Music at key stage 3

The use of music can both enrich learning in other subjects and consolidate musical skills, knowledge and understanding.

Music can enrich understanding of:	by:	for example:
time, place and culture	providing a window into other societies through exploring the words used in songs and the way music is used, eg for worship, home entertainment, work	in history, geography English, art and design, RE and PSHE
mood and emotion	providing a stimulus for expressive work in other art forms and discussion of feelings	in dance, drama, English, art and design, RE and PSHE
structure	providing aural examples of ways in which ideas can be developed, repeated and connected	in writing poetry, creating dances
sound	exploring the ways sounds can be changed	in science

Language for learning

The 'use of language across the curriculum' requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

3. In speaking, pupils should be taught to use language precisely and cogently.

Listening

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

Reading

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
   
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

The underlying messages of the requirement are that:

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teachers. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. To assist schools in this process, QCA/DfES have developed a set of expectations in language and learning for each of years 7, 8 and 9. These language objectives have been built into the schemes of work for all subjects. They are highlighted in 'Language for learning' in each unit, along with specialist vocabulary, and integrated into the work in each unit.

In music, pupils can develop their language skills by:

• singing songs with attention to meaning, diction and awareness of phrase;
• using the voice creatively and descriptively in composing and performing;
• discussing musical features and describing sounds and how they are used in their own and others' music;
• negotiating with others in group or class music-making activities;
• making comparisons;
• collecting information from reference books, CD-ROMs, e-mail and the internet;
• asking questions to clarify tasks, discover others' views and increase their understanding;
• responding to questions that require;
• analysis and factual recall, eg What did you do? What sounds were used?
• reasoning, eg Why did you do that?
• evaluation, eg What went well? What could have been better? What effect does it create?
• creativity, eg How will you make it better? Could that be done in a different way? What else have you done that might help you decide what to do next?

It must be remembered, however, that music is a distinctive form of communication and every opportunity should be used to encourage pupils to respond through demonstration, eg by asking pupils to show how something could be improved rather than just to talk about it.

ICT

The use of ICT is an increasingly significant part of music education, both as a new form of musical communication and as a means of reproducing and distributing music. There are many opportunities in the units for pupils to use technological developments to create, record, transform and store music.

Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

Key skills

The scheme of work provides a foundation for the common areas of learning defined as key skills.

Communication

Music provides opportunities for pupils to:

• present music to different audiences;
• discuss and share ideas with others;
• provide information that is relevant;
• speak clearly and respond appropriately;
• identify key points in written materials and discussions;
• use materials to suit their intended purpose.

Information technology

Music provides opportunities for pupils to:

• explore and develop materials for different purposes;
• find and select relevant information;
• use formats to aid development of ideas;
• enter information to meet a purpose.

Working with others

Pupils can work together to create music. This provides opportunities to:

• take different roles and recognise and support the different contributions of others;
• work together to plan to achieve common objectives;
• identify progress and ways of improving work.

Improving own learning and performance

Music provides opportunities for pupils to:

• recognise the need for perseverance;
• develop the ability to use time effectively;
• increase their independence and ownership of their work;
• set their own targets and work towards achieving given objectives;
• review their work and suggest improvements.

Problem solving

Music provides opportunities for pupils to identify different options and achieve intentions, eg take part in composing activities and present performances to different audiences and in different venues.

Thinking skills

By using thinking skills pupils can focus on knowing how as well as knowing what - on learning how to learn. Many aspects of music education contribute to the development of thinking skills. The following examples show how the different thinking skills can be developed in every unit.

Information-processing skills

These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships. These skills can be developed and demonstrated in music when pupils identify patterns and changes in sound, for example the use of specific musical devices.

Reasoning skills

These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons and/or evidence. These skills can be developed and demonstrated in music when pupils describe why they have chosen particular resources and how the music creates different effects and moods.

Enquiry skills

These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and ways to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas. These skills are developed and demonstrated in music when pupils try out different ideas and combinations of sounds and make improvements through trial and error.

Creative thinking skills

These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes. These skills are developed and demonstrated in music when pupils take ownership of their own work and work independently.

Creativity and innovation require pupils not only to define, sense, adapt and change the problem, but also to generate a range of very different solutions, exploring tangential ideas and producing an unexpected outcome. Creativity is demonstrated when pupils work imaginatively and purposefully and produce something that has original features and value (for the pupil, for others in the group, and/or occasionally for others in the wider community).

Music brings together logical and lateral thought, objective and subjective response, the ability to follow rules and challenge conventions and to work reflectively and spontaneously in high-risk situations, eg improvising own part within a public performance. It provides opportunities to make connections between both related and seemingly unrelated areas of experience and understanding.

The organisation of the activities in the units into the three stages 'Introduction', 'Exploration' and 'Bringing it all together' is specifically designed to enable the development of creative skills. The last stage, in which the teacher steps back and allows the pupils to make their own decisions, is a critical part of enabling creative development. Creativity in music is not just about thinking skills; creativity can also happen intuitively.

Evaluation skills

These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas, and to have confidence in their judgements. These skills are developed and demonstrated in music when pupils express thoughts and feelings about music with confidence.

Personal, social and health education and spiritual, moral, social and cultural development

These are essential aspects of music teaching. Music is personal, social and cultural. Many of the statements in the framework for personal, social and health education (PSHE) and spiritual, moral, social and cultural (SMSC) aspects are naturally delivered through music teaching.

	Music helps pupils to:
PSHE	develop confidence and responsibility and make the most of their abilities, eg sharing opinions and exploring emotions, taking a lead in performing and composing activities, recognising and extending their skills through taking advantage of opportunities to learn and play a musical instrument outside of the classroom develop good relationships and respect the differences between people, eg by creating music together in groups, recognising the contribution of others, and by experiencing and appreciating music from different times and cultures
Moral development	exercise responsibility in the choices and decisions they, and others, make as part of the creative process value their own and others' work recognise the effect of music, eg its use in advertising, sound pollution
Social development	share music making, developing a sense of social cohesion recognise the value of different contributions and their own responsibility to support and enrich the work of others recognise the need for different roles in group performance
Cultural development	recognise how music influences and reflects the way people think and feel, relating music to the time and place in which it was created and performed analyse, evaluate and reflect on music from contrasting traditions and identify how and why some aspects change or stay the same identify how their own contribution can change the culture within which they work
Emotional development	explore their own thoughts and feelings and understand themselves in relation to others, their friends, social networks, culture and environments

In addition, music can help to develop:

	Music develops these areas through pupils:
Financial capability	recognising costs of purchase and maintenance of musical instruments and sound systems managing own finances in the purchase of music CDs
Enterprise and entrepreneurial skills	forming performance groups arranging concerts including setting costs of tickets selling recordings of own performances
Work-related learning	relating musical processes, eg performing, composing, musical criticism, to similar activities within the profession identifying how own purchases are affected by sales promotion working with professionals within and outside of the schools environment visiting live musical events

Citizenship

The national curriculum requirements for citizenship became statutory in September 2002. Schools will need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between music and citizenship might be made.

Music can contribute to school events. It provides pupils with the opportunity to represent the school in community, regional, national and international settings and to recognise their own responsibilities and the need to work towards the common good. They can also discuss issues raised in the lyrics used in popular music from different times and cultures.