Patricia Broadfoot discusses the importance of setting learning objectives.
An Early Years teacher defines learning outcomes.
Why don't we assess across a broad curriculum and acknowledge that learning is complex and uneven?
What is the starting point in planning learning?
Opportunities are offered by the framework to include music in your intent.
Music makes a difference to children and a bridge to parents.
Visiting music teachers need a place to work and instrument storage.
The financial implication especially as class teachers join in.
Effective specialists enrich provision, heads should monitor delivery.
A specialist visiting teacher on a lesson for brass novices
Singing at end of brass lesson to internalise piano and forte.
Using Charanga, class warm-up buzz, put their mouthpiece in play.
Set up and introduction establishes clear expectations and routines.
Teacher reflection on first steps in EYFS music.
Children respond to the name song, singing their own name to the backing.
I'm a little teapot and the 'ABC' song, pulse and actions.
Listening for a heartbeat/pulse, Reception play along on woodblocks.
Vocal specialist explains rationale behind using this expressive song
Vocal specialist shows how to start a vocal session.
Pupils play chants on instruments conducted by a pupil.
Children's groups feedback to class on chants they have created.
The teacher is to develop musical understanding based on one song.
A teacher reflects on embedding rhythm and pulse.
Using food names, children improvise rhythms.
Using a simple tune and lyric, children explore tempo and feel pulse.