I work in a 2-18 school and currently teach 6-10 year olds Music. The main transition point for us, like most other schools is between Year 6 and Year 7. I have had many great secondary Music colleagues but interestingly not one has asked for any data about the kids I have taught, even though I have been teaching them for about five or more years. This isn’t because my colleagues don’t care but because they are totally unused to receiving anything in the past. When I do give them information they are normally taken aback and they feel I have gone above and beyond. I just want to share what instrument each kid plays and a bit about whether they were in the choir or orchestra. It’s great when colleagues are interested because I love talking about our kids musical achievements. It’s why we became Music teachers in the first place!
On Twitter yesterday one secondary Music teacher was mocking the Model Music Curriculum’s transition ideas. As far as she was concerned, this could jeopardise a successful start to the year as it would label children to who were the “musical ones”. I find this really hard to understand. Surely if you are a secondary Music teacher you would want to know who plays what instrument, what standard they have got to and see some of their creative work? But I think there are still many colleagues who have this reductive attitude that I experienced in my first secondary school twenty years ago that “they don’t know anything so we start again in Year 7”. It was only when I left that school and went on supply that I saw some fantastic things going on in primary schools and some of the great opportunities that music services were doing. So good I ended up joining one.
I don’t want to make extra work for anyone but I really think we need a better transition in most places. It is expected that in most schools something will be handed up to colleagues on their ability in Maths and English. We need something in Music. The Model Music Curriculum’s has this:
This seems relatively sensible and uncontroversial. The practicalities might be a bit more difficult as many secondary Music teachers could have 120 or even more pieces to listen to. That’s an awful lot of “Ode to Joys”! But I really do believe that something is better than nothing. The advocates for a fresh start in Year 7 are being quite disrespectful to the work we do in primary schools. We know these kids can play and compose and it would be good for you to know what they have already achieved.
Some other ideas that I have seen work are concerts where the secondary Music teacher was invited. However, almost every time that I have seen this mooted it has ended up in a cancelation. I guess it’s either negotiating cover with leadership teams or going to evening concerts. As some secondary schools have over ten feeder schools that would be a lot of concerts! It therefore makes sense to record something or encourage the children to show something musical that they have done in primary school when they first arrive in Year 7.
My school is affluent and has iPads for every Year 6 student and what I am going to suggest to the boss this year is we share the children’s Year 6 Garage Band sequencing projects and get them to record themselves playing or singing anything on their iPad either as a solo, as a duet or small group. I will encourage them to make it the most challenging thing they can do, not just Twinkle Twinkle! The children are used to uploading their work to Class Dojo so all I need to do is make a folder and save the projects for the handover. I will also share my markbook with the new teacher if she wants it, which includes all the instruments they play and what groups they joined. Hopefully it will ensure a smoother transition.
I really do feel that this transition is extremely important. It’s been quite a few years since I’ve seen the numbers but I remember the horrifying statistics on those children quitting instruments in Year 7. Hopefully things are better now but I think it is fair to say that there was a big dropoff between Year 6 and 7. Let’s try to do something for transition but please don’t mock the Model Music Curriculum for actually having the guts to suggest something. Let’s get behind the spirit of the idea, if not the letter – what we have now is far better than the vague and unambitious one page A4 document that we have been dealing with since 2014.