“The most successful teachers had very high expectations of what participating children could achieve.”
A head of Music Service discusses the shared commitment of leadership alongside high quality teaching and learning leading to successful WCET.
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 and teaching assistant discuss the inspiration created from older pupils as WCET is embedded over time.
A peripatetic music teacher and teaching assistant talk about the development of music within the school since WCET introduced.
A headteacher discusses the support from governors in developing the school's approach to music.
A headteacher talks about her expectations of music teachers coming into her school.
A headteacher described why music is important for her pupils within the school.
A headteacher describes how peripatetic music teachers are integrated within school staff and the partnership with class teachers.
A teaching assistant describes why WCET has been successful within her school.
Published September 2016 - PDF (0.6MB)
Published September 2016 - PDF (1MB)
Supported by ABRSM
The exam board of the Royal Schools of Music