Raising student attainment in music through the specialist schools policy – UK I. AbstractThis example describes a government strategy to improve attainment in all secondary schools in England through specialising in particular curriculum areas. The example of one music specialist school is presented. II. IntroductionThe Specialist Schools Programme (SSP) is an important part of the UK Government's plans to raise standards in secondary education in England. The SSP helps schools, in partnership with private sector sponsors and supported by additional Government funding, to establish distinctive identities through their chosen specialisms and achieve their targets to raise standards. Any state funded secondary school in England can apply for specialist status in one of ten specialisms: arts, business & enterprise, engineering, humanities, languages, mathematics & computing, music, science, sports and technology. Schools can also combine specialisms. Special schools can apply for an SEN specialism in one of the four areas of the SEN code of practice. Just over 600 secondary schools in England specialise in the Arts or Music. Not all arts colleges have a specific focus to raise attainment in music. Specialist schools may, if they wish, select 10% of their intake dependent on their specialism. III. The ExampleIn specialist music schools music is placed at the heart of school life. This cannot be done without strong leadership and belief in the power of music from the management team. The lead music teacher in the school is often a member of the management team. Concerts are often held during the school day, music productions raise funds for charities and the specialism is promoted through external signage and displays throughout the school. Specialist schools set targets for whole school improvement, raising standards in specialist subjects and providing support for partner schools and community based projects. In order to monitor and evaluate their progress specialist schools will have extensive internal systems for self evaluation and school development. This is externally monitored through a national system of inspection. Other ways of evaluating progress involves stakeholders such as questionnaires and direct engagement governors, parents, carers and members of their wider artistic community whose opinion might be sought though questionnaires and direct engagement. The Artsmark quality mark is also used to audit and evaluate success. In order to enliven the curriculum and enhance learning music colleges regularly employ professional musicians who are seen as a rich source of support. Such professionals can be sourced within the local community or are linked to educational outreach programmes run by national institutions such as the Royal Opera House Specialist schools ensure that students have opportunities to understand professional practice in the target subjects by providing applied learning qualifications and experiences. Good practice is seen where schools dedicate a day to learning about the world of work in the music industry, arrange work placements in appropriate businesses and organisations and personalise learning by making a variety of qualification routes available such as Rockschool and Music Technology courses to complement the normal GCSE. Specialist subjects are also used to support learning and increase student attainment in other curriculum areas. Such schools often provide whole school staff training days which focus on the use of the voice, use of music technology and group activities such as samba drumming to enhance team development. An important focus in music specialist schools is to increase the number of students studying for formal qualifications in music and participating in voluntary music making. Schools often fast track more experienced young musicians to GCSE and A level qualifications and also provide a rich range of activities which take place out of school hours such as bands, choirs and orchestras etc. Even when at the age of 14 students end their compulsory study of music they are encouraged to carry on learning by accessing instrumental tuition provided by visiting teachers. Lessons are often paid for by parents or carers, but sometimes the school will subsidise these from their specialist funding. Older students often act as role models or lead ensembles. St Andrews CE High School is a mixed 11-16 comprehensive school of 627 students serving the ethnically mixed area of Croydon, South London. It became a specialist music college in 2006. In 2007 all of the 33 students taking GCSE music gained A*-C grades with over 60% gaining A* and A grades. There are now 40 students taking GCSE music in year 11 and 45 in year 10. For the past 3 years students, taking GCSE music, gained their highest or joint highest grades in music. There are an equal number of boys and girls opting to take music in key stage 4 (14-16) and there is no difference, on the basis of gender, in their examination results The leadership of the school gives strong support to the development of music across the school. A new recording studio and dedicated IT suite complement the standard classroom facilities. The division between the curriculum and extracurricular activities is deliberately blurred. Music activities taking place out of teaching hours are referred to as part of the “Co-curriculum”. The school extended its lunchtime to one hour so that all students can have the opportunity to take part in co-curricular activities. Tutor groups (home rooms) are of mixed age, reflecting the fact that most students in co-curricular music activities come from across the age range of the school. Thus, older students act as positive role models for younger students. This arrangement also helps to develop social and interpersonal skills. Throughout the school, music teachers treat music as a practical activity and have selected a syllabus for GCSE to emphasise this. All lessons begin with a listening activity. Although group work plays an important part in teaching, individual students’ contributions are also valued and students are encouraged to take responsibility for their own learning. Students work in a wide range of musical styles, genres and traditions including rock and gospel which helps them find the music that suits their individual preferences. All tasks have clear and shared success criteria and students are involved in assessing their own progress. They are helped by teachers to identify what they need to do in order to improve. About 50% of students receive instrumental lessons. The school has 14 practice rooms and provides a strong team of instrumental teachers who are fully involved in the musical life of the school, conducting concerts, running workshops and leading ensembles in addition to their teaching roles. Approximately 250 students take part in musical activities as part of the regular co-curriculum with an additional 50 joining the various choirs for special occasions. Students of all abilities and ages are encouraged to perform as part of an extensive programme of concerts. Students acquire the habit of regular performance which in turn improves their performing skills and increases their confidence as performers thus raising their attainment in music. IV. CommentaryThe English system of specialism is unique among world educational systems. The transformation of the system has taken over 20 years and it is anticipated that by then end of the 2008-2009 academic year 95% of English secondary schools with either be specialist or academies. Specialism provides schools the opportunity to move on through contact, reflection, and in some cases, renaissance. There is an expectation that head teachers, teachers and students work collaboratively across the system encouraging the development and sharing of effective and innovative teaching and learning practice, driving improvement in schools to raise standards and achievement. The majority of specialist schools are supported by the Specialist Schools and Academies Trust whose working principle is one of ‘by schools, for schools’ – and this is a key way to transform education. In practice head teachers and teachers design, lead and deliver programmes and activities, as far as possible and head teachers steer SSAT’s work. SSAT promotes the use of peer-supported, professionally validated strategies that make a difference - encouraging and facilitating purposeful networking; collaboration and partnership between schools; and between schools and the broader community that contributes to raising standards and achievement and therefore supports opportunities for every student to reach their full potential. V. ContactContact person:
|
|