Music-ITE

An examination through key questions and tasks, with supporting video discussion, of the Ofsted report 'Making more of music'.

This resource suggests that while all discussion is a valuable part of learning in [practical music-making] lessons, the quality of pupil responses are also important.

The QTS standards are often overlooked as a formalised opportunity to focus and reflect on the times that really define our practice – the personal and often informal exchanges between people.

What do we mean when we say of a student-teacher ‘the standards have been met’? Is it possible to make graduated judgements about progress towards the meeting of the Standards?

This resource describes an approach to discussion and explains why I think "Collegial Consultation" is effective in developing students’ ability to reflect together and to solve problems.

This resource is a summary of a research report examining student teachers’ attitudes towards the standards for qualified teacher status (QTS) and, in particular, how their perception of their difficulty changes during four PGCE courses, at the universities of Bath Spa, Oxford Brookes, Reading and Southampton.

For trainee music teachers, AfL is a key feature of the way in which learning can be taken forwards, and should form a normal part of their everyday work in the classroom.

"The notion of creativity is to be found in many curricular contexts ... yet in the case of composing in schools we, as teachers, are asking our pupils to bring something into being which did not exist before."

This paper examines issues involved in designing an assessment process to develop musical performance skills in first-year BA/PGCE Music Education students at London Metropolitan University.