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MiSST Programmes

MiSST Andrew Lloyd Webber Programme

MiSST’s Key Stage 3 curriculum, known as the Andrew Lloyd Webber Programme, produces high-level, imaginative performers, composers and critical thinkers, preparing them for music GCSE, A-Level and beyond.

MiSST provides schools with the resources they will need for every Scheme of Work, encompassing absolute beginner to degree level students.

MiSST is committed to improving the quality of teaching, learning and leadership of music through high quality staff training, which increases knowledge, understanding and skills. 

MiSST Music GCSE

Ever-increasing constraints on school budgets has led to many schools not offering GCSE music. MiSST plans to become a leading provider of GCSE music for students and will pilot within MiSST schools this year. This endeavour will also focus on supporting existing GCSE providers in offering a high-quality GCSE course and will be delivered with online and in person teaching.

 


MiSST Together

MiSST Together gives schools a chance to pair up with a similar MiSST School to play together for the day. Most schools will end the day with an informal performance for parents, carers and friends.

MiSST Saturday Music School

Saturday Music School runs every Saturday during term time at Central Foundation Boys School Old Street, London.

During the morning students have sectionals, rehearsals and the opportunity to learn more about the music they play through listening and watching clips of other musicians.

Workshops delivered by a number of professional musicians and organisations including Nicola Benedetti, Chetham’s School of Music and the Ayoub Sisters add to the breadth and depth of the provision.

During the break students socialise, play their instruments and eat bagels covered in jam!

Students must go to a MiSST school and be at least grade 3 standard on their instrument to join Saturday Music School. To register, please email info@misst.org.uk with subject ‘Saturday Music School’ and let us know which school the student attends.

MiSST Create

MiSST Create is a programme which aims to nurture the creativity and ingenuity of our young students through composition. It has three distinct parts that lend to our new blended learning approach. The three parts are workshops in schools, video lessons that culminates in a Composition Day.

MiSST Voices

MiSST Voice is comprised of three parts: Singing for Success, MiSST Voices at Home and MiSST Voices Performance. Singing for Success is in-class group singing as part of the Andrew Lloyd Webber Programme. Each term focuses on a different style and students are introduced to the idea of singing in harmony.

MiSST Voices at Home will be a bank of online lessons to teach children how to sing in a healthy way and an introduction into vocal studies

MiSST Voices Performance has the aim of building students' confidence to perform. The students who wish to sing in the MiSST Schools Choir and those who relish the opportunity for tips and feedback will work with our resident classical singer who visits each of our schools.

MiSST Student Leadership

Pre-Covid, our student leaders took an active role in planning events for students, took part in our Outward Bound Leaders Trip in the Lake District and played in our MiSST Leaders Orchestra (MLO). The MLO challenges the role and concept of an orchestra and allows our students to become real leaders of change and innovation. Throughout Lockdown the student leaders created teaching videos for our younger MiSST students to keep them going and practising during difficult times. The videos have been nothing short of inspiring. In September we would like to expand the role by linking with The Benedetti Foundation. This endeavour will take a reciprocal approach where our leaders have the opportunity to become Benedetti Student Ambassadors and the Benedetti Foundation Student Ambassadors will take part in creating video content for our younger students at MiSST. Ambassadors will also join together on the Outward Bound Leadership Adventure.

MiSST Scholarships

MiSST has forged a strong relationship with Chetham’s School of Music. The school plans to work with us each year to give disadvantaged children from MiSST, who are of a certain standard and show the will to succeed, funded places to their Sixth Form. We are delighted that a MiSST student from Frederick Bremer School, Amber, successfully gained a place last year and is thriving.



MiSST CPD


MiSST CPD will be a focused, high quality professional development series for all teachers and Peripatetic staff. The CPD programme will be developed as an online series of videos, resources and chat forums but will also have face to face development opportunities plotted throughout the year.

MiSST Research

Our research streams aim to assess the impact of MiSST in our school communities by regularly collecting data which explores the tangible outcomes of our students, as well as more abstract traits such as self-confidence and self-efficacy.

 MiSST schools are asked to share the following data with us each year:

· Y7 Listening and Theory exam (LAT) and solo performance data (Autumn term)

· Y8 LAT and solo performance data (Summer term)

· Y9 LAT and solo performance data (Spring term)

· GCSE results/Progress 8 data across both music and all subjects (each year)

· Social indicators for all students whose data is collected (including pupil premium eligibility, SEND status, ethnicity, and EAL status)

From this, MiSST is able to track the outcomes for students in all social groups, assisting us in ensuring our curriculum transcends barriers and remains accessible to all. We are also able to assess the impact MiSST has on GCSE outcomes for our students, both in music and across other subjects.  

MiSST students are asked to complete questionnaires assessing self-confidence, self-efficacy, and resilience during the Autumn term of Y7 and then during the Summer term of Y9. Responses are assessed based on the Rosenberg self-esteem scale, and the outcomes allow MiSST to consider the impact the programme has on students' views of themselves, and how that develops from the start of Key Stage 3 to the end of their time on the programme. 

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