In September 2025, as part of my ‘Tune In Live’ session at the FOBISIA Music Teacher Conference, I set out to capture a clear snapshot of group and whole class instrumental learning across FOBISIA schools. The aim was to establish a starting point for developing shared strategies for implementing and leading instrumental learning. My interest in this area comes from managing the primary section of our instrumental programme over the past two years at St Andrews International School. At our school every student in Years 5 to 9 is given an instrument/log into an online DAW and receives one hour of tuition each week for the full five years. This system was already in place when I joined the school, first as a Teacher of Music and later as Head of Primary Music, although in the last 2 years we have expanded what we offer from the original 5 orchestral instruments to 7 and added an electronic music production stream called Young Producers to build a more varied and progressive offer for our students.

At this year’s conference the session time was limited, so I used several approaches to make the most of the expertise within the FOBISIA Music community. On arrival delegates helped create a visual map of current practice by placing post-its on a timeline to show what their schools provide. I also placed key questions on posters around the room and asked colleagues to add their own responses. These questions were drawn from issues raised at the previous conference, from my own experience and from discussions within a primary music focus group I am part of.

The review of whole class and co-curricular instrumental programmes across a range of international schools shows a diverse landscape. Programmes differ in structure, time allocation, instrument choice and progression models, but several consistent themes emerge. These themes provide useful guidance for anyone designing or refining an instrumental learning programme.

Wide variation in programme design

A common challenge is space and logistics. Managing large groups, multiple instrument types and varied ability levels places significant pressure on room layout, storage and staffing.

Instrument choices and ensemble alignment

Across the schools studied, the most common whole class instruments are ukulele, recorder and violin. These appear across all age groups due to their affordability, durability and accessibility for beginners.
Cello, keyboard, tuned percussion and viola have moderate uptake.
Brass instruments and flute are less common, usually due to cost, size, noise levels or lack of specialist staff.
Rare instruments such as harp or bassoon appear only occasionally.

Several schools identified the importance of selecting instruments that support later ensemble development. Where the initial choices were too narrow or lacked balance, schools later added lower strings or brass to strengthen ensemble structures.

Progression pathways are essential for long-term engagement

Structured progression is a common theme across all models. Clear pathways increase retention and help students see the purpose of early instrumental work. Typical models include:
• Whole class learning at no cost
• Small group lessons as an optional or paid next step
• Pathways into ensembles, orchestras or performance groups

Some schools continue these pathways into secondary years through compulsory participation, enrichment classes or more flexible programmes that broaden musical options.

The role of digital tools and adaptable resources

Several schools rely on digital tools to support whole class learning. Musescore, Charanga and video-based platforms such as Musical Futures International allow teachers to adapt music for varied ability levels and instrument combinations.
Beginner-friendly ensemble resources such as Vamoosh, Fiddle Time Joggers, Simply 4 Strings and Beginner Orchestra materials support mixed groups.

Digital tools also play a role in creating arrangements that fit unusual instrument mixes or limited instrument stocks, which is a frequent need in international settings.

The importance of collaboration and leadership support

Effective whole class programmes depend on coordinated staffing. The strongest models involve collaboration between classroom music teachers and peripatetic specialists. Regular planning time, peer observations, shared resources and leadership buy-in are key factors.

Leadership support is particularly important for funding, long-term planning and maintaining consistency when staffing changes. Schools report that inconsistent expectations and unclear progression routes create confusion for both staff and students.

Inclusion, access and cultural breadth

Inclusion is a central motivation for whole class instrumental work. Schools emphasise the value of providing access regardless of background or financial means. Many programmes also include cultural or traditional music, such as gamelan, Chinese ensembles, steel pans or local heritage instruments. These broaden the musical experience and support engagement.

Some schools have created alternative pathways, such as electronic music production-based streams, as a valued alternative to orchestral instrumental learning. These pathways still include performing and composing but use technology and hardware to ensure access.

Common challenges across all models

Despite the variety of programmes, several challenges appear consistently:
• Mixed ability and mixed experience groups
• Limited instrument choice due to cost or availability
• New students joining mid-year
• Risk of disengagement when learning becomes difficult
• Tracking progress across large or varied groups
• Limited space, storage and staffing
• Balancing performance focus with curriculum expectations
• Maintaining progression in environments with high student mobility

These issues require systematic solutions rather than individual fixes.

Practical Strategies for Strengthening Instrumental Learning

The findings across schools suggest several practical approaches that can support effective instrumental learning, regardless of programme model.

1. Establish clear routines and systems

• Create consistent systems for budget, purchase, setup, handling, repairs and storage of instruments.
• Provide simple visual guides for younger learners and practical checklists for older groups.
• Keep equipment accessible to minimise lost lesson time.

2. Choose instruments that support long-term ensemble development

• Balance accessibility with future ensemble needs.
• Ensure instrument families include lower instruments (eg trombone/cello) where possible.
• Review instrument choices periodically as staffing or resources change and survey students and parents regularly to monitor engagement.

3. Build progression into the programme from the start

• Set out clear steps from whole class learning into small groups and ensembles.
• Communicate these pathways to students, parents and staff.
• Allow time for ensemble skills development alongside instrumental learning.

4. Use adaptable resources to manage mixed groups

• Select materials that suit varied ability levels within a single class.
• Use digital tools to adjust keys, simplify parts or create flexible ensembles.
• Maintain a shared library of graded repertoire.

5. Strengthen collaboration with peripatetic staff

• Involve specialists in planning so that resources and expectations are aligned.
• Provide opportunities for joint teaching where possible.
• Ensure that peripatetic input is recognised and supported by leadership.

6. Plan for inclusion from the outset

• Provide alternative pathways, such as digital or production-based options.
• Keep instrument groups small enough for meaningful support.
• Ensure new students have entry points that do not rely on previous experience.

7. Keep the cultural dimension active

• Include traditional or regional instruments where available.
• Use ensemble projects to expose students to unfamiliar styles.
• Link cultural units to performance opportunities.