There is a wealth of information available to support the teaching of music and supporting progression. Here is a selection of some key websites and resources which we hope you will find useful
- BBC Ten Pieces - Primary - film featuring 10 key pieces of classical music with supporting resources for primary schools
- BBC Ten Pieces - Secondary - a second film produced for secondary age students presenting and discussing 10 more key classical pieces of music. The website includes arrangements and resources to support learning the pieces.
- MusicHub Forum - a closed online forum for school Music Coordinators to share best practice and resources.
- Ofsted – Music Specific Information - This page pulls together all recent music specific Ofsted guidance and case studies of good practice.
- Drake Music - national organisation which supports and promotes access to music for disabled people with specialist programmes of work, resources and training.
- Inspire Music - Inspire Music is designed to be a peer-learning resource that presents real-life examples of practice that is working well, as measured by positive impact on children and young people. Includes useful case studies and films.
- Musical Bridges - The Musical Bridges website has a suite of guidance and resources which schools can use to support transition. The Programme is structured into four online modules and tools that are free to download and include background reading, resources and session plans for practical activities. Schools begin by identifying where transition practices can be strengthened in their own school and then go on to build successful ‘musical transition bridges’ with other participating schools.
- Youth Music Network - has extensive resources and funding information.
- Trinity Laban Conservatoire - Teach Through Music - Teach Through Music was designed as a ‘community of practice’ to support classroom based teachers. This website contains short films and case studies designed to help teachers develop their practice.
Advocacy and Research
- The Importance of Music - the National Plan for Music Education
- Music Education - A Guide for Governors - produced by Music Mark in conjunction with the National Governors' Association and ACE.
- How Music helps us learn - a short film produced by Churchill Music to raise awareness of the benefits of music on children's learning.
- Whole Class Ensemble Teaching research report - a research report into Whole Class Ensemble Teaching undertaken by Music Mark in conjunction with Professor Susan Hallam. It looks at examples of good practice and to make the best use of instrumental teaching in whole classes.
- The Power of Music - Commissioned by the Music Education Council (MEC) and published by the International Music Education Research Centre (iMerc), 'The Power of Music' brings together the vast amount of quality research evidence that has built up over recent years. It provides the basis for the argument that every child and young person should have access to quality music making opportunities and supports calls for schools to ensure that all pupils receive a thorough, broad and high quality music education.
- New study demonstrates link between music and statistical learning - a new report, published by Macquarie University in Clinical Neurophysiology in May 2017, has found that children who have some form of musical instrument training also have enhanced statistical learning ability
Pathways to progress report June 2014. - a report commissioned by the Arts Council which looks at ways that young people are supported in their musical journeys.
- ABRSM Making Music Report - This report offers insights into the teaching, learning and playing of instruments in the UK today. It shows that there is plenty to celebrate when it comes to music education: an increasing number of people are making music; more people are learning an instrument; new technologies are encouraging greater engagement; and government interventions (designed to encourage more children to engage in musical activity) have had a positive effect. But while there’s plenty to celebrate, this report also shows that there is still much that can be improved upon if the music education sector and policy makers work together.
Curriculum and Teaching
- ISM Music GCSE - Draft guidance to the new music GCSE Curriculum for 2016
- New Music Curriculum - Secondary - The National Curriculum Expert Subject Advisory Group (ESAG) for Music has developed materials and guidance to support all primary and secondary schools in England in understanding and implementing the new National Curriculum and to provide a basis for their own curriculum planning.
- Primary Music ITT - guidance and resources to support anyone involved with the training of primary teachers to teach music.
- ISM National Curriculum Guidance - Guidance on the new National Curriculums for Primary and Secondary schools plus the ISM Assessment and Progression Framework.
- Successfully implementing the new primary music curriculum - Guidance produced by Music Mark
- Making the most of Music in your school - Music Mark created a brief guidance document for schools and music education hubs which considers how music in schools might be further developed and improved (2014).
- The Philharmonia Guide to Orchestral Instruments - detailed descriptions, with supporting videos, of the instruments which make up an orchestra.
Inclusion and SEND
- The Short Guide to Accessible Music Education - a short guide compiled by Drake Music which signposts to useful organisations and resources
- How to make music activities accessible for deaf children and young people - This resource provides clear guidance and information to ensure that professionals can design and deliver music activities in which deaf children and young people can fully participate.
- The Power of Equality 2 - Final evaluation of Youth Music’s Musical Inclusion programme 2012-2015
- A Quality Framework for use in music making with young people in SEN/D settings - Youth Music have adapted their 'Do, Review, Improve' to support and develop deliver in SEN/D settings.