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Tom Ball’s Rising Stars is rooted in fun and developing a love for music and singing. On top of this it is supported by up to date and carefully selected pedagogies. Below is a small break down of the pedagogies that are embedded in lessons. This list will change and evolve as new research is developed and I continue to improve upon my own practices.

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Accelerated Learning Cycle

The idea of having a clear structure to follow. Starting with connection (gaining interest and setting learning objectives) followed by activation (students acquire new information) then demonstration (students have the opportunity to apply that new information in a task) and finally consolidation (where students can reflect upon their learning). 

Duel Coding

Having more than one way of representing new information, whether this is through supporting images or practical examples of new information, so all students can access and develop upon their knowledge in a way that supports them. 

I Do, We Do, You Do

This is a form of modelling with clear and consistent scaffolding that aims to support students learning. Often used when learning new routines or concepts, the teacher will model the expected outcome, then as a class, perform the task together. After following the first 2 steps, students should attempt to tackle the task by themselves. 


Clear routines are set out from the beginning of each lesson so that students come to understand what is expected. 

Challenge For All

Students all learn at different paces and to support this, each lesson has elements of challenge which is accessible for all. To stretch and push the students to work hard and take ownership of their own learning. 

Flipped Learning

This pedagogy will not be used consistently but is an effective tool that will be applied when needed. The idea is to ask students to research or discover information about a topic before attending a lesson. 


Where practical examples of good work (in the case of TBRS, this could be singing a section, clapping a rhythm or physically showing a technique) are demonstrated to further support the information given to students. This could be through the teacher or a student who has demonstrated good work. 

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