REPORT INFORMATION ON THE INSPECTION ON THE QUALITY OF LEARNING AND TEACHING IN MUSIC
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1 An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Music REPORT Virginia College Cavan Roll number: 70390L Date of inspection: 28 January 2014
2 REPORT ON THE QUALITY OF LEARNING AND TEACHING IN MUSIC INFORMATION ON THE INSPECTION Date of inspection 28 January 2014 Inspection activities undertaken Review of relevant documents Discussion with principal and teachers Interaction with students Observation of teaching and learning in one double and two single class periods Examination of students work Feedback to principal and teachers MAIN FINDINGS The quality of teaching in the lessons observed was good with some instances of very good practice. Clear links were made with previous lessons and the learning intention was expressed in terms of what students would know or be able to do by the end of the lesson. The type of questions used in lessons helped to enhance students literacy skills but sometimes did not sufficiently differentiate the learning outcomes. Students work is regularly assessed. Certificate examination results are carefully analysed by the music department. MAIN RECOMMENDATIONS To differentiate the learning outcome for students, there is scope to use questions that challenge the more able student and afford students the opportunity to develop their own analytical and critical thinking skills. Greater attention needs to be paid to the quality of assessment of all composing activities. The music department should explore attainment trends over a period of time with a view to ensuring that outcomes are in line with the students abilities. 2
3 INTRODUCTION Virginia College, is a co-educational school which caters for 714 students. The school offers a wide range of programmes including an optional Transition Year (TY) programme. Music is available as an optional subject in almost all curricular programmes but is a mandatory component in TY. TEACHING AND LEARNING The quality of teaching in the lessons observed was good with some instances of very good practices. Teaching methodologies were varied in the lessons observed. Clear links were made with previous lessons and the learning intention was expressed in terms of what students would know or be able to do by the end of the lesson. Some integration of the three components of music occurred in lessons. This good practice should be applied as much as possible in all lessons. The teaching strategies deployed included the use of teacher instruction, pair work, the integration of performing into composing activities, student-centred games, show-me boards and music-making activities. Information and communication technology (ICT) was used to display information and to engage students in a general class discussion. However in one lesson, students were required to take down information that was already available in their text books from a PowerPoint presentation. It is important that students are taught the skills of creating their own notes where appropriate. Some very good assessment strategies were used in lessons including peer assessment. In one lesson, a particularly innovative strategy was used whereby the teacher when performing, varied the quality of performance so that students would understand the assessment criteria required to perform pieces to the highest possible level. Students written folders are well organised and regular assessment takes place. Constructive comments to support improvement are being provided. However, greater attention needs to be given to the quality of assessment regarding all composing activities. Questions that encouraged students to use music technical language helped to develop their literacy skills but sometimes, optimal use was not made to differentiate the learning outcomes. There is further scope to use questions that challenge the more able student and afford students the opportunity to develop their analytical and critical thinking skills. Practical music-making skills featured in lessons where students performed melodies on keyboards or clapped rhythm patterns. However, it would be good to allow students perform independently of the teacher from time-to-time to determine their level of competence. In all lessons observed, a mutually respectful learning atmosphere was evident. Good efforts have been made to develop learning environments that are visually stimulating for students. The quality of learning demonstrated in lessons was good. However, in order to determine the full extent of student knowledge and understanding, it is very important 3
4 that adequate time is given to students to answer questions and to challenge them when necessary to improve the quality of their responses. Certificate examination results are carefully analysed by the music department and this is very good practice. As a next step, the music department could review attainment trends over a period of time with a view to ensuring that outcomes are in line with the students abilities. SUBJECT PROVISION AND WHOLE SCHOOL SUPPORT Very good systems are in place to support students when selecting their optional subjects. The provision of a short sampling programme for all first-year students helps to ensure that these students are making informed choices. Management is very supportive with regard to provision and whole-school support for Music and uptake levels are generally very good. Timetabling arrangements are generally in line with syllabus recommendations. Music is not currently timetabled within the normal school day in fifth year due to insufficient demand. Instead, three hours of music are provided to these students after school on Wednesdays. It is recognised that every effort has been made by management to accommodate these students who wish to continue their music studies but this is not optimal provision. Management is taking steps to try to ensure that music will be formally timetabled for the incoming fifth-year music class. The music department is staffed by one fully qualified music teacher who is a current member of the Post-Primary Music Teachers Association (PPMTA). Attendance at conferences hosted by the PPMTA and the Professional Development Service for Teachers (PDST) is very good and ensures that the music department is kept up-to-date with ongoing curricular developments. A wide variety of co-curricular and extra-curricular activities are available to students which complement the ongoing curricular work in lessons. The commitment of the teacher involved in this provision is highly commended. PLANNING AND PREPARATION Management facilitates time for all subject departments, including Music, to meet. Planning documentation was presented which contained much detailed material. There is scope to give further consideration to the manner in which the components of music, listening, composing and performing, can be integrated into lessons: this information should be included in the music plan. The music department has begun to implement some strategies in the area of literacy and this is good. All lessons were prepared well as materials and equipment were ready. It is commendable that much time has been spent by the music department devising resources beyond the text book to enhance students learning. These were seamlessly integrated into lessons at appropriate stages. 4
5 The draft findings and recommendations arising out of this evaluation were discussed with the principal and subject teachers at the conclusion of the evaluation. The board of management of the school was given an opportunity to comment on the findings and recommendations of the report; the board chose to accept the report without response. Published September
REPORT INFORMATION ON THE INSPECTION ON THE QUALITY OF LEARNING AND TEACHING IN MUSIC
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