Planning a Scheme of Work
Yesterday, I wrote about the role of composing, listening and performing when planning a scheme of work for music teachers. Today, I’ve created a resource you can download to help you plan your scheme of work. The link is at the bottom of this page but I want to clarify some of the terms that I will be using in the various resources that I intend to upload over the coming weeks.
- Scheme of Work – the ‘long distance’ overview of everything that will be taught and (hopefully) learnt during an entire key stage
- Unit Plan – a medium term plan that outlines the main outcomes and processes of a unit within the scheme of work
- Lesson Plan – the specific details of what is planned for a particular lesson within a unit
- Resources – the materials given or delivered to learners
The first things to think about
- The values that the pupils, school and teachers would hold
- The structure that I wanted
- The design tenets behind the final SoW, unit plans, lesson plans and resources
The first section of the downloadable resource focuses on establishing three values but feel free to add more.
@musicalfutures a quote from a chapter I wrote in http://t.co/MKrQTxDWj5 where I described a “Cook’s tour” #mufuchat pic.twitter.com/ju3U6zVqVP
— Martin Fautley (@DrFautley) December 2, 2013
These three structures for building a scheme of work aren’t the only ones. Project based learning is another option and comes in a huge variety of forms. I’d recommend having a read of Martin Said’s contribution to Teaching Music: Practical Strategies for KS3 for more information on this structure. I haven’t given an exhaustive account of structures here (that could fill a whole series of blog posts) so I’d encourage you to talk to a few teachers and find out how they structure their schemes of work.
In the resource download, I’ve given some simple ticks and crosses to cover the approaches that you may wish to consider. There’s an ‘other’ box for those of you who want to try something different.
- Assessment must be simple, consistent and transparent.
- Pupils should still work in groups but they should have individual outcomes.
- A pupil’s age is not as important as her ability and understanding.
- The SoW should encourage pupils to study music after Year 9.
- The SoW should be fun for pupils and teachers.
Opportunities for external qualifications to be awarded should be highlighted wherever possible.
- There should be a clear relationship between the work at KS3 and what they will do at KS4.
- If it can be delivered using informal learning and non-formal teaching, then it should be delivered using informal learning and non-formal teaching.
- If the work isn’t musical, then it belongs in someone else’s lesson.
Doing things differently
- increase KS4 class sizes
- prevent pupils from feeling they’d picked the wrong subject in Year 10