14/05/2008
The issue of transition is currently 'everybody's concern but nobody's responsibility', according David Price of the Paul Hamlyn Foundation, who hosted a seminar on the issue this week with the Music Manifesto's Transition working group.
The seminar looked specifically at the transition from primary to secondary education. Research revealed at the meeting showed that in 90% of cases, the decision whether or not to take GCSE music was made in the first few weeks of secondary school - demonstrating why this is such a key time in a student's education. But the same research also revealed that there was no single successful approach to transition.
As the Wider Opportunities programme of instrumental learning is rolled out across the country, we are raising the expectations and skills of a generation of children. So what happens to them after that initial year, whether they continue to play an instrument or not, is a major issue.
Joined by a range of music education experts, the participants highlighted key issues and agreed on the need to make fast progress using existing models and research rather than new pilots.
The group heard from individuals working to bridge the transition experience, including Mike McGrother from Redcar Community College whose unique remit as a Music Learning Leader includes also working in primary schools.
Since Mike's arrival at Redcar Community College, music has gone from being the worst rated subject to the best rated subject in a survey of parents' and students' attitudes. Mike's approach is a practical one. In the first term he asked new students to write just one sentence: 'I am a musician', and then spent the rest of the term helping them prove that point. Take up of music at KS4 is at record levels.
Another inspiring teacher, Mark Taylor from Simon Balle School in Hertford, also shared his experiences. Mark, a regional Teacher of the Year winner, has launched workshops in local primary feeder schools and is making use of free resource NUMU to track students' progress over time by keeping an audio record of their achievements.
Issues raised during the seminar included the need to relay information on pupils' skills between schools, the effectiveness of peer mentoring where older children go back to work in primaries, and the need to join up young people's musical experiences in and out of school.
There'll be more news and findings from the transition group as work progresses.
If you have examples of good practice in the area of transition, share your thoughts with us.