Avoid the nightmare of having unprepared students for music GCSE! A 14-page booklet to inform parents, instrumental tutors (school-based and private tutors) and students on what is required to pass and do well in the qualification. It includes simple guidance for the EDUQAS GCSE course unit by unit and contains advice to avoid students being unprepared for all aspects of the course and, in particular, the assessment requirements. It also includes a key word knowledge audit for students, which teachers can use to plan their courses for the students on the course. This will ensure that all interested parties are well informed to support students effectively ensuring progress for all students.

A worksheet to compose simple Canons. This includes an assessment sheet for students to self-assess and provide feedback from their learning. The worksheet would benefit from a simple preparatory activity using echo-clapping or echo singing to reiterate the principle of Canon. This can be achieved ‘en class’ by dividing the class into two or three sections, which then copy the given rhythm / pattern from the previous section of the class. You can extend this to three bars to create a three-part Canon. The worksheet enables students to create one of three differentiated Canons depending on their ability. The worksheet can act as a preparatory sheet before they use any notation or multi-channel software.

Save time and be efficient! The new year 7 students are coming in September and you need to make an assessment of their musical knowledge and skills as well as monitor their progress towards the end of the key stage. This interactive Excel tool will automatically keep tabs on the progress of your students as you take note of what they have achieved throughout key stage three, as well as include an assessment on their prior knowledge from key stage two. Two automatic charts are produced as well as automatic data on the progress of individuals and the class with the standards listed in the national curriculum. You can link classes together to provide a whole year analysis or indeed a whole key stage three analysis by linking the data (a facility offered by Excel). This is a perfect complement to ‘Entry Assessment for Music’ file listed in my Resources.

This is an Excel file, which lists the points awarded for most music qualifications, grades and levels. This will enable to identify how your students are progressing and their real achievement through GCSE, ABRSM, A level examinations as well as National Curriculum Levels. This resource will enable you to add points to your National Curriculum Assessments so that students will benefit with extra points when they leave your school. This can also affect your personal performance management with students scoring higher points scores above their GCSE or A-level grades. See equivalent qualifications and compare their points scores. Three lists in Level hierarchy, points hierarchy and Qualification List.

This is a document to help accurately assess new year 7 students entering the school for the first time. Assessment includes whether students have met the requirements for key stage two as well as ongoing assessment for key stage three. The document helps to integrate exam board assessment into national curriculum assessments. The resources includes points scores for all music qualifications as well as a record card for students during their study time for the whole of key stage three. This helps students and teachers to identify where they are in their learning and to enable teachers to report to parents, school managers and governors on progress in their subject.

A powerpoint to guide performers who are paired to perform a simple Ragtime piano piece. The guide provides a simple background to how the style originated and evolved leading to some animation of the different parts. This would suit a class who would ideally learn each part in their pairs. The more difficult part is the bass, with the easier part in the treble. The is room for all students learning both parts and then to allocate to themselves, which part would be most suitable for them. In any case, students either perform live or record onto music software to play back to the class or the teacher for appraisal.

A worksheet in PDF format that enables students to perform Leitmotifs used in films. It provides two choices in performing a short Leitmotif from well-known films: Jaws or Star Wars. The most able are provided with a guide to create their own Leitmotif.

A step-by-step guide enabling students to create a simple three part waltz adding a bass, fill and melody using Garageband or other similar software package. This would suit a class who have already covered the basic three triads.

A PDF version of a practical worksheet which uses a set number of speech phrases to introduce students to the rhythms of waltz. A preparatory session using these speech phrases enable students to produce a rhythm string. This prepares them for a waltz melody using Sibelius software. The lesson can be preceded by students learning how to ‘box’ waltz.

A PDF version of “creating Variations”, which is a practical worksheet which would benefit from an initial demonstration using Garageband or other similar software. This would enable students to create one or more variations on a simple nursery theme. This would suit a class who are familiar with triads already, but are moving on to the use of the three basic triads. Students can be challenged to use their listening skills to see which triad fits the melody at any time. This can be an activity using trial and error initially but refined to create a simple bass line and a fill part using triad notes. It would be expected that this continue to a succeeding lessons, which develops different versions.

In PDF format to kick start a composition lesson to develop Reggae pieces using simple rhythms and pitch patterns. Highlights the essential elements to complete a simple skank, fill and bass riff. An assessment sheet is included to enable students to assess themselves as well as provide feedback from their learning experience.

A PDF format of composing medieval music with Garageband. A step-by-step guide to creating a simple medieval piece using Garageband (but can e simply adapted to include other common music software) producing different levels of complexity according to ability. Model the task on a Smartboard, if you have one, or illustrate on a practical basis. Using sheets like this limit the constant demands of help from students.

A PDF format of the Lullaby Worksheet covering covering three to four hour lessons. This is a four page worksheet that can either be written on or used as an accompaniment sheet with Sibelius or other notation program. The task involves composing a simple lullaby in 3/4 time using the words of Spike Milligan’s short poem entitled ‘The Sardine’. The style is placed in its historical context together with the purpose of such compositions. Students can perform the rhythms used (three different ones in 3/4 time) and as a preparatory exercise can echo clap these and perform them in a two or three part round. The link between syllabus and the number of notes must be highlighted to enable students to choose the correct rhythm for each bar of words. When complete, the class will be able to perform the piece using the completed written rhythm. An alternative is to use Sibelius to produce the rhythm string. The sheet includes levels to guide the students’ progress and to enable them to see where they are in their learning. A learning check is also provided as well as a student feedback section. Students can then attach pitch names to each note choosing from either CEG or GBD. In the following lesson students can move to Sibelius to input their rhythm string and to drag the notes to their selected notes. An additional accompanying ‘fill’ part can be added giving specific technical guidance on how to do so. Examples of correct and incorrect work is provided.

A PDF format of the self help card. Are you fed up helping students with technical problems when using Garageband technology in the classroom? Constantly saying the same things to students who clearly haven’t listened to your verbal advice and find yourself running around the classroom dealing with the same problem, feeling you and your students are making little progress? Copy (laminate if you can) and place by each computer for students use. It is likely that you will spend more time teaching, rather than working up a sweat around the classroom. The guide sheet gives simple advice that is easily understood and solved by students on their own. It is good to refuse help, unless they refer to the card for help first. Additionally, one can include the rule that they must have asked the person next to them too before they are allowed to ask you.

A PDF format worksheet illustrating the origin and background to Rap music. A template us provided to create lyrics with or without a background beat in the classroom. This can be accompanied with a simple, but limited, patois dictionary (also available on my resource site) to support students. Brief level descriptors are provided to enable students to understand where they are in their learning and what they can do to improve. A simple feedback session provides information by students as to the difficulties they faced. The second page provides key words for the techniques used in DJ performance. This lesson can either start with a DJ illustration with the lyrics constructed afterwards or the lyrics tested out in partners or groups followed by a DJ beat with progressive additions to improve the piece.

PDF Ground Bass Performance / Composition worksheet and self assessment sheet for students with a section for providing feedback on their learning. It is suitable for any years above year 8 and firmly bases the style in its historical context, leadings students to compare classical composers with contemporary ones using Ground Bass in similar and different ways. Designed so that students can input four simple tracks into any music composition software reproducing the Pachelbel Canon harmonic structure. Students are led to enter the notes again in a second section with suggested differences and are encouraged to progress to as many different versions they can produce. A brief appraisal and ‘pupil voice’ is included at the end to enable you to see how students dealt with the task.

A four page worksheet to last over two to three lessons that can be written on (if required) to compose a simple lullaby in 3/4 time using the words of Spike Milligan’s short poem entitled ‘The Sardine’. The style is placed in its historical context together with the purpose of such compositions. Students can perform the rhythms used (three different ones in 3/4 time) and as a preparatory exercise can echo clap these and perform them in a two or three part rhythm round. The link between syllables and the number of notes must be highlighted to enable students to choose the correct rhythm for each bar of words. When complete the class will be able to perform the piece using the completed written rhythm. An alternative is to use Sibelius to produce the rhythm string. The sheet includes levels to guide students’ progress and to enable them to see where they are in their learning. A learning check is also provided as well as a student feedback. Students can then attach pitch names to each note choosing from either CEG or GBD. In the following lesson students can move to Sibelius to input their rhythm string and to drag the notes to their selected notes. An additional accompanying ‘fill’ part can be added giving specific technical guidance on how to do so. Examples of correct and incorrect work is provided.

A worksheet illustrating the origin and background to Rap music. A template is provided to create lyrics with or without a background beat in the classroom. This can be accompanied with a simple, but limited, patois dictionary (also available on my resource site) to support students. Brief level descriptors are provided to enable students to understand where they are in their learning and what they can do to improve. A simple feedback section provides information by students as to the difficulties they faced. The second page provides key words for the techniques used in DJ performance. This lesson can either start with a DJ illustration with the lyrics constructed afterwards or the lyrics tested out in partners or groups followed by a DJ beat with progressive additions to improve the piece.

Are you fed up helping students with technical problems when using Garageband technology in the classroom? Constantly saying the same things to students who clearly haven’t listened to your verbal advice and find yourself running around the classroom dealing with the same problem, feeling you and your students are making little progress? Copy (and laminate if you can) and place by each computer for students use. It is likely that you will spend more time teaching, rather than working up a sweat around the classroom. The guide sheet gives simple advice that is easily understood and solved by students on their own. It is good to refuse to help, unless they refer to the card for help first. Additionally, one can include the rule that they must have also asked the person next to them too before they are allowed to ask you.