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Engaging all children in their learning

Mick Waters on successful schools and school improvement.

Knowing where they are going

Patricia Broadfoot discusses the importance of setting learning objectives.

Assessing for next steps in learning

An Early Years teacher defines learning outcomes.

Seeing the whole child as a learner

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

Continuity in children's learning - laying the crazy paving

What is the starting point in planning learning?

Governors, finance and music service provision

Governors appreciate what children achieve and are prepared to finance.

Context for working with a music service

Providing opportunities to learn music and visit professional music concerts.

Liaison between music lead and visiting teachers

Half termly, the music lead should meet with visiting teachers evolving plans

OFSTED, the 2019 framework and music

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

Music hubs and their wider offer

Engaging with a music hub enables music opportunities in & beyond school

Music, an opportunity for all.

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

Music provision and logistics

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

Music provision and primary school finance

The financial implication especially as class teachers join in.

Headteachers and music services

Effective specialists enrich provision, heads should monitor delivery.

Future for music in primary schools

Identifying Music as a central part of the curriculum.

Music service input assists the gifted and talented

Identifying those with an aptitude and providing suitable support.

Music service input to educate the whole child

Music benefits diverse needs, those vulnerable and low with self-esteem.

Music service input creating wider opportunities

Promoting opportunities to perform in school and beyond.

OFSTED, Deep Dives and Music.

Ensuring children understand their learning in Music with watertight links.

Intent, a curriculum map suitable for OFSTED

The whole curriculum needs to be respected. Intent for Music.

Music teaching requires specialism.

A strong framework should be taught properly from the outset.

The case for teaching music

In the light of NC and OFSTED framework, should we teach Music?

Learning brass instruments, transferrable skills

KS2 sometimes change instruments as skills evolve. This is encouraged.

Learning brass instruments in KS2.

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

Y4 brass lesson reflections from teacher.

A specialist visiting teacher on a lesson for brass novices

Y4 sing 'Three Little Birds' for dynamic plenary

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

Y4 whole class brass, warm up

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

Y4 whole class brass, set up

Set up and introduction establishes clear expectations and routines.

EYFS: Commentary

Teacher reflection on first steps in EYFS music.

EYFS: The Name Game

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

EYFS: Nursery rhymes & actions

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

EYFS: Finding the pulse

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

Vocal Starters. 'Old King Kong' commentary

Vocal specialist explains rationale behind using this expressive song

Vocal Starters. 'My Name is Joe' commentary

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Vocal Starters. Loosen up and begin.

Vocal specialist shows how to start a vocal session.

Peter & The Wolf. Pupil conductor

Pupils play chants on instruments conducted by a pupil.

Peter & The Wolf. Planning

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

Peter & The Wolf. Feedback: The Characters

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

Performing rhythmic motifs: next steps

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

Performing rhythmic motifs: a reflection

A teacher reflects on embedding rhythm and pulse.

Generating rhythmic motifs

Using food names, children improvise rhythms.

Performance concentrating on rhythm

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

Listen & Appraise Starter Develops

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

Listen & Appraise Starter

Encouraging listening children identify instruments in Baroque style piece.

Music and academic attainment

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

Is Music under threat in secondary schools?

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

Wider Opportunities, WCIT, WCET or First Access?

This Head of Service offers a view on whole class teaching for schools defined as "Teaching music through the conduit...

10 Top Tips for Whole Class Teaching

This Head of Service offers some advice for teachers working with whole classes.

Why Include Music?

These students talk honestly about their experience learning music in school.

Recruiting Students

This student describes how she was attracted to learn the euphonium.


These students recount their experience of using music for self-expression.

Student Experience

These students recount their experiences working with a visiting specialist teacher.

Peer Learning and Individuality

This student speaks eloquently about her experiences in music through peer learning but also as an individual.

Cultivating Extracurricular Music

This student recounts her experience in participating in the extracurricular offer at the school.

Embedding Music in the School

These students recount their experiences learning music in school. Their intrinsic motivation comes from enjoyment bu...

Cross Curricular Links

These pupils describe some of their experiences learning music in a whole class setting and the useful cross curricul...

Communication with Parents

This experienced teacher discusses the importance of communication with parents.

Developing Tone

In this advanced violin group, the teacher explores strategies for developing tone.

Effective string crossing

In this advanced group violin lesson, the teacher breaks the difficulty of 'string crossing' into smaller component p...

Student Perspective

This student recounts his experiences and motivations of learning music at school.

WCIT: Pupils Perspective

These children comment on the experience of learning through whole class teaching supported by the local music service.

Y8 Lesson: Pupil Commentary

These pupils describe their experience of a song writing lesson recorded earlier that day. Despite the variance in in...

Setting Expectations

This experienced teacher discusses her approach to setting expectations for her pupils in a Suzuki violin lesson.

Suzuki Method - Transferable Pedagogy

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

The 'Shop Face' of the School

This experienced Head of Music discusses the role of the modern music teacher, complete with the expectations of extr...

Transferable Skills

This Head of Music discusses the breadth of transferable skills he observes being developed in his students through m...

Supporting School Performances

This teacher discusses the value of having a visiting team of peripatetic teachers. The support for school performanc...

Project Based Curriculum

This teacher discusses the schools approach to music and enterprise.

Capacity Building 2

This teacher discusses her relationship with the local music service, the developing capacity and the inclusive offer...

A Professional Relationship with Students

This teacher discusses her approaches to extracurricular music and the emerging deepening relationships that are form...

Assessment in Music

This teacher offers some advice on assessment in music.

Composition: The Role of the Teacher

This teacher discusses the importance of her role in offering feedback, responding to ideas and encouraging students ...

The Whole Child

This Head of Music acknowledges the importance of music for developing the whole child.

Links with Primary Schools

This secondary Head of Music briefly discusses the importance of making links with surrounding primary schools.

ICT and Music

This Head of Music discusses an approach to setting up ICT in the department.

Music in a Multi Faith School

This Head of Music discusses how music has been used to develop the whole school ethos.

Music and the Islamic Faith

This Head of Music discusses her experiences working in a large secondary school.

Formative Assessment

This Head of Music discusses her approach to formative assessment in Music. Pupil self-assessment and the use of iPad...

Capacity Building

This Head of Music discusses her experience working with the local music service to build capacity in the department.

Music and the Wider Community

This experienced Headteacher outlines a view on performances in the primary school.

SMSC and Ofsted

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

A Broad and Balanced Curriculum

An experienced Headteacher in a faith school discusses the facilitating conditions necessary to embed excellent music...

Advice for NQT

This experienced teacher discusses her approach to communication with peripatetic staff in a busy department and offe...

Facilitating Creativity

This teacher talks us through her approach to her role in the context of her Y9 composition lesson.


This teacher discusses her approach to assessment. Observation is an essential element.

Authenticity in Btec

This teacher discusses why she has chosen to engage with the Btec.

A Broad and Balanced Curriculum

This experienced secondary school headteacher discusses the need for music to be part of a breadth of experience for ...

Music and School Improvement

This experienced primary school Headteacher discusses the impact music has had on school improvement and attainment.

A Primary Head's View

This experienced primary school Headteacher discusses the impact Musical learning has had on his school, curriculum a...

Music and School Ethos

This experienced secondary school Headteacher discusses the impact music has had on the school and the community whil...

Relationship with Schools

This experienced teacher discusses aspects of the relationship between the school and the visiting instrumental teach...

Teaching WCIT

This teacher discusses the pedagogy, content, challenges and solutions of whole class teaching.

Professional Development for Instrumental Teachers

The emerging professional development needs of staff are addressed by Music Services and Hubs.

Building Relationships

For Instrumental teachers, the need to develop relationships with individual schools and colleagues is strong.

Singing and the Vocal Teacher

This experienced teachers discusses his approach to singing from the starting point that everyone can sing.

Singing for the Non-Specialist

Instrumental teachers are now using their voice more and more in whole class teaching.

Expectations in WCIT

This teacher discusses her experience of teaching whole class instrumental music.

Importance of Performance

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

Whole Class Teaching

This teacher discusses the content and value of whole class teaching.

CPD: Instrumental Teachers

This instrumental teacher discusses the support structures available within a music service. Training and CPD are imp...

Playing Other Instruments

This instrumental brass teacher acknowledges the importance of playing and modelling other brass instruments.

Developing Musical Context

Specialist instrumental teachers demonstrate detailed knowledge of the instrument they play.

Preparing the Breath

In this advanced trumpet lesson, the teacher takes the student through a warm up which will be later linked to the ma...

Modelling the Music

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

Engaging Boys in Singing

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

KS2 Part Singing

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

Developing a Primary Choir

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

When Confidence Grows…

This gospel medley includes When the Saints, Swing Low Sweet Chariot and Sing Sing Sing. This is explored at a differ...

Extending Range

After working on these partner songs, this experienced vocal teacher uses simple key change to migrate the pitch upwa...

Partner Songs 1

In this vocal lesson the teacher introduces partner songs for the first time.

Vocal Warm Up

This specialist vocal teacher leads students through a comprehensive warm up.

Assessing a Creative Process

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

Technology & Composition

This teacher utilises the capabilities of Logic for this Y8 composition lesson.

Focused Listening

This classroom practitioner uses Saint Saen’s Carnival of the animals to scaffold a composition lesson.

Musical Elements Starter

This classroom practitioner uses whiteboards to recap the musical elements.

Choir Repertoire

This school choir begin approaching new repertoire by learning the African words.

Building Confidence and Participation

This classroom practitioner is in the early stages of building a school choir.

Action Songs

Encouraging an extra-curricular group must involve an element of fun.

Extended Rhythm game

See Rhythm Game for the first stage of this learning game. In this short clip the teacher extends the level of challe...

Rhythm Game

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

Understanding Duration

This teacher questions the class on note lengths relative to the piece they have just played.

Stages - Listen Sing Play

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

Contextual Learning

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

Choice and Musicality

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

Aural and Notation

The musical learning in this example explores a mix of aural and notation based strategies to ensure every child can ...

Performance: Whole Class Guitar

This clip demonstrates the possible outcomes from a Year 4 guitar group.

Developing Part Playing

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

Linking Activities for Learning

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

WCIT and the Curriculum

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

Preparing for Down Time

In this example the instrumental specialist teacher must tune 30 instruments.

Whole Class Set Up: Guitar

Whole class teaching is a partnership between the school and the visiting music teachers.

Language Acquisition

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

Off We Go

In this whole class lesson the teacher is exploring singing with Year 6.

Using Charanga Musically

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

Classroom Assessment Method

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