This is a fun game as part of the end of a lesson or start to look at composers with KS3. Pupils have to work out the composer/band/singer from pictures e.g. the example is a picture of a door handle; from there the pupils 'say what they see' and work out it's Handel. Others include Liszt, Chopin, Oasis, Jessie J, Britney Spears and Black Eyed Peas. Any feedback you have or other musicians I could add in would be great, thanks!

Used as a plenary for a short performing styles unit based on Blues, Reggae and Acoustic music. Students work out the style of music from the description, for example, this music originated from the Carribean - Reggae. Can be used to tack on other styles of music to edit it into a bigger scale activity for KS4. Any feedback would be great, thanks!

An open task for KS3 - Year 7 task or Year 9 revision. Feel free to cater it to the needs of your class, there are lots of other key terms that can be added and lots of other tasks that can branch off from this.

Useful for students to cut up (in lines) and put lyrics together in order, match up with the Gaelic or even to cut in random shapes to put together.

Students research the definitions of musical elements and find words associated with the key term. E.g. Tempo = speed of a piece = allegro, largo, rallentando etc. Any feedback would be great, thanks!

A quick quiz on the key points associated with Moby and his music. Useful as a start into the subject or as a revision task at the end of a scheme of work. Other questions can be added to it and other pieces from the anthology.

Teacher and student copy of the performance directions - task is for students to find them in the score.

Put the musical checkpoints in order. Make sure to delete the numbers in the far right hand column before handing out to students!

This is a series of checkpoints to break up the Beatles track. Students can cut them out and put them in order or number them according to the order.

Can be used for students to cut up and put into order. Also useful to group the lyrics in order to see how many verses there are and how short they are.

A series of facts associated with either Hans Zimmer, Alexandre Desplat, John Williams and Thomas Newman. Students research online to work out which fact is associated with which composer. Facts taken from Wikipedia.

Lesson plan based on students creating a rhythm composition and combining what rhythm they hear with which musical symbols. Any feedback would be brill, thanks!

Pirates main theme with arrows pointed at certain symbols of the score. Students have to recognise, identify and name the symbols. It's not the most refined but can be useful for ideas. Any feedback would be great, thanks!

Students can compose a piece based on rhythms - basic introduction to composition. Students can apply different rhythms, rests, ostinati and structure. Any feedback would be great, thanks!

Starter/plenary questions based on half of the set works - Indian/African/Celtic and Reich/Schoenberg/Bernstein. Can be used to cut out and stick on card for revision of the set work or a revision of a starting lesson on the set work.

Match the length of note, name and what it looks like to the descriptions provided. This can be used as a worksheet or each description cut up, put into envelopes and scattered at various points of the classroom. Can be used as part of a starter, plenary or main task. Any feedback would be great, thanks!

Basic functions of how to use Sibelius. A work in progress but I've tried to use the main functions and there are many things that can be added to this. Any feedback would be very useful!

Useful for improving numeracy of students; task is to count the amount of accents, find the bar of a certain word, count the beats of a certain syllable etc. Handy to use as a starter to introduce the new work. Lots of other items can be added.

Mix of audio, visual, written questions and mini essay at the end. Answers on duplicate slides at the end. If you are using it and want to include the audio questions do have a look through the answers to the audio questions as it'll either tell you or give you an idea of when to play the track. Feedback would be great, thanks!

At the bottom of the sheet are numbers - fill in the statement of the various set works with the appropriate number. The actual list is at the bottom of the page so don't forget to remove that before handing out to students! Also, please make sure to check the numbers - I have a feeling one or two may not be correct!