Scenario
You’re teaching Cycle B and the module begins on a later step.
For example, the module starts with Clap The Beat 3, but some pupils have never done steps 1 and 2.
The simple idea: skills spiral stays the same, topics can change
In Kidstrument, progression is mainly carried by our numbered/lettered skill sequences — for example, a rhythm series (Step 1, Step 2, Step 3…) or a notation series (A, B, C…). These are the ladder: each step is designed to build on the last.
Genres and topics (for example Blues, Rock and Roll, Jazz, Motown) are the musical context. They make lessons engaging and varied, but the underlying spiral of skills still advances in a clear order.
- Skills stay consistent: listening focus, vocal routines, pulse/rhythm building blocks, notation steps.
- Topics can change: the “main focus” (style, artists, songs, and listening world) can swap without altering the level.
- Mixed-age made easy: new pupils can quickly catch up on the steps they missed and then rejoin the class.
This is exactly what the optional A/B cycle feature is for: it helps you keep a mixed-age class together without having to re-plan, split groups, or rewrite your curriculum.
The “Skills Preparation” tile is your reset button
When you choose Cycle A or Cycle B, a Skills Preparation tile appears in the course. Use it to start any numbered/lettered series from the beginning so pupils who missed earlier steps can access the later lesson.
- Run Step 1 → Step 2 → Step 3 (or A → B → C) before continuing the module.
- Anything without a number/letter can usually be taught as normal.
- Within 1–2 sessions, new pupils typically understand the task and the whole class can move on together.
Why use the A/B cycle option?
Cycle A and Cycle B are designed for mixed ages. They follow the same spiral of skills, but each cycle has a different main topic focus — so your class gets variety without losing progression.
The skill level does not change
Cycles are not “easier” or “harder”. The spiral is the same: the same kinds of listening, singing, rhythm and notation
skills are revisited and extended across the year.
What stays consistent:
numbered/lettered skill steps, retrieval and repetition, and the warm-up / listen / perform pattern.
The topic/genre focus can swap independently
The topic focus is the “musical world” pupils are working inside (songs, artists, stylistic listening).
This can be swapped without changing what pupils are practising.
What changes:
main style/genre focus, anchor songs, listening examples and artist spotlights — while the skill spiral keeps moving.
Mixed-age teaching becomes simpler
If pupils haven’t completed earlier steps (for example, a rhythm series), you don’t need to split the class.
Use the Skills Preparation tile to run the early steps quickly, then continue as planned.
Result:
the class stays together, the curriculum stays in order, and new pupils gain access fast.
Example: how it works in practice
If your module begins part-way through a skill sequence, you just “rewind” the sequence — not the whole curriculum.
What you do
Use the Skills Preparation tile to start the sequence from the beginning.
Run Clap The Beat 1 and Clap The Beat 2 first. Then move into Clap The Beat 3 as planned. Anything that isn’t numbered can usually be taught normally.
What happens next
Pupils catch up quickly, and the class stays together.
Within 1–2 sessions, new pupils typically understand the task and you can continue through the module confidently. You’ve kept the spiral intact — without splitting groups or rewriting planning.
Choose the option that matches your class
A/B cycles are optional. If you only teach one year group, you can stick with your normal single-year courses.
Mixed-age classes
Choose Cycle A or Cycle B to keep the class on one route while ensuring pupils can rejoin skill sequences from the beginning using the Skills Preparation tile.
Best for: mixed year groups, variable prior experience, movement between classes.
Classes with frequent joiners
If pupils often join mid-year, cycles help you keep progressing. You can “rewind” just the numbered/lettered skills they missed and then move forward together.
Best for: mobility, interventions, mid-year starts.
Single year-group classes
If you teach a single year group (Year 1 only, Year 2 only, etc.), choose No cycles and use your normal single-year courses from My courses.
Best for: straight year-group teaching with consistent prior learning.
Quick FAQs
Do Cycle A and Cycle B change the difficulty?
No — cycles are about access and variety, not altering the level. The same spiral of skills runs through both cycles.
What exactly is “spiral learning” here?
Skills return repeatedly across the year in slightly richer forms — especially in our numbered/lettered sequences (rhythm, notation, listening and singing routines). That repetition is the engine of progression.
Is this hard to set up?
No. It’s optional and as easy as clicking a button to choose No cycles, Cycle A or Cycle B. After that, content is tailored automatically — no organising required.