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

A teacher reflects on embedding rhythm and pulse.

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

Linking instruments and characters.

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

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

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

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

Pupils play chants on instruments conducted by a pupil.

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

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

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

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

Vocal specialist shows how to start a vocal session.

Vocal specialist makes the case for teaching vocal starters.

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

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Encouraging participation requiring strong vocal line from children.

Vocal specialist explains rationale behind using this expressive song

Forensic look at the detail of teaching a role song.

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

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

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

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

Teacher reflection on first steps in EYFS music.