Pupils needing extra support:

Should be the first in their group to perform the motif; could break down instructions into simpler steps and repeat them as needed; could offer more structured practice time with an adult or a peer mentor to help them feel confident about their part in the performance.

Pupils working at greater depth:

Should try and use more than one dynamic within their motif, perhaps starting quieter and getting louder; could use the key vocabulary to sum up their learning; could assign leadership roles within groups, such as conducting or announcing each motif’s start.