Minute of Listening is a creative listening activity that enables a listening culture in your classroom.  The basic activity of listening to a minute, followed by reflection on the three questions,  is a quick and simple addition to the daily routine, and you may find that this is sufficient for your teaching needs.

There are lots of ways you can extend Minute of Listening to suit the learning needs of your pupils, however, and many teachers develop their own ideas.

In this part of the website, we have provided a selection of content themed by curriculum area, plus some resources and ideas to help you develop your use of Minute of Listening.

This area will expand over time, so do keep checking back for all the latest updates!

Curriculum areas

Listen by curriculum area

Choose a curriculum area below to find matching minutes.

Location

Learning resources

Testimonials

“It's very rare during the school day to have a minute where we stop; for pupils to have a minute of quiet time to themselves is quite unusual. We've been using Minute of Listening every day after lunchtime. We've found this to be a really beneficial time for the children.  ” Alex Richardson, Science Co-ordinator
Bude Park Primary School, Hull

Testimonials

“The children and I really like it. It has produced good opportunities for assessment of Speaking & Listening skills, awareness of changes in sound and being able to express likes and dislikes.” Primary Teacher, Primary Teacher
Pilot Project

Testimonials

“I can see how Minute of Listening can be used in other ways; it can be used in lesson support because the sounds are so varied, so if you were doing a geography topic or a particular book in literacy, you might be able to have a sound that links with that. It's a way of firing their imaginations” Alex Richardson, Science Co-ordinator
Bude Park Primary School, Hull

Testimonials

“I use Minute of Listening as a starter to my music lessons because listening and appraising is a huge part of the national curriculum for music. It fits perfectly and enables the children to actively listen, to talk about what they're hearing, to use the vocabulary associated with the music. They really enjoy it and it exposes them to a whole range of music that we wouldn't otherwise expose them to.  ” Natalie Morris, Year 3 teacher
Bricknell Primary School, Hull