Schools generally take on Musical Futures because of a desire to increase motivation and attainment of their Key Stage 3 students. They can (and do) access this themselves, without any localised support.

However, we have found that where schools are part of a supportive network, and have local advice, guidance and support they feel less isolated with taking on what can quite often be fairly radical shifts in their teaching and learning.
 
 
Musical Futures and the Secondary National Strategy KS3 Music Programme - a Comparative Analysis
Musical Futures and the National Strategy for Key Stage 3 Mu...
(c) Emile Holba
Extra-curricular Provision
An exploration of ways in which you can personalise the extr...
(c) Emile Holba
Buildings and Space
An exploration of the reality and the ideal of space/buildin...
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Music Services/Local Authorities have a critical role to play in supporting the ongoing development of Musical Futures. Local support to schools tends to be offered in the following ways:

  • By providing training and networking opportunities for secondary school music teachers about Musical Futures  – linking to our Champion Schools where possible
  • By discussing the ideas with school senior managers, to ensure they fully understand the personalised nature of Musical Futures
  • By instigating a ‘Musical Futures pilot’ among a small number of secondary schools, to trial the approaches, see what works, and to develop a regional version of the approach
  • By lending schools equipment
  • By supporting schools with instrumental teaching staff, to support Musical Futures curriculum lessons alongside the classroom teacher
  • By organising a local performance event – for example battle of the bands, songwriting competition etc.
 
 
(c) Emile Holba
Southwark Music Service
An account of the Musical Futures programme that Southwark M...
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Muscial Futures
 
Paul Hamlyn Foundation
 
Roland
 
Music Leader
 
Synergy