Teach Secondary 13.5

24% The average proportion of secondary pupils requiring additional financial support (i.e. anything beyond EHCPs, other forms of SEND support or Pupil Premium) Source: National Foundation for Educational Research Hester Cockroft and David Ross of the music education charity Young Sounds UK share their thoughts in the challenges currently facing music teachers... How are schools currently faring with the teaching of music? DR: Some are thriving and doing really well, others are struggling for various reasons. Things remain difficult, especially against the backdrop of the ongoing teacher recruitment crisis. Numbers are down, especially at KS4/5, with children from low income backgrounds in particular less likely to study music. There are some positives – many schools have invested heavily and continue to value the arts, despite the EBacc and exam pressures – but I’ve also had conversations with headteachers who have told me that investing in music is ‘elitist’. HC: When we’re challenged on that, our response is that you wouldn’t say the same about sport or maths. Every teacher is there to make the most of their students’ potential and help every young individual blossom – and music is no different. What are some of the main barriers prevent schools from offering quality music provision? DR: There can be conflicts between how I want to teach and pressures stemming from the exammachine, or sometimes a WHAT’S HAPPENING IN... MUSIC HESTER COCKCROFT IS CHIEF EXECUTIVE OFYOUNG SOUNDS UK; DAVID ROSS IS AMUSIC EDUCATOR AND FACILITATOR FOR THE ORGANISATION’S IDENTIFYINGMUSICALTALENT AND POTENTIAL PROGRAMME; FORMORE INFORMATION, VISITYOUNGSOUNDS.ORG.UK A study from the School of Psychology at the University of Surreymay have uncovered some hitherto overlooked insights into the transition from adolescence to adulthood. Researchers recruited 42 volunteers aged between 20 and 24, who were tasked with reflecting out loud while examining a photo of themselves taken in their mid teens, and offering advice to their younger selves. Common suggestions included: • Choose supportive friends, let go of harmful relationships, set clear boundaries and stand up for yourself •Broaden your outlook, recognise that you’re not alone in the struggles you face, and value yourself for your actions and character, rather than your appearance and social standing • Trust yourself – listen to your intuition, attend to your emotional needs and pursue personal growth in a way that goes beyond just comparing yourself to others According to the study’s co-author, Professor Jane Ogden, “ In aworld quick to categorise young adults as fragile, our study reveals that they are, in fact, deeply complex individuals trying to navigate a rapidly changing landscape, often under the constant scrutiny of online exposure . “ These insights are invaluable not only for the young people themselves but also for educators, counsellors, andmental health professionals who support them, pinpointing key areas where focused support and guidance canmake a significant difference. ” particular school-wide approach to teaching and learning. Knowledge-rich curriculums and direct instruction have many benefits, but can also be interpreted in narrow ways that don’t work in music classrooms. HC: Much of the work we do around inclusive practice involves encouraging teachers to really think about the individuals they’re working with. That can be challenging }|in larger classes, but there are tools that music teachers can use. For example, we’re working with the music learning platform Charanga on something called the Individual Learning Plan, which sees teachers and students working together to set musical goals for each term. Crucially, these aren’t necessarily technical goals, but instead focused on what excites students musically. What can music teachers do to nurture the musical talent in their classes, given the time pressures they’re under? DR: One thing I’ve introduced to my practice is filming the classroom. I’ll capture the start of a lesson and the last few minutes, review the footage and often spot something I missed in the moment because there was so much going on. Phenomenal moments or breakthroughs can then be picked up on and developed further. L E A R N I N G L A B 93 teachwire.net/secondary