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

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

Teacher reflection on first steps in EYFS music.

Set up and introduction establishes clear expectations and routines.

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

Looking at loud and quiet, long and short notes.

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

Managing a mini plenary, homework and packing instruments away.

A specialist visiting teacher on a lesson for brass novices

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

Revising notation finger game manages distribution of instruments in year 5.

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

Completing a successful lesson, diaries are filled in.

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

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

A strong framework should be taught properly from the outset.

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

Ensuring children understand their learning in Music with watertight links.

Promoting opportunities to perform in school and beyond.

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

Identifying those with an aptitude and providing suitable support.

Identifying Music as a central part of the curriculum.

Effective specialists enrich provision, heads should monitor delivery.

The financial implication especially as class teachers join in.

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