Pedagogical Framework for Instrumental Music Teachers Department of

Pedagogical Framework for Instrumental Music Teachers Department of Education & Training All Regions, 2016 - 2020

Information & Instructions This, and accompanying resources, are designed to assist in the explanation and implementation of the Instrumental Music Pedagogical Framework. Click on any images and icons on each page to navigate through this. An image on subsequent pages will take you to an ed. Studio page with associated resources for the Instrumental Music Pedagogical Framework. You will need an EQ staff login to access these resources. Should you have questions regarding the implementation of the Instrumental Music Pedagogical Framework, or its resources, please contact your Regional Music Coordinator, project officers, or discuss the query with your principal.

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Students becoming musicians Central to the Pedagogical Framework for Instrumental Music Teachers is the overarching goal of students becoming musicians. Students are, of course, the focal point of all that we do as teachers. Students becoming musicians Literacy, Technique, Performance The goal then that students would become musicians is achieved through development of music Literacy, Technique and Performance, under which the 11 Areas of Learning and Skill Development from the Instrumental Music Program may be organised.

Areas of Learning & Skill Development Students becoming musicians Literacy, Technique, Performance

Core Principles According to the Department’s policy on Pedagogical frameworks, Each school is required to have a pedagogical framework that is collaboratively developed with the school community to ensure ‘high quality, evidence-based teaching practices focused on success for every student 1’. 1 Every student succeeding – State Schools Strategy 2014 -2018 Given that Instrumental Music teachers will likely work within schools that have adopted different frameworks and that the policy states that all pedagogical frameworks are to “reflect the following core systemic principles”: 1. student-centred planning 2. high expectations 3. alignment of curriculum, pedagogy and assessment 4. evidence-based decision making 5. targeted and scaffolded instruction 6. safe, supportive, connected and inclusive learning environments in designing the Pedagogical Framework for Instrumental Music teachers, these core principles have become the focus or lens through which view all other aspects of teaching are viewed.

PLANNING

PLANNING > Work Programs · Long-term planning and goal-setting · Scope and sequence mapped from syllabus · Line of sight evident in planning · Work Program designed for school context/s

PLANNING > Targeted Planning · Improvement agenda for each student · Specific learning goals per semester and term · Daily lesson plans align with longer-term planning and syllabus documents

PLANNING > Assessment · Assessment is holistic and embedded in learning · Assessment feedback to inform future planning · Moderation to ensure consistency of standards and expectations

PLANNING > Reflection · Reflective planning · Ongoing reflection on outcomes of teaching used to inform future planning · Feedback from students, parents and school

TEACHING

TEACHING > Learning Intent · Learning goals derived from targeted planning · Specific learning goals articulated for each lesson · Learning intent evident to students · Success from the lesson is measurable

TEACHING > Lesson Structure · Typical lesson to include core components · Lesson components suit range of learning needs · Structure is well-sequenced with goals in mind · Students know routines of learning

TEACHING > Explicit Teaching · Explicit teaching of new concepts · Modelling and scaffolding of learning · I do, we do, you do it alone · Recap and revise new concepts

TEACHING > Reflection · Feedback given both formally and informally · Opportunities to improve based on feedback · Teach students to be reflective learners · Reflection on progress used to adapt planning

RELATIONSHIPS & COLLABORATION

RELATIONSHIPS > Collaboration · Support from schools, admin and music staff · Collaborating with peers in planning events · Peer observation and formal/informal mentoring · Cells and/or cluster-based networking

RELATIONSHIPS > Professional Learning · Actively seeking professional development · Performance development plans completed · Joining professional associations /discussion lists · Support to run region/cluster events

RELATIONSHIPS > Teacher/Student Relationships · Effective relationships developed and maintained · Knowledge of the learners and understanding of their backgrounds used to personalise learning · Teacher interacts in a calm and controlled manner

RELATIONSHIPS > Curriculum & Pedagogy Support · Accessible and targeted PD offered by region · Project officers support curriculum and pedagogy · Mentoring Beginning Teachers program · Involvement in state, region and cluster events

HIGH EXPECTATIONS

HIGH EXPECTATIONS > Outcomes · High level outcomes for students · Clear progression of learning across yr 3 -12 · Measurable progress made each semester · All students have opportunity to succeed

HIGH EXPECTATIONS > Engagement · Learning is visible in every lesson · Students are active learners · Students are aware of learning intents and goals · Classroom is an engaging learning environment

HIGH EXPECTATIONS > Higher Order Thinking · Deep learning facilitated · Higher order thinking skills taught · Flipping the classroom · Authentic contexts for learning and assessment

HIGH EXPECTATIONS > Classroom Management · Equitable and supportive classroom environment · Range of strategies to meet student needs · Clearly articulated routines and expectations · Behaviour and rehearsal etiquette explicitly taught