In this y9 lesson the teacher uses questioning and clear prompts to help scaffold and collate ideas for a composition...

In this Year 9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

In this y9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

After working in groups, this Year 9 group return mid lesson to explain the reasoning behind their musical choices.

In this lesson the teacher offers the children a opportunity to suggest their own musical interpretation for performa...

The current lead Ofsted HMI for Music, Robin Hammerton writes: "Firstly, pupils’ progress in creating and understandi...

The periodic direction from the class teacher helps to scaffold this composition lesson so that the class are focused...

Music, as a subject based in sound, requires teachers to have strategies for managing behaviour including starting/st...

A teacher reflects on embedding rhythm and pulse.

Linking instruments and characters.

Chime bars are used to perform rhythms created from food names.

Children's groups feedback to class on chants they have created.

Using food names, children improvise rhythms.

The teacher is to develop musical understanding based on one song.

In this y8 classroom music lesson, the teacher encourages the class to map out ideas for arranging the song "Stand by...

It is often difficult to separate out the component parts of musical learning.

In this Y8 'arranging' lesson, the class teacher offers an 'arranger’s notepad' as a tool to help the groups structur...

In this y8 arranging lesson, the groups engage in peer assessment.

In this group flute lesson, the teacher uses a prop to develop the breathing.

In this group flute lesson, the girls explore some rhythmic variation to their piece.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

Composition and creativity can lead to varying outcomes within the same task.

Inspired by the music, children create chants for each character.

Children, conducted by the teacher, perform chants as a whole class.

Vocal specialist explains the rationale behind 'Have you brought your voice?

Pupils play chants on instruments conducted by a pupil.

Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...

Vocal specialist explains rationale behind 'Give Me 5' vocal starter.

This teacher talks about the characteristics, playing and exploring, active learning and creating and thinking critic...

This teacher talks about the characteristics, playing and exploring, active learning and creating and thinking critic...

An Early Years teacher defines learning outcomes.