1. Understanding Primary Music Session 4: Lesson planning and AfL Overcoming barriers to learning Developing composition skills

2. Learning objectives: 1. Reflect on effective pedagogies for supporting children in their music development to facilitate planning and assessment of appropriate musical experiences. 2. Interpret the National Curriculum requirements for music learning in the classroom and explore progression in the development of the elements of music. 3. To develop strategies for supporting the musical development of children with additional needs 4. Develop skills and understanding needed to support composition.

3. The current national context Teachers and other staff in schools and colleges will be trained and confident to: identify and overcome a range of barriers to learning; manage challenging behaviour; address bullying; deliver effective teaching leading to better outcomes; and intervene early when problems emerge; Teachers will feel able to identify effectively what a child needs to help them to learn and to plan support to help every child progress well… DfE, 20012: 36

4. Music for children with additional needs: Whitefields school and centre Reflect on: Music as a means of supporting development Music as a means of non-verbal communication Assessment of music making for children with PMLD http://www.ofsted.gov.uk/resources/music-schools-wider-still-and- wider-good-practice-case-study-whitefield-schools-and-centre

5. Facilitating individualised learning 1. having high expectations of all children 2. building on the knowledge, interests and aptitudes of every child 3. involving children in their own learning through shared objectives and feedback (assessment for learning) 4. helping children to become confident learners 5. enabling children to develop the skills they will need beyond school. DfES, 2004: 55

6. The principles of learning and teaching underpinning personalised learning Good learning and teaching should: 1. set high expectations and give every learner confidence they can succeed 2. establish what learners already know and build on it 3. structure and pace the learning experience to make it challenging and enjoyable 4. inspire learning through passion for the subject 5. make individuals active partners in their learning 6. develop learning skills and personal qualities. DfES, 2004: 55-56

7. Key principles Facilitating achievement of success and increased confidence through: - scaffolding the learning process - removing barriers to learning Building on what learners already know and can do, taking into account their interests Make learners active partners in their learning (shared objectives and criteria for success)

8. Competencies that are important for facilitating learning of children with SEN Understanding of the different types of SEN Knowledge of different approaches that can be used to support musical development Ability to: identify particular barriers to learning modify the physical environment and materials for individual differences modify teaching approaches to meet individual needs evaluate the effectiveness of the teaching approaches being used Adapted from Hammel (2001)

9. Meeting individual needs: Case study Analyse the information in the two case studies for Gregory (age 8) and identify what are the barriers to learning that may prevent him achieving his potential in music. Use the ideas for adapting approaches and materials for this child to: 1. remove any barriers to learning 2. build on strengths 3. provide scaffolding to enable the children to achieve success

11. The features of effective planning a clear focus for the learning in each lesson was identified, which was developed through all activities clear, small steps in learning were achieved through tasks that were progressive and accumulative (building on prior learning) (Ofsted, 2009) Musical sound was used in teaching e.g. modelling Well structured practical music-making activities A ‘joined up’ approach to musical learning (Ofsted, 2012)

12. Lesson planning Using the resources provided: Hampshire skills and concepts development overview from R to Y6 Hampshire units of work Plan a lesson for a specific year group. Consider the Ofsted (2009 and 2012) findings.

13. What constitutes effective assessment AfL in music? active listening to pupils’ responses consideration of the musical qualities of the responses appropriate interventions to correct errors and misunderstanding (including through musical modelling) Ofsted (2012: para 42) Involvement of pupils in peer and self- assessment

14. Scaffolding composition: Question and answer Compose a short melody consisting of a question and answer. Restrict the notes either using: - Pentatonic scale: C D E G A The purpose of a pentatonic scale is to provide children with freedom to compose using tuned percussion without the possibility of notes clashing - Plainsong: D E F G A This selection of notes always produces a melody.

15. Keep the question and answer the same length If the question rises in pitch, make the answer fall in pitch Use the starting note for the question as the note to end the answer (gives a sense of the music being complete - returning ‘home’) Start the answer on the note the finished the question Use rhythm or melody patterns from the question in the answer

16. Rhythm parcels Think of words in a theme e.g. names of minibeasts Sequence of steps for creating the rhythm pattern: 1. in words 2. using body percussion e.g. clapping or tapping feet, etc 3. using an instrument This series of activities demonstrates planning for progression in learning, building on small steps in learning. Combine a series of 4 minibeast names to create a short composition. Repeat several times. Development: Build the rhythms around phrases e.g. very wiggly worm

17. Independent Study Tasks 1. Look at the list of Suggested Readings to identify readings that will support your development as a teacher of music. 2. Read the excerpts from books, available as PDFs on the learning network.