A reflection on how my teaching practices have refined since the introduction of the new Senior Curriculum in Queensland.
2019 saw the introduction of the new Senior Curriculum in Queensland. This curriculum models a similar format to other states in Australia. As this is a very new approach to content, processes and assessment in Queensland, I wanted to reflect on how my teaching is going, how the students are finding it and what improvements I needed to make.
My general focus within my Professional Learning Network (PLN) has been improving my teaching across all of my classes. I am always trying to find new ways to engage my students in learning, motivate and inspire them about music. This hasn’t changed but a detailed focus on the new curriculum has taken over in recent months. With the new curriculum comes new challenges.
Reflecting upon the student achievement from last term, it was evident that I needed to change the way I was teaching the subject. The achievement data was good, but I know my students can improve their marks. My students needed more explicit teaching of music specific techniques, skills and terminology rather than group work activities and inquiry-based learning tasks. The goal is preparing and practicing for year 12 summative assessment. I decided my teaching needed to evolve to better prepare the students. I came to the conclusion of using the Explicit Instruction model which is defined by Hughes & Archer as “instruction that is systematic, direct, engaging, and success oriented” (2010, p. vii). The common model of “I do it, we do it, you do it” (Hughes & Archer, 2010) was adapted in my class. I envision once the students become more confident, I will be able to scale-back the Explicit Instruction and add more independent activities and tasks.
The new external exam which will be introduced in 2020 is daunting. The unknown is a challenge. Equipping students with techniques and skills in order to decode unseen music is a priority. A new technique I have employed with my senior students is colour coding the musical elements when analysing music. Making this a bright and colourful activity has engaged the students and has also allowed them to easily identify the elements on a music score. This is becoming a habit for the students to identify the music elements which will hopefully assist in the external exam.
The infographic below shows the system being used within my classes.
Using this method of constructing lessons and tasks has helped the students. I have been receiving constant feedback from the class after each activity or lesson and they have found it to be extremely helpful. Their level of work, understanding and comprehension has improved since changing the lesson structure. It will be interesting to see how this change influences the results over the next year.
References
Hughes, C. A., & Archer, A. L. (2010). Explicit Instruction : Effective and Efficient Teaching. New York: Guilford Publications.
Queensland Curriculum & Assessment Authority. (2018, July). Music General Senior Syllabus 2019: Syllabus. Retrieved from Queensland Curriculum & Assessment Authority: https://www.qcaa.qld.edu.au/downloads/portal/syllabuses/snr_music_19_syll.pdf
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