Questions from Music NQTs
I’ve just arrived at Middlesex University to talk to their outgoing cohort of PGCE Music students. I always enjoy talking to new teachers. It’s great to catch some of their enthusiasm and to go some way to easing their worries about the ‘realities’ of their first few years in the job. With such significant numbers of teachers leaving the profession within the first five years of their careers, opportunities like this seem like a teacher-focused transition project.
Below are some of the questions I was asked and an outline of how I answered them. Would you have answered differently?
How would you implement Musical Futures in a school that already has a strong music department?
As a secondary school music teacher, how would you encourage primary feeder schools to take up Musical Futures?
I’m keen to implement Musical Futures but I’m often told that it only works for Key Stage 3. How can I respond to those teachers and show them the value of it at Key Stages 4 & 5?
- Informal learning
- Non-formal teaching (including classroom workshopping and band carousel)
- Find Your Voice
I would argue that Musical Futures works best at Key Stage 4 when it is continually moving between non-formal teaching as a model for students’ understanding/ability and informal learning as a vehicle for them to put that model into action.