Sarah Hennessy's Coordinating Music Across The Primary School (Subject PDF

By Sarah Hennessy

ISBN-10: 0203983394

ISBN-13: 9780203983393

ISBN-10: 0750706945

ISBN-13: 9780750706940

Particularly designed for busy academics who've accountability for co- ordinating an issue region inside their fundamental college. every one quantity within the sequence conforms to a concise kind, whereas supplying a wealth of information, case reviews and photocopiable fabric that academics can use immediately.; There are detailed volumes devoted to facing OFSTED, growing entire university coverage and the calls for of co-ordinating numerous matters inside a small school.; the total set of sixteen volumes is offered.

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Extra info for Coordinating Music Across The Primary School (Subject Leader's Handbooks)

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Music repertoire What song books are used? Is there a wide variety of listening material in good condition, and reflecting what teachers need! Do all teachers know and use it? Does the repertoire used in lessons and elsewhere reflect a balanced ‘diet’ of music from a variety of traditions, styles and times? Music learning How long and how often are timetabled music lessons? Is the time for music used flexibly? How often are children exposed to and engaged with music, both in and out of the classroom?

You will need to consider other methods when finding out about teachers’ confidence in and attitudes towards music teaching. A method which is rather more friendly, is to carry out a self-assessment activity which is shared. In terms of raising awareness of the whole staff and integrating this initial research into the process of curriculum development, this is far more effective in terms of interest and involvement. There are several ways of conducting such an exercise, some more collective than others.

In a round about way you may have planted a new possibility in their mind. A questionnaire will also allow a respondent to write, confidentially, about particular concerns which might not come out in discussion. Always include space for other comments. Questions should as much as possible be asking for positive rather than negative answers. Any line of enquiry should strengthen and affirm what teachers do already rather than undermine or focus on weaknesses. A questionnaire invites the respondent to complete the answers as a solitary activity with no opportunity for dialogue so it should be used in a fairly limited way and in conjunction with other methods.

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Coordinating Music Across The Primary School (Subject Leader's Handbooks) by Sarah Hennessy


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