Our instruments and teaching resources will help you expand your ensemble provision, enhance your range of whole class instrumental offerings, increase the skills and productivity of your instrumental teachers, extend your budget, and keep Ofsted happy.
The instruments and teaching resources are top quality, and the culturally diverse new styles present a level playing field for pupils. They all enjoy these hands-on music-making sessions, and their rapid musical progress, regardless of their age, ability or background.
Your instrumental teachers will quickly become proficient in these styles and, using the provided schemes of work, they’ll be able to deliver successful programmes right away. It’s all so accessible that your teachers will be able to start each term with a new musical speciality under their belt.
The relatively low cost and high durability of our instruments will make your instruments project and budget go much further. Class sets start from just a few hundred pounds and the instruments will last for years and years. They’re also quick to set up and easy to maintain.
Our teaching resources and approach will help you and your schools meet Ofsted’s features of high-quality music education* and their latest Recommendations for Music**.
* from the Music Subject Research Review 2021
**from the Music Subject Report 2023
Instrument sets for delivering whole class instrumental and curriculum teaching at early years, primary and secondary levels. The range of different sets allows you to build a diverse, inclusive and progressive offer, introducing children to a wide range of musical styles.
There are sets suitable for every Keystage and each set includes a selection of high quality musical instruments and teaching resources to enable your instrumental teachers to teach each style authentically, regardless of individual teachers’ musical backgrounds.
Sets include African Djembe Drumming, Brazilian Samba, Caribbean Steel Pans, Japanese Taiko, Indonesian Gamlean and World Percussion. Perfect for broadening pupils’ exposure to the music of other cultures and traditions.
These sets can form a key part of your inclusion strategy. The materials are accessible and inclusive for every child, no matter their previous experience with music or any learning challenges they may face.
These sets can form the backbone of your progression strategy. Each set includes enough resources for 5-6 terms of learning, and by adding several different styles you’ll have enough material for a 5 year progression.
The benefits are wide-ranging, but implementation is simple. It will slot easily into your existing timetable, and our library of teaching resources will support your teachers every step of the way. Dovetails neatly with singing and online resource providers, and your local Music Hub or Music Service will be able to lend you additional support.
Careful planning will ensure success. Make this a truly collaborative exercise and involve pupils and teachers right from the start.
All the teaching resources you’ll need are provided and lesson prep shouldn’t take more than 30 minutes for most lessons.
After just 10 lessons your class will be ready to perform their first piece. Assembly is great for this, but the class may want to make a bigger splash and perform for parents.
The pieces in the teaching guide are progressively more challenging and there’s enough material for 5 terms. New musical styles will give you up to 7 years progression.
So everyone is engaged right from the start, and looks forward to the sessions – teachers too! The styles are new to everyone so no one has a head start or is left behind, and the collaborative approach means that everyone learns together.
So it all sounds great from day one, boosting everyone’s self-confidence, and ensuring rapid progress. The instruments are specially adapted for the classroom, easy to look after, quick to set up and built to last.
The approach is highly intuitive and teachers are supported every step of the way by resources designed for non-musicans, so no prior music experience is needed. Teaching guides, Schemes of Work, Lesson Plans, Video and Audio clips, Cultural background . . .
30 player World Percussion class sets start at just £317, African Drumming from £695 and the same set can be used with every class and year group, as well as with extra-curricular groups, so it really can cost as little £1 per pupil to get started.
This is the BIG added bonus – learning these musical styles collaboratively in a group results in a rapid increase in togetherness and wellbeing. At the same time everyone acquires a wide range of social, emotional and physical skills, and it all happens naturally and enjoyably.
Our teaching resources are designed to be used and understood by non-specialist and cover teachers. The collaborative approach is intuitive and gets pupils and teacher learning together by playing together.
Meets curriculum requirements, brings diversity into the curriculum and impresses OFSTED. And parents will love the show-stopping performances, starting at the end of the first term and continuing year after year.
Class teachers who previously dreaded music lessons will develop into inspired music leaders, giving you self-sufficiency in music delivery. Specialist teachers will broaden their knowledge of different musical styles.
This is an intrinsically inclusive and accessible approach. It engages children of every ability and background, and it’s brilliant at developing social, emotional and life skills.
Having fun playing together, helping one another, and making a great sound from day one is the recipe for success. The lessons leave everyone feeling good, that they’re part of a real team, and keen to come back for more . . .
Our 30 player class sets start at just £317 and the same set can be used with every class and year group as well as for extra-curricular clubs. There really isn’t a better use of limited funds than this.
Drums for Schools class sets and instruments are in use in Primary schools in the UK and all over the world, helping tens of thousands of class teachers and music teachers to include, empower and transform hundreds of thousands of pupils.
Based on accessible world music styles and a learning approach that has evolved naturally over hundreds of thousands of years.
The instruments are pick-up-and-play and the styles are intuitive and fun, so ALL pupils (and teachers) are engaged right away.
Unlike classic, one-to-many teaching, teachers and pupils learn together and benefit together. It upskills and invigorates teachers while they teach!
It takes just a term to get everyone to performance level (vs several years for classical instruments). And it sounds good from day one.
Each class set includes enough resources for 5 or 6 terms of learning and by adding new styles you’ll have enough for 7 or more years of teaching!
By developing everyone’s social, emotional and life skills, the approach empowers and transforms individuals, teachers and community.
There really isn’t a better educational investment. One class set can be used for all year groups, so it costs just a few £ per pupil. It’s a tiny price for a massive educational return.
As well as covering the music syllabus the approach delivers the engagement and results that OFSTED and parents are looking for.
We’re a small, family firm and our speciality and focus is inclusive group and whole class music making. Our mission is to make the power of music available to everyone.
Consider starting with a single year group (one that’s not already benefiting from weekly Music Hub lessons), and extend to other year groups from the second term onwards. Or kick off with a single class, extend to the rest of the year group from the second term, and add the other year groups from term three or at the start of the second year.
On-board the class teachers, music coordinator and music teacher (if you’re lucky enough to have one!) by first sending them the link to our Primary or Secondary solutions, and the link to our free teaching resources.
Decide which music style to start with – African Drumming will work very well for most schools, but it would be well worth asking the pupils and teachers which style they’d like best. The styles are all accessible and intuitive and all will work with any class, so the deciding factors could be pupil/teacher interest and budget (Taiko, Steel Pans and Gamelan are more expensive; Samba and African Drumming are mid range; World Percussion is lowest cost).
Decide where classes will happen. World Percussion can work well in any classroom and doesn’t need much at all in the way of storage space; the other styles need storage spaces of between 0.5 and 2 cubic meters. Ideally you’ll have one room that can be used for all classes – one where the instruments can be stored (or left in position), and which isn’t too close to other classrooms. Gyms, halls and covered outside areas can all work well, or pretty well any classroom-sized room.
Allocate slots in the Timetable: weekly music lessons are the obvious choice, but PSHE slots can also work well. It’s also well worth programming lunchtime or after school sessions at the outset, e.g. as “clubs” for anyone to attend . They’re great ways to get more pupils involved and to spread the benefits around quickly.
Prep for the first lesson will take longer than subsequent lessons. Allow around 60-90 minutes. Teacher(s) will need to:
1. Listen to the audio track of the first piece – this will be the foundation for the first performance in just 10 lessons time. Listen through several times until you feel you know it.
2. Familiarise yourself with the instruments, reading the Introduction and Basic Playing Techniques sections of the teaching guide and playing along with the “How to Play” videos.
3. Read the section in the guide about “The Music” – this is very useful background.
4. Play through the first few Warm Up exercises several times – these will be key to the success of the first few lessons.
5. Check out the Scheme of Work overview and the first lesson plan. The lesson plan will be a big help as a “cheat sheet” during the first lesson.
If more than one teacher is going to be involved, then the preparation steps are best done in a group. Musicians from your local Music Hub may well be able to help by both mentoring the group and being present in the first sessions to model and assist as needed. But remember, this is your music-making and it’s all about taking ownership and working towards becoming self-sufficient in music delivery.
The pattern for lesson 2 and subsequent lessons will be similar and preparation shouldn’t take more than about 30 minutes.
In the lesson, start with revision of the previous lesson’s exercises, focusing on improving the quality of the sound, then introduce small chunks of new material, and finish by playing through all the material covered to date.
Between lessons read ahead in the teaching guide and lesson plans, and keep listening and playing along to the audio track – you can’t be too familiar with this. Also begin to familiarise yourself with the other tracks. Play through (repeatedly!) any new exercises as they come up. For more detailed cultural and musical background, download and read the Extended Introduction or do your own research on the net.
The Scheme of Work and lesson plans included in your class set will take you step by step all the way to the performance, and, as the date for the performance approaches, you’ll find the Creating a Performance section in the teaching guide especially helpful.
Aim to make your performance as much of an event and exciting as possible. Music is meant to be shared, so invite classmates, parents, friends and anyone you can think of to share your African Drumming experience. Dress up in traditional African style clothes, prepare some African food to share, and enjoy celebrating the group’s achievements.
But don’t stop there – once the class has cut its teeth with an in-school performance, encourage them to perform outside: local care homes, health centres, shopping centres and other venues will be delighted to host you, and everyone will benefit – children, school and community. Taking the music-making outside the school can pay dividends in so many ways
During the second term you should find that the class will be able to master a new piece (or two), as well as revising and improving the first piece. You should aim to add two new pieces (or more) each term from the third term onward. And as each new piece is mastered, it’s naturally the opportunity for a new performance.
If you decide to introduce a new musical style (for example Brazilian Samba or Indonesian Gamelan), the class can of course still continue with their African Drumming and African Drumming performances – just timetable in an African Drumming lesson once or twice a term, or add some after school sessions. And if you’re at the same time extending the teaching to another year group, you’re going to find another set of instruments very useful.
A second musical style will give you another two years worth of lessons and, if you add a new style and involve a new year group every year, you’ll find you’ll quickly have enough styles, pieces and instruments for every pupil in the school to be able to master a new style every year – and for them all to become multi-instrumentalists, seasoned performers and an asset to the local community.
And by that stage your school will have become miraculously transformed into a truly “Musical School,” one where music and music-making is part of the culture and affecting every aspect of school life. And your pupils will have undergone massive personal transformations, developing an enormous range of interpersonal skills, and finding a sense of belonging and genuine wellbeing. That’s real progression, real education, and real satisfaction. And that’s what it’s all about.