It wasn’t our intention to begin with this group of older beginners, but because these classes had a small number of year threes who had started the programme with us in year two, we agreed to take on these classes.

It can be challenging to start when children are older because they can be reluctant singers, and establishing foundational skills is more difficult with materials that appeal to older students. At first many were reluctant to sing on their own, but as we approach the end of our first year, there are many students confidently and accurately singing on their own. We’ve achieved this, mostly through games that require solo singing, but with a back up of the group helping.

My many many years of working with adults who think they can’t sing has helped enormously with establishing a safe community, but I must say that the school’s culture has also really helped. The children in this group have a thirst for knowledge and are a joy to teach. They are generally kind and supportive of each other, enjoy cooperative games and also enjoy challenges.

Ninety percent of the class demonstrate a clear understanding of the concepts of beat, rhythm and tempo. The children can consistently aurally identify, reproduce, read and write three notes of the major scale, confidently transcribe rhythmic patterns to paper, and play on percussion and body percussion.