Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-26T01:10:57.170Z Has data issue: false hasContentIssue false
  • English
  • Français

Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England

Published online by Cambridge University Press:  21 February 2012

Anna Gower
Anna Gower*
Affiliation:
Monk's Walk School, Knightsfield, Welwyn Garden City, Herts AL8 [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

The list of ‘non-negotiables’ for every lesson is comprehensive, amongst them are evidence of planned seating, homework set in every lesson and literacy addressed in the lesson as well as in marking. Students are expected to know the National Curriculum level at which they are currently working and should be able to share their current target for improvement in that subject with anyone that asks. Formal lesson observations, informal learning walks, an annual department review and regular ‘Work Scrutiny’ exercises are in the school calendar. This year, for the first time as a teacher of a foundation subject in my mixed, mainstream secondary school of 1200 students, I have been given target levels for students reaching the end of the compulsory music curriculum (currently at age 14 in England). I am expected to implement intervention strategies for students who may fall short of these. According to discussions on a popular online music teaching forum, I'm not alone. In a recent BBC News report it was found that music teachers are coming under increasing pressure to meet rigid targets as a means to measure school effectiveness in a climate of league tables and the aim to ‘add value’ throughout the secondary school experience.

Type
Teacher-Practitioner Contributions
Information
British Journal of Music Education , Volume 29 , Issue 1 , March 2012 , pp. 13 - 18
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BRYANT, J. A., SANDERS JACKSON, A. & SMALLWOOD, A. M. K. (2006) IMing, text messaging and adolescent social networks. Journal of Computer-Mediated Communication, 11, 577–592.CrossRefGoogle Scholar
D'AMORE, A. (Ed.) (2009) Musical Futures: An Approach to Teaching and Learning. Resource Pack: 2nd edn. London: Paul Hamlyn.Google Scholar
GREEN, L. (2008). Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate.Google Scholar
HALLUM, S., CREECH, A. & MCQUEEN, H. (2011) Musical Futures: A Case Study Investigation. London: Institute of Education, University of London.Google Scholar