This teacher talks about the characteristics, playing and exploring, active learning and creating and thinking critic...

Mick Waters considers the place of rote learning in education and its strengths and limitations.

Purpose, process and audience.

An Early Years teacher defines learning outcomes.

What is the starting point in planning learning?

Less focussed on outcomes than process, this teacher believes that learning from mistakes helps to build resilience a...

Identifying those with an aptitude and providing suitable support.

A strong framework should be taught properly from the outset.

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

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

Completing a successful lesson, diaries are filled in.

Using a simple tune, these young players concentrate on reading the music.

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

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

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

A specialist visiting teacher on a lesson for brass novices

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

Managing a mini plenary, homework and packing instruments away.

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

Looking at loud and quiet, long and short notes.

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

Set up and introduction establishes clear expectations and routines.

Teacher reflection on first steps in EYFS music.

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

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

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

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

Forensic look at the detail of teaching a role song.

Vocal specialist explains rationale behind using this expressive song

Encouraging participation requiring strong vocal line from children.

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Listening and joining in to a catch-on song with increasing complexity.

Vocal specialist makes the case for teaching vocal starters.

Vocal specialist shows how to start a vocal session.

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

Children respond to teacher actions like 'Give Me 5', Give Me 10, Low 10...

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

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.

An interview with Professor Martin Fautley that presents evidence on an emerging decline of curriculum time and teach...

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

This student speaks eloquently about her experiences in music through peer learning but also as an individual.

This student recounts her experience in participating in the extracurricular offer at the school.

This student recounts his experiences and motivations of learning music at school.

In this short video, the group perform part of Corelli's "La Folia" to begin the lesson.

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 experienced teacher discusses her approach to setting expectations for her pupils in a Suzuki violin lesson.

This experienced string teacher discusses the essential elements of a balanced body for good posture, violin hold and...

This teacher has 35 years’ experience using the 'Suzuki' method and is also a teacher trainer. She discusses her wor...

This experienced Suzuki teacher discusses her approach to developing advanced string technique.

This Head of Music discusses the breadth of transferable skills he observes being developed in his students through m...

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 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 her 'open door' approach to the department.

This Head of Music discusses how music has been used to develop the whole school ethos.

This Head of Music discusses her experiences working in a large secondary school.

This Head of Music discusses her approach to formative assessment in Music. Pupil self-assessment and the use of iPad...

This experienced Headteacher outlines a view on performances in the primary school.

An experienced Headteacher in a faith school discusses the facilitating conditions necessary to embed excellent music...

Composition and creativity can lead to varying outcomes within the same task.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

Listening to student compositions is, in itself, a critical skill for teachers to develop.

In this Y7 composition lesson, the pupils are encouraged to model approaches to the music elements.

Before this composition lesson begins, the class are focused on a starter activity linking musical elements to defini...

In this short clip, the student exhibits a good saxophone embouchure - flattening the bottom lip, teeth on top, with ...

Modern instrumental lessons provide limited capacity to hear, revise and monitor scale practice.

Scale practice is an important way to develop technique and tuning.

In this group flute lesson, the girls explore some rhythmic variation to their piece.

In this group flute lesson, the teacher uses a prop to develop the breathing.

In this y8 arranging lesson, the groups engage in peer assessment.

In this Y8 'arranging' lesson, the class teacher offers an 'arranger’s notepad' as a tool to help the groups structur...

It is often difficult to separate out the component parts of musical learning.

In this y8 classroom music lesson, the teacher encourages the class to map out ideas for arranging the song "Stand by...

In this Y8 classroom music lesson the teacher takes the class through a series of vocal warm up activities which conn...

This experienced teacher discusses her approach to communication with peripatetic staff in a busy department and offe...

This teacher talks us through her approach to her role in the context of her Y9 composition lesson.

This teacher discusses why she has chosen to engage with the Btec.

This teacher discusses the pedagogy, content, challenges and solutions of whole class teaching.

This experienced Head of Brass discusses his experiences of ensemble playing and motivation.

This teacher offers some advice on strategies for approaching difficult technical passages.

This teacher articulates the benefits of performance and the impact they have on young performers.

This teacher discusses an approach for students to choose the instrument for them.

Specialist instrumental teachers demonstrate detailed knowledge of the instrument they play.

In this advanced trumpet lesson, the teacher takes the student through a warm up which will be later linked to the ma...

In this intermediate clarinet lesson, the teacher models her musical expectations by performing to the student.

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 gospel medley includes When the Saints, Swing Low Sweet Chariot and Sing Sing Sing. This is explored at a differ...

After working on these partner songs, this experienced vocal teacher uses simple key change to migrate the pitch upwa...

In this vocal lesson the teacher introduces partner songs for the first time.

Using When the Saints Go Marching In, this experienced vocal teacher takes the group into part singing with different...

Using When the Saints Go Marching In, this experienced vocal teacher takes the group into part singing with different...

This vocal teacher listens forensically to the students singing.

Finishing a lesson can be a tool for learning and review.

Music, as a subject based in sound, requires teachers to have strategies for managing behaviour including starting/st...

The periodic direction from the class teacher helps to scaffold this composition lesson so that the class are focused...

The current lead Ofsted HMI for Music, Robin Hammerton writes: "Firstly, pupils’ progress in creating and understandi...

This teacher utilises the capabilities of Logic for this Y8 composition lesson.

This teacher is actively involved in the listening activity. Clear questions have been articulated before the example...

This classroom practitioner uses Saint Saen’s Carnival of the animals to scaffold a composition lesson.

This classroom practitioner uses whiteboards to recap the musical elements.

This school choir begin approaching new repertoire by learning the African words.

This classroom practitioner is in the early stages of building a school choir.

Encouraging an extra-curricular group must involve an element of fun.

This classroom practitioner develops the choir warm up further into articulation.

This classroom practitioner has developed a large school choir in a diverse school.

Rhythm cards are a useful starter activity for many aspects of teaching. In this example, the teacher uses an ipad to...

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

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...

Working with larger groups can unveil some simple problems in the pedagogy of how to approach giving instructions.

See Rhythm Game for the first stage of this learning game. In this short clip the teacher extends the level of challe...

This Rhythm game is an excellent assessment for learning tool. The teacher can see visually if the class are beginnin...

This teacher questions the class on note lengths relative to the piece they have just played.

Singing in whole class teaching offers everyone the chance to engage in the lesson.

In this lesson the teacher offers the children a opportunity to suggest their own musical interpretation for performa...

The musical learning in this example explores a mix of aural and notation based strategies to ensure every child can ...

Whole class teaching, when taught well, includes a variety of activity and opportunity to develop and discover musica...

In this example the instrumental specialist teacher must tune 30 instruments.

Whole class teaching is a partnership between the school and the visiting music teachers.

In this short extract from a music lesson the teacher explores singing with a traditional African song.

In this video the teacher uses the charanga musical school resource to explore articulation on the clarinet.

Btec students are given an opportunity to reflect on their performance.

In this lesson, Year 12 Btec students receive feedback and direction from their teacher.

In this lesson, Year 12 Btec students rehearse for their upcoming performance assessment.

The plenary in this Year 9 lesson encourages the students to assess themselves in 2 clear areas.

After working in groups, this Year 9 group return mid lesson to explain the reasoning behind their musical choices.

In this y9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

In this Year 9 lesson the class are working in groups to write a song from the stimulus 'Orange'.

In this y9 lesson the teacher uses questioning and clear prompts to help scaffold and collate ideas for a composition...

In this Djembe class lesson, the teacher offers the use of independent practice time for the class to explore solo rh...

In this Year 7 djembe lesson, the teacher explores polyrhythm using Djembe drums.

In this lesson the teacher has worked with the class in sections to devise a structured Djembe performance.

In this year 7 lesson, the teacher explores polyrhythms through Djembe drums. Polyrhythms offer an inclusive way for ...

In this Y7 lesson, students lead the class through performance activity linked to understanding tempi and beats per m...

This teacher's assessment model is measured in statements constructed with the beginning "I can". The approach is to ...