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.

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?