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

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

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

Linking instruments and characters.

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?

This teacher comments on the need for her Y7 class to understand how to use simple compositional devices.

This Y12 student discusses the advantage of rehearsing authentically to prepare for performance.

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

This teacher comments on the usefulness of peer feedback.

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

This teacher discusses the schools approach to music and enterprise.

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

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

This teacher offers some advice on assessment in music.

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

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

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

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