamplesinsidebackcover).
ThekeyelementsthatMusiccontributestomorefullyare:
PersonalUnderstanding;MutualUnderstanding;MoralCharacter;Citizenship;CulturalUnderstanding;Employability.
ThestatementsrelatingtotheseparticularkeyelementsinMusicareemboldenedandarethereforestatutoryandpartoftheminimumrequirement.Forexample,MusicwillhavealeadingroletoplayinPersonalUnderstanding.Althougheveryothersubjectwilladdressanaspectofthiskeyelement,Musicwillfocuspupilsinexploringhowcombiningoftheelementsofmusicresultsinmusicofwhichtheyexpressadefinitelikeoradislike.Musicgivespupilsavehicleforexpressingtheirideas,feelingsandemotionswhichisacentralpartofPersonalUnderstanding.
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12
GuidanceforMusicatKeyStage3
ThekeyelementsthatdonotincludeemboldenedexamplesstillhavetobeincludedinMusicprovision,andschoolsarefreetodeveloptheirowncontextsforexploringthese.
Thekeyelementsofferopportunitiestomakemeaningfullinkswithothersubjectsandpromotecoherenceacrossthewholecurriculumandfacilitatemorecollaborativeplanningandteaching.
ThetableoverleafgivesexamplesofsomeofthequestionswhichmayhelptoexplorewhatismeantbyeachkeyelementinMusic.
13
GuidanceforMusicatKeyStage3
Dev
elop
ing
pupi
lsa
s…
.ind
ivid
uals
….c
ontr
ibut
ors
tos
ocie
ty…
.con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngW
hats
orts
ofm
usic
do
Ilik
ean
ddi
slik
e?W
hich
mus
icm
akes
me
feel
hap
pyo
rsa
d?W
hata
rem
ym
usic
als
tren
gths
/are
asfo
rim
prov
emen
t?
Mut
ual U
nder
stan
ding
Wha
tsor
tso
fmus
icd
oot
her
peop
leli
ke/d
islik
e?H
owc
anw
eim
prov
eon
our
mus
ic-m
akin
gby
lis
teni
ngto
eac
hot
hers
’com
men
tsa
ndo
pini
ons?
How
can
ens
embl
ew
ork
help
us
tob
uild
goo
dw
orki
ngre
latio
nshi
psw
itho
ther
s?
Pers
onal
Hea
lth
Wha
thea
ltha
nds
afet
yis
sues
ari
sein
mus
ic?
Coul
dIi
mpr
ove
my
wel
l-be
ing
thro
ugh
bein
gin
volv
ed
inre
gula
rm
usic
-mak
ing?
Mor
al C
hara
cter
Can
Iacc
eptc
onst
ruct
ive
criti
cism
inm
usic
?H
owc
anI
show
str
engt
hof
cha
ract
erb
yse
ttin
gm
ysel
fmus
ical
cha
lleng
es?
Spir
itual
Aw
aren
ess
How
can
mus
icb
eup
liftin
g/in
spir
ing?
Ism
usic
mor
eim
port
antt
om
eth
anm
ater
ialt
hing
s?
Citiz
ensh
ipH
owd
oes
mus
ica
ffect
my
moo
dan
dbe
havi
our?
How
can
mus
icc
omm
ento
nim
port
ant
issu
es?
How
can
mus
icc
aptu
rem
ood
ins
ocie
ty?
Cult
ural
Und
erst
andi
ngW
hatd
oIu
nder
stan
dab
outt
hem
usic
of
othe
rna
tions
/peo
ples
?W
hatd
oIu
nder
stan
dab
outm
usic
from
di
ffere
nte
ras?
Do
Irec
ogni
sem
usic
ofd
iffer
ents
tyle
san
ddo
Iun
ders
tand
wha
tmak
esit
sou
nd
diffe
rent
?
Med
ia A
war
enes
sH
owd
oes
mus
ica
ddto
/sup
port
oth
er
form
sof
com
mun
icat
ion?
Wha
tmak
esm
usic
com
mer
cial
?H
owd
oes
mus
icm
ake
othe
rfo
rms
of
com
mun
icat
ion
mor
eap
peal
ing
tod
iffer
ent
audi
ence
s?
Ethi
cal A
war
enes
sH
owc
anm
usic
be
used
tom
anip
ulat
epe
ople
?W
hatd
oIf
eela
bout
cop
yrig
ht/p
lagi
aris
m/
illeg
ald
ownl
oadi
ngo
fmus
ic?
Empl
oyab
ility
Wha
tski
lls/a
ttri
bute
sam
Ide
velo
ping
inM
usic
th
atw
illm
ake
me
mor
eem
ploy
able
?W
hatd
oem
ploy
ers
assu
me
abou
tpup
ilsw
ho
have
bee
nin
volv
edin
Mus
ic?
Wha
tem
ploy
men
topp
ortu
nitie
sdo
esM
usic
pr
esen
tme
with
?
Econ
omic
Aw
aren
ess
How
doe
sm
usic
con
trib
ute
tolo
cal,
natio
nala
nd
glob
ale
cono
mie
s?W
hati
ssue
sam
Iaw
are
ofw
ithre
gard
toth
eco
pyri
ghto
fmus
ic?
Wha
tare
the
econ
omic
issu
esa
roun
dco
mm
erci
alm
usic
?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent
How
do
mus
ica
ndly
rics
con
vey
idea
sab
outl
ocal
,na
tiona
lor
glob
alis
sues
?
14
GuidanceforMusicatKeyStage3
QuestionsforDepartmentsWhichkeyelementsdowe
addresswell?needtofocusmoreon?notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
Action
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GuidanceforMusicatKeyStage3
4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingICTandUsingMathematics).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinMusic.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofMusictomeetthelearningoutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughinformalassessment,formalassessment,formativeassessmentand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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16
GuidanceforMusicatKeyStage3
SkillsandtheLearningOutcomesTherelationshipbetweenthelearningoutcomesandthecross-curricularskillsandThinkingSkillsandPersonalCapabilitiesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Demonstratecriticalthinkingandskilfuldecisionmakingwhencombiningtheelementsofmusictocreatecompositionsandperformances;
CommunicationThinking,Problem-SolvingandDecision-MakingManagingInformationBeingCreativeSelf-Management
Demonstratemusicalunderstandingandcreativitywhenmakingandrespondingtomusic;
CommunicationBeingCreativeThinking,Problem-SolvingandDecision-MakingManagingInformationSelf-Management
Usearangeofappropriateresources(includingmusictechnology)toexploreandexperimentwithdifferentapproachestocomposingandperforming;
UsingICTCommunicationBeingCreativeThinking,Problem-SolvingandDecision-MakingManagingInformationSelf-Management
Demonstrateselfmanagementbyworkingindependentlyandsystematically,persistingwithtasks,evaluatingandimprovingownperformance;
Self-Management
Workeffectivelyasmembersofagroupwhencomposingandperforming;
CommunicationWorkingwithOthersManagingInformationBeingCreativeThinking,Problem-SolvingandDecision-MakingSelf-Management
Demonstratemusicalunderstandingandskillsbyexpressingandcommunicatingtheirthoughts,ideasandfeelingsthroughmakingandrespondingtomusic,showingaclearawarenessofaudienceandpurpose.
CommunicationManagingInformationBeingCreativeThinking,Problem-SolvingandDecision-MakingSelf-Management
17
GuidanceforMusicatKeyStage3
QuestionsforDepartmentsHowcanweplanfortheselearningoutcomes?
Howcanourexistingdepartmentalassessmentpolicybeamendedtomakereferencetolearningoutcomes?
Whichlearningoutcomeswillbethemostchallengingforourdepartment?
Action
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•
18
GuidanceforMusicatKeyStage3
4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesframeworkconsistsoffiveoverlappingsetsofskills:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;SelfManagement.
Eachstrandisbrokendownintofurtherdetail(seeAppendix2).Thesecanfacilitatelessonplanningandprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.Forexample,whenplanningacompositiontask,theteachermaywishtofocusontheskillofSelf-Managementandobservehowthepupilorganisesandplanshowtogoaboutthecompositiontask.Afocusonself-evaluationmightencouragethepupiltoreviewhis/herownworkandtomakeamendmentsthatwillimproveuponandrefinetheworkalreadydone.Thepupilwillmostlikelyhavetoseektheteacher’shelponsomeofthemusicalaspectsinvolvedduringtheprocess.
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentofThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentofThinkingSkillsandPersonalCapabilitiesgenerally,forexample:settingopenendedtasks,effectivequestioning,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearning,etc.
Thebigshift,however,istofocusonopportunitiesinMusicwhereaspecificthinkingskillorpersonalcapabilitywillhelptodeepenunderstandinginparticularmusicalactivities.Themusicalactivityinturnprovidesopportunitiesforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectspecificknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisknownasinfusion;addingonethingtoanothertogivenewsignificance.
Planningforinfusioninvolves,forexample:
(a) lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingwherethemostappropriatecontextsaretointroduceanddevelopspecificskills,suchas:selfandpeer-evaluationofgroupcompositions,justifyingmusicalopinions,reachingagreementwithinagroupaspartofanensembleperformance,etc.
(b)identifyingthespecificskillsandcapabilitiesbestdevelopedthroughMusicandsettingupactivitiestointroduceandpracticethem,suchas:comparingandcontrastingdifferentpiecesofmusic,examiningoptionsandweighingupprosandconswithintheprocessofcomposition,takingturns,sharingandcooperatingwhilerehearsinganensembleperformance,etc.
ThisexplicitapproachtodevelopingThinkingSkillsandPersonalCapabilitiesprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.ItalsoenablespupilstotransferparticularThinkingSkillsorPersonalCapabilitiestoothercontexts.
ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationinarangeofcontextsandatincreasinglevelsofchallengeanddemand.
•••••
19
GuidanceforMusicatKeyStage3
ContinuingProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.
Thefivestrandsarebestconsideredasoverlappingsetsratherthanseparateentities.Musicteachersmayfindthatlearningactivitieswillhavecertainintegralskillsandcapabilitieswhicharemosteasilydevelopedandmostreadilyassessed.
Forexample,preparationforagroupmusicalperformancecanprovideopportunitiesforpupilstotakeresponsibilityfortheplanningoftheirownworkandmanagingtheirtimewithinthatgroup(Working with Others).Pupilswillshareopinionsabouttheinterpretationofthepieceofmusictobeperformed;theywillhavetotakepersonalresponsibilityfortheircontributiontothegroupandevaluatethatcontribution;theywillhavetonegotiateandreachcompromisewithinthegroupastowhodirectsthegroup,whoplayseachpart,etc.
FurthersupportonThinkingSkillsandPersonalCapabilitiesmaterialsareavailableatwww.nicurriculum.org.uk.
QuestionsforDepartmentsHowcanMusicmeaningfullydevelopeachofthefivestrandsoftheThinkingSkillsandPersonalCapabilitiesframework?
WhatarethekeyopportunitiesinMusicforinfusion?
Action
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21
GuidanceforMusicatKeyStage3
5.1 KeyMessagesFlexibilityTeachersnowhavetheopportunitytousethestatutoryrequirementstodeviseschemesandunitsofworkinMusicthatfollowtheneedsandinterestsofpupils.Thisdoesnotmeanthrowingoutschemesofworkandresourcematerialsthathavebeencarefullydevelopedovertheyears.Itprovidesopportunitiesforteacherstobuildonthoseunitsthatbestengageanddeveloptheirpupilsandreplaceorrevitalisethoseunitsthatdidnotengagethepupilssomuch.
RelevanceTeachershaveopportunitiestoexplorethemesandissuesthatarerealandrelevanttothelivesofpupilstoday.ThemusicalskillsandtheconceptsinthefirstcolumnoftheMusicstrandcanbedevelopedthroughmanycurrentmusicalactivitiesandexamplesinwhichpupilsexpressaninterest.
IntegratedThestatutoryrequirementsforMusichavebeenwrittentohelpteachersformunitsofworkthatintegratetheknowledge,understandingandskillslisted.
ValuesBasedThekeyelementsprovideopportunitiesforpupilstoreflectonmoral,ethical,spiritual,socialandculturaldimensionsofMusicrelatingtorealpeople.Pupilswillalsobegivenopportunitiestoconsidertheirownviewsandopinionsaboutthem.
FutureFocusedPupilsshouldhaveopportunitiestoexplorehowtheskillsdevelopedthroughMusicmighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
05
22
GuidanceforMusicatKeyStage3
5.2 AssessmentforLearning‘AssessmentforLearning’(AfL)focusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawaytotakestockoflearningduringtheprocessanditcanhelptoinformteachersonhowlearningisprogressing.
In‘AssessmentforLearning’:
thereisahighemphasison transferable learning;assessmentbecomesamuchmore transparent processbecauseitisbasedoncriticalinformationthatissharedwiththelearners;andlearnersareableto take responsibilityfortheirownlearningandforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
••
•
ContinuingProfessionalDevelopmentmaterialshavebeenprovidedforschoolstopromote‘AssessmentforLearning’.
Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccess,andtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3to5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
•
•
Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
23
GuidanceforMusicatKeyStage3
QuestionsforDepartments
WhatarethebenefitsofAssessmentforLearningpracticeinourclassrooms?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
Action
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24
GuidanceforMusicatKeyStage3
5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrosssubjects.Manynaturallinksexistalthoughatthemoment,thesemaybeunder-exploited.Wheretheselinksareidentifiedandplannedfor,theyhavethepotentialtomakelearningmoremeaningful,moreinformedandpurposeful.
Opportunitiestoconnectthelearningcanrangefromsmallandinformal,towholeschoolandformallyplanned.
Anyofthefollowingcanbeusedasdriverstoconnectlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeandWork;Othersuitableapproaches.
QuestionsforDepartmentsWhichofthesedriverscouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
Action
••••••••
•
(Examplesofconnectinglearningacrosssubjectsareavailableinthethematicandcollaborativeunits)
25
GuidanceforMusicatKeyStage3
ConnectingtoLearningforLifeandWorkOnewayofbeginningtomakeconnectionsistouseLearningforLifeandWorkandthisisexemplifiedbelow.
ThefoursubjectstrandswiththeLearningforLifeandWorkareacontributedirectlytothethreecurriculumobjectives.TheotherareasoflearningalsocontributetothecurriculumobjectivesandLearningforLifeandWork.
Well-plannedandorganisedworkwithinsubjectsmakesadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelpstostrengthenandenrichLearningforLifeandWorkprovisionasawhole.RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEmployability.Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessaboutLearningforLifeandWorkkeyconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkkeyconceptswithintheirsubjectcontext;exploreparticularLearningforLifeandWorkkeyconcepts.Whendeliveredinsufficientdepth,thiswillenableanAreaofLearning/subjectstrandtotakefullresponsibilityformeetingaparticularstatementofrequirement.
••
•
QuestionsforDepartmentsHowcanwemakeconnectionswithotherareasoflearninginrelationto:
ThinkingSkillsandPersonalCapabilities?
Cross-curricularskills?
LearningforLifeandWork?
Whichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
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–
•
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•
Action
26
GuidanceforMusicatKeyStage3
5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstratethinkingskillsandpersonalcapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
Aglossary,Active Learning and Teaching Methods for Key Stage 3,isavailablefromwww.nicurriculum.org.ukandisincludedinthepostprimaryCurriculumSupportandImplementationBox.Thisresourcecontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandengagement.
However,mostMusicteachersinpost-primaryschoolswillalreadyhavebeenteachinginaveryactiveandpracticalway,usingindividualactivitiesandgroupwork.Themajorityofmethodologiesincludedintheglossaryabovearemoresuitedtosubjectswhichhavetraditionallybeenmorecontent-basedandhavebeentaughtinaverydidacticway.KeyStage3Musicteachersmayfindcertainmethodologiesuseful,particularlytoinvolvepupilsinselfandpeerevaluation.Otherstrategiesmayhavetoberefinedforuseinspecificsubjects.
QuestionsforDepartmentsWhatactivelearningstrategiesmightworkinourdepartment?
Howdoestheclimateinourclassroomsupporttheuseofactivelearning?
Howcantheteacherobserve,evaluateandrefineteachingstrategies?
Whataretheimplicationsforclassroommanagement?
Action
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27
GuidanceforMusicatKeyStage3
ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforMusic.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterialsPlanning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermprocess.Thereareanumberofpossibleapproachestocarryingoutadepartmentalaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
Section06AuditingandPlanning
06
StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
28
GuidanceforMusicatKeyStage3
6.2 Long,MediumandShortTermPlanningLongTermPlanningInproducinglongtermplansorschemesofworkyoumightthinkabout:
howMusicisdeliveredacrossthekeystage;howMusiclinkswiththewidercurriculumobjectives;howandwhentodevelopspecificskillsandcapabilities;howMusiccanactivelylinkwithothercurricularareas;howMusicalignswithwholeschooldevelopment/circumstances.
MediumTermPlanningInplanningunitsofworkyoumightthinkabout:
identifyingbigquestionstoengagepupils;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;howtobuildintimeforreview,reflectionandremediation.
ShortTermPlanningInplanningalessonorseriesoflessonsyoumightthinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthisactivitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofinquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningevaluationsessions,reflectingonthinkingandlearning,makeconnectionstootherlearningandsetupnextlesson(s).
Curriculumdevelopmentisaprocessandrequiresongoingevaluation.Itwillalwaysproveusefultoconsiderthereasonswhysomelessonworkwellandothersarenotsosuccessful.
Foranyschemeofwork,itmightbeusefultoask:
Howwelldidthepupilsrespondtothat?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeplearning?howdidIcollectthisevidence?
WhatmodificationscouldImakeinthecontent?inthelearningmaterials?inthelearningactivities?
Whenwereyourpupilsreallyengagedinanactivityinyourclassroom?Whatwerethepupilsengagedin?Whatwasthepurposeoftheirlearning?Whyhadyouchosenthisparticularactivitytousewiththepupils?Whyhadyouchosentheseparticularresourcestousewiththosepupils?
•••••
•••
•
•••••
•–––
•–––
•–––
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29
GuidanceforMusicatKeyStage3
CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener.
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions.
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
•••
•••
•••••
••
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•
Appendix1Cross-CurricularSkills
Appendices
30
GuidanceforMusicatKeyStage3
UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformation,pupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsto:
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused;
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
UsingMathematicsAcrosstheCurriculumPleasenotethattheacquisition,developmentandassessmentoftheskillofUsingMathematicsarenotstatutoryinMusic.
••••
•
•
••
•
•
••
31
GuidanceforMusicatKeyStage3
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Mat
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32
GuidanceforMusicatKeyStage3
Thinkingskillsaretoolsthathelpchildrentogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatchildren’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelpchildrentodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
Appendix2ThinkingSkillsandPersonalCapabilities
33
GuidanceforMusicatKeyStage3
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nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
Mus
icTa
kein
toa
ccou
ntth
epu
rpos
efo
ra
piec
eof
m
usic
alc
ompo
sitio
n,fo
rex
ampl
e,m
usic
tod
epic
ta
jour
ney
ino
uter
spa
ce
Use
ap
iece
ofs
uita
ble
mus
ics
oftw
are
toc
reat
ea
cont
empo
rary
dan
ce
trac
k
Prod
uce
agr
aphi
csc
ore
for
api
ece
ofm
usic
Just
ifyre
ason
sfo
rch
oosi
nga
par
ticul
ar
inst
rum
entt
ost
ate
the
mel
ody
ina
pie
ceo
fm
usic
alc
ompo
sitio
n
Com
pare
and
con
tras
ttw
opi
eces
ofd
ance
m
usic
from
diff
eren
tera
s,
for
exam
ple,
med
ieva
lan
dm
oder
n-da
y
Dec
ide
onth
em
ost
appr
opri
ate
tem
pofo
ra
grou
ppe
rfor
man
ce
Expe
rim
entw
ith
dyna
mic
sto
ach
ieve
de
sire
def
fect
ina
pie
ce
ofc
ompo
sitio
n
Impr
ovis
eov
era
12
bar
blue
sch
ord
patt
ern
Lear
nfr
omid
eas
used
by
oth
erp
eopl
ein
thei
rm
usic
,for
exa
mpl
e,
pent
aton
ics
cale
,ost
inat
i,et
c
Giv
ean
dre
spon
dto
feed
back
abo
ut
grou
ppe
rfor
man
ces/
com
posi
tions
Dev
elop
ski
llso
flis
teni
ng
activ
ely
toe
ach
othe
r’s
part
san
dus
ing
eye
cont
actw
hile
pla
ying
as
par
tofa
nen
sem
ble
perf
orm
ance
Rea
cha
gree
men
ts
abou
tdec
isio
nsw
ithin
a
grou
pco
mpo
sitio
nby
neg
otia
ting
and
com
prom
isin
g
Sele
cta
nap
prop
riat
epi
ece
ofm
usic
to
perf
orm
inp
ublic
by
bein
gaw
are
ofp
erso
nal
mus
ical
str
engt
hs
Org
anis
ean
dpl
anh
ow
tog
oab
outt
hem
usic
al
task
ofc
ompo
sing
a
soun
dtra
ckfo
ra
piec
eof
vid
eofo
otag
e
Dev
elop
abi
lity
to
man
age
time
effe
ctiv
ely
whe
nw
orki
ngo
na
piec
eof
indi
vidu
al
perf
orm
ance
or
com
posi
tion
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Mus
ic
The
Arts
: Mus
icTh
e m
inim
um c
onte
nt is
set
out
bel
ow. T
he s
tatu
tory
requ
irem
ents
are
set
out
in b
old
unde
r K
now
ledg
e, U
nder
stan
ding
and
Ski
lls
in c
olum
n 1,
und
er th
e Cu
rric
ulum
Obj
ectiv
es a
nd K
ey E
lem
ents
in c
olum
ns 2
, 3 a
nd 4
and
in th
e Le
arni
ng O
utco
mes
at t
he b
otto
m.
Addi
tiona
l non
-sta
tuto
ry g
uida
nce
and
sugg
estio
ns a
re s
et o
ut in
pla
in te
xt a
nd it
alic
s.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d de
velo
p th
eir
mus
ical
pot
entia
l by
havi
ng
oppo
rtun
ities
, thr
ough
the
cont
exts
opp
osite
, to:
impr
ovis
e, c
ompo
se a
nd p
erfo
rm m
usic
in a
ran
ge o
f st
yles
;ex
plor
e an
d co
mbi
ne th
e el
emen
ts o
f mus
ic (p
itch,
rh
ythm
, dyn
amic
s, ti
mbr
e, te
xtur
e) to
cre
ate
stru
ctur
e an
d st
yle
whe
n im
prov
isin
g an
d co
mpo
sing
;pe
rfor
m in
divi
dual
ly a
nd in
gro
ups,
and
dis
cuss
and
de
cide
on
poin
ts o
f int
erpr
etat
ion
in th
e m
usic
;us
e ex
istin
g an
d em
ergi
ng m
usic
tech
nolo
gy r
esou
rces
w
hen
com
posi
ng a
nd p
erfo
rmin
g;lis
ten
to a
nd a
ppra
ise
thei
r ow
n m
usic
and
that
of
othe
rs;
liste
n to
a w
ide
rang
e of
mus
ic fr
om d
iffer
ent s
tyle
s an
d ge
nres
and
res
pond
cri
tical
ly to
wha
t the
y he
ar;
expl
ore
how
the
skill
s th
ey le
arn
thro
ugh
mus
ic-m
akin
g ar
e re
leva
nt to
thei
r pr
esen
t and
futu
re li
ves;
deve
lop
awar
enes
s of
the
rang
e of
em
ploy
men
t op
port
uniti
es in
the
mus
ic a
nd m
usic
-rel
ated
in
dust
ries
.
• • • • • • • •
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Com
pose
mus
ic w
hich
exp
ress
es th
eir
own
pers
onal
re
spon
ses
to th
emes
and
issu
es, f
or e
xam
ple,
turn
a p
oem
th
at a
ppea
ls to
them
into
a s
ong;
com
pose
mus
ic w
hich
re
flect
s th
eir
feel
ings
abo
ut a
n is
sue
or e
vent
whi
ch h
as
impa
cted
on
thei
r liv
es.
Refl
ect o
n th
e pe
rson
al p
roce
sses
use
d in
dev
elop
ing
a co
mpo
sitio
n,fo
r ex
ampl
e, g
ener
atin
g, s
elec
ting,
dev
elop
ing
and
refin
ing
idea
s; p
rodu
cing
a fi
nal p
erfo
rman
ce.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
List
en to
com
posi
tions
and
per
form
ance
s by
oth
er
mem
bers
of t
he c
lass
and
dis
cuss
con
tent
and
eff
ect i
n th
e m
usic
.(K
ey E
lem
ent:
Mut
ual U
nder
stan
ding
)
Take
acc
ount
of h
ealt
h an
d sa
fety
issu
es w
hen
com
posi
ng
and
perf
orm
ing,
for
exam
ple,
vol
ume,
whe
n lis
teni
ng to
m
usic
; saf
e us
e of
ele
ctro
nic
equi
pmen
t whe
n co
mpo
sing
and
pe
rfor
min
g.Co
mpo
se a
nd/o
r pe
rfor
m a
pie
ce o
f mus
ic to
sup
port
a
heal
th-r
elat
ed is
sue,
for
exam
ple,
an
anti-
smok
ing
jingl
e;
mus
ic s
uita
ble
for
diffe
rent
type
s of
exe
rcis
e, c
onve
ying
m
oods
of e
nerg
y, r
elax
atio
n, e
tc.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Expl
ore
issu
es r
elat
ed to
Mor
al C
hara
cter
Dem
onst
rate
a w
illin
gnes
s to
res
pond
pos
itive
ly to
cr
itici
sm d
urin
g m
usic
-mak
ing
activ
ities
and
to c
halle
nge
own
and
othe
rs p
re-c
once
ived
idea
s ab
out d
iffer
ent t
ypes
an
d st
yles
of m
usic
by
liste
ning
to u
nfam
iliar
mus
ic w
ith
open
min
ds.
(Key
Ele
men
t: M
oral
Cha
ract
er)
Expl
ore
issu
es r
elat
ed to
Spi
ritu
al A
war
enes
sCo
mpo
se, p
erfo
rm a
nd li
sten
to m
usic
for
a sp
ecia
l eve
nt
and
disc
uss
how
the
mus
ic r
eflec
ts th
e oc
casi
on, f
or
exam
ple,
relig
ious
fest
ival
s an
d so
cial
occ
asio
ns.
(Key
Ele
men
t: Sp
iritu
al A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Expl
ore
the
pow
er o
f mus
ic to
evo
ke m
ood
and
atm
osph
ere
and
to in
fluen
ce b
ehav
iour
, for
exa
mpl
e,
its u
se in
ritu
al a
nd r
elig
ion
and
in a
dver
tisin
g, fi
lms,
re
stau
rant
s, s
hops
and
oth
er s
ocia
l/pol
itica
l con
text
s.Co
mpo
se m
usic
whi
ch r
eflec
ts s
ocia
l com
men
t, fo
r ex
ampl
e,co
mpo
se a
son
g on
an
issu
e su
ch a
s po
vert
y,
hom
eles
snes
s, e
tc.
List
en to
and
dis
cuss
the
expr
essi
ve im
pact
of m
usic
w
hich
cel
ebra
tes
hum
an a
chie
vem
ent,
for
exam
ple,
C
opla
nd’s
“Fa
nfar
e fo
r th
e C
omm
on M
an”,
then
com
pose
ow
n m
usic
to c
eleb
rate
som
e pe
rson
al o
r co
mm
unity
ac
hiev
emen
t.(K
ey E
lem
ent:
Citiz
ensh
ip)
List
en to
and
per
form
mus
ic fr
om d
iffer
ent p
erio
ds(c
lass
ical
to p
rese
nt d
ay),
styl
es,(
blue
s, “
pop”
, roc
k, h
ip-h
op)
and
cult
ural
trad
ition
s (Ir
ish,
Eng
lish,
Sco
ttis
h, A
mer
ican
, Ea
ster
n Eu
rope
an, A
fric
an, A
sian
, Chi
nese
)and
dis
cuss
ho
w th
e el
emen
ts o
f mus
ic a
re u
sed
with
in th
e di
ffer
ent
cont
exts
.(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
es r
elat
ed to
Med
ia A
war
enes
sEx
plor
e th
e ro
le o
f mus
ic in
sup
port
ing
othe
r fo
rms
of
com
mun
icat
ion,
for
exam
ple,
list
en to
and
dis
cuss
how
m
usic
add
s to
the
emot
iona
l im
pact
in fi
lms;
com
pose
and
pe
rfor
m m
usic
to a
ccom
pany
a v
ideo
clip
or
adve
rtis
emen
t.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Expl
ore
how
mus
ic c
an b
e us
ed to
rai
se e
mot
ion
and
man
ipul
ate
peop
le, f
or e
xam
ple,
at a
foot
ball
mat
ch,
polit
ical
ral
ly, e
tc.
Bec
ome
awar
e of
som
e di
lem
mas
whi
ch e
xist
in th
e m
usic
in
dust
ry, f
or e
xam
ple,
cop
yrig
ht, p
lagi
aris
m, d
ownl
oadi
ng
mus
ic fr
om th
e in
tern
et, e
tc.
(Key
Ele
men
t: Et
hica
l Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Dev
elop
aw
aren
ess
of e
mpl
oym
ent o
ppor
tuni
ties
in th
e m
usic
indu
stry
and
the
skill
s re
quir
ed, f
or e
xam
ple,
w
orki
ng a
s a
DJ,
sou
nd e
ngin
eeri
ng, s
tudi
o re
cord
ing/
mix
ing,
pe
rfor
min
g as
a s
oloi
st a
nd in
a g
roup
, man
agin
g an
art
ist o
r m
usic
out
let,
inst
rum
ent m
akin
g or
wor
king
as
a la
wye
r in
th
e fie
ld o
f con
trac
ts, c
opyr
ight
, int
elle
ctua
l pro
pert
y, e
tc.
Dev
elop
the
abili
ty to
be
disc
rim
inat
ing
cons
umer
s of
m
usic
thro
ugh
mak
ing
and
resp
ondi
ng to
mus
ic, f
orex
ampl
e,by
dis
cuss
ing
how
the
mus
ical
ele
men
ts a
re
com
bine
d an
d us
ed in
the
mus
ic th
ey li
ke to
list
en to
.D
iscu
ss th
e pr
oces
ses
invo
lved
in p
rodu
cing
a g
roup
co
mpo
sitio
n or
per
form
ance
and
hig
hlig
ht th
e sk
ills
need
ed to
wor
k ef
fect
ivel
y as
par
t of a
gro
up.
Dis
cuss
the
skill
s an
d qu
aliti
es n
eede
d to
be
a su
cces
sful
m
usic
ian
as a
sol
oist
/mem
ber
of a
n or
ches
tra/
mem
ber
of
a po
p/ro
ck g
roup
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sEx
plor
e th
e im
port
ance
of m
usic
to y
oung
peo
ple’
s liv
es,
for
exam
ple,
mon
ey s
pent
on
buyi
ng C
Ds,
goi
ng to
gig
s,
conc
erts
etc
. D
iscu
ss th
eir
expe
rien
ces
in r
elat
ion
to “
valu
e fo
r m
oney
”.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Expl
ore
issu
es r
elat
ed to
Edu
catio
n fo
r Su
stai
nabl
e D
evel
opm
ent
Com
pose
and
per
form
mus
ic in
res
pons
e to
a lo
cal,
natio
nal o
r gl
obal
env
iron
men
tal i
ssue
, for
exa
mpl
e,
pollu
tion,
the
dem
ise
of th
e ra
info
rest
s, fa
min
e, fa
ir tr
ade,
su
stai
ning
trad
ition
s an
d cu
lture
s th
roug
h m
usic
.(K
ey E
lem
ent:
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
M
akin
g M
usic
and
Res
pond
ing
to M
usic
.
Pupi
ls s
houl
d be
abl
e to
:
dem
onst
rate
mus
ical
und
erst
andi
ng a
nd s
kills
by
expr
essi
ng a
nd c
omm
unic
atin
g th
eir
thou
ghts
, ide
as a
nd fe
elin
gs th
roug
h m
akin
g an
d re
spon
ding
to m
usic
, sho
win
g a
clea
r aw
aren
ess
of a
udie
nce
and
purp
ose;
dem
onst
rate
cri
tical
thin
king
and
ski
lful d
ecis
ion-
mak
ing
whe
n co
mbi
ning
the
elem
ents
of m
usic
to c
reat
e co
mpo
sitio
ns a
nd p
erfo
rman
ces;
dem
onst
rate
mus
ical
und
erst
andi
ng a
nd c
reat
ivity
whe
n m
akin
g an
d re
spon
ding
to m
usic
;us
e a
rang
e of
app
ropr
iate
res
ourc
es (i
nclu
ding
mus
ic te
chno
logy
) to
expl
ore
and
expe
rim
ent w
ith d
iffer
ent a
ppro
ache
s to
com
posi
ng a
nd p
erfo
rmin
g;de
mon
stra
te s
elf m
anag
emen
t by
wor
king
inde
pend
ently
and
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
;w
ork
effe
ctiv
ely
as m
embe
rs o
f a g
roup
whe
n co
mpo
sing
and
per
form
ing.
• • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
MusicKey Stage 3 Non Statutory Guidance
for Music
A CCEA Publication © 2007
