This teacher's assessment model is measured in statements constructed with the beginning "I can". The approach is to ...

The charanga musical school resource offers great choice in repertoire but must always be supported with specialist k...

In this short extract from a music lesson the teacher explores singing with a traditional African song.

Whole class teaching, when taught well, includes a variety of activity and opportunity to develop and discover musica...

Prior to learning the piece of guitar music the class will study, this teacher leads a body percussion piece that inc...

This teacher explores body percussion in parts to secure understanding of the rhythmic elements and to internalise th...

Whole class lessons provide an excellent opportunity for children to learn the context of pieces they will begin to l...

Often in whole class teaching, we are required to teach with a more staged approach than we would in small group less...

Encouraging listening children identify instruments in Baroque style piece.

A teacher reflects on embedding rhythm and pulse.

Listening to an organ piece, children recap their knowledge of tempo.

This teacher describes the impact performances have had on the school ethos, community and progress of pupils.

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

Using a simple tune and lyric, children explore tempo and feel pulse.

Using food names, children improvise rhythms.

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

An experienced Headteacher in a large faith school discusses the SMSC outcomes through a wider curriculum inclusive o...

This experienced Suzuki teacher discusses her approach to developing advanced string technique.

This teacher discusses the schools approach to music and enterprise.

An interview with Professor Martin Fautley that presents evidence on an emerging decline of curriculum time and teach...

An interview with Professor Martin Fautley discussing the wider academic benefits of Music following the publication ...

Vocal specialist shows how to start a vocal session.

Vocal specialist explains rationale behind using this expressive song

I'm a little teapot and the 'ABC' song, pulse and actions.

Teacher reflection on first steps in EYFS music.

Opportunities are offered by the framework to include music in your intent.

Pupils play chants on instruments conducted by a pupil.

Children respond to the name song, singing their own name to the backing.

Using Charanga, class warm-up buzz, put their mouthpiece in play.

Listening for a heartbeat/pulse, Reception play along on woodblocks.

Set up and introduction establishes clear expectations and routines.

Visiting music teachers need a place to work and instrument storage.

The financial implication especially as class teachers join in.

Singing at end of brass lesson to internalise piano and forte.

A specialist visiting teacher on a lesson for brass novices

Effective specialists enrich provision, heads should monitor delivery.

Music makes a difference to children and a bridge to parents.

What is the starting point in planning learning?

An Early Years teacher defines learning outcomes.

Patricia Broadfoot discusses the importance of setting learning objectives.

Why don't we assess across a broad curriculum and acknowledge that learning is complex and uneven?