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

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

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

A specialist visiting teacher on a lesson for brass novices

Teacher reflection on first steps in EYFS music.

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

Vocal specialist explains rationale behind using this expressive song

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Vocal specialist makes the case for teaching vocal starters.

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

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

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

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

A teacher reflects on embedding rhythm and pulse.

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

Using food names, children improvise rhythms.

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

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

Encouraging listening children identify instruments in Baroque style piece.

What does progress look like in secondary schools?

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

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

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

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

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