[Full] 교육대기획 대한민국, 교육이 희망이다 - 교육의 미래를 말하다 - 기초학력과 인성, 두 마리 토끼를 잡은 영국 공교육 비결
概要
TLDR이 비디오는 음악 교육이 학교에서 어떻게 중요한 역할을 하는지를 보여줍니다. 다양한 문화적 배경을 가진 학생들이 음악을 통해 학습하고, 학교의 교육 방식이 어떻게 변화했는지를 설명합니다. 음악 교육이 학생들의 학업 성취도에 긍정적인 영향을 미친 사례를 소개하며, 예술 교육이 학업 성공의 기초가 된다는 철학을 강조합니다.
収穫
- 🎶 음악 교육은 학생들의 언어 능력을 향상시킵니다.
- 📚 예술 교육이 학업 성적 향상에 기여합니다.
- 🌍 다양한 문화적 배경을 가진 학생들이 함께 학습합니다.
- 🎤 학생들은 음악을 통해 즐겁게 배우고 참여합니다.
- 📈 학교의 교육 방식이 변화하여 성적이 향상되었습니다.
- 🤝 음악 교육이 사회적 상호작용을 개선합니다.
- 🎉 학생들이 음악을 통해 창의성을 발휘합니다.
- 🏆 이 학교는 영국에서 상위 1%의 성적을 기록하고 있습니다.
- 👩🏫 학교 리더십이 교육의 질을 높이는 데 중요합니다.
- 💡 학생들이 즐겁게 배우는 환경을 조성합니다.
タイムライン
- 00:00:00 - 00:05:00
영어 교육은 지난 30~40년 동안 매우 깊은 변화를 겪었습니다. 커리큘럼, 평가, 책임 체계, 자금 체계 등 모든 것이 변화했습니다.
- 00:05:00 - 00:10:00
학교는 93%가 파키스탄 및 방글라데시 무슬림 학생으로 구성되어 있으며, 다양한 문화가 공존하는 곳입니다. 학생들은 다양한 문화의 언어를 배우는 것을 즐기며, 음악 수업을 통해 함께 노래하는 것을 좋아합니다.
- 00:10:00 - 00:15:00
학교의 초기 교육 과정에서는 아이들이 자유롭게 놀고 탐험할 수 있는 환경을 제공하며, 노래를 통해 대륙을 배우는 등 즐거운 학습 경험을 제공합니다.
- 00:15:00 - 00:20:00
학교는 20년 동안 실패한 학교로 분류되었으나, 음악 교육을 도입한 후 성과가 급격히 향상되었습니다. 예전에는 수학과 영어 수업이 많았으나, 예술 교육을 강화한 결과 학업 성적이 크게 향상되었습니다.
- 00:20:00 - 00:25:00
학교의 철학은 예술이 학업 성공의 기초라는 것입니다. 강력한 예술 프로그램이 있으면 학업 성적도 좋아진다고 믿고 있습니다.
- 00:25:00 - 00:30:00
음악 수업에서는 아이들이 음악 기호를 배우기 위해 게임을 활용하며, 리듬과 움직임을 통해 음악을 이해하도록 돕습니다. 이는 아이들이 음악을 읽고 이해하는 데 중요한 역할을 합니다.
- 00:30:00 - 00:35:00
음악은 언어 학습에 매우 효과적입니다. 영어가 모국어가 아닌 학생들에게는 노래를 통해 발음과 언어의 리듬을 이해하는 데 도움이 됩니다.
- 00:35:00 - 00:40:00
학교의 음악 교육 접근 방식은 학생들의 행동 문제를 줄이고, 학업 성적을 높이는 데 기여했습니다. 학생들은 학습에 참여하고, 교사들은 가르치는 것을 즐깁니다.
- 00:40:00 - 00:45:39
학교의 리더십은 매우 중요합니다. 강력하고 열정적인 리더가 있는 학교는 학생들의 필요를 충족시키기 위해 교육의 질을 개선할 수 있습니다.
マインドマップ
ビデオQ&A
이 학교의 학생들은 어떤 배경을 가지고 있나요?
학생들은 주로 파키스탄, 방글라데시, 무슬림 배경을 가지고 있으며, 일부는 동유럽 출신입니다.
음악 교육이 학생들에게 어떤 영향을 미치나요?
음악 교육은 학생들이 언어를 배우고, 사회적 상호작용을 개선하며, 학업 성취도를 높이는 데 도움을 줍니다.
학교의 교육 방식은 어떻게 변화했나요?
과거에는 수학과 영어 수업이 많았으나, 현재는 예술과 음악 교육을 강화하여 학업 성적이 향상되었습니다.
음악 교육의 중요성은 무엇인가요?
음악 교육은 학생들이 즐겁게 배우고, 창의성을 발휘하며, 학업 성취도를 높이는 데 기여합니다.
이 학교의 학업 성적은 어떤가요?
이 학교는 영국에서 상위 1%의 성적을 기록하고 있습니다.
ビデオをもっと見る
- 00:00:00[Music]
- 00:00:25[Music]
- 00:00:28for
- 00:00:41[Music]
- 00:00:58for
- 00:01:28hello
- 00:01:58for
- 00:02:15[Music]
- 00:02:28m
- 00:02:44[Music]
- 00:02:48[Applause]
- 00:02:50[Music]
- 00:02:58for
- 00:03:04[Music]
- 00:03:06[Applause]
- 00:03:07[Music]
- 00:03:15[Applause]
- 00:03:16[Music]
- 00:03:21well English education has seen very
- 00:03:23profound changes over the last actually
- 00:03:2630 or 40 years I would say we've changed
- 00:03:29many many things we've changed the
- 00:03:32curriculum the assessment the
- 00:03:34accountability framework the funding
- 00:03:35framework literally everything has been
- 00:03:44[Music]
- 00:03:58changed
- 00:04:07[Music]
- 00:04:17for
- 00:04:19[Music]
- 00:04:28spee
- 00:04:33[Music]
- 00:04:50[Music]
- 00:04:58for
- 00:05:10we are about
- 00:05:1293% Pakistani Bangladeshi Muslim um and
- 00:05:18then the other 2% are Eastern European
- 00:05:20children very Multicultural place but um
- 00:05:24I love that I I
- 00:05:28love
- 00:05:33[Music]
- 00:05:46[Music]
- 00:05:58tell me I black pink letter
- 00:06:00what can you tell me
- 00:06:01about
- 00:06:03sorry
- 00:06:07Alisa yeah
- 00:06:09cing I like learning like new languages
- 00:06:12from different cultures so fun I think
- 00:06:15they really enjoy it especially like on
- 00:06:17Fridays we have Assembly Music assembly
- 00:06:19like you saw and they're really engaged
- 00:06:21they love standing up singing together
- 00:06:23in their classrooms they like singing as
- 00:06:25well since I've been here I've seen
- 00:06:27dramatic changes already in those three
- 00:06:31[Music]
- 00:06:57years hello Le hello Jimmy nice to meet
- 00:07:01you welcome to Fe thank you so much you
- 00:07:03inv J how are you great thank you thank
- 00:07:06you so you going to show us around I
- 00:07:08want to show you around
- 00:07:13yes this is one of my favorite places in
- 00:07:15the school so this is the early years of
- 00:07:17Nursery kindergarten so 2y olds up to
- 00:07:21four year olds your favorite my favorite
- 00:07:28yeah
- 00:07:30please and thank you please and thank
- 00:07:35you
- 00:07:42we uh it's one my favorite placees in
- 00:07:44school cuz children can freely play and
- 00:07:47explore so um they can play with hammers
- 00:07:51and hammering Nails in they can do the
- 00:07:54cooking they can uh go and play in the S
- 00:07:57pits they can go and play with the
- 00:07:59numbers um and it's it's just really
- 00:08:02nice
- 00:08:04[Music]
- 00:08:11um let's practice our Continent
- 00:08:17song
- 00:08:19we
- 00:08:21as
- 00:08:22Africa North and South
- 00:08:28America
- 00:08:29finally
- 00:08:31Australia
- 00:08:39[Music]
- 00:08:42asral I feel that when you teach
- 00:08:44children to learn through song it really
- 00:08:47helps them to remember it and if I asked
- 00:08:50them what's the seven continents they
- 00:08:52would probably sing them back to me
- 00:08:53rather than say them but they really um
- 00:08:56get a sense of enjoyment as well through
- 00:08:58music I think I set you off too slowly
- 00:09:01we're going to do it slightly
- 00:09:03faster Asia Africa
- 00:09:10[Music]
- 00:09:14nor who can't
- 00:09:18wait fantastic because it's cuz it's fun
- 00:09:22to sing and it's nice and enjoying to
- 00:09:24sing a lot if this school didn't do
- 00:09:27music I would go to another school
- 00:09:30that does do
- 00:09:32[Music]
- 00:09:41music doesn't affect it so feam for 20
- 00:09:44years was in a category it was a school
- 00:09:47that was failing for 20 years so we
- 00:09:50started gradually uh where we introduced
- 00:09:53first of all we didn't have Music
- 00:09:54Experience in school so I employed a
- 00:09:57secondary teacher who with music
- 00:10:00background uh Mr Ram Jimmy and he slowly
- 00:10:04came in and he started doing a little
- 00:10:06bit of work for his one day a week let's
- 00:10:08allow him a bit more opportunity in the
- 00:10:10curriculum and support him to deliver a
- 00:10:13bit more so then we gradually increased
- 00:10:15Jimmy's days so then you went to two
- 00:10:17days 3 days four days a week uh and
- 00:10:19through that we developed a curriculum
- 00:10:22that supported music uh uh um for
- 00:10:26children and at the same time we
- 00:10:30connected with the community what we
- 00:10:32changed uh 10 years ago the previous
- 00:10:36head teacher would have more maths
- 00:10:38lessons more English lessons so at
- 00:10:39lunchtime the children did more maths
- 00:10:41they did more English then after school
- 00:10:43they would do more maths and more
- 00:10:45English didn't do any Arts at all
- 00:10:47nothing um and the results got worse and
- 00:10:50worse and worse uh so we said let's do
- 00:10:52lots of Arts instead we did and then our
- 00:10:55results for English and mats rocketed
- 00:10:58and went from being some of the worst in
- 00:11:00the country to the top 1% in the country
- 00:11:03we get better results than private
- 00:11:05schools around
- 00:11:06[Music]
- 00:11:23[Applause]
- 00:11:27us
- 00:11:33[Music]
- 00:11:38oh 100% yeah that's our philosophy uh in
- 00:11:41the school we think that the Arts are
- 00:11:43the Bedrock of academic success so if
- 00:11:46you have a strong arts program you'll
- 00:11:47have academic result good academic
- 00:11:49[Music]
- 00:11:57results
- 00:11:59[Laughter]
- 00:12:23off
- 00:12:27inspection
- 00:12:39outstanding good requires Improvement
- 00:12:43and
- 00:12:57inadequate
- 00:13:21out
- 00:13:27leadership
- 00:13:57for
- 00:14:05n National curriculum
- 00:14:27test
- 00:14:43[Music]
- 00:14:54a b c d e f
- 00:14:57g
- 00:15:23[Music]
- 00:15:27for
- 00:15:28[Music]
- 00:15:44so um uh this is going to be a floor
- 00:15:46Stave so if you imagine you've got your
- 00:15:49five lines of music notation so we're
- 00:15:52going to put some lines on the floor and
- 00:15:54then the children will jump where the
- 00:15:57notes are let's go our voices warmed up
- 00:15:59a bit can you get me
- 00:16:05ha off we go Jack in the Box Jack in the
- 00:16:10Box Cur down
- 00:16:13small Jack in the Box Jack in the Box
- 00:16:18stand
- 00:16:21upall down
- 00:16:24small Jack in the Box double double
- 00:16:29this double double
- 00:16:33that double double this this double
- 00:16:38double that the other purpose of the
- 00:16:41games is that they will uh sometimes
- 00:16:46have knowledge embedded within them so
- 00:16:48when we play double double we have the
- 00:16:51double double this this double double
- 00:16:54that that so you've got the rhythmic
- 00:16:56information in the movement so you got
- 00:16:57TT
- 00:17:02plus you've got the three notes
- 00:17:04so so you've got all the information
- 00:17:06that they need to be able to read the
- 00:17:08music embedded within the games and
- 00:17:10within the movement so that's another
- 00:17:12really important part of them
- 00:17:14[Music]
- 00:17:23and really really good well done guys
- 00:17:25really really good what's that
- 00:17:29so thank you we're get working up now
- 00:17:32what's that one good what's that one
- 00:17:35there are
- 00:17:39three me me well done SAR that's
- 00:17:47fantastic
- 00:17:49[Music]
- 00:17:51so good D yeah yeah yeah off you
- 00:17:57guys
- 00:18:00what comes after that the games have all
- 00:18:03the information that children need to be
- 00:18:06able to read the music afterwards so the
- 00:18:09way I do it they have the sound first
- 00:18:11and the sound is really um fixed in the
- 00:18:14head so that when they see the notation
- 00:18:17it makes
- 00:18:21sense t
- 00:18:23[Music]
- 00:18:25t
- 00:18:27t
- 00:18:29[Music]
- 00:18:43music is very mathematical uh we're
- 00:18:45thinking in fours we're thinking in
- 00:18:47threes we're thinking in you know eight
- 00:18:50bars of three beats and eight bars of
- 00:18:52four beats so we're doing lots of
- 00:18:54multiplication division fairly naturally
- 00:18:57as neonic deade lots of people will
- 00:18:59learn the time tables in quite a
- 00:19:01rhythmic way so I think there's there's
- 00:19:04definite applications for teaching
- 00:19:06matths but for teaching any subject
- 00:19:14really
- 00:19:16[Music]
- 00:19:20brilliant so the children just see it as
- 00:19:22play um but my my purpose is are very
- 00:19:27different so
- 00:19:28uh my purpose will be um are they able
- 00:19:32to sing the three pictures clearly are
- 00:19:35they able to sing them in a cannon are
- 00:19:38they able to write them and read them
- 00:19:41that's the sort of things I'll be
- 00:19:42looking for but and it should never be a
- 00:19:45torture education should never be a
- 00:19:47torture for children it should never be
- 00:19:49a big grind for them it should be the
- 00:19:51the best days of of their lives you know
- 00:19:53so we tried to make it like that for
- 00:19:55them big hand Grand
- 00:20:03big
- 00:20:06everybody over to the
- 00:20:07[Music]
- 00:20:11sink and
- 00:20:15stop they brushed their top
- 00:20:19teeth they come the
- 00:20:24[Music]
- 00:20:27ha do your zip up yeah do you get your
- 00:20:31zip Z got up
- 00:20:34lovely oh we need sun cream yeah what
- 00:20:37sounds like when we put skun
- 00:20:39[Music]
- 00:20:42cream and now rub it on your
- 00:20:46face music's very very powerful for
- 00:20:49language we have a lot of children in
- 00:20:51this school who don't speak English as a
- 00:20:53first language they speak other
- 00:20:55languages at home so it's very ult for
- 00:20:58them when they come to school so singing
- 00:21:01slows down the speech and helps them to
- 00:21:04really understand the syllables and the
- 00:21:06phones and and the Lang and the the
- 00:21:09rhythm of the language uh so it's very
- 00:21:11helpful for them as well yeah the
- 00:21:13bunnies were really
- 00:21:16[Music]
- 00:21:18[Applause]
- 00:21:19[Music]
- 00:21:27tired
- 00:21:29you were screaming they were
- 00:21:32[Music]
- 00:21:43screaming in a casual way like a lot of
- 00:21:46schools do you know we've got music
- 00:21:47let's just sing a song and that's all
- 00:21:50all they're really thinking about so to
- 00:21:52to think about you know what how we can
- 00:21:55develop musical skills from the age of
- 00:21:56three to the age of 11 and it's such a
- 00:21:58long time you can achieve so much in
- 00:22:00that time um so we were confident that
- 00:22:03it would have a really positive impact
- 00:22:05in the school and we we were it was
- 00:22:08really nice when we started to see the
- 00:22:13[Music]
- 00:22:22results Happ
- 00:22:24be off we go yeah
- 00:22:30be
- 00:22:31[Music]
- 00:22:34[Applause]
- 00:22:37be
- 00:22:39I
- 00:22:41I all going to
- 00:22:45the lovely when I started at the school
- 00:22:48the um the level of musicianship was
- 00:22:51very low the um children couldn't sing
- 00:22:53in tune the stuff couldn't sing in tune
- 00:22:56um a lot of shouting you know parents
- 00:22:58weren't allowing it for various reasons
- 00:23:01sometimes it was religious objections
- 00:23:03sometimes it was just practical because
- 00:23:06it's quite a poor area so it's very
- 00:23:08difficult to take an instrument home
- 00:23:10because you don't have the space to
- 00:23:11practice in and the little baby brothers
- 00:23:13will break the instruments and all that
- 00:23:15kind of things so once we when we
- 00:23:18started on this approach uh we did face
- 00:23:20some challenges and the first challenge
- 00:23:23was to get the school governing board to
- 00:23:26support the Arts based approach uh and
- 00:23:29and the way we did that was to look at
- 00:23:33the data look at the research which
- 00:23:35shows uh that children have to be fully
- 00:23:38connected with themselves before they
- 00:23:40can uh
- 00:23:44[Music]
- 00:23:56improve
- 00:23:59[Applause]
- 00:24:01[Music]
- 00:24:07we had one very conservative family who
- 00:24:10um were initially wary of us doing music
- 00:24:13with their child and then after a few
- 00:24:15years their child had a drum kit in the
- 00:24:18cellar that they' bought for the child
- 00:24:20and they were putting in the air plugs
- 00:24:22when they were upstairs so they could
- 00:24:24tolerate the the child practicing all
- 00:24:26the time and they were so supportive and
- 00:24:28it was it was
- 00:24:35wonderful to
- 00:24:36[Music]
- 00:24:41beach where going to the beach
- 00:24:46today behavior issues have disappeared
- 00:24:48we don't have any behavior issues at
- 00:24:50school children have fulfilled and
- 00:24:51engage with learning teachers enjoy
- 00:24:54learning because they enjoy teaching
- 00:24:56subjects and they are ful fi as well
- 00:24:59thirdly academic results have gone up so
- 00:25:01our results uh in in the SATs have gone
- 00:25:05up uh from where we were and prior to
- 00:25:09covid we were in the top 2% of the
- 00:25:11[Music]
- 00:25:26country
- 00:25:30so a school like faam will have Pro I'm
- 00:25:32guessing you know a large amount of
- 00:25:34extra money compared to a school in a
- 00:25:37more advantaged area to support those
- 00:25:39children's learning and that's important
- 00:25:42but then we need school leaders School
- 00:25:44teachers who absolutely want to work in
- 00:25:48those very difficult challenging schools
- 00:25:50the capacity of a team it's not just
- 00:25:52about one individual hero head teacher
- 00:25:54they build a team they're able to
- 00:25:56recruit good people they're able to you
- 00:25:58you know encourage all those people to
- 00:26:00work together to improve the quality of
- 00:26:03education for all those
- 00:26:04[Music]
- 00:26:26children a
- 00:26:56oh
- 00:27:26oh
- 00:27:56for
- 00:28:15[Music]
- 00:28:26govern
- 00:28:56PR
- 00:29:26a
- 00:29:32[Music]
- 00:29:51like
- 00:29:56a
- 00:30:03imagine you've got an imaginary stick
- 00:30:06upor okay put in front of
- 00:30:09you that's a real stick that's fine so
- 00:30:11put the stick to the
- 00:30:13side break the stick with your hip then
- 00:30:16put the stick back pull the stick to the
- 00:30:18other side so the reason why I did that
- 00:30:22was because at the time a lot of
- 00:30:24children were doing the floss dance it
- 00:30:26was because of the k Perry song not
- 00:30:28because of the fortnite game so all my
- 00:30:30kids were doing this dance and I said
- 00:30:31how why are you doing like what's this
- 00:30:33you're doing and oh Mr it's a dance
- 00:30:35shall we show you teach me how to do it
- 00:30:38and then we did the pretend you've got a
- 00:30:39stick they show that's how they show me
- 00:30:41how to do this dance and I thought well
- 00:30:42I said so first this word algorithm
- 00:30:46right big word agreed
- 00:30:49yeah and that's
- 00:30:51[Music]
- 00:30:53confusing I'll tell you so yeah so you
- 00:30:57put toothpaste and nothing start finger
- 00:30:59or have you put the brush in and then
- 00:31:00put the toothpaste on afterwards would
- 00:31:01that be useful no so you've got to do it
- 00:31:04in particular order otherwise there's a
- 00:31:06problem now in Computing we call this a
- 00:31:10bug what they
- 00:31:12[Music]
- 00:31:16doing instruction they have got
- 00:31:20it
- 00:31:21[Music]
- 00:31:26again technology that we use in class
- 00:31:29it's all has a purpose if it doesn't
- 00:31:31have a purpose we don't use it it's not
- 00:31:33useful for example if you have a pencil
- 00:31:35and use it to scratch your head you know
- 00:31:37it's not very useful but if you use it
- 00:31:39to write poetry write a letter write a
- 00:31:41book it's very useful it's the same with
- 00:31:42technology if it's used in the right way
- 00:31:45and it brings it emphasizes that
- 00:31:46teaching and learning and brings
- 00:31:47children along then it's useful than
- 00:31:51that someone else can draw
- 00:31:56the
- 00:32:05got
- 00:32:10[Music]
- 00:32:18it dancing and just you it's a physical
- 00:32:21way of of understanding what an
- 00:32:23algorithm is so a set of instructions
- 00:32:25and when they get up and do it because
- 00:32:27we were dancing if you get the algorithm
- 00:32:28wrong when you're dancing you'll bump
- 00:32:30into each other you'll get a book you'll
- 00:32:31get things wrong so you're physically
- 00:32:33doing it so the children can see that um
- 00:32:36and then they can adjust their pattern
- 00:32:38that they're trying to learn they they
- 00:32:40smile they're happy they have fun and
- 00:32:42they'll go home and they'll say we did
- 00:32:43Dancing today but really what they did
- 00:32:45with a Computing lesson around
- 00:32:47algorithms and bugs and learn the the
- 00:32:49main Concepts in Computing to the
- 00:32:51children they've gone home and they
- 00:32:52think they've been dancing just kind of
- 00:32:53like something I call camouflage
- 00:32:54learning where children don't realize
- 00:32:56that they're learning they're learning
- 00:32:58by accident don't realize it's
- 00:33:00[Music]
- 00:33:07happening uh we sometimes like try and
- 00:33:10figure out what's happening and then we
- 00:33:11try and fix it well when we try to
- 00:33:14figure out what's happened what's wrong
- 00:33:17yeah I like the kahoo because you get to
- 00:33:21do all that phone and do that and I like
- 00:33:24the Computing because you go outside and
- 00:33:26then started
- 00:33:28to dance and move on while whilst
- 00:33:31learning so that I guess that's the main
- 00:33:34topic just learning but um but doing
- 00:33:38things that are fun at the same time 24
- 00:33:4228 32
- 00:33:46[Music]
- 00:33:4936 I'm going to send you to cahoot we're
- 00:33:53going to practice and embed those time
- 00:33:55tables and in three teams going to have
- 00:33:58going to have a challenge
- 00:34:13[Music]
- 00:34:21okay OB someone's get col yes I give
- 00:34:29so by the end of year four so that's
- 00:34:30children are eight and N9 years old they
- 00:34:32have to set a standardized National test
- 00:34:35called the multiplication test Checker
- 00:34:37so each child has to set a test on an
- 00:34:39iPad or a device for 25 questions they
- 00:34:42get six seconds to answer a
- 00:34:44multiplication question and at the end
- 00:34:46of it they get a score and then when it
- 00:34:48comes in a few months time they've
- 00:34:50practice time tables over and
- 00:34:52multiplication over and over again with
- 00:34:54that time frame and then we'll look um
- 00:34:57the actual test that they do and do
- 00:34:59something very similar to that so
- 00:35:00they've still had the knowledge they
- 00:35:02still had the practice um but they can
- 00:35:04apply it
- 00:35:05here4 take away four 20 in okay V
- 00:35:10there's none left so I'm three
- 00:35:136223 let me add two
- 00:35:16more
- 00:35:21I'm some children learn by getting up
- 00:35:23and being active some children learn
- 00:35:26there's no two fing the same and for
- 00:35:28that reason is why you need to make sure
- 00:35:29you sort of differentiate and um adapt
- 00:35:33your learning teaching styles for the
- 00:35:35children you have so the way I teach now
- 00:35:38wouldn't I wouldn't have done the exact
- 00:35:39same thing last year because I've got
- 00:35:40different children different Dynamics so
- 00:35:42you get to know your children and once
- 00:35:44you get to know the children their
- 00:35:45learning styles you can then adjust your
- 00:35:47teach and and your teaching themselves
- 00:35:49to fit the children it should be the
- 00:35:50other way
- 00:35:55around
- 00:36:25yeah
- 00:36:27[Music]
- 00:36:35Toton primary
- 00:36:55scho
- 00:37:14[Music]
- 00:37:25for
- 00:37:55for
- 00:38:03[Music]
- 00:38:13for uh especially the best education uh
- 00:38:16like the humanity I believe you know I
- 00:38:20ask my this child what you want to
- 00:38:23become a when you grow up what you want
- 00:38:25to be a he said I want to be a good
- 00:38:28human he don't want to be a good
- 00:38:30engineer he don't want to be a good
- 00:38:32anything he want to be a good human I
- 00:38:35think I think the school has to um to to
- 00:38:38look at itself and inspect itself really
- 00:38:40I think that's the key uh to to success
- 00:38:43is the school being realistic about
- 00:38:44where it is and setting targets to
- 00:38:47improve so that the school knows where
- 00:38:49it's going so the school leaders have a
- 00:38:51vision of of what they
- 00:38:55want
- 00:38:58[Music]
- 00:39:09foree
- 00:39:14[Music]
- 00:39:25fore um so I'm always looking to kind of
- 00:39:28learn from anybody and and and bring in
- 00:39:31whatever will work for for my children
- 00:39:34social media has been very good very
- 00:39:36very good for that for instantly being
- 00:39:38able to uh deal with some you know so if
- 00:39:42I have when I was starting out I could
- 00:39:45um some of the best music teachers in
- 00:39:47the world and it's brilliant and we
- 00:39:48learn from each other and we we argue
- 00:39:51and we swap ideas and we discuss things
- 00:39:55and and share things and it's it's a
- 00:39:57very nice Community online I think
- 00:39:59that's a wonderful thing primary school
- 00:40:00is the SE cuz they're young children
- 00:40:02that's when the seeds planted and you
- 00:40:04need to water that seed you need to want
- 00:40:06them to want to learn so and it's the
- 00:40:10basis it's the foundation so from the
- 00:40:12secondary school high school
- 00:40:13universities the foundations and if you
- 00:40:16give that children the excitement and
- 00:40:17want to learn and just the passion for
- 00:40:20Education early on then hopefully
- 00:40:23that'll filter through
- 00:40:25because
- 00:40:28[Music]
- 00:40:38schools that move from from struggling
- 00:40:42to you know to becoming fantastic
- 00:40:44schools what you always see is that they
- 00:40:46have amazing leadership you know that
- 00:40:48they have really strong
- 00:40:51passionate uh committed School leaders
- 00:40:54the head teachers here in England
- 00:40:56have control of the school's budget the
- 00:41:00Staffing and they can make big decisions
- 00:41:03in relation to how to structure the
- 00:41:05curriculum how to think about improving
- 00:41:08the quality of teaching and learning so
- 00:41:10they're able to lead their schools and
- 00:41:12therefore to try and make sure that
- 00:41:14their school is addressing the needs of
- 00:41:16the children that they
- 00:41:17[Music]
- 00:41:25serve
- 00:41:30[Music]
- 00:41:55for
- 00:42:25yeah
- 00:42:55for
- 00:43:25to
- 00:43:55oh
- 00:44:02[Music]
- 00:44:18oh my
- 00:44:22[Music]
- 00:44:25God
- 00:44:26[Music]
- 00:44:31let off this
- 00:44:32[Music]
- 00:44:54year
- 00:44:56[Music]
- 00:45:08[Music]
- 00:45:08[Laughter]
- 00:45:10[Music]
- 00:45:20[Music]
- 00:45:24High
- 00:45:27[Music]
- 00:45:37VA
- 음악 교육
- 학업 성취도
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- 학교 리더십
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