MusicFirst Lighthouse Series

Real Stories of Success in Music Education Inspiring stories capturing how institutions have implemented online learning into their curriculum using innovative technology and creative thinking.

Success Stories

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A Trust-wide Digital Learning Strategy for Music David Ross Education Trust

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Life in my Music Department at The Windsor Boys’ School James Manwaring, Director of Music, Windsor Learning Partnership

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Developing a Modernised Learning Environment University of Birmingham School

04 A Transformed Music Department Mark Aitchison, Head of Music, Droitwich Spa High School

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Innovative Initiative to Support 05 An Schools Across Lancashire Lancashire Music Education Hub

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Welcome to our MusicFirst Lighthouse series Inspiring stories of five MusicFirst Lighthouse Institutions, a select group of organisations who use MusicFirst to showcase their adoption of cloud-based technology and passion for giving every student the opportunity to learn, create, share, and engage in the love of music.

About MusicFirst MusicFirst was founded with one mission: to offer music teachers and their students easy-to-use, affordable cloud-based solutions that enable music learning, creation, assessment, sharing and exploration on any device at anytime, anywhere.

Our MusicFirst Classroom is the only Learning Management System dedicated to Music and we both create and re-sell a wide variety of software that are all accessed online covering every aspect of Music education – performing, composing, listening, responding/analysing, musical knowledge and theory.

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01 A Trust-wide Digital Learning Strategy for Music David Ross Education Trust

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The Context The David Ross Education Trust (DRET) is a network of 34 schools – 22 Primary Schools, 11 Secondary Schools and one Special School. This represents over 1,000 teachers and 13,500 students.

Music Education and extracurricular enrichment activities are at the core of every school across the Trust.

We don’t believe it (music) should be an added extra. Every single child should be enriched by a Music, Arts and Cultural programme beyond our classrooms.”

Megan Morris, Principal – Malcolm Arnold Academy

An academy that embraces music is not just an academy with a good music department. It is one where the underlying principles of high-quality music-making; of listening, adapting, exploring, persevering, problem-solving, thinking laterally and performing without fear, are seen in every student and every teacher.”

DRET statement

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The Challenge There was a strong drive to find ways for disparate schools to share similar experiences, to make sure the opportunities offered would be for all students across the Trust, no matter which school they attended. DRET wanted students in one school to make as much progress in music as those in another – not just in the variety of opportunities outside of the classroom, but within it to the same extent. The DRET team aimed to equip both teachers and students with the tools to make the most of every lesson – and beyond.

In 2018 DRET invested in MusicFirst on a medium-sized scale, but when the COVID-19 pandemic hit it was soon clear that a remote learning solution across the board was essential to continue to deliver high quality teaching and a full timetable. Simon Toyne and his team, led by Alex Green (Secondary Lead for Music), needed to develop a strategy quickly, not only to fulfil this brief but as future-proofing for all the schools. With a year’s experience using the MusicFirst Classroom on a smaller scale, it was clear that expanding this was the natural next step.

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Remote and blended e-Learning Solution

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Access to technology for all students Trust-wide Future-proof Digital Transformation

Robust and flexible assessment tools

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Consistent structured curriculum across all schools

We used the free trial… and we signed up all our schools… Now we have every single one of our music students across the Trust with MusicFirst [Classroom] access that is monitored in each school… work is set on there… with access to Focus on Sound, Noteflight and Soundtrap.”

Alex Green, Director of Music and Subject Lead for Music – DRET

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The Solution In 2020 the MusicFirst Classroom including the software Soundtrap for Education, Noteflight Learn, and Focus on Sound was rolled out across Key Stage 3 and GCSE in all 11 secondary schools.

Alex Green has overseen the implementation of the MusicFirst Classroom across the Trust. He has had direct input in to organising the curriculum content, and along with Simon Toyne has supported the music teachers as they incorporated the software across their teaching of Music.

Alex describes MusicFirst as a “strategic investment” and underlines the importance of giving access to “high quality software, that is cloud-based, in each and every single classroom across the Trust”.

The classroom music teachers have met on several occasions to try out the software, learn how to use it, and share ideas.

A balanced approach has been taken with schemes of work being shared so all schools could follow the same curriculum, providing the same opportunities to all DRET students.

DRET’s Solution for Creativity and Learning Over 4,000 seats of: MusicFirst Classroom Soundtrap for Education Focus on Sound Noteflight Learn

Through the MusicFirst platform, we have been able to overcome the challenges of remote learning, and high quality learning is now accessible 24/7. Teachers are continually developing exciting learning opportunities through the seamless integration of the platform into our entire curriculum model.”

Alex Green, Director of Music and Subject Lead for Music – DRET

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The Impact Lindsey Gardner, one of the music teachers at Malcolm Arnold Academy, now has MusicFirst embedded into all her teaching and the student learning. “ MusicFirst is totally part of our curriculum now. We enable [students] to record their own music, to compose through it, to listen to examples via Focus on Sound… They have access at home and at school, so whatever they’ve started at school they can continue at home or create their own projects, separate to what has been done in school.”

It is clear that using the platform and software has had a big impact on the students at Malcolm Arnold Academy. They describe doing their homework with enthusiasm, and how using technology in music makes things so much easier including in situations where face-to-face teaching is impossible.

Alex Green describes some of the benefits that he has seen across the Trust:

Summary • All students can learn, compose, explore – anytime, anywhere, on any device.

• Students can collaborate with each other on projects.

• Teachers have far more scope for assessment.

• Trust-wide visibility of student performance.

• Future-proof platform for delivering remote or blended learning.

• More enthusiastic, engaged students influencing their overall musicianship.

“ Our students are now able to compose at home, arrange their own work, record ideas, capture them and share them with each other using the collaboration element. The feedback element has been the most powerful for us. Students are now able to get very specific, really quick, short feedback from their teachers.

The quizzes are all auto-marked… so we can very quickly see a snapshot of how students are progressing using MusicFirst.”

Seeing the students making music, it is clear that they enjoy participating and benefit from the positivity they experience. Students are using software to strengthen their collaborative, group-based experiences in music, not just enabling the individual to be involved in higher quality music. Choirs, Bands, and instrumental groups at Malcolm Arnold Academy are all well attended by enthusiastic, happy students and there is an air of collective positivity in the department.

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I can whole-heartedly recommend the MusicFirst program. I’ve seen the change that it’s brought in our students. I’ve seen so much greater motivation as a result of being able to engage in music outside the classroom, at home, as independent students, as musicians. The fact that we’re giving students now the tools to be musicians is such a powerful message that we can send them.”

Simon Toyne, Executive Director of Music – DRET

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02 Life in my Music Department at The Windsor Boys’ School

James Manwaring, Director of Music, Windsor Learning Partnership

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aural training and theory

My Story Life in a music department is never dull.

Every day is different, and there are always highlights, challenges and surprises. The life of a music teacher is therefore also never dull, and I love working every day in a lively and thriving department.

creativity

I think that it is one of the best roles in a school because you can work with students from all year groups and they are often students who really do care. It is also wonderful to watch students new to music who are discovering it for the first time, as well as more accomplished musicians who really want to develop their skills.

Music is a subject which is alive, with new music being released almost every day. Whether it be a new album, film score or musical cast recording, there is always something new to listen to. This means that you always have something new to explore with students. Music is always changing, as is the software available to music teachers.

Over my career I have seen so many developments in music teaching, software, and access to music. It is amazing to think how far we have come, and I don’t know how I would have survived the pandemic without all the cloud-based technology that is available.

One issue with software has always been that it is all at school on the computers. Unless students stay after school, they can’t access it at home. I have always found myself frustrated by a lack of options for creating music at home.

Being able to set homework for them to complete at home is fantastic.

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online learning

From the Classroom to the Cloud So, I turned to MusicFirst for their range of software and am really pleased that I did. I can now set listening work using Focus on Sound Pro, composition work on Soundtrap and theory/aural work using Musition & Auralia.

This has been a real game-changer for me, and I am still exploring the best ways to fully utilise the software.

Focus on Sound Pro Focus on Sound Pro has become a particular favourite.

The more I use it, the more useful it becomes – far more than a dictionary of sounds. Focus on Sound Pro brings together everything you need to teach music theory, key terms, and set works. It is full of great examples, key terms and questions.

I use it almost every day, both in and out of the classroom.

Students love using it for revision homework and there are fantastic questions for the GCSE set works. If there isn’t something already available, then I can quickly create my own questions and resources. One of my favourite features is the link to Microsoft Teams which allows me to quickly share work.

The marks from tests are then linked straight back to Teams so I can easily track progress.

Focus on Sound Pro features: • Encyclopedia of instruments and terminology.

• Packed with videos, audio, and learning advice.

• Structured lessons with KS3, GCSE and A Level content.

• Unlimited randomized tests and self-marking quizzes.

• Comprehensive results system.

• Google Classroom and Microsoft Teams integration.

• Lesson, Test and Content creation tools.

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Soundtrap for Education

Musition & Auralia

Soundtrap for Education is a wonderful piece of software and has really helped to bridge the gap between home and school. Students can now create work in class and then continue it at home. This allows them the time to develop their ideas and build on the classwork. Lessons are always a little rushed, particularly at Key Stage 3. There is often not the time to fully explore ideas and being as I start with them in Year 9, I need all the help I can get.

Musition & Auralia are both fantastic tools. They focus on music theory and aural skills and students can quickly access what they need to know. The lessons are helpful, and I use them to build on work completed in class. Students can then take tests and get instant feedback on how they are doing with their musical knowledge. I don’t like to approach music theory in a dry and boring way. I like to ensure students learn through listening, composing, and performing. But I must say, it is sometimes good for them to just test their skills.

I find that aural dictation is often something students worry about, and these two platforms are helping my students to build confidence in these areas.

Soundtrap is also easy to use with other MIDI and notation software and this proves useful when exploring notation and how to develop ideas.

Soundtrap is something I want to use more and more, and I am always looking for fresh ideas. I know that the students enjoy the quality of the sounds, the cloud-based access, and the easy-to-use interface.

Soundtrap features: • 4040+ loops, 540+ instruments and sounds.

• Podcasting tools including voice transcription.

• Student and teacher collaboration.

• Direct export to Noteflight Learn and Flat for Education.

Musition and Auralia features: • Wide range of topics from interval recognition to dictation (Auralia) and musical terms, symbols, chord structures, scales and rhythmic notation (Musition).

• Excellent content and curriculum.

• Quizzes, worksheets, and exams.

• Student tracking and grading.

• Self-paced learning.

• Run your own mock-exams.

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Discover

Music is about discovery – exploring and unpacking music from different cultures and historical periods. As we unearth one feature or genre, another is instantly revealed.

Relate

As we listen to one piece of music we can quickly relate it back to others and how to utilise the power of musical relationships in our own learning.

Collaborate

By collaborating, we learn more about discovery, listening, relationships and the creative process – sharing ideas and discussing musical concepts.

Listen

As we discover, we listen. Listening leads to learning about how to use our ears and open our minds to the world of music available to us – how music is formed and shaped.

Create

By discovering, listening and relating, we form our own musical responses and create music ourselves in our own unique way.

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I have decided to sign up The Windsor Boys’ School as a MusicFirst Lighthouse Institution because I believe in the software provided

by MusicFirst. It ticks all the boxes, appeals to the students, and makes my life easier.

I can set work quickly, gather marks efficiently and ensure students are challenged. The gap is firmly bridged between home and school and there is always something new to explore. I want to grow the way I use Soundtrap and continue to develop my own resources in Focus on Sound Pro. The more I use the software from MusicFirst, the more I see the benefits for my students.

I also know that using the software is making me a better teacher.

I am starting to consider how I can best support students as they learn and explore music at home. My aim is to make sure that all Key Stages have access to the tools and resources that will help them make progress, as well as ensure that they have access to cutting-edge technology. I am on a journey with MusicFirst and as a Lighthouse Institution I know that the journey is ongoing – and very exciting.

James Manwaring, Director of Music – Windsor Learning Partnership

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03 Developing a Modernised Learning Environment University of Birmingham School

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A New Beginning Annie Arguropulo-Palmer, Subject Leader for Music at University of Birmingham School, began her career at Pimlico Academy as Head of Music following completion of a PGCE at the Institute of Education. After six years there, she decided to return to her roots in Birmingham where she was recruited to lead Music in a brand new school. What an opportunity!

University of Birmingham School was opened in response to a Government white paper exploring the idea of having university training schools.

It was the first of its kind therefore was leading the way to create a school of the future. The school was looking to be representative of the city with Birmingham’s segmented and diverse community. A core focus was to develop an effective approach for character education by giving pupils from all backgrounds the space, opportunity and understanding to practise good character every day.

The Music Department’s Vision

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To create a modernised learning environment for Music with high quality teaching and learning.

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Any pupil, no matter what their starting point, would be able to enjoy and flourish at Key Stage 3 compulsory music lessons.

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Any pupil would be in a position to take GCSE Music if they wanted.

Growth

Having grown the music department, one of the biggest challenges Annie faced was having no way of facilitating regular practice of aural and theory skills and being able to assess pupils’ work.

She was therefore looking for some kind of platform that would allow her to do this, and more.

There were all sorts of assessment platforms and software applications for other subjects but finding something that could cope with the disparate needs of a music department proved difficult.

However, with challenge came opportunity.

After exploring many options, Annie discovered MusicFirst. Having trialled the platform and software applications they seemed to be the right fit.

The story so far

2018 2018 was essentially the trial run with MusicFirst as this was a brand new concept.

Once it became clear that this was a longterm solution, we really embedded it into the curriculum.”

Pilot MusicFirst

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Fully embed into the curriculum

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Reassess and reorganise

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Develop a robust hybrid-learning strategy

After a second year of successful use, the pandemic hit. This was the moment to knuckle-down, use what they’d all learnt and apply it to an incredibly challenging situation. Annie and her team were one step ahead of the game with their online solution so could more easily adapt to this new situation.

It was also a chance to reassess, develop new resources whilst schools were shut and reorganise lessons to fit with what would be the new normal.

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The Solution The MusicFirst Classroom has supported Annie to develop her own curriculum with a huge range of resources. They include structured lessons and quizzes many of which utilise the software, particularly Auralia and Musition.

Flat for Education was the most recent addition to her platform and this has really added value to the solution giving the pupils so much more opportunity to be creative.

University of Birmingham School’s Solution for Creativity and Learning Over 600 seats of: MusicFirst Classroom Focus on Sound Flat for Education Auralia Musition

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Having a markbook that’s populated with recordings and results is amazing. When I am monitoring pupil progress or when my line manager comes and asks me to see evidence, I can just open up the portfolio of compositions and listening.

That’s it!”

How we use MusicFirst MusicFirst has such a diverse range of features, the possibilities are endless but these are just a few of our highlights:

Online portfolio

• Storing practical work (performances and compositions).

• Completing and storing listening questions and assessments.

Regular, self-marking and meaningful online learning

•A ural and theory activities set regularly, enabling maximum time in lessons for practical work and the opportunity to embed and reinforce key skills and knowledge.

Enabling Key Stage 3 to more closely match the GCSE course structure

• L istening assessments at our ‘assessment points’ used alongside pupils’ performance in practical tasks. Almost entirely self-marking to reduce teacher workload.

• We set revision/practice questions and post-assessment reflection tasks.

Why we use MusicFirst • Information and endless opportunities to practise, with instant feedback (self-marking).

• Ability for teachers to set work and track progress.

• Affordable way to enable access for all years.

• Single location for all music work which combines a portfolio of work with aural and theory training.

• Enables a high-level of customisation to suit our school’s curriculum.

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The opportunity to facilitate regular pupil practice of listening, as well as key theory skills, in a way which is manageable in terms of workload is having a significant positive impact on pupil progress.

We are excited to continue improving our curriculum, better using and embedding this technology to support teaching and learning.”

Annie Arguropulo-Palmer, Subject Leader for Music – University of Birmingham School With a structure and robust platform in place, MusicFirst allowed Annie and her team to maintain high standards of teaching and learning during forced school closure, but reinforced the importance of online learning. MusicFirst has transformed the way they deliver Music having created a modernised learning environment for their department. They represent leadership in music education and are a role-model to other schools – a true Lighthouse Institution.

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04 A Transformed Music Department

Mark Aitchison, Head of Music, Droitwich Spa High School

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In Conversation with Mark Aitchison Tell me about your background as a music teacher – where you started from and what brought you to Droitwich Spa High School?

Following a degree at Cardiff University, and teacher training at the University of Wales Institute, I taught at several schools. Then I came out of the classroom and taught as a peripatetic for a while.

In 2011 I started doing one day a week at All Saints Academy, Cheltenham and that built up to full time. Then I progressed to become Head of Music at Droitwich Spa High School in 2018.

What were the technology facilities like in the Music Department when you joined the school?

The Music Department had a room with twenty 12-year-old Macs. We looked at replacing them with upgrades, but it was too expensive. I started using GarageBand with Year 7 – recording using a metronome and listening critically to the recording to look for ways for them to improve. By the time the students reached Year 10, they were really good at using the technology.

They often taught themselves! But this only took us so far...

“ Our GCSE students love using Focus on Sound. We do the OCR specification but use all of the lessons from other exam boards too for wider listening. It’s great music teaching!”

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ON AIR

What did you do when schools were forced to close in 2020?

We all panicked! Then I saw a Facebook post from MusicFirst offering help – free access for three months through the lockdown period. I jumped on it! We set up Years 9 to 13 so they could access everything from home. It worked really well so that when we came back to school, we were still using the cloudbased software and could see there was longevity to it. I made videos doing tasks on Soundtrap and then students could learn at their own pace. When we returned to school, working in bubbles, I distributed MIDI keyboards around the school so students could plug them into whatever device they were using.

When the benefits became clear, the Head decided that we should invest to keep it going.

How do you use Focus on Sound in the classroom?

All our teaching uses Focus on Sound and we’ve embedded this right down to Year 8. For example, we’ve just starting Reggae so we use Focus on Sound for this and do the tests at the end of the lesson in Classroom Presentation Mode using the whiteboard. We make it like a blankety-blank game with points to the person that gets all the answers right. Then we set similar tests for homework to reinforce the learning. This embeds it and we can collect results for data reports. It all becomes possible and realistic through selfmarking homework. We use specific tests three- or four-times a year so students can always track their own progress and parents can see it too. Our GCSE students love using Focus on Sound.

We do the OCR specification but use all of the lessons from other exam boards too for wider listening. It’s great music teaching!

About Mark Mark Aitchison combines the roles of Head of Music at Droitwich Spa High School with Subject Lead for the PGCE (Post Graduate Certificate in Education) in Secondary Music and Lecturer in Music Education at the University of Reading, where he recently completed his Master of Arts in Music Education with Distinction.

Passionate about ensuring outstanding music education is accessible for all students, Mark is keen to engage students in a curriculum which both challenges their skills and develops their knowledge. This aims to ensure students become inquisitive about how music is constructed by exploring different styles and genres of music.

An experienced performer, in both orchestral and choral music, Mark has also directed, musically directed and produced musical theatre productions.

He aims to provide students with the opportunity to explore these activities and enjoy the rich cultural heritage that our world has to offer.

Tell me about some of the other ways you use cloud-based technology?

Has cloud-based software changed your approach to teaching using technology?

Students really enjoy using Soundtrap’s collaboration feature. We have D.I. boxes to allow students to plug in instruments so they can work together from different locations.

We do band projects where students chose between drumkit, bass guitar, electric guitar, keyboard, and voice. When they have learnt their part, they record it on each person’s Soundtrap project, so everyone gets the same instrument part played by the same person in their individual project. We then focus on mixing skills and show them how to get the best out of the parts in their project. We also set work like this to be completed at home, such as working as a group to create a pop song but with no recording time in lessons. They use their own devices in their own time. It’s often like a game and the students love it.

Cloud-based software has wiped out some of my biggest frustrations using installed software. The biggest is being able to use the software at home both as a teacher and a student. For example, using Noteflight to open MIDI or Music XML files from other notation software is very easy; or exporting files as MP3s at home to then import into Soundtrap to add further tracks. It can be time-stamped, we can add comments onto the score or project and students can adjust and improve their work like musicians do.

It has also been a great time-saver. My marking load has got lighter, particularly using Focus on Sound’s self-marking lessons and tests for homework. Storing and sharing work is completely different – no raft of folders and email attachments to wade through.

Homework has become a musical reality that supports and extends classroom work.

The quality of lesson content has improved using Focus on Sound, and the students are much more engaged, especially at Key Stage 3 where we can turn tests into games.

There is meaningful data on each student’s progress report, and GCSE marking using Soundtrap and Noteflight has become instantaneous.

What methods do you now use when assessing students?

We never ask children to play out loud in the classroom on their own because we think that’s fundamentally not fair. We talk through what is being assessed, then demonstrate as necessary. Then I set up a Soundtrap template for each class. Each student records onto one track when they are ready. I’d never have enough time to hear 30 performers one after the other but using Soundtrap I can capture them all and focus on each student.

Using Soundtrap, we can also allow for more than one attempt, and have conversations about how they’ve done or what might improve their performance. Students can then go back and make those improvements and come back for an assessment when they’re ready. Using Soundtrap also allows students to share their work with parents. We also assess them using things like quantizing, editing notes, changing note velocities, or using automated volume controls. Projects include building a whole band, track by track.

By the start of GCSE or Vocational courses, students can demonstrate their musical ability using Soundtrap. This feeds into their composition work as well as performing.

Why did you want Droitwich Spa High School to become a MusicFirst Lighthouse Institution?

I welcome the opportunity to showcase my department and let others see what we do.

It’s great for the students too – they appreciate being valued. They can also lead the way technology is used – students find ways to make things work so we problem-solve together. Other teachers and students are welcome to come to us and see what we’ve built and ask for advice. For 20 years my frustration has been that there is so much that can be done that’s not being done because we can’t get access in schools. Having cloud-based technology makes high quality tools accessible to everyone who needs them. I want to be able to use my experience to try to influence others and being a MusicFirst Lighthouse Institution give me a chance to be heard and learn about future developments.

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Homework has become a musical reality that supports and extends classroom work.”

Mark Aitchison, Head of Music – Droitwich Spa High School

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05 An Innovative Initiative to Support Schools Across Lancashire Lancashire Music Education Hub

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Background Lancashire Music Education Hub (LMEH) brings together a diverse range of organisations to develop musical opportunities for young people.

For many young people these experiences will be a vital and enriching part of their lives, helping them to progress their talents, enhance learning whilst supporting their health and wellbeing.

LMEH supports the National Plan for Music Education whilst striving to make it easy for, young people, teachers, musicians, schools, and the wider community to collaborate and find great ways to make music. Music has the power to inspire and change lives and LMEH will seek to make musical learning available to all children and young people across the county.

The lead partner of LMEH is Lancashire Music Service (LMS) which is supported by core Hub partners. The purpose of LMEH is to create pathways that engage children and young people in high quality music making. The mission statement is to enable and encourage access for all Lancashire’s children to a diverse range of musical experiences which will enrich their lives and those of the communities in which they live, through innovative, sustained, and structured programmes that enable young people to realise their full potential. As part of working towards those ambitions Tim Rogers (Head of Service) and Ben Rapp (Regional Manager), part of the LMS senior management team, conceived the idea of the Secondary School Music Upgrade initiative in 2018.

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Supporting Secondary Schools Across Lancashire Proof of concept All schools are part of music education hubs and 94% of Lancashire schools actively engage with LMEH. To try to support schools directly, and increase Hub engagement from secondary schools, the Music Upgrade initiative was launched with offers from LMEH partners. There were varied offers including practical music making sessions, tuition, training, resources and support. Great care was taken to ensure the sign-up process was quick and easy and now it just requires the filling out of a simple form.

Expansion Having run this initiative for a year Ben Rapp was looking for ways to further develop sign-up from schools to these offers and saw the success that Matt Allen (MusicFirst) was having from schools using the Focus on Sound Pro software, particularly from posts in the KS3 Music Teachers Facebook Group. Having met with Richard Payne (MusicFirst) we looked at adding Focus on Sound Pro to our existing package of offers in the Secondary School Music Upgrades. Having this extra option immediately had a positive effect on schools engaging with this initiative. From 2020 we added Noteflight Learn, Soundtrap for Education, AuraliaFirst and MusitionFirst. This has supported an increased engagement to 80% of Lancashire Secondary Schools although the target is 100%.

We also acted directly on feedback we received from our LMEH youth voice project called Amplify who surveyed over 400 young people around the county and ran youth voice events with nearly 120 participants. This feedback clearly tells us that young people want more access to online resources and Digital Audio Workstations (DAWs) which this partnership has aligned with.

School Reports Focus on Sound Pro has such a broad appeal; teachers regularly report back to us the endless and creative ways in which they use it. Hear from the teachers themselves:

How do I use Focus on Sound Pro?

Lancaster

sic Claire Brook, Head of Mu Form

Lancashire

Sixth Moor Park High School and Homework tool Classroom teaching aid

Blackpool Preston

Burnley Blackburn

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“ Focus on Sound Pro is an d extremely useful tool an livery resource to support the de assist of my curriculum, and to u yo If . ps with closing the ga hly hig haven’t already got it, I recommend you invest!”

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GCSE exam pr actice Collaborative learning Practical com position Cover Lesson s

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Schools across Lancashire and growing

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Curriculum de

On the spot tests ring Microsoft Teams lesson sha Key Stages:

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Emma Lamb

Lancaster Roya

Key Stages:

3

4

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Favourite fe ature: Composition lessons coverin g all ability ranges from Ye ar 7 to 6th fo rm.

“ Focus on So und has bee n an integral part of our curric ulum delivery and opens our st udents’ ears to a wid e variety of m usic, fully support ing the cultu ra l developmen t and broade ning their horizon s”

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The feedback from schools using any of the MusicFirst packages has been wholly positive. The support and communications from Richard and Matt have been second to none and schools have really benefitted from our partnership working.

This was even more of benefit during the pandemic when pupils could access high quality resources from home, with teachers able to set work for pupils to access on the cloud easily, via Focus on Sound Pro. I thoroughly recommend MusicFirst to all Music Education Hubs around the country.”

Ben Rapp, Regional Manager – Lancashire Music Service

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Other Partners include: Hertfordshire Music Service

The Team at MusicFirst UK

Richard Payne

Education Manager richard@musicfirst.com

Matt Allen

Customer Support and Brand Ambassador matt@musicfirst.com

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Make your vision for creativity and learning a reality with MusicFirst

Contact Us For further information about MusicFirst or on how your school can become a Lighthouse Institution contact us today.

Richard Payne Education Manager 020 3929 9046 richard@musicfirst.com

musicfirst.co.uk