Teaching and Learning

A head of Music Service discusses the shared commitment of leadership alongside high quality teaching and learning leading to successful WCET.

Senior Music Service leaders discuss the development of approach to WCET, scheme of works and pupil engagement.

A Head and Assistant Head of Music Service describe the set-up of Champion Schools and the opportunity of pupil performance.

A head of Music Service describes the support and professional development available for peripatetic music teacher.

A head of Music Service talks about the support needed and put in place to increase peripatetic music teachers professional development.

A peripatetic music teacher discusses approach to musical learning, use of notation and benefits of differentiation within the wide range of children's ability within a WCET programme.

A peripatetic music teacher describes his expectations for a WCET programme and, with over 20-years experience, how his approach to instrumental learning was completely challenged and changed through teaching WCET.

A peripatetic music teacher talks about the impact of WCET if it were to discontinue.

A teaching assistant and peripatetic music teacher discuss the negative impact if WCET were to discontinue.

A peripatetic music teacher discusses the benefit of an authentic ensemble approach.

A peripatetic music teacher describes his approach to choosing concert Bb instruments.

A peripatetic music teacher discusses approach to musical learning, use of notation and benefits of differentiation within the wide range of children's ability within a WCET programme.

A peripatetic music teacher and teaching assistant discusses an approach to teaching complicated rhythm patterns.

A headteacher talks about her expectations of music teachers coming into her school.

A headteacher discusses staffing preparations put in place to support peripatetic music teachers leading WCET.

A music coordinator discusses preparations required in support of peripatetic music teachers leading WCET.

A teaching assistant describes and demonstrates how her own musical leadership developed overtime to running weekly pre-school band practice.

A teaching assistant explains how and why she set up weekly pre-school band practice.

A teaching assistant demonstrates musical leadership of a pre-school band practice.

A Year 3 recorder (pre-WCET) lesson illustrates an approach to reading rhythm musically and making use of interactive white board flash cards.

A Year 3 recorder (pre-WCET) lesson illustrates an approach to reading rhythm musically and making use of interactive white board flash cards.

A pre-WCET rhythm activity scaffolded with listening first, body percussion second and instruments (spoons) third.

A pre-WCET rhythm activity scaffolded with body percussion imagining the instrument second.

A pre-WCET rhythm activity scaffolded with instrument (spoons) third.

A pre-WCET vocal warm-up using visualisation and movement.

A pre-WCET word rhythm activity using body percussion and notation.

A pre-WCET word rhythm activity splitting the children into body percussion groups.

A pre-WCET song and stick rhythm.

A pre-WCET song and movement exploring changes in tempo and dynamics.

A WCET lesson using movement to reinforce changes in pitch and applying on instruments with parent helper accompanying.

A scaffolded WCET lesson approach to learning pitch and rhythm pattern.

A peripatetic music teacher demonstrates the use of questioning to reinforce learning.

A pre-WCET activity exploring scaffolded ensemble parts firstly through body percussion.

A pre-WCET activity exploring scaffolded ensemble parts using instrument (Boom Whackers) second.

A pre-WCET activity exploring stop and start using a parasol and encouraging pupil leadership.

A Year 3 recorder (pre-WCET) classroom performance composed by the peripatetic music teacher to reinforce how to play the recorder.