In attempting to define creativity in music, could the section on Creative Development in the Early Years Foundation Stage Profile Handbook (EYFSP Handbook) be limiting creativity?
This resource explains what action research is, as distinct from traditional educational research. It includes four examples of action research; two by teachers and two by trainee teachers.
This resource attempts to identify some of the generic process involved in classroom compositions and suggests some of the possibilities that may be suitable for generalist primary trainees, with no specialist musical knowledge.
Audacity is a simple (and free) audio-recording program that can be used as a tool for inspiring and developing composition – including for those with limited practical music skills.
This resource is an attempt to begin the process of clarification as to what cross-curricular learning might look like in the context of primary music, post Rose review.
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.
This resource provides an example of a whole day session for Music and History students on an 11-18 PGCE programme which was devised to promote effective cross-curricular, collaborative teaching and learning.
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?
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