Mick Waters on successful schools and school improvement.

Patricia Broadfoot discusses the importance of setting learning objectives.

An Early Years teacher defines learning outcomes.

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

What is the starting point in planning learning?

Governors appreciate what children achieve and are prepared to finance.

Providing opportunities to learn music and visit professional music concerts.

Half termly, the music lead should meet with visiting teachers evolving plans

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

Engaging with a music hub enables music opportunities in & beyond school

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

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

The financial implication especially as class teachers join in.

Effective specialists enrich provision, heads should monitor delivery.

Identifying Music as a central part of the curriculum.

Identifying those with an aptitude and providing suitable support.

Music benefits diverse needs, those vulnerable and low with self-esteem.

Promoting opportunities to perform in school and beyond.

Ensuring children understand their learning in Music with watertight links.

The whole curriculum needs to be respected. Intent for Music.

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.

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.

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 rationale behind using this expressive song

Vocal specialist explains rationale behind this kinaesthetic vocal starter.

Vocal specialist shows how to start a vocal session.

Pupils play chants on instruments conducted by a pupil.

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

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

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

A teacher reflects on embedding rhythm and pulse.

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 discussing the wider academic benefits of Music following the publication ...

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

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.

These students recount their experience of using music for self-expression.

These students recount their experiences working with a visiting specialist teacher.

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.

These students recount their experiences learning music in school. Their intrinsic motivation comes from enjoyment bu...

These pupils describe some of their experiences learning music in a whole class setting and the useful cross curricul...

This experienced teacher discusses the importance of communication with parents.

In this advanced violin group, the teacher explores strategies for developing tone.

In this advanced group violin lesson, the teacher breaks the difficulty of 'string crossing' into smaller component p...

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

These children comment on the experience of learning through whole class teaching supported by the local music service.

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 Suzuki teacher discusses her approach to developing advanced string technique.

This experienced Head of Music discusses the role of the modern music teacher, complete with the expectations of extr...

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

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.

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 Head of Music discusses her experience working with the local music service to build capacity in the department.

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

An experienced Headteacher in a large faith school discusses the SMSC outcomes through a wider curriculum inclusive o...

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

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 her approach to assessment. Observation is an essential element.

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

This experienced secondary school headteacher discusses the need for music to be part of a breadth of experience for ...

This experienced primary school Headteacher discusses the impact music has had on school improvement and attainment.

This experienced primary school Headteacher discusses the impact Musical learning has had on his school, curriculum a...

This experienced secondary school Headteacher discusses the impact music has had on the school and the community whil...

This experienced teacher discusses aspects of the relationship between the school and the visiting instrumental teach...

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

The emerging professional development needs of staff are addressed by Music Services and Hubs.

For Instrumental teachers, the need to develop relationships with individual schools and colleagues is strong.

This experienced teachers discusses his approach to singing from the starting point that everyone can sing.

Instrumental teachers are now using their voice more and more in whole class teaching.

This teacher discusses her experience of teaching whole class instrumental music.

This teacher describes the impact performances have had on the school ethos, community and progress of pupils.

This teacher discusses the content and value of whole class teaching.

This instrumental teacher discusses the support structures available within a music service. Training and CPD are imp...

This instrumental brass teacher acknowledges the importance of playing and modelling other brass instruments.

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.

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.

This specialist vocal teacher leads students through a comprehensive warm up.

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 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.

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.

Often in whole class teaching, we are required to teach with a more staged approach than we would in small group less...

Whole class lessons provide an excellent opportunity for children to learn the context of pieces they will begin to l...

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 ...

This clip demonstrates the possible outcomes from a Year 4 guitar group.

This teacher explores body percussion in parts to secure understanding of the rhythmic elements and to internalise th...

Prior to learning the piece of guitar music the class will study, this teacher leads a body percussion piece that inc...

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 whole class lesson the teacher is exploring singing with Year 6.

The charanga musical school resource offers great choice in repertoire but must always be supported with specialist k...

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