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

Pupils play chants on instruments conducted by a pupil.

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

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.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

This call and response song is triadic in nature.

These Whole Class Instrumental Teachers have brought all three year groups to the hall for a larger singing lesson.

This brass group was introduced to the beginning of Swing Low Sweet Chariot.

The voice is the most portable instrument we have.

In this Year 6 brass group lesson, it is possible to observe the conditioning of the group.

The outcomes of simple part playing. Rounds are an excellent way to first introduce this to students.

In this group brass lesson the teacher introduces Frere Jacques in stages.

Group teaching offers a excellent opportunity to contextualise learning.

In this group brass lesson the teacher uses a backing track on a repeated cycle to stage the preparation for performa...