As the Music Manifesto Pathfinder programme comes to an end, we're looking at some of the project's findings and the personal experiences of those involved.
The Sage Gateshead is one of the three Music Manifesto Pathfinders and as part of its 'Access to Excellence' programme, the Sage has been running Creative Transitions projects in Newcastle, Darlington and Redcar.
To mark the end of the project, students, teachers and music leaders from the three areas got together at the Sage to make music together and reflect on the project.
Here's what some of the people involved had to say about it:
Rob Kitchen, musician, Darlington
The strongest thing about the project was having music teachers from the secondary schools working in the primary schools - that has been an amazing thing. It means when the young people come up to year 7 they already have a lot of the information that they need on the curriculum, they have the reference point of a teacher they know. Also the buddying system, having year 8s and 9s leading sessions with year 7s is such a strong idea.
There are two main things we learned. Co-ordination has to be really good - when you're working in six primaries and a secondary school in each area you have to plan months in advance.The other thing we found is that music has to be practical. It has to be hands-on, and a very dynamic, creative experience. But with a practical subject we have to look at documenting and evaluating it in a different way, so that we can record the learning and have evidence to show how much these young people have learnt.
Donna Harding, singing leader, Redcar
Our biggest project was a songwriting project, with four feeder primaries. At the end we brought all of the schools together and did a big sharing day at the secondary school, so they got the chance to visit the school and meet each other. We've been told it's been proven that our project helped improve literacy in their primary schools.
Bex Mather, Head of Community Programmes, Sage Gateshead
One of the things that we're really keen to explore more is the notion of music learning teams, so in the team there might be someone from extended schools, a teacher, and community musicians. They can look at what is the most diverse set of opportunities that we can offer, that's absolutely focused on the young people, as opposed to there being one music teacher with a certain set of skills who doesn't have the resources to offer anything else.
We're also looking at the pattern of the school day and the intersections between different times. We're looking at delivering the music session within maybe the last hour of the school day and then continuing for an hour after school. And we're looking at young people informing the curriculum, for example in BTEC and other portfolio models.
Pat Howarth, headteacher, Hummersknott School, Darlington
The effect has been very positive. As soon as new [year 7] students come into the school they're more confident in themselves. They seem to have better social skills as well. It's also given us the opportunity at times to bring students together before they come to the school. We're a large comprehensive with 1200 students and take from 20 different primaries. We want to allay some of their fears about the move and the way we can best see of doing that is through the arts, and music in particular.