Video library

2:21

Knowing where they are going

Patricia Broadfoot discusses the importance of setting learning objectives.

1:21

Assessing for next steps in learning

An Early Years teacher defines learning outcomes.

1:74

Seeing the whole child as a learner

Why don't we assess across a broad curriculum and acknowledge that learning is complex and uneven?

2:03

Continuity in children's learning - laying the crazy paving

What is the starting point in planning learning?

1:55

OFSTED, the 2019 framework and music

Opportunities are offered by the framework to include music in your intent.

1:35

Music, an opportunity for all.

Music makes a difference to children and a bridge to parents.

1:11

Music provision and logistics

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

1:06

Music provision and primary school finance

The financial implication especially as class teachers join in.

1:68

Headteachers and music services

Effective specialists enrich provision, heads should monitor delivery.

1:79

Y4 brass lesson reflections from teacher.

A specialist visiting teacher on a lesson for brass novices

5:58

Y4 sing 'Three Little Birds' for dynamic plenary

Singing at end of brass lesson to internalise piano and forte.

3:72

Y4 whole class brass, warm up

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

3:26

Y4 whole class brass, set up

Set up and introduction establishes clear expectations and routines.

2:26

EYFS: Commentary

Teacher reflection on first steps in EYFS music.

3:67

EYFS: The Name Game

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

6:98

EYFS: Nursery rhymes & actions

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

6:45

EYFS: Finding the pulse

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

2:04

Vocal Starters. 'Old King Kong' commentary

Vocal specialist explains rationale behind using this expressive song

1:84

Vocal Starters. Loosen up and begin.

Vocal specialist shows how to start a vocal session.

2:3

Peter & The Wolf. Pupil conductor

Pupils play chants on instruments conducted by a pupil.

4:22

Peter & The Wolf. Feedback: The Characters

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

0:86

Performing rhythmic motifs: next steps

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

1:05

Performing rhythmic motifs: a reflection

A teacher reflects on embedding rhythm and pulse.

2:95

Generating rhythmic motifs

Using food names, children improvise rhythms.

3:68

Performance concentrating on rhythm

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