Musically talented pupils can be developed through:

letting them take the lead, for example by conducting the class or starting a song

setting more challenging tasks and expecting a higher-quality response

involving other skills that pupils have developed outside the classroom, for example instrumental skills

including accumulative quick-fire recall work, in which the pupils echo increasingly complex patterns given by the teacher

providing open-ended tasks or new contexts in which to apply skills learned previously (the QCA/DfES schemes of work for music have been structured to support this form of development through the three parts to each unit -- introduction, exploration and bringing it all together)

enabling pupils to improvise within given structures. Improvisation is an effective way to allow pupils to demonstrate and develop talent. As well as being extremely challenging, it enables all pupils to respond at their own level

extension work in school assemblies, for example in choirs, orchestras and bands

specialist tuition in an instrument or voice.

Specialist tuition can be essential, as it provides pupils with a voice with which to explore their own and others' ideas and feelings. It also provides a real challenge that demands dedication, effort and self-discipline. This develops and extends all pupils -- not just the talented.

In addition, teachers can develop pupils who are more generally gifted by:

setting more demanding challenges in the classroom

encouraging pupils to make more connections between ideas

asking pupils to relate music to the context in which it is created, performed and heard, to enable them to identify how music can be affected by different influences

letting pupils set their own tasks and see them through

allowing pupils to use a varying balance of practical work and research, so that they can choose to focus on discovering through listening and reading

letting pupils help select areas for study and exploration

asking pupils to analyse and evaluate music in relation to how it is constructed, produced and influenced

giving them opportunities to practise and develop higher-level individual technical skills.

Talent in some aspects of music may not be a constant potential that can be realised at any age. In the case of some instrumental skills, for example, early development and training are highly desirable.

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

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