Add presentation title to master slide | 1 Music in schools: what hubs must do The challenging conversation with schools Ref: Survey Report

Hubs and schools: the survey report’s aftermath

Add presentation title to master slide | 3 The report asks for change Myths built up. There was much agreement too, which increased… Many in schools do not yet engage with these debates at all – the report is mainly for them…

Add presentation title to master slide | 4  Day-to-day music teaching and curriculum provision in schools, for all pupils, is often weak and unmusical  Much of hubs’ work is with relatively few (sometimes advantaged) young people But smell this coffee too…

Add presentation title to master slide | 5 The report praised hubs for bringing  new energy  collaborative approaches  vitality  partnerships  instrumental teaching, ensembles, choirs, festivals, partner events, music courses, etc.

Report myths

Add presentation title to master slide | 7 Hubs are responsible for music education in schools They are not – heads and governors are School-led reform is very powerful But hubs and schools are partners; the report and NPME empowers hubs The report is actually a considerable vote of confidence in hubs and their expertise The report does not say that…

Add presentation title to master slide | 8  Classical music is ‘better’ than other genres But it does point out that classical music is often underrepresented in schools.  Ofsted wants specific theory lessons Music lessons must be musical. Pupils should make music. But theory should be taught alongside, and support, practical work.  Notation comes before sound and pupils must learn to read music Notation isn’t the music. But it can help pupils understand the music. The report does not say that…

Add presentation title to master slide | 9  Too little is expected of pupils musically  Curriculum often lacks rigour and depth; there may be little or no music teaching  Lessons can be unmusical and dull  Assessment gets in the way  Singing is often undervalued  Music can be poorly taught even in otherwise good schools  Very few students at 14+ are prepared to engage with school music  Music is powerful and should be important The report does re-iterate that in schools…

Add presentation title to master slide | 10 Leadership of music in schools  School senior leaders often lack expertise and experience in music  Performance and enjoyment are not enough  Assessment systems get in the way  Music is much too optimistically evaluated  Music subject leaders are isolated

Add presentation title to master slide | 11  Improvement is about curriculum and teaching  Music teaching and assessment are not simply generic and can be good (or weak) in many ways  Hence the importance of strong, expert subject-specific leadership  This needs building in many schools  Enter the hubs Confident music centered leadership

Add presentation title to master slide | 12 Because of the leadership problem, the report does say: Hubs, therefore, should not be simply asking schools what they need, or offering services that schools can take or leave. They must act as champions, leaders and expert partners, who can arrange systematic, helpful and challenging conversations with each school about the quality of the music education and how the school and hub can work together to improve it. (Executive summary)

Add presentation title to master slide | 13 Where is your hub or your school, placed? Are there any actions to take?

Curriculum and assessment in music: think piece

15 12 Outstanding Secondary Schools 2009, ref  Culture encourages innovation and experimentation but never allocates blame  Headteachers: a good curriculum does much to reduce behaviour problems and drive improvement  Curriculum personalised to provide as much choice as possible  Rich provision in and out of lessons; substantial LOTC. All feel gains in learning fully justify the time on such activity

16 20 Outstanding Primary Schools 2009, ref  Interesting, stimulating curriculum fundamental to effective schools  Know pupils well and shape curriculum around them  Subject leaders take strong whole school role  If pupils learn well, no need to teach to the test  Schools confident to reject national materials, based on evidence

Add presentation title to master slide | 17 Think Piece GCSE BTEC Curriculum / innovation / formative assessment Summative point Schools define what musical skills, knowledge and understanding need to be here Other Schools design the curriculum and assessment strategy to get there… High expectations What does a 14 (11, 7, 5) year old musician ‘look like’ in this school?

Add presentation title to master slide | 18 Think Piece Next stage Local provision Curriculum / innovation/ formative assessment Summative point Schools define what musical skills, knowledge and understanding need to be here Progression Schools design the curriculum and assessment strategy to get there… High expectations How can hubs and others help?

Add presentation title to master slide | 19 What might a  5  7  11  14 year old musician ‘look like?’ Think Piece