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Whole Class vocal and instrumental tuition

We in Devon are passionate about the delivery of Wider Opportunities; we have been involved from the very start as one of the original pilot authorities. Our planning is one of the new QCA units of work, we have informed the development of Trinity Guildhall Open University CPD course and many musicians around the county are registered as trainers and mentors on the scheme.

We adhere to the original principles but keep our ears open for new research which helps us realign with current thinking in music education. The funding is secure for the next three years. The Rose review findings will have an impact on primary music curriculum and therefore on what we can provide as Wider Opportunities. Music is an entitlement for all and we need to ensure when this new primary curriculum arrives that we still offer a personalised system which exudes excellence and enjoyment.

As providers, we must be confident that we can celebrate our achievement while also facing the realities of the future. As more options come on board we constantly revise and re-evaluate what is on offer both within the school day and within the greater community.

Nationally, recognition is growing that Wider Opportunities should be offered for a whole year, preferably delivered by specialist musicians to ensure high quality provision. It is then anticipated that a high percentage of pupils will continue, possibly in a more traditional way.

In Devon we have been working on the principle that, once embedded in the curriculum of a specific year group, it should be a continuous entitlement. This may be delivered by a continuum of providers from a bought- in specialist to a governor or the class teacher; there is no telling where the expertise may lie.  

We aspire to having a form of Wider Opportunities within all four of the KS2 year groups. So that when monitored, there is clear progression of experiences, a breadth of instruments provided, a range of ensemble opportunities and pathways to future skills development.

In order to address the CPD needs of those who will provide the delivery, Devon Music Service (DMS)  sets up bespoke training. Some is aimed at instrumental teachers who may need clear guidelines about classroom practice and working with large numbers of pupils. Some is aimed at classroom teachers, boosting confidence about their own expertise and giving them competence at a variety of instruments. We feel with back-up of online resources and support they are capable of leading in a KS2 classroom.

Collaborative planning is critical, particularly in the school terms when a specialist musician is delivering Wider Opportunities. The session has to join seamlessly with the rest of the child’s education. Ideally the session should be taught collaboratively too.

The Process

• The standards fund grant 1.11 is devolved at the start of the financial year to the Learning Community, so during the Summer term the Music Development Leader (MDL) will meet with the Learning Community to discuss best use of the funding. The plan is submitted by the MDL to DMS by the end of the summer term, regardless of when the activity may take place.
• During the Autumn term, the MDL will monitor the effectiveness of the plan and check whether it is on target. This may entail assisting with finding instruments, teachers or arranging appropriate CPD.
• During the Spring term, the MDL will monitor again and encourage the Learning Community to begin considering what the development of the Wider Opportunities experience will be.

Accountability

DMS is accountable for how the funding is spent so the Music Development Leaders request information about the planned provision and data about which young people access this provision. There is also a Wider Opportunities Chronology allowing you to map provision within an individual school year on year.

Whatever stage your school is at, ask your Music Development Leader for support in formulating what the development could be. We have examples of schools running large group clubs enabling the continuation on specific instruments within a Wider Opportunities environment. Many areas in Devon are also developing ‘Next Steps’ KS2 ensembles as a pathway from large group teaching. These local learning community-based ensembles also address transition by providing an opportunity for lower KS3 students to participate.

Wider Opportunities is a programme that:

• Provides new musical experiences for all pupils so that they can see and hear a range of instruments available to them through workshops, performances and demonstrations.
• Provides pupils with musical skills and experiences which form secure foundations and which prepare them for individual instrumental choice
• Builds on, enhances and enriches the Foundation creative curriculum and KS1 national music curriculum
• Forms a part of, enhances and enriches the Key Stage 2 national music curriculum
• Ensures sustainability for all pupils who choose to continue beyond the initial Wider Opportunities provision
• Builds on new musical experiences and musical skills programmes to give potential access to sustainable tuition and ensembles
• Ensures that planning and review time, training and support are available for all staff involved
• Works in partnerships between schools, learning communities, community musicians and the music service
• Is securely integrated into local provision and reflects the musical activities and learning that the communities wish to establish, promote and celebrate
• Takes full account of equal opportunities and inclusion policies and procedures, giving open access to all to ensemble experiences

Principles underpinning the programme

Access and Inclusion

• Each child has the right to high quality music education including access to sustained instrumental and vocal tuition
• Each child is an individual and therefore has their own musical aspirations and learning needs
• Recognising, acknowledging and meeting individual and group needs is fundamental to effective music teaching and learning

Collaborative teaching and Learning

• Children should experience a ’joined-up’ approach to music education through organisations with responsibility for music education working together
• Building cross-sector teams of practitioners will result in divisions being broken down and skills and understanding shared
• Children should see their music-making in the classroom and out of school as part of the same thing
• Children should be encouraged to adopt a collaborative approach to their own music-making

Creativity

• Everyone is capable of thinking and acting creatively
• Music teaching and learning should support young people in learning to think and act creatively
• Creative teaching is critical to creative learning
• Creativity is not exclusive to composing and improvising but should be central to all musical activity

Integration

• All those involved in music education value and take account of each other’s work
• Full account is taken of young people’s musical experiences both in and outside school
• An holisitic approach to musical experience s promoted where performing composing, listening and appraising are brought together
• There is an integrated approach to provision across key stages 1-3.

Wider Opportunities – the facts