ABRSM Teacher Development

Curriculum & Lesson Planning

We asked teachers:

‘How do you know if your

lessons have been effective?’
I make sure that pupils leave
able to achieve the musical/technical/
interpretive end so that practice is more about
reinforcement of listening and control. I give pupils
the skills and awareness to teach themselves and this
manifests itself in their independent progress through
Actions speak louder
the week and the lack of reactive ‘sorting out’ that’s
than words! The degree to
needed. Notes on progress are also
which pupils want to devote time to
Effective lessons kept and assessments and concerts
practising is to a large extent indicative
should have clear outcomes - provide a useful indicator too.
of the effectiveness of teaching. There
a pupil should be able to articulate is a fine balance to be drawn between
what they have learned, and be inspiring and persuading one’s pupils,
inspired to take it further. so I endeavour to keep my approach
Progression is always the in tune with my pupils’ ever-changing
key indicator. The pupils and I agree on clear learning/acquisition.
objectives at the beginning of each year
with timelines and measurable outcomes. At the
start and end of each half-term, we discuss how things are
progressing and if we are on target or need to reassess the
aim. At the start and end of each lesson we clarify the aims, In the results -
agree achievement and progress and check there is clarity if a pupil is starting to improve
around the next weeks’ work. In general, I check that or hones a technique, which
there is there some consistent progress and are then sticks under pressure (i.e. a
they playing in concerts, exams and performance).
enjoying things.

That they leave with a smile

on their face, knowing that they
have learnt something new, played
something that was enjoyable and
rewarding. And if they come back the
next week talking and remembering
what we did in the previous lesson.
 It is always great when a
pupil noticeably makes a leap in progress
from one week or term to another, or achieves the next
confidence-boosting performance or grade level; assessing
the effectiveness of the individual lessons that lead to those milestones is
more challenging. From each lesson, I like to make sure a pupil takes away
a clear picture of their aims - and strategies for achieving those aims -
however I also try to consider a balance of tone in terms of encouragement
and criticism, for instance suggestions on how/what to improve are offered
alongside positive development and praise. Finding the time, within a
lesson, to respond to questions helps a pupil to approach problems as well
as encouraging them to develop more independence in their
learning. Within a single lesson, there is an ever-present
pressure of time, however space for listening, creative
experimentation, and other side-projects builds
confidence, musical communication and trust in
the pupil-teacher relationship.

As a one-to-one teacher,
there is the luxury of tailoring the curriculum
to each student, and learners can develop their own
strengths and repertoire whilst being encouraged to realise the
benefits of developing the areas, which they find more challenging
too. I believe there is no “right” time to start an instrument, take an
exam or to progress from one level to another – pupils will hit markers
in their own time, celebrating other successes on the way. Realistically,
time will restrict the chance to address wider musical topics and the
many transferable skills of instrumental learning in each and every
lesson, but it’s an important aspect of the music-teacher
role to ensure a broad focus is maintained – as well as
the detailed approach within the individual tasks –
over a course of lessons.

Supporting the teaching and learning of music

in partnership with the Royal Schools of Music
Royal Academy of Music | Royal College of Music
Royal Northern College of Music | Royal Conservatoire of Scotland
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