This is a ‘getting started’ activity for the Beethoven set work. The students need to watch a particular video on YouTube and answer some questions based on what they see and hear. The resources consists of five pages: three question pages and two answer sheets. Notes on resource: I created this resource as a ‘getting started’ activity for study of the Beethoven set work. It is a way of ensuring the students listen to the recording and, by watching the video, they can begin to understand the piece. This resource is linked to Edexcel specimen paper questions where a question was asked about the roles of the left and right hands, as well as about other elements of music including texture.

This resource practises identifying melody and accompaniment in the Area of Study One set works (Bach and Beethoven). It consists of six pages: four pages of questions and two answer-sheets. I have produced a set of resources based on the technique of ‘over-learning’ which is a method intended to strengthen and consolidate the mental models in long term memory as advocated by Bjork (2011). I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I am able to be confident that these resources will prepare the students for the examination. Notes about the resources The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016). Please read ‘The philosophy behind my resources’ for more information. Please see the file ‘List of Resources’ to establish what is available.

I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I have been able to produce a set of resources which will prepare the students for the examination. By reading my analysis, I believe that you will be able to answer the perennial question, ‘will this be in the exam?’ with more confidence, leaving you freer to achieve your primary aim of instilling a love and appreciation of music in your students. What will you gain from the question paper analysis document? 1. Evidence of actual exam questions produced by Edexcel, broken down into sets 2. A clear sense of the style and type of question your student will receive 3. A confidence in knowing what your students need to know and the sort of questions they will answer to demonstrate their knowledge

This resource practises identifying instruments and instrument families in the Area of Study One set work by Bach. It consists of three pages: two pages of questions and one answer-sheet. I have produced a set of resources based on the technique of ‘over-learning’ which is a method intended to strengthen and consolidate the mental models in long term memory as advocated by Bjork (2011). I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I am able to be confident that these resources will prepare the students for the examination. Notes about the resources The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016). Please read ‘The philosophy behind my resources’ for more information. Please see the file ‘List of Resources’ to establish what is available.

I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I have been able to produce a set of resources which will prepare the students for the examination. By reading my analysis, I believe that you will be able to answer the perennial question, ‘will this be in the exam?’ with more confidence, leaving you freer to achieve your primary aim of instilling a love and appreciation of music in your students. What will you gain from the question paper analysis document? 1. Evidence of actual exam questions produced by Edexcel, broken down into sets 2. A clear sense of the style and type of question your student will receive 3. A confidence in knowing what your students need to know and the sort of questions they will answer to demonstrate their knowledge Question focus: naming instruments/instrument families 12% (8 marks) of SAMPE section A and 9% (6 marks) of ASAMPE section A requires students to name instruments. The question is always specific: name an accompanying instrument; name an instrument that plays at the start; name an instrument playing the melody; name an instrument found in both extracts.

An explanation of the philosophy behind by my resources and how they are rooted in educational research. In teaching GCSE Music, my aim is to instil a life-long love and appreciation of music in my students. I also want them to achieve the best possible mark in their GCSE examination. My teaching philosophy is based on these desires. The publication of the new specification (2016-) provides an opportunity to revisit teaching methods and to ensure that students are being taught in the best way possible. We know, from educational research, that some teaching methods are more successful than others. The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016).

This resource practises identifying tonality and key in the Area of Study One set works (Bach and Beethoven.) It consists of six pages: four pages of questions and two answer-sheets. I have produced a set of resources based on the technique of ‘over-learning’ which is a method intended to strengthen and consolidate the mental models in long term memory as advocated by Bjork (2011). I have analysed the two specimen papers published by Edexcel, in conjunction with the Specification. By identifying and understanding the requirements of these specimen papers, I am able to be confident that these resources will prepare the students for the examination. Notes about the resources The resources can be used as formative assessments. The expectation is that students will get all of the questions right because the aim is for teachers to teach to mastery. If they do not score highly then the concept should be revisited immediately to address any misconceptions. This method helps a student to ‘build a firm long-term memory of the concept being taught’ (Christodoulou, 2016). Please read ‘The philosophy behind my resources’ for more information. Please see the file ‘List of Resources’ to establish what is available.

A set of five warm-up cards for KS2 and 3. To be used before singing and suitable for classroom use as well as during choir rehearsals. 1. Warming up the body and standing well 2. Breathing well and with self-awareness 3. Semi-occluded vocal tract exercises 4. Pitch and range exercises 5. To develop confidence and camaraderie. There is also booklet with instructions, piano parts and a reading list. THIS IS THE VERSION WHICH I WILL POST* TO YOU. IF YOU WOULD LIKE TO PURCHASE THE DOWNLOADABLE VERSION, PLEASE VISIT THE OTHER PAGE. *Post option only available in the U.K.