SECTION SIX
SUBJECT STUDIES – MUSIC
Contents
Module description – Introduction to Subject Specialism
Module description – Teaching Strategies
School Direct secondary PGCE Music assessment information
School Direct secondary PGCE – Music reading and resources
Music – suggested weekly learning activities
MODULE DESCRIPTION – INTRODUCTION TO SUBJECT SPECIALISM
Title
Introduction to subject specialism: Music (secondary)
Code
3SDS21
Faculty
Education and Theology
Cost Centre
3402
Level
FHEQ 6
YSJU 3
Credits
30
Total Learning Hours
300
Barred Combinations
None
Pre-requisites
Learning and Teaching
Type of Learning Activity
comprises
hours
weeks
Timetabled Contact:
tutor led sessions, student teacher led sessions,
seminars, tutorials, audio visual material, interactive
group work, structured reading, field work, visiting
speakers, subject audit and target setting.
20
19
Supported Open Learning:
directed reading and research, directed e-learning
activities, school based tasks, individual and group
research activities. Student teachers will be required to
organise and undertake a placement in a primary
school setting in order to increase their awareness of
the issue of progression in Music as pupils enter
secondary school.
120
40
Independent Study:
Reading and research, including preparatory reading
and reading to consolidate sessions. Directed research
tasks including use of the learning centre, e-learning
and use of the university VLE.
160
40
Total:
300
of which Work-related Learning:
280
Rationale and Aims
The module introduces student teachers to a theoretical framework for learning, teaching and assessment of
Music. Student teachers will be required to organise and undertake a placement in a primary school setting
in order to increase their awareness of the issue of progression in Music as pupils enter secondary school.
The module will also consider historical developments in the subject area and raise awareness of the
significance of both statutory requirements and non-statutory documentation for the contemporary subject.
Different approaches to subject pedagogy will be introduced and evaluated. Students will also reflect on
ways in which Music can contribute to the spiritual, moral, social and cultural development of pupils. Finally,
the module provides opportunities to consider the significance of learning outside the classroom.
The module provides student teachers with opportunities to:
•
•
•
•
•
•
•
•
•
•
undertake an audit of their personal subject knowledge and identify personal targets as a result of
audit;
organise and undertake a placement within a primary school setting;
reflect on views of Music as a curriculum subject;
select, and present appropriately, evidence of their knowledge and understanding of subject
pedagogy;
reflect on the position of Music and literacy in the curriculum;
consider the breadth of content in the curriculum
demonstrate a rationale for the contemporary subject of Music within the context of the statutory
requirements
be introduced to lesson planning and assessment in Music;
understand the value of enrichment and extra-curricular activities in Music;
consider the use of technology in the teaching of Music.
This module reflects the current standards for teachers.
Learning Outcomes
Upon successful completion of the module students will be able to:
1. demonstrate a critical awareness of issues surrounding Music and contemporary Music teaching;
2. identify and evaluate the role of Music across and beyond the curriculum;
3. identify and demonstrate critical and analytical engagement with pedagogical approaches to
teaching the subject;
4. communicate effectively using appropriate academic conventions.
Assessment
#
1
description
Evidence based presentation
weighting
100%
learning
outcomes
1, 2, 3 & 4
Indicative Content
All indicative content will be related to the appropriate age range(s) being studied.










Audit subject knowledge and set subject knowledge targets.
Continuity, progression and transition between key stages with implications for teaching and learning
in the subject.
The history and contemporary framework for teaching Music (including musical futures).
Statutory and non-statutory documentation in the subject area and the implications for planning for
assessment in Music.
Recent and relevant research in Music teaching.
Consider the question of what constitutes Music as a curriculum (KS3 & 4) and extra-curricular
subject.
Introduce subject pedagogy and evaluate teaching and learning pedagogies in Music.
The spiritual, moral, social and cultural dimensions of Music.
Develop an understanding of learning outside the school environment – settings other than schools,
Arts Education, peripatetic teachers, extra-curricular opportunities, local and national youth choirs/
and bands etc.
Consider the use of new technologies in teaching Music
School experience
As part of the introduction phase, student teachers organise and complete a short school experience in a
primary school setting. The focus of the placement is related to issues of progression and transition in Music
and also on literacy, including phonics.
Library Resources
Indicative essential book provision (5 examples):
Ashley, M. (2015) Singing in the Lower Secondary School. Oxford University Press.
Evans, J. & Phillpott, C. (2009) A Practical guide to teaching Music (Routledge teaching guides).
London, Routledge.
Mills, J (2005) Music in the School. Oxford, Oxford University Press
Philpott, C. & Spruce, G. (2007) Learning to teach Music in a Secondary School (Second Edition - 3rd
Edition pending). London, Routledge.
Price, J. & Savage, J. (2011) Teaching Secondary Music. London, Sage.
Indicative journals / periodicals (3 examples from current subscriptions):
British Journal of Music Education
Music Teacher Magazine
Sing Up - YSJ subscribes
Audio-visual / non-printed material:
Student teachers will be expected to access non-printed resources from areas such as:
TES music resources, theorynet.com, National curriculum website.
ICT Resources
Hardware
•
•
•
•
•
Interactive white board
Networked PC and data projector
DVD player
Visualiser
Digital cameras and video cameras
Specialist software
N/A
Media Resources
AV equipment
None
Title(s) of award bearing programmes to which the module contributes
Postgraduate Certificate in Education Secondary or
Graduate Diploma in Education Secondary
Compulsory for award.
Semesters 1 & 2.
MODULE DESCRIPTION – TEACHING STRATEGIES
Title
Teaching Strategies: planning for learning, teaching and assessment in Music (secondary)
Code
3SDS25
Faculty
Education and Theology
Cost Centre
3402
Level
FHEQ 6
YSJU 3
Credits
30
Total Learning Hours
300
Barred Combinations
None
Pre-requisites
Learning and Teaching
Type of Learning Activity
comprises
hours
weeks
Timetabled Contact:
tutor-led sessions, student teacher-led sessions,
workshops, seminars, tutorials, audio visual material,
group work, group presentations, peer review,
structured reading and visiting speakers.
20
19
Supported Open Learning:
directed reading and research, directed e-learning
activities, school-based tasks, individual and group
research activities.
120
40
Independent Study:
reading and research, including preparatory reading
and reading to consolidate sessions. Directed research
tasks including use of the learning centre, e-learning
and use of the university VLE.
160
40
Total:
300
of which Work-related Learning:
280
Rationale and Aims
The module provides student teachers with an opportunity to enhance personal subject and curriculum
knowledge and relate this to the classroom. The module provides practical opportunities to build on the
theoretical framework for learning, teaching and assessment of Music that student teachers have been
introduced to in the Introduction to Subject Studies module and provides development for school experience.
It provides student teachers with the opportunity to engage critically with subject pedagogy and to evaluate
critically the pedagogical choices they make. It will also provide student teachers with the opportunity to
develop skills to reflect critically on the impact of their pedagogical decisions in order to inform future
practice.
The module provides student teachers with opportunities to:

relate subject and curriculum knowledge to classroom setting;

explore and critically evaluate a wide range of learning and teaching styles and assessment
strategies in Music;

work independently and cooperatively to develop and apply skills in classroom pedagogy;

research key subject concepts; demonstrate to peers and Music classroom practitioners how they
would be taught in the Music classroom;

demonstrate creative use and evaluation of a range of resources for teaching and learning within
Music;

produce guidelines/lesson outlines to support presentations and disseminate subject and curriculum
knowledge to peers;

develop and refine practical classroom teaching, learning and assessment strategies;

engage in constructive critical analysis of presentations, teaching, learning and assessment
strategies with peers and Music classroom practitioners;

apply and evaluate the use of technology in Music;

engage in personal professional evaluation, critically evaluating their development as a Music
teacher.
This module reflects the current standards for teachers.
Learning Outcomes
Upon successful completion of the module students will be able to:
1. work independently and cooperatively to implement and critically evaluate strategies and resources
for the planning and delivery of effective teaching, learning and assessment in Music;
2. communicate in-depth subject knowledge effectively to peers with critical reference to its
pedagogical application;
3. demonstrate a critical awareness of their own professional development within Music;
4. communicate effectively using appropriate academic conventions.
Assessment
#
1
description
Research based portfolio
learning
outcomes
weighting
100%
1, 2, 3 & 4
Indicative Content
All indicative content will be related to the appropriate age range(s) being studied.

Research strategies and skills needed to develop students’ own subject knowledge for any topic
within Music that they may be called upon to teach in the future.

Application of subject and curriculum knowledge to the Music classroom and engagement in
professional dialogue about learning and teaching with Music practitioners.

Implementation and evaluation of subject-specific pedagogical approaches.

Exploration and evaluation of a wide range of learning and teaching strategies.

Consideration of diverse learning needs and any issues arising from primary transition.

Short-term, medium-term and long-term planning and evaluation in Music.

Subject specific skills in relation to technology.

Effective selection, creation and deployment of resources in Music.

Assessment: types of assessment; requirements and arrangements; public examinations and
qualifications; assessment for learning; monitoring progress in Music, including use of data.

Professional self- evaluation and target setting.
Library Resources
Indicative essential book provision (5 examples):
Burkholder, J.P., Grout, D.J. & Palisca, C. V (2014) A History of Western Music (9th Edition). W. W Norton
& Co.
Fautley, M. (2010) Assessment in Music Education. Oxford, Oxford University Press.
Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming Teaching and
Learning. New York, Bloomsbury Academic.
Philpott,C. & Spruce, G. (2012) Debates in Music Education. Oxon, Routledge.
Pitts, S. (2012) Chances and Choices: Exploring the impact of Music Education. New York, Oxford
University Press.
Indicative journals / periodicals (3 examples from current subscriptions):
British Journal of Music Education
Music Teacher Magazine
Music Education Research
Audio-visual / non-printed material:
Student teachers will be expected to access non-printed resources from areas such as:
TES music resources, theorynet.com, National curriculum website.
ICT Resources
Hardware
•
•
•
•
•
Interactive white board
Networked PC and data projector
DVD player
Visualiser
Digital cameras and video cameras
Specialist software
N/A
Media Resources
AV equipment
None
Title(s) of award bearing programmes to which the module contributes
Postgraduate Certificate in Education Secondary or
Graduate Diploma in Education Secondary
Version
1
External Examiner Code:
Fee Profile:
Date Approved:
Notes
In use from
PG1
18/5/15
2015/16
Compulsory for award.
Semesters 1 & 2.
To
SCHOOL DIRECT SECONDARY PGCE – MUSIC ASSESSMENT INFORMATION
Music module 1 as follows:
3SDS21
Introduction to subject specialism: Music
Learning outcomes for module one:
1.
2.
3.
4.
demonstrate a critical awareness of issues surrounding Music and contemporary Music
teaching;
identify and evaluate the role of Music across and beyond the curriculum;
identify and demonstrate critical and analytical engagement with pedagogical approaches
to teaching the subject;
communicate effectively using appropriate academic conventions.
Assessment evidence
1. Evidence Based Presentation - Musical arrangement project for small student ensemble
Things to consider:
1.
2.
3.
4.
5.
6.
The age and ability of your students
The instrumental ranges
Appropriate use of clefs and key signatures
Use of Music technology in the development of the score
Planning and leading a rehearsal
Recording of the performance
You should choose an instrumental ensemble that you are unfamiliar or have less experience with
in order to give you the best opportunity to develop your practice. Be prepared to answer questions
from the panel and audience to establish your personal perspective of the project and your
development as a future music teacher.
2. Written evaluation of practice – 1000 words
Written critical evaluation about the process of completing the assessment, with analysis and
evaluation of your developing practice. Reflect on the project as a whole. Consider how and if your
philosophy towards music and music teaching has changed and what you have learned. What you
would change if you were to approach the project again. Conclude by identifying your strengths
and areas for development.
Deadline: 14 December 2016
Guidance
You need to be preparing and working on your project during your first placement. You need to
allow time to choose your ensemble, select your pupils, arrange your music, plan and conduct
rehearsals (some of which should be recorded), monitor progress and, produce a final recording of
your arrangement which will be presented to the panel.
Music module 2 as follows:
3SDS25 Teaching strategies
Research based portfolio evaluating aspects of effective Teaching Strategies: planning for
learning, teaching and assessment in Music (secondary)
1. work independently and cooperatively to implement and critically evaluate strategies and
resources for the planning and delivery of effective teaching, learning and assessment in
Music;
2. communicate in-depth subject knowledge to peers with critical reference to its pedagogical
application;
•
demonstrate a critical awareness of own professional development within music teaching
through engagement with peer, self-assessment and target setting;
• communicate effectively using appropriate academic conventions.
Learning Outcomes
Upon successful completion of the assignment trainees will be able to:
• implement and critically evaluate strategies and resources for the planning and delivery of
effective teaching, learning and assessment in Music;
• communicate in-depth subject knowledge with critical reference to its pedagogical application;
•
demonstrate a critical awareness or their own professional development within Music.
Guidance
It is expected that your portfolio will be submitted as an e-portfolio and further guidance
will be provided to support you with this if needed
Choose your research area early.
Aspects could include:
• assessment
• primary transition and it’s impact on progress at KS 3
• role of other adults
• resource development
• differentiation
• planning
• learning and teaching strategies
• approaches to teaching composition and/or notation
• the role of the instrumental teacher
• cross-curricular and/or extra-curricular links
• ICT and the new technologies
• behaviour
• homework
Whilst this assessment requires a reflection on learning and teaching, it is important that you give
a critical account supported by reading and research.
Your portfolio should include:
• a rationale for your chosen area of investigation;
• a critical reflection (2000 words approx.) which can be contextually referred to within the
portfolio, of how your chosen area is underpinned by current literature;
• a discussion of your chosen area in relation to your own personal philosophy for English
teaching. This should reference subject knowledge and the current curriculum;
• an action plan for your future development in the area.
Evidence
You portfolio should include:
• examples of students’ work
• lesson plans and resources
• evaluation of lessons
• data linked to progress
Deadline: 26 April 2017
Reading List:
Ashley, M. (2015) Singing in the Lower Secondary School. Oxford University Press.
Burkholder, J.P., Grout, D.J. & Palisca, C. V (2014) A History of Western Music (9th Edition). W.
W Norton & Co.
Evans, J. & Phillpott, C. (2009) A Practical guide to teaching Music (Routledge teaching
guides). London, Routledge.
Fautley, M. (2010) Assessment in Music Education. London, OUP
Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming Teaching
and Learning. New York, Bloomsbury Academic.
Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy.
Hampshire, Ashgate Publishing Limited.
Philpott,C. & Spruce, G. (2012) Debates in Music Education. Oxon, Routledge.
Pitts, S. (2012) Chances and Choices: Exploring the impact of Music Education. New York,
Oxford University Press.
Philpott, C. & Spruce, G. (2007) Learning to teach Music in a Secondary School (Second
Edition - 3rd Edition pending). London, Routledge.
Price, J. & Savage, J. (2011) Teaching Secondary Music. London, Sage.
Swanwick, K. (1999) Teaching Music Musically. London, Routledge
SCHOOL DIRECT SECONDARY PGCE – MUSIC READING & RESOURCE LIST
Music in Education: Essential Reading
• Fautley, M. (2010) Assessment in music education. Oxford: Oxford University Press
• Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming
Teaching and Learning. New York, Bloomsbury Academic.
• Green, L. (2001) How popular musicians learn. Ashgate
• Jaquiss, V. & Paterson, D. (2005) Meeting SEN in the curriculum: Music. London: David
Fulton
• John, P.D. & Wheeler, S. (2012) The digital classoom: harnessing technology for the
future. London: Routledge
• Mills, J. (2005) Music in the school. Oxford: Oxford University Press
• Mills J (1970) Instrumental teaching. Oxford Music Education
nd
• Philpott, C. & Spruce, G. (eds.) (2 ed., 2007) Learning to teach music in the
secondary school. London: Routledge
• Philpott, C. & Spruce, G. (eds.) (2012) Debates in music teaching. Abingdon: Routledge
• Price, J. & Savage, J. (eds.) (2012) Teaching secondary music. London: Sage
Publications
• Savage, J. (2013) The guided reader to teaching and learning music. Abingdon:
Routledge
Music in Education: other important texts
• Ashley, M. (2015) Singing in the lower secondary school. Oxford: Oxford University
Press
• Barrat, M. (2011) A cultural psychology of music education. Oxford: Oxford University
Press
• Bray, D. (2000) Teaching music in the secondary school. Oxford: Heinemann
• Bray, D. (2009) Creating a musical school. Oxford: Oxford University Press
• Campbell, P.S. (2010) Songs in their heads. Oxford: Oxford University Press
• Evans, J. & Philpott, C. (2009) A practical guide to teaching music in the secondary
school. London: Routledge
•
Finney, J. & Burnard, P. (2009) Music education with digital technology. London:
Continuum
• Green, L. (1997) Music, gender, education. Cambridge: Cambridge University Press
• Green, L. (2008) Music, informal learning and the school. Ashgate
• Green, L. (2011) Learning, teaching, musical identity. Bloomington: Indiana University
Press
• Harris, D. (2006) Music education and muslims. Stoke on Trent: Trentham Books
• Harrison, C. & Mullen, P. (2013) Reaching out: music education with ‘hard to reach’
children and young people. London: The UK Association for Music Education – Music
Mark
• Odam, G. (1997) The sounding symbol. Stanley Thornes
• Ockleford, A. (2008) Music for children and young people with complex needs. Oxford:
Oxford University Press
• MacDonald, R., Hargreaves,D. and Miell, D. (2002) Musical identities Oxford; New York
: Oxford University Press
• McPherson, G.E. (2006) The child as musician : a handbook of musical development
Oxford ; New York : Oxford University Press
• McCormack, I. & Healey, J. (2008) Getting the buggers in tune. London: Continuum
• McDonald, R., Hargreaves, D. & Miell, D. (2002) Musical identities. Oxford: Oxford
University Press
• McPherson, G. (ed.) (2006) The child as musician. Oxford: Oxford University Press
• Mills, J. & Paynter, J. (2008) Thinking and making: selections from the writings of John
Paynter on music in education. Oxford: Oxford University Press
• Paynter, J. (1970) Sound and silence: classroom projects in creative music. London :
Cambridge U.P.
• Paynter, J. (1992) Sound and Structure Cambridge [England] ; New York : Cambridge
University Press, 1992.
• Philpott, C. & Plummeridge, C. (eds.) (2001) Issues in music teaching. London:
Routledge
• Pitts, S. (2012) Chances and choices: exploring the impact of music education. Oxford:
Oxford University Press
• Reimer, B. (2002) A philosophy of music education : advancing the vision Indiana
University Press
• Spruce, G. (2002) Teaching music in secondary schools. London: Routledge
• Spruce, G. (ed.) (2002) Aspects of teaching music in secondary schools. Open
University
• Swanwick, K. (1988) Music, mind and education. London: Routledge
• Swanwick, K. (2000) Teaching music musically. London: Routledge
Journals/Magazines:
• British Journal of Music Education
• International Journal of Music Education
• Music Teacher Magazine
• Sing Up - YSJ subscribes
• British Journal of Music Education
• Music Teacher Magazine
• Music Education Research
Music Education: a selection of important web sites and web-based publications
• Kokkidou, M (2013) Critical Thinking and School Music Education: Literature Review,
Research Findings and Perspectives. Journal for Learning through the Arts vol 9, no,
pp.1-18.
• Mellor, L. (2008) ‘Creativity, originality, identity: investigating computer-based
composition in the secondary school’, Music Education Research, 10 (4) pp. 451472.[DOI: 10.1080/14613800802547680]
• Musical Futures
• Teaching Music
• Ofsted Music Report (2012)
• http://www.musicalfutures.org.uk
• http://www.teachingmusic.org http://ofsted.gov.uk/resources/music-schools-wider-stilland-wider
• The National Plan for Music (DfE, 2011)
• http://education.gov.uk/publications/standard/PublicationDetail/Page1/DFE-00086-2011
• The National Curriculum (2014) http://www.gov.uk/government/publications/nationalcurriculum-in-england- music-programmes-of-study/
• The UK Association for Music Education - Music Mark http://www.musicmark.org.uk
• Sing Up http://www.singup.org
MUSIC SUGGESTED WEEKLY LEARNING ACTIVITIES
These suggested activities are to support further subject knowledge development, pedagogical
knowledge, understanding and skill and wider professional development. These learning activities
are in addition to SOL activities and reading and research.
Phases of Training
Introduction
Development
Consolidation
Enrichment/Transition
Following on from Introduction Week 19-23rd September 2016
Focus: Transition
Teaching
standards
Look at KS2-3 transition data for a class you
are observing.
TS2
TS6
Look at any data relating to instrumentalists in TS2
year 7. Relate to extra-curricular opportunities TS8
Speak with the head of Music and look at
whole school policy.
TS3
Track a Y7 pupil for a day – consider
transition and music.
TS6
Meet with member of staff responsible for
KS2-3 transition.
TS8
Suggested mentor sessions
Discuss observations re transition.
TS2
Discuss the music classroom and compare
with other subjects.
TS3
Look at the student teacher’s file and see that
it is beginning to take shape.
TS8
Discuss observations/focus planned for next
week.
TS8
Identify any specific tasks and targets.
TS8
Discuss Teachers’ Standards.
TS8
Initial needs audit finalised and returned as
indicated on checklist
TS8
Look at KS2-3 transition data for a class you
are observing.
TS2
TS6
Additional issues discussed
Week 3
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from Introduction Week 19-23rd September 2016
Focus: Music and the new technologies
Teaching
standards
Explore opportunities for using ICT and other
technologies in the Music lesson.
TS2
TS3
Where possible observe a lesson where ICT
or other technologies are being used to
support learning.
TS4
Look at where technologies are being used to
support independent learning (use of school
intranet, etc.).
TS2
TS3
TS4
Consider where you could use technology in
planning your own lessons.
TS4
Consider organising a “technology tour” of
local schools and see how the provision
varies between schools.
TS1
TS3
Suggested mentor sessions
Discuss confidence in using technology.
TS8
Set targets for developing knowledge and
understanding of ICT and other technologies
in the classroom.
TS8
Look at lesson plans discussed last time and
discuss merits.
TS4
Consider readiness to take part of a lesson or
team teach a lesson.
TS4
TS8
Discuss data collection for PS essay.
Finalise initial needs audit due end of
September
Additional issues discussed
Week 3
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 28th September 2016
Focus: Effective Teaching and Learning
Strategies
Teaching
standards
Observe the way teachers use a variety of
strategies to promote learning in their
classrooms. Identify, if possible, the influence
of theorists:
• Piaget
• Vygotsky
• Maslow
TS2
TS3
TS4
TS5
How is classroom talk organised?
TS4
TS5
TS7
How is questioning used?
TS4
TS5
TS7
How are lessons differentiated?
TS4
TS5
Suggested mentor sessions
Discuss in more detail the planning process –
focus on classroom strategies.
TS4
Discuss tasks and targets for next week,
including any team teaching.
TS8
Discuss how to make effective personalised
provision for pupils.
TS2
TS7
Clarify the use of objectives and outcomes in
lesson planning.
TS4
Review files.
TS8
Additional issues discussed
Week 4
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 5th October 2016
Week 5
Focus: Behaviour and the learning
environment
Teaching
standards
Look at the school /department behaviour
policy. Consider how this works in the
classroom.
TS7
Track a class for half a day or over a series of
lessons and consider any changes in
behaviour and why you think these may have
occurred (use the behaviour management
tracking tool for observations on behaviour)
TS7
Data collection for assignments.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss interactive teaching methods and
collaborative group work. How has this
shaped the student teacher’s own lesson
planning?
TS4
Review behaviour management from
observations and own teaching experience.
TS7
Discuss issues of behaviour in the student
teacher’s own lessons.
TS7
Review teaching files/PDP.
TS8
Look at the school /department behaviour
policy. Consider how this works in the
classroom.
TS7
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 12th October 2016
Focus: Learning environment and
classroom management
Teaching
standards
Discuss differentiation with teachers in the
department.
TS5
Discuss classroom organisation (seating
TS5
plans, grouping arrangements etc.) with other TS7
teachers and the rationale for these
arrangements.
Meet with a teaching assistant and discuss
his/her role.
TS8
Through observations and discussion
consider strategies which promote good
behaviour and establish a purposeful learning
environment.
TS7
TS8
Data collection for PGCE assignments.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss issues arising from above.
TS4
Consider the ways a teacher can promote
active and independent learning and the
student teacher’s understanding of
establishing a purposeful learning
environment.
TS3
TS4
TS5
TS6
TS7
Discuss preparation and reading for PGCE
assignments.
TS8
Additional issues discussed
Week 6
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 19th October 2016
Focus:
Listening and Understanding
Teaching
standards
Research departmental resources for
developing aural skills
TS3
TS5
Research developing Aural skills through the
use of Music technology
TS3
TS5
Look at the approaches for developing aural
skills across the key stages, discuss with
teachers.
TS2
TS3
Observe different approaches teaching
notation, discuss with teachers.
TS3
TS4
TS5
Read the GCSE SOW for the listening and
understanding elements and if possible
observe this being taught.
TS3
TS8
Observe the use of questioning in the
classroom.
TS4
Data collection for assignments.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS2
including any observations.
Discuss departmental approaches to teaching TS3
notation and aural skills.
Give feedback on the student teacher’s use of TS8
questioning.
Discuss how speaking and listening are
planned for and developed across the Music
curriculum.
Discuss interim 1 report due in end October
Additional issues discussed
HALF TERM – (week 8)
TS3-6
Week 7
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 2nd November 2016
Focus:
Performing and Composing
Teaching
standards
Aim to observe a variety of practical sessions
– teacher demonstration, teacher modelling,
class practicals
TS3
TS8
Meet with the music technician and discuss
TS3
how the different approaches to practical work TS8
are resourced and organised.
Look at the way practical music is assessed.
TS6
Read the GCSE SOW for the performing and
composing elements and if possible observe
this being taught.
TS3
TS8
Look at the assessment of
performance and composition at KS4.
TS6
School based literacy focus task.
TS3
TS4
TS7
Continue to collect data for assignments.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS8
including any observations.
TS3
Discuss Assessment at GCSE.
TS3
Discuss key issues surrounding performing
and composing.
TS3
Additional issues discussed
Week 9
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 9nd November 2016
Focus: SEND, G& T and inclusion
Teaching
standards
Meet with the SENCO to discuss issues of
SEND and inclusion (including behaviour).
TS7
TS8
Observe strategies for inclusion in lessons.
TS5
Look at the range of needs which need to be
planned for.
TS4
Discuss with teachers how they create an
inclusive classroom.
TS5
TS8
Data collection for assignments.
Check file development and PDP on Mahara
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss SEND provision in the department.
TS5
Discuss departmental approaches to SEND,
G&T and inclusion.
TS5
Discuss approaches to making effective use
of classroom support.
TS5
TS4
Consider possible focus/ targets for second
school placement.
TS8
Review files/PDP and progress against
Teachers’ Standards.
TS8
Additional issues discussed
Week 10
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 16th November 2016
Focus: Assessment
Teaching
standards
Read school/department assessment policy.
TS6
Observe assessment strategies in the
classroom.
TS6
TS4
Look at the way assessment is reported.
TS6
Examine formative and summative
assessments.
TS6
TS4
Complete reflective writing (guidance in CDF).
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss AfL in the department and in the
school.
TS6
Discuss the student teacher’s use of
assessment/marking of pupils work and the
impact it is having.
TS6
TS2
Consider examination/coursework
assessments, involving the student teacher in
these.
TS6
TS3
Discuss quality of teaching file.
TS1
TS8
Discuss progress against the full text of
teaching standards.
TS1
TS8
Additional issues discussed
Week 11
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session on 23rd November 2016
Focus: Developing lesson planning and
assessment strategies
Teaching
standards
Completed
Completed
with mentor
independently
(please initial) (please initial)
To produce an overview of a series of lessons TS1
for an activity of your choice (3-4 week plan)
TS2
To produce 3 detailed lesson plans using the
lesson plan proforma
TS1
TS2
TS4
Highlight within one lesson your use of
differentiation
TS5
Highlight within one lesson how you have
ensured pupils have shown progress
TS2
Additional issues discussed
Following on from session 30th Nov – Independent study
Week 13
Focus: Work related to current targets.
Following on from session 7th Dec – Independent study (Week 14)
FOCUS: Preparing evidence to meet standards
Following on from session on 7th December 2016
Focus: Preparing evidence to meet
standards
Teaching
standards
Discuss reflective writing and preparation
towards end of term documentation due 12th
December
PPC
Students should use this session to build
evidence from the first school term in
preparation for reviewing and target setting
session on Wednesday 14th December
TS8
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 12 December 2016
Week 15
Focus: Review and target setting
Teaching
standards
Review your own progress and consider
targets for next term.
TS8
Work on assignments/complete SKA
TS8
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss preparation and reading for
assessments.
TS6
Review progress this term and set targets for
next term.
TS8
Review teaching file.
TS8
Discuss progress against The Teachers’
Standards.
TS8
Additional issues discussed
CHRISTMAS HOLIDAY
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 2nd January 2017
Week 16
Focus: Study week
Student teachers to set their own focus for the week depending on the progress they have
made with reading and assessments. E.g. develop plan/targets for week to ensure
effective use of time for work on reading and assessments and adhere to this.
1st PS assignment due in 16th January 2017
Week beginning 9th January 2017
Week 17
Focus: Enrichment and diversity
placement
Teaching
standards
Student teachers to focus on learning
objectives/activities outlined in the Diversity
Handbook.
TS5
TS7
Read and research issues of diversity and
how these impact on teaching and learning.
TS5
TS7
Revisit session 3 December and continue
TS5
with work on inclusion as it relates to trainees TS7
own practice.
Suggested mentor sessions
Discuss targets for diversity placement.
TS5
TS7
Discuss reading and research findings.
TS5
TS7
Discuss how learning and practice has
moved on in relation to inclusion.
TS4
TS5
Additional issues discussed
Completed
with mentor
(please
initial)
Completed
independently
(please initial)
Week beginning 16th January 2016
Week 18
Focus: Second school placement
Teaching
standards
Student teachers to set their own
focus/targets for the week depending on the
topic of their research project.
TS8
Data collection for research project (if
appropriate/ relevant to setting).
Identify opportunities to observe key areas
e.g. teaching and learning strategies,
behaviour management, SEND and inclusion
and subject knowledge development.
TS1-8
Preparation for class teaching.
Suggested mentor sessions
Discuss targets and progress being made
towards meeting targets – trainees to show
mentor December final documentation.
TS8
Feedback and discuss lesson observations.
TS4
Guidance on progression of research project.
TS8
Discussion on teaching timetable (40-45% for
weeks 2-5 of placement).
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 23rd January 2017
Focus: Second school placement
Week 19
Teaching
standards
40-45% teaching timetable.
Student teachers to set their own focus/targets
for the week depending on the topic of their
research project, including data collection.
TS8
Identify opportunities to observe key areas e.g.
teaching and learning strategies, behaviour
management, SEND and inclusion and subject
knowledge development.
TS1-8
Suggested mentor sessions
Discuss targets and progress being made
towards meeting them.
TS8
Feedback and discuss lesson observations and TS4
lessons delivered.
Guidance on progression of research project
and data collection.
Additional issues discussed
TS8
Completed
with mentor
(please initial)
Completed
independently
(please initial)
Week beginning 30th January 2017
Focus: Second school placement
Week 20
Teaching
standards
40-45% teaching timetable.
Student teachers to set their own focus/targets
for the week depending on the topic of their
research project, including data collection.
TS8
Identify opportunities to observe key areas e.g.
teaching and learning strategies, behaviour
management, SEND and inclusion and subject
knowledge development.
TS1-8
Suggested mentor sessions
Discuss targets and progress being made
towards meeting them.
TS8
Feedback and discuss lesson observations and TS4
lessons delivered.
Guidance on progression of research project.
Additional issues discussed
TS8
Completed
with mentor
(please initial)
Completed
independently
(please initial)
Week beginning 6th February 2017
Focus: Second school placement
Week 21
Teaching
standards
40-45% teaching timetable.
Student teachers to set their own focus/targets
for the week depending on the topic of their
research project, including data collection.
TS8
Identify opportunities to observe key areas e.g.
teaching and learning strategies, behaviour
management, SEND and inclusion and subject
knowledge development.
TS1-8
Suggested mentor sessions
Discuss targets and progress being made
towards meeting them.
TS8
Feedback and discuss lesson observations and TS4
lessons delivered.
Guidance on progression of research project.
TS8
40-45% teaching timetable.
Discussion on summary report for this
placement. Mentors to complete a brief
summary report to indicate progress the
student teacher has made against the
standards.
Additional issues discussed
PPC
Completed
with mentor
(please initial)
Completed
independently
(please initial)
Week beginning 13th February 2017
Week 22
Focus: Review of diversity and second
school placement
Teaching
standards
Identify the key issues from the diversity and
second school placement.
TS8
Have data prepared for date agreed.
TS8
Undertake lesson observations to focus on
areas of good practice you have identified as
a target.
TS4
Work on first SS assessment due in after half
term
TS8
Suggested mentor sessions
Discuss lesson planning and prepare for
increased teaching load/new timetable.
TS2
TS4
Review lesson planning and lesson outcomes, TS4
including any observations.
Review teaching file.
TS8
Check progress against Teachers’ Standards
and discuss progress made in second
placement.
TS8
Additional issues discussed
SCHOOL HALF TERM (week 23)
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from session 1st March 2017
Week 24
Focus: Cross curricular links
Teaching
standards
Meet with staff responsible for crosscurricular areas.
TS3
Find out how cross-curricular issues are dealt
within the Music department.
TS3
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss cross-curricular issues from an Music TS3
department perspective.
TS8
Discuss opportunities for shadowing
examination coursework submissions.
TS6
Discuss planning for extended timetable.
TS4
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following session 8th March 2017
Week 25
Focus: The pastoral curriculum
Teaching
standards
Investigate links between the pastoral and
academic curriculum.
TS3
Meet with pastoral leaders.
TS8
Consider how the Music curriculum can
support pastoral work.
TS3
Work on second PS/SS assessments. 2nd PS TS8
assignment due in……
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Look at the pastoral elements in the Teachers’ TS8
Standards.
Discuss ways in which music teaching can
contribute to social, emotional, and personal
development.
TS3
Plan any additional observations identified as
target areas.
TS8
Review teaching file.
TS8
Consider progress against Teachers’
Standards.
TS8
Investigate links between the pastoral and
academic curriculum.
TS3
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Following on from the session 15th March 2017
Week 26
Focus: Individual needs and differentiation Teaching
standards
In observations consider how lessons are
planned to meet the needs of all pupils.
TS2
TS5
Track a variety of pupils with identified needs
and observe provision made for them.
TS5
Consider how you are adapting, in individual
TS4
lesson plans, longer term planning documents TS2
to meet the needs of all pupils.
Discuss the personalised learning task with a
focus on SEND.
TS5
Work on second PGCE PS/SS assessment
due in 20th March and 26th April.
Discuss reflective writing and interim 1 report
due in next week.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check reading and planning for second
assessment.
TS8
Check planning for increased timetable.
TS4
TS5
Discuss progress being made in differentiating TS2
work for strengths and needs of all pupils.
TS4
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 20th March 2017
Week 27
Focus: GCSE / A level
Teaching
standards
Review your confidence to teach GCSE &
A level. Identify areas of concern.
TS3
Ensure you are familiar with the
specifications.
TS3
Look at the departmental SOW.
TS3
TS4
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss targets and tasks for next stage.
TS8
Review teaching file.
TS8
Consider progress against Teachers’
Standards.
TS8
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 27th March 2017
Focus: Teachers as leaders of learning
Week 28
Teaching
standards
Reflect on your role as a leader of learning
and set targets for development.
Teaching file up to date.
TS8
Target and tasks identified.
TS8
Reflection on meeting Teachers’ Standards.
TS8
Focus on second subject assessment.
TS8
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Preparation for consolidation timetable.
TS4
TS3
Look at targets and tasks for final weeks.
TS8
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 3rd April 2017
Week 29
Focus: Review
Teaching
standards
Teaching file up to date.
TS8
Target and tasks identified.
TS8
Reflection on meeting Teachers’ Standards.
TS8
Focus on second subject assessment.
TS8
Begin to think about April/May review and
targets for the consolidation period and
discuss with your mentor (relate to reflective
writing).
PPC
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Preparation for consolidation timetable.
TS4
TS3
Look at targets and tasks for final weeks.
TS8
Review progress towards second
assessment.
TS8
Discuss interim grade descriptor due in next
week. Discussion on April/May Review
document.
PPC
Final progress check on the personalised
learning task with a focus on SEND.
TS5
Additional issues discussed
EASTER HOLIDAYS
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 24th April 2017
Week 30
Focus: Consolidation
Teaching
standards
Consolidation timetable. Up to 70-75% of a
qualified teacher’s timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Continue to undertake classroom
observations with a focus on behaviour
management strategies (using the behaviour
management tracking tool).
TS7
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
April/May review and targets for consolidation
period. Discuss with mentor and relate to
reflective writing.
PPC
Discuss reflective writing and interim 2 report
due in next week.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check against standards.
TS8
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Teaching file up to date.
Standards file up to date.
TS8
Reflection on progress.
TS4
Discussion on positive behaviour
management in light of observations.
TS7
Discussion of April/May review and
consolidation targets.
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 1st May 2017
Week 31
Focus: Consolidation
Teaching
standards
Consolidation timetable. Up to 75% of a
qualified teacher’s timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
Ensure files are up to date and that there are TS1
examples of ‘quality’ evidence for each
TS8
standard in the PDP (in preparation for the QA
visit which involve student teacher, mentor
and link tutor).
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check against standards.
TS8
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Teaching file up to date.
Standards file up to date.
TS8
Reflection on progress against consolidation
targets.
TS4
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 8th May 2017
Week 32
Focus: Consolidation
Teaching
standards
Consolidation timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
Ensure files are up to date and that there are TS1
examples of ‘quality’ evidence for each
TS8
standard (in preparation for the QA visit which
involve student teacher, mentor and link tutor.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check against standards.
TS8
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Evaluation of files.
TS8
Reflection on progress.
TS4
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 15th May 2017
Week 33
Focus: Consolidation
Teaching
standards
Consolidation timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
Ensure files are up to date and that there are TS1
examples of ‘quality’ evidence for each
TS8
standard (in preparation for the QA visit which
involve student teacher, mentor and link tutor.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check against standards.
TS8
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Evaluation of files.
TS8
Reflection on progress.
TS4
Discussion on progress against consolidation
targets and strategies for demonstrating
consistency against these.
PPC
Discussion about final documentation and
final check of evidence in profile to support
grading.
PPC
Consolidation timetable.
TS2-7
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 22nd May 2017
Week 34
Focus: Consolidation
Teaching
standards
Discuss quality of files in light of QA visit and
develop these further as per targets in
preparation for final grading.
TS1
TS8
Consolidation timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
Begin to prepare final documentation and
complete final update on reflective writing.
PPC
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Check against standards.
TS8
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Additional issues discussed
HALF TERM (week 35)
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 5th June 2017
Week 36
Focus: Consolidation
Teaching
standards
Consolidation timetable.
TS2-7
Evaluate teaching and impact on learning/
pupil progress.
TS4
Set targets for development.
TS8
Be pro-active in meeting targets from previous TS8
week.
Discuss progress towards teaching standards PPC
and set targets for induction year. Final copies
of all documentation to be returned by 12th
June.
Suggested mentor sessions
Review lesson planning and lesson outcomes, TS4
including any observations.
Discuss and draw up tasks to ensure breadth
of experience.
TS8
Final evaluation of files.
PPC
Discussion on progress made against
consolidation targets and quality of evidence
in student profile.
PPC
Final documentation completed with targets
for transition to NQT year.
PPC
Additional issues discussed
Completed
Completed
with mentor
independently
(please initial) (please initial)
Week beginning 12th June 2017
Week 37
Focus: Enrichment Week (school based)
Teaching
standards
Student teachers to set own focus/targets for
the week depending on the area they will be
focusing on for enrichment.
TS1-8
Completed
Completed
with mentor
independently
(please initial) (please initial)
Complete SKA
Suggested mentor sessions
Discuss progress related to area the student
teacher is focussing on.
TS1-8
Additional issues discussed
Week beginning 19th June 2017
Focus: Showcase presentation and
research presentations (university based)
Week 38
Teaching
standards
Completed
Completed
with mentor
independently
(please initial) (please initial)
Plan and preparation for the showcase
presentations.
Week beginning 26th June-week beginning 17th July 2017
Weeks 39-42
Transition
During these weeks student teachers will be in the school employing them. The focus during
these weeks will be the targets set for transition into their first teaching post.