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

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.

The plenary in this Year 9 lesson encourages the students to assess themselves in 2 clear areas.

This Rhythm game is an excellent assessment for learning tool. The teacher can see visually if the class are beginnin...

Working with larger groups can unveil some simple problems in the pedagogy of how to approach giving instructions.

In this group brass lesson the teacher uses a backing track on a repeated cycle to stage the preparation for performa...

Group teaching offers a excellent opportunity to contextualise learning.

This classroom practitioner uses whiteboards to recap the musical elements.

Encouraging listening children identify instruments in Baroque style piece.

Linking instruments and characters.

In this intermediate clarinet lesson, the teacher models her musical expectations by performing to the student.

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

Using food names, children improvise rhythms.

Scale practice is an important way to develop technique and tuning.

Modern instrumental lessons provide limited capacity to hear, revise and monitor scale practice.

In this short clip, the student exhibits a good saxophone embouchure - flattening the bottom lip, teeth on top, with ...

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

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

Children are encouraged to respond to a question in contrasting voices.

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

Vocal specialist shows how to start a vocal session.

Vocal specialist explains rationale behind using this expressive song

Vocal specialist explains this song can be taught effectively to all ages.

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

Teacher reflection on first steps in EYFS music.

The teacher explains the planning around a Y4 module on Peter & The Wolf.

Listening and joining in to a catch-on song with increasing complexity.

Encouraging participation requiring strong vocal line from children.

A strong framework should be taught properly from the outset.

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

Vocal specialist makes the case for teaching vocal starters.

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

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

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

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

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Forensic look at the detail of teaching a role song.

Set up and introduction establishes clear expectations and routines.

Playing 'piano' and 'forte'. Crescendo is played too.

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

Warm up, mouthpiece and playing two notes to start a lesson.

A specialist visiting teacher on a lesson for brass novices

Using a simple tune, these young players concentrate on reading the music.

Whole class teaching to take first steps with a brass instrument.

Completing a successful lesson, diaries are filled in.

Mick Waters considers the place of rote learning in education and its strengths and limitations.