Jessica Lobbett, Head of Music, Art and Design, St Bede’s Catholic College (Bristol), writes…
I initially launched the ‘Grade 1-athon’ initiative at St Bede’s in September 2012, having considered ways in which music could be developed on a whole-school scale, while at the same time enhancing teaching and learning. The notion of flipping the teaching and learning experience – not between school and home, but between teacher and student – resonated powerfully as a way of creating a unique opportunity that would bring pleasure, enhance staff/student relationships and meet the aspirational developments of the music department.
The launch of the initiative stimulated a lot of interest, and staff were soon vocalising their ‘secret’ passion for learning a musical instrument. I was then able to share the idea with the students, keen to volunteer themselves as the new ‘pupil peris’ (peripatetic teachers). The reality of this project was that these young people were going to be giving of their own time, with no reward other than the excitement of sharing their skills, and meeting the challenge of teaching teachers a new skill.
In the first year, 56 teachers signed up to meet the challenge of learning an instrument from scratch, with a view to getting to a competent standard by Christmas. This involved approximately 840 hours of teaching and learning, where the desire of the staff to be involved in lifelong learning was matched by the students’ passion for the instruments they play.
It was amazing for me to observe the initial stages of this initiative unfold – the Grade 1-athon continued to grow but what became apparent was the effect that reversing the role of ‘teacher’ and ‘learner’ had on all involved. Both learning an instrument, and teaching it, demand significant levels of commitment and perseverance, and this soon became a shared endeavour between staff and students. There is now a teacher band and staff choir – but most importantly, new dimensions to the learning dialogues and relationships across the school.
The scope of the Grade 1-athon is that it has the ability to evolve in a way suited to the facilities and resources available in individual schools. With the support of the Leading Edge innovation grant it was my wish to continue the development of this project at St Bede’s, and to share the innovation with others; further facilitating the development of secondary music education both within the local area and nationally.
Both learning an instrument, and teaching it, demand significant levels of commitment and perseverance, and this soon became a shared endeavour between staff and students
It is too often reported by Ofsted that there is ‘persistently wide variation of music education within schools’, with ‘much being inadequate’ and ‘too little being expected from pupils’. I am incredibly fortunate that St Bede’s has a vast number of talented musicians who, through the development of this project, are now extremely keen to share their instrumental skills. I have however, also experienced the challenges of building a department and creating a culture where collaborative learning and hard work is essential to raising standards.
The project
Since being awarded the innovation grant I have shared and led the development of the Grade 1-athon initiative in a variety of forums.
In October 2015 I attended the Southampton Teaching and Learning Takeover and presented at the ‘Genius Bar’. This is an area in which teachers from across the country are able to share pedagogical ideas, resources and techniques and it is an invaluable networking opportunity. Schools from a variety of locations including London, Southampton and Nottingham contacted me afterwards to discuss ways in which specific departments could benefit from reversing the role of teacher and learner.
Indeed, the Grade 1-athon scheme encouraged collaboration not only among music teachers, but also those from other subject areas. The notion of ‘flipped learning’ to engage and raise standards, further developing relationships within schools clearly has wide relevance: teachers from a variety of creative and language subject specialisms and from varying school contexts are collaborating and discussing similar projects.
A meeting of the Bristol Heads of Music Hub then encouraged local schools to participate and to produce resources specific to their own school needs, developing ways to enhance music, and teaching and learning, on a whole-school level. Teachers were keen to visit our department and see the project in action; this also also provided a forum to discuss areas of development in our school and others.
While developing the initiative in a variety of contexts, the Grade 1-athon has continued to have a huge impact in St Bede’s school. The arts faculty has continued to go from strength to strength, with the notion of pupils taking on teaching roles being developed across the faculty.
Having been promoted from the role of head of music to head of music, art and design I have led the implementation of ‘Music, art and design (MAD!) ambassadors’, a new leadership role designed to develop pupil resilience through a similar initiative. As ambassadors for the arts, selected pupils are expected to mentor others, lead extra-curricular provision and take a ‘teacher’ role in curriculum events and options evenings. Participation across the faculty has grown markedly, with 327 pupils currently receiving instrumental tuition and a 100% pass rate in all external music exams.
Participation across the [arts] faculty has grown markedly, with 327 pupils currently receiving instrumental tuition and a 100% pass rate in all external music exams
Reviewing impact
The Grade 1-athon initiative has led to greater collaboration between schools, the development of innovative teaching and learning strategies in a variety of contexts, and new dimensions to the learning dialogues and staff/pupil relationships.
Resources for the initiative have been developed across the faculty at St Bede’s and innovative teaching methods used to raise the profile of the arts across the school. Numbers of pupils opting to study KS4 music and art have remained high (despite recent government and curriculum changes): 327 pupils now receive instrumental tuition; 102 pupils applied and interviewed to be pupil ambassadors for the music, art and design faculty; and participation in extra-curricular provision shows high levels of engagement.
Staff continue to learn to play an instrument through the scheme, as well as regularly performing in all college events and services, alongside their pupil teachers.
Through external inspection and pupil voice, it is evident that the arts are achieving highly and set high aspirations for all involved. Pupils have a great sense of pride and belonging as a result of the role that they play within the faculty.
An unexpected outcome of the project has been the development of high levels of resilience and tenacity in teachers and pupil teachers alike. This has prompted a wider dialogue within the college on the development of resilience and the transfer of resilience beyond the staff and pupil teacher context of the Grade 1-athon.
An unexpected outcome of the project has been the development of high levels of resilience and tenacity in teachers and pupil teachers alike
I am passionate about music and find the impact that it can have at an academic, social and emotional level to be quite empowering. It has been deeply satisfying to share this passion and to both nurture and ignite it in others. I believe that the impact of the project within schools Bede’s will be seen for many years to come.
Where next?
Having recently been appointed assistant headteacher (teaching and learning) in a school in London, I will unfortunately no longer be developing the Grade 1-athon initiative. I have been amazed by the impact that this idea has had on transforming a music department and later, an arts faculty, and would encourage others to do the same.
In a nutshell:
- Persevere! I have learnt that enthusiasm and perseverance are fundamental to the success of any initiative.
- Share ideas/ collaborate with others: initially it was unclear how this project could be applied in other school contexts, but such concerns were happily overcome. Music departments are notorious for varying standards and resources, so flexibility is key.
- Allow pupils to take ownership.
- Demonstrate yourself as a good learner: have the humility to learn from pupils more skilled in an instrument, even as head of music!
- Enjoy it! Share the belief that mistakes are essential to successful learning experiences.
This case study is taken from Leading Change 15 – Innovation Grants Special 2015-16 – a publication that showcases the work of schools in the SSAT Leading Edge network that have been awarded funding to develop innovative practice. Find out more about the Leading Edge network.
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