Faculty of Arts
Institute of Education
PGCE MUSIC
EPGS696: Teaching & Learning
2015 - 16
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Contents
Page
Introduction to the module
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Assessment criteria
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Reading list
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Weekly Plan
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Assignment brief
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Assessment brief
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Submission requirements Assignment Checklist
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Assessment sheet
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INTRODUCTION
EPGS696 Teaching & Learning Music 1:
Weeks 9-15
‘I would teach children music, physics & philosophy; most importantly music, for the patterns in music
& all the arts are the keys to learning.’ Plato
‘Music is important. It says things your heart can't say any other way, and in a language everyone
speaks. Music crosses borders, turns smiles into frowns, and vice versa.’
Dan Rather CBS News
Welcome to the PGCE Secondary Music pathway. I look forward to getting to know you and working
with you towards your PGCE qualification. As your subject tutor, I am here to help and guide you and
you should feel free to contact me with any problems you have relating to the course.
This booklet gives an outline guide to the session content and recommended reading to support your
study. Further information is available on the student portal which will be used to post a good deal of
information relating to the course.
Introduction to the Teaching and Learning Module
The module aims are
• to reorient trainees from their varied musical backgrounds to the reality of teaching their subject in
schools and to the academic requirements of the programme.
•
to start to develop in trainees the levels of knowledge, personal qualities and standards of
professional competence necessary to stimulate the imagination of pupils.
The focus of the module is the rudiments of lesson planning through experiential and practical faculty
and school sessions integrated to help you to acquire a range of practical teaching ideas and a
graduated range of experiences of teaching in preparation for Practical Teaching 1. The school
experience provides practical experience working with pupils as well as Training Sessions with
Subject Mentors and other Partnership School staff. While the work in this module is developed at all
levels there is normally an emphasis on KS3 & KS4. You will be introduced to the range of resources
available in your subject, including ICT.
The module introduces trainees to short term lesson planning within NC requirements and to
formative and diagnostic assessment and assessment within the NC and GCSE. You will be helped
to start to audit your Subject Knowledge.
A number of aspects, e.g. lesson observation, lesson planning, Monitoring & Assessment, ICT, which
are introduced in Professional Issues, are developed in a subject context.
Pathway Co-ordinator:
Patrick Saturley
Nancy Astor 214
psaturley@plymouth.ac.uk
Faculty Sessions
These are held on Tuesdays and Wednesdays in R014 unless otherwise stated. Might modify this
when timetable is confirmed as other rooms are used
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Assessment Mode:
A series of coursework tasks will include student teachers in:
1. writing up serial school practice observations, teaching plans and reviews from reading; regularly
presenting work in faculty sessions and on serial school practice; self-review of subject background,
professional development and related action planning;
2. regularly discussing their own analyses of observed classroom practice, learners and teachers with
their faculty tutors, peers and serial school practice mentors;
3. structuring and communicating subject lesson ideas independently, within faculty session presentations
and ‘live’ serial school practice situations;
4. presenting and writing up educational reviews of recognised good practice in generic classroom
situations and in specialist subject teaching.
Assessment Criteria:
A Pass will be recognised by satisfactory completion of the following, within a series of coursework tasks:
1. application of sufficiently robust specialist subject and educational knowledge to their own
observations, planning and presented work in faculty sessions and serial school practice;
2. application of sufficient educational conceptual knowledge (e.g. inclusion) to the analysis of observed
classroom practice, learners and teachers;
3. independently structuring and communicating educational ideas, flexibly handling subject knowledge
within individual and collaborative tasks;
4. sufficiently wide use of educational knowledge of recognised good practice and ethics to demonstrate
independent thinking, initiative and adaptation to ‘live’ classroom situations.
Schedule of Teaching and Learning:
Integration of faculty teaching and serial school experience that comprises the following:

16 days faculty lectures, seminars, practical workshops and tutorials

10 days serial school experience, including observations, group seminars, practical
teaching, and subject research tasks
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Indicative Reading List
Key text
Philpott & Spruce (2007) Learning to teach Music in the secondary school (2 ndedition),
London: Routledge
Recommended Texts
Brooks, Abbot & Bills (2004) Preparing to teach in secondary schools, Milton Keynes: Open
University
Evans, J. & Philpott, C. (Eds) (2009) A practical guide to teaching music in the secondary
school London: Routledge
Green, L. (2008) Music, informal learning and the school : a new classroom
pedagogy Aldershot: Ashgate
Green, L (2002) How Popular Musicians Learn London: Ashgate
Green, L (1997) Music, gender & education, Cambridge University Press
Paynter, J (2008) Thinking & Making: Cambridge University Press
Swanwick, K (1999) Teaching Music Musically, London: Routledge
Journal Articles
Major A E (2008) Appraising composing in secondary-school music lessons, Music
Education Research, 10:2, 307-319.
Major A E (2007) Talking about composing in secondary school music lessons, British
Journal of Music Education, 24, 165-178
Mills, J & Murray (2000) Music Technology Inspected; good teaching in Key Stage 3 British
Paynter, J (1992) Making Progress with Composing (BJME 17 (1)) (Cambridge University
Press
Fautley, M. (2011) 'Developing Musical Leadership'. In Price, J. & Savage, J. (Eds),
Teaching secondary music, pp. 98-108. London, Sage.
Online through Metalib:
British Journal of Music Education
Journal of Research in Music Education
Music Education Research
Music Educators Journal
Update: Applications of Research in Music Education Research and Issues in Music
Education (RIME)
Philosophy of Music Education Review
Research Studies in Music Education
Government Reports
OFSTED: Music in Schools: wider still, and wider
OFSTED: Making more of music
Music Education in England, Darren Henley Review & Government Response
Print in Library:
Music Teacher
Teaching Music
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Websites
www.bbc.co.uk/bitesize – Radio 1-4
www.singforpleasure.org.uk
www.voices.org.uk (Voices Foundation)
www.youthmusic.org.uk
http://musicmark.org.uk/
www.musicalfutures.org
www.numu.org.uk
www.singup.org
you may want to add/subtract – I refer to more websites in weekly ppoints and have a list of
all of them I’ll send you
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WEEK
DATE
OVERVIEW OF THE TERM - CONTENT
What makes a good teacher of Music? Why
teach music? Discuss & prepare presentation
for next week
 Programme aims
 T&L Music handbook
 Introduction to the National Curriculum
 Rhythms from words
 Subject library tour resume
 Head arrangements for the classroom
Introduction to assignments & completion tasks
 PT1 placements
 Ofsted report – ‘Making more of music’ – video
clips
 TV clips – discuss baseline assessment
 KS3 DVD – Unit 1 – video 2d
 Focused lesson observation PT1 booklet
 Philpott & Spruce p45 – task 4.2
 Teaching a song – worksongs topic
 Transposing instruments
 Composing & arranging in the classroom
 PRACTICAL - accompanying songs:in pairs,
choose a song, work out a backing, teach it to
the group
 KS2 exemplars
 NC attainments statements
 PDP
 SKP – do audit by 1st tutorial
 Bring instruments next week for practical
demonstration
Mentor Conference – meet your PT1 mentor pm tbc
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10
Sept 22/23
Sept 29/30
Sept 25
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Oct 6/7
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Mentor day follow-up
Instrument demos
Wed: MIDI sequencing – Arron Tyler
Starters, plenaries
Trainee presentations – ‘why teach music?’ etc
PDP/SKP/ECM
Observing teachers teach
Classroom management
PT1 booklet
Tutorials by arrangement
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READING
Programme
documentation
National Curriculum for
Music
Reading days
National Curriculum for
Music:DFE
Philpott & Spruce
Learning to teach music
ch. 4
Philpott & Spruce
(2007):Learning to Teach
Music in Secondary
Schools ch.2
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Oct 13/14
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“Acting like a teacher” - Professionalism
lesson observation; LO sheets
countering bullying
codes of behaviour
Discuss school experience
School music environment
lesson planning – pro forma
musical outcome 1&2
Voice care
Work on MIDI arrangement
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Stock, J (2002)
Concepts of World Music
etc, in Spruce, G (ed)
Aspects of Teaching
Secondary Music,
London; Routledge
Falmer
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Oct 20/21
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Musical outcome 3&4
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Modes & scales
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Music resources
Monitoring & assessment
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Oct 27/28
Philpott,C, Assessment in Music
Education, in Learning to Teach Music
music technology
assessment
World Music workshop – Samba to be
confirmed
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PDP
developing resources
transposing instruments
Keyboards
Musical outcomes 5&6
Philpott & Spruce Learning to teach
music
Ch 7
Reading days - School half term
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Meet trainee from last year Steph has
volunteered for this – I’ll contact her
Interviews, cvs
use of KS3 websites
review of planning – exemplars of
topic plans
musical outcome 7&8
AfL – Fautley/Major
World Music workshop 2 – Gamelan
Howard Harrison TBC
Recruitment Fair – R.Lewinsky tbc
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Preparing for PT1
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review PT1 timetables
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Inclusion, equality, diversity
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Tutorials
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module evaluation
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World Music workshop 2 – WM on the
doorstep: Paul Wilson
Nov. 3/4
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Oct 29
11am
Oct 30/31
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Nov 4/5
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Pedagogy & Practice 19
Assignment Brief - 100% Coursework
Preparation & Contribution
Trainees are expected to adequately prepare for and contribute to work in school and to show an
appropriate professional approach that is consistent with their placement school. In preparation for
this trainees are invited to submit a Medium Term Plan and sequence of lesson plans to demonstrate
proficiency in planning over a period of time and preparation for individual sessions:
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meeting all the requirements for the subject
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differentiation for pupils’ learning needs
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cross-curricular links
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references to the National Strategy
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provision for pupils with EAL
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a list of required resources
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and aspects of Health and Safety in the classroom.
Musical outcome
 You will be assigned a 15 minute allocation in the faculty-based Teaching & Learning
aspect of the module during which you will engage the group in a worthwhile musical idea
which has the potential for a musical outcome for pupils’ learning. This should be based on
an area of your expertise in subject knowledge and you should engage the group to
achieve a musical outcome. You should make the appropriate subject knowledge
accessible and clear to your peers. You will be expected to identify your learning objectives
for your peers participating in the activity and the issues that the teacher needs to consider
to make it effective in the classroom. Your learning objectives and notes on the issues
should be included as part of the assignment submission.
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PGCE Secondary Programme
Teaching and Learning - Assessment Brief
For this module the assessment is based on the observation of an experienced teacher in your own
subject area. You will be asked to carry out some observed lessons on an experienced teacher(s) in
the first few weeks of your Practical Teaching 1 module. You will make notes on the Focused Lesson
Observation Form and have the opportunity to discuss the lessons with the teachers, your Subject
Mentor and your Subject Pathway Leader.
The assignment for this module is a 1500 word report and a lesson plan. Please note the following:
1. In your report you need to analyse one of the lessons that you observe. You need to describe
the component parts and explain the educational concepts that underpin what you observe. In
doing this you need to link your explanation to your reading and understanding of the teaching
and learning concepts from the module. (What? How? Why? Impact?)
2. In your report you also need to explain why the topic of the lesson is a part of the curriculum.
You will need to contextualise the topic as part of a series of lessons, explaining what other
topics would come before and after and why the topic is important for progression in your
subject.
3. You will need to design your own lesson plan for the observed lesson. This should be on the
standard programme lesson plan proforma. You should include the lesson plan in your report
as an appendix and make reference to it when you are analysing the observed lesson.
4. Your report should be structured in a logical way with clear sections and appropriate
headings. It is important that you communicate your ideas effectively and you should provide
an introduction and conclusion. Your report should also have a contents page at the start and
a list of references at the end. Your referencing should follow the Harvard system and your
report should be free of grammatical and spelling errors.
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Submission requirements & Assignment checklist
Submission should be done by 3pm Tuesday 15th December on the EPGS615 Moodle site. We
recommend that you hand in work before or at the start of the day and do not leave printing or last
minute adjustments etc until the day of the deadline.
Written work must consistently use the standard Harvard referencing system.
Please complete this checklist before submitting.
I have:
Carefully read the Assessment sheet (following 2 pages).
Proof read my 1500 word report.
Included a contents page.
Suitably structured the report into clear sections with
headings.
Used Harvard referencing
Included my lesson plan.
Included my completed observation form, as an appendix.
Completed a submission cover sheet*
*Submission cover sheets can be obtained from the Rolle reception desk; in person or by email
(rollestudentreception@plymouth.ac.uk).
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PGCE Secondary Programme
Teaching and Learning - Assessment Sheet
Trainee Name:
Trainee Reference Number:
Subject Pathway:
First Marker:
Date:
First Marker ‘s Signature:
Level 6 Module Outcome: [Provisional until confirmed at Assessment
Board]
PASS  FAIL 
Application of sufficient educational conceptual knowledge to the analysis of observed
classroom practice, learners and teachers
Trainee has analysed an observed lesson in their own subject area and is able to relate aspects of
the lesson to theories of teaching and learning.
First Marker’s Comments:
Application of sufficiently robust specialist subject knowledge to their own observations,
planning and presented work in faculty sessions and serial school practice
Trainee has explained why the topic of the observed lesson is part of the curriculum and how the
lesson will form part of a series of lessons.
First Marker’s Comments:
Sufficiently wide use of educational knowledge of recognised good practice and ethics to
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demonstrate independent thinking, initiative and adaptation to ‘live’ classroom situations
Trainee has applied their knowledge of good practice to construct a lesson plan for the topic of the
observed lesson with all the necessary components.
First Marker’s Comments:
Independently structuring and communicating educational ideas, flexibly handling subject
knowledge within individual and collaborative tasks
The overall presentation of assignment is logical and the ideas in the assignment are communicated
effectively. The standard of written English is acceptable and the referencing follows to Harvard
system.
First Marker’s Comments:
Second Marker’s Comments (if applicable)
Name:
Date:
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