Musical Progression in the English Primary School: what is it, what does it look like and how do teachers realise it?

Abstract

In ‘Making More of Music’ (2009a) Ofsted reported that primary music curriculum delivery was inconsistent and too much provision was inadequate. They specifically commented on teachers’ lack of understanding of ‘making musical progress’. However, pre-study empirical research found that teachers were uncertain as to what Ofsted meant by this. A literature review also confirmed a lack of consensus in this area. Therefore, for teachers to ensure children are ‘making musical progress’ this required further exploration. In the main empirical study, seven music specialists were interviewed in order to ascertain their perceptions of what musical progression is, ‘what making musical progress looks like’ (ibid.) and how teachers could nurture progression in order to support primary teachers improve their curriculum delivery.

The data was analysed following the process of template analysis (King, 2004) and relational models were produced to illustrate the findings, including a practitioner definition of musical progression. This research suggests that the teacher’s journey is as individual as the child’s and therefore there is not only one way to teach that will ensure progression. What appeared to be important was that practitioners had a clearly thought-out approach to progression which influenced and underpinned their teaching and consequently ensured children’s progressive musical learning. The importance of the teacher’s own musicality and musical understanding in their comprehension of musical progression and their practice was highlighted. Another emergent finding was the necessity of responsive teaching and the need to interrelate all aspects of what it is to be musical in order to lead to a more holistic progression in pupils. Improving teacher knowledge and understanding of holistic progression would help teachers to understand what they were aiming for and consequently improve their curriculum delivery.

The main aim of the research was to gain insight and understanding to assist primary teachers to improve their practice and address Ofsted’s concerns. It also makes suggestions for music ITE provision, CPD and Ofsted. Further research would explore in more detail the content of teacher guidance material that could be used on a national scale to raise teacher knowledge and understanding of progression.