Publications

  • Secondary Investment Fund Round 4

    Specification



  • Secondary Investment Fund Round 4

    Specification




  • Secondary Investment Fund Round 4

    Application Form



  • Secondary Investment Fund Round 4

    Application Form




  • Secondary Investment Fund Round 4

    Agreement



  • Secondary Investment Fund Round 4

    Agreement




  • Music in Schools: Good Practice Case Study

    Episode 2: Palmerston School Impacts All

     

     



  • Music in Schools: Good Practice Case Study

    Episode 2: Palmerston School Impacts All

     

     




  • Music in Schools: Good Practice Case Study

    Episdoe 1: Craig's Story

     



  • Music in Schools: Good Practice Case Study

    Episdoe 1: Craig's Story

     




  • Whole Class Ensemble Teaching Research Publication Sept 2016


    Parental support is crucial in supporting continuation. High quality performances are crucial for engaging parents.

     

    High continuation rates require opportunities for seamless transition to music hub ensembles or ensembles with other schools.

     

    Continuation may be through:

     

    • ongoing whole class tuition;

     

    • large or small group tuition;

     

    • individual tuition (offered by the hub or privately);

     

    • membership of a hub ensemble;

     

    • independent learning (e.g. peer learning, internet learning).

     

    Ways of collating data relating to each of these need to be found.

     

    Head teachers recognise the value of the programme in developing the intellectual, personal and social skills of the children.

     

    Schools and hubs are concerned about the financial challenges of the ongoing implementation of WCET.

     

    The challenges facing WCET providers vary depending on location (urban or rural) and levels of deprivation.

     

     
    Whole Class Instrumental Tuition research findings

     

    The University of Central London has just published their research findings into Whole Class Ensemble Programmes with the aim of identifying examples of good practise and establishing the contexts of successful provision.

     

     

    It is possible to implement WCET in ways that lead to high standards of instrumental playing and high continuation rates.

     

    For WCET to be successful senior and other school staff need to be supportive and committed to the programme. Mutual positive partnership between providers and individual schools leads to successful WCET provision.

     

    WCET is more successful where children have experience of high quality general class music lessons prior to WCET.

     

    WCET teachers need to have high expectations of what participating children can achieve.

     

    Differentiation through high quality music materials and arrangements is required to meet the musical needs of all children.

     

    WCET teachers need to be enthusiastic, inspirational and have a wide range of teaching strategies.

     

    Participating children need to be given opportunities to practice at home or school.

     

    Children need to be given the opportunity for participating in frequent performances including those in prestigious environments.

     



  • Whole Class Ensemble Teaching Research Publication Sept 2016


    Parental support is crucial in supporting continuation. High quality performances are crucial for engaging parents.

     

    High continuation rates require opportunities for seamless transition to music hub ensembles or ensembles with other schools.

     

    Continuation may be through:

     

    • ongoing whole class tuition;

     

    • large or small group tuition;

     

    • individual tuition (offered by the hub or privately);

     

    • membership of a hub ensemble;

     

    • independent learning (e.g. peer learning, internet learning).

     

    Ways of collating data relating to each of these need to be found.

     

    Head teachers recognise the value of the programme in developing the intellectual, personal and social skills of the children.

     

    Schools and hubs are concerned about the financial challenges of the ongoing implementation of WCET.

     

    The challenges facing WCET providers vary depending on location (urban or rural) and levels of deprivation.

     

     
    Whole Class Instrumental Tuition research findings

     

    The University of Central London has just published their research findings into Whole Class Ensemble Programmes with the aim of identifying examples of good practise and establishing the contexts of successful provision.

     

     

    It is possible to implement WCET in ways that lead to high standards of instrumental playing and high continuation rates.

     

    For WCET to be successful senior and other school staff need to be supportive and committed to the programme. Mutual positive partnership between providers and individual schools leads to successful WCET provision.

     

    WCET is more successful where children have experience of high quality general class music lessons prior to WCET.

     

    WCET teachers need to have high expectations of what participating children can achieve.

     

    Differentiation through high quality music materials and arrangements is required to meet the musical needs of all children.

     

    WCET teachers need to be enthusiastic, inspirational and have a wide range of teaching strategies.

     

    Participating children need to be given opportunities to practice at home or school.

     

    Children need to be given the opportunity for participating in frequent performances including those in prestigious environments.

     




  • Music in Schools: Good Practice Case Study

    Episode 2: Palmerston School Impacts All 

     

     

     

     



  • Music in Schools: Good Practice Case Study

    Episode 2: Palmerston School Impacts All 

     

     

     

     




  • Music Education, a Guide for Governors

    Governors have an important strategic role in ensuring that the school offers a broad and balanced, high quality curriculum. This document will help you to ask useful questions of school leaders and teachers to improve outcomes in music.



  • Music Education, a Guide for Governors

    Governors have an important strategic role in ensuring that the school offers a broad and balanced, high quality curriculum. This document will help you to ask useful questions of school leaders and teachers to improve outcomes in music.




  • Cultural Education, a Guide for Governors

    Providing a high quality cultural education in schools

     

     



  • Cultural Education, a Guide for Governors

    Providing a high quality cultural education in schools

     

     




  • Music in Schools: Good Practice Case Study

    Episode 1: Craig's Story

     

     



  • Music in Schools: Good Practice Case Study

    Episode 1: Craig's Story

     

     




  • In tune with Ofsted

    In 2014 Resonate highlighted several Liverpool primary schools where music is having a widespread impact on the life of the school. This document examines the ways in which these schools have embedded music into their curriculum and some of outcomes music has on young learners.



  • In tune with Ofsted

    In 2014 Resonate highlighted several Liverpool primary schools where music is having a widespread impact on the life of the school. This document examines the ways in which these schools have embedded music into their curriculum and some of outcomes music has on young learners.




  • Making Music Matters

    In 2012 Resonate, Liverpool's Music Hub was established as the lead strategic body for music education in the City, led by Notre Dame Catholic College in partnership with Liverpool's family of schools, Royal Liverpool Philharmonic and Liverpool City Council.

     

    This document highlights our ambition to make music an everyday part of young people's lives in Liverpool.



  • Making Music Matters

    In 2012 Resonate, Liverpool's Music Hub was established as the lead strategic body for music education in the City, led by Notre Dame Catholic College in partnership with Liverpool's family of schools, Royal Liverpool Philharmonic and Liverpool City Council.

     

    This document highlights our ambition to make music an everyday part of young people's lives in Liverpool.




  • Liverpool Music Support Online

    Award winning digital learning support and delivery of music in the classroom, available to Liverpool schools exclusively through Resonate.

     

    Contact us to find out how your school can access this hugely popular resource.

     

     



  • Liverpool Music Support Online

    Award winning digital learning support and delivery of music in the classroom, available to Liverpool schools exclusively through Resonate.

     

    Contact us to find out how your school can access this hugely popular resource.

     

     




  • FMS - 10 Things Schools Should Know About Learning Music


  • FMS - 10 Things Schools Should Know About Learning Music



  • The Importance of Music - A National Plan for Music Education


  • The Importance of Music - A National Plan for Music Education



  • Dada Ensemble


  • Dada Ensemble



  • National Youth Orchestra
    Inspire is our programme of orchestral music-making centred on the power of peer inspiration and sharing. In 2016, we will host 700 young musicians aged 13-19 in a series of free workshops, residencies and ensembles nationwide. These events are tailored for you to take your orchestral playing to the next level, while working closely alongside NYO musicians and tutors.

  • National Youth Orchestra
    Inspire is our programme of orchestral music-making centred on the power of peer inspiration and sharing. In 2016, we will host 700 young musicians aged 13-19 in a series of free workshops, residencies and ensembles nationwide. These events are tailored for you to take your orchestral playing to the next level, while working closely alongside NYO musicians and tutors.


  • Ofsted


  • Ofsted



  • ABRSM - Making Music

    ABRSM, the exam board of the Royal Schools of Music, and its partners have published Making Music, the most comprehensive survey of the learning, progression and teaching of musical instruments ever undertaken in the UK.



  • ABRSM - Making Music

    ABRSM, the exam board of the Royal Schools of Music, and its partners have published Making Music, the most comprehensive survey of the learning, progression and teaching of musical instruments ever undertaken in the UK.