“It is essential that the roles and responsibilities of all parties involved are fully understood and that the aims…are clear.”
Senior Music Service leaders discuss critical partnership working to build relationships with key school staff.
A head of Music Service discusses the shared commitment of leadership alongside high quality teaching and learning leading to successful WCET.
A head of Music Service describes the importance of building relationships with headteachers to meet the needs of their school.
A head of Music Service describes how to overcome challenges in developing WCET within rural schools.
Senior Music Service leaders describe the factors that contribute to successful WCET from headteacher support to class teacher participation.
Senior Music Service leaders discuss the development of approach to WCET, scheme of works and pupil engagement.
A peripatetic music teacher and teaching assistant describe how a Bridge Bandê was formed to enable children to continue the musical learning beyond their initial WCET programme.
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 discuss the positive change being viewed as part of school staff rather than just visiting teacher.
A peripatetic music teacher describes the importance of a supportive headteacher and active school staff in the success of WCET.
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 headteacher discusses the support from governors in developing the school's approach to music.
A headteacher discusses how WCET programme became a sustainable provision within the school community.
A headteacher, head of Music Service and music coordinator discuss the whole school approach taken to increase music provision including staff development.
A headteacher describes how peripatetic music teachers are integrated within school staff and the partnership with class teachers.
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 headteacher describes successful approaches to integrate peripatetic music teachers into the school.
Published September 2016 - PDF (0.6MB)
Published September 2016 - PDF (1MB)
Supported by ABRSM
The exam board of the Royal Schools of Music