Derrington 2012 thesis.pdf - Anglia Ruskin Research Online

a good understanding of the pupil’s strengths and weaknesses. Although these
questionnaires were not used in the research design, they were an important indicator
that teachers’ reports provide important observation of a student’s progress in school
and a useful means of gathering evidence.
3.5.1.1 Personal learning records and half-termly monitoring
One of the ways in which a student’s progress is monitored is by the students
themselves who keep a personal learning record. These records show what the student
has learned through various activities and tasks. Coming up with new ideas, thinking
about what has gone well, setting goals, listening to others and reaching agreements
are achievable through individual music therapy sessions. Students are encouraged to
take responsibility for their attendance at sessions, unlike compulsory lessons, and to
organise the time and their resources. This reinforces the personal learning record’s
reference to being independent enquirers, creative thinkers, reflective learners, team
workers, self-managers and effective participators. Students can take photographs or
write about their music therapy for their record if they choose. This sort of evidence
is parallel to other subjects and the students’ practice-based learning. Photographic
evidence is a crucial means of evaluation in most subject areas. However, for some
pupils music therapy stands apart from their learning, it is private and they do not
want to refer to it in the classroom and this is always respected.
Other means of evaluation of music therapy include video evidence, song
compositions and recordings. As well as writing regular reports for annual reviews
for the students with statements of special educational needs and meetings as they
arise, I complete half-termly monitoring forms in line with other subjects at school
(appendices 3.5.1c and 3.5.1d). Half-termly monitoring aims such as improving
communication, concentration or encouraging cooperation, link in with the student’s
Individual Behaviour Plan (IBP) and Individual Education Plan (IEP) which set out a
pupil’s needs with specific and achievable goals. These do not interfere with the
student-centred approach which underpins my work but add constructive thought to
it. My primary aim is always to help students express themselves and communicate
through music but the half-termly monitoring may include additional goals such as
encouraging a student to take initiative and lead or to develop turn-taking skills. As
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