Questions for A level music students to check their knowledge. Set works include: Bach, Mozart, Vaughn Williams, Vivaldi, Schumann, Berlioz,

Start every lesson with some listening! In my KS3 lessons we start every lesson by listening to a piece of music related to what we are studying. Students have “listening diary” booklets, and are asked the same questions each time - what instruments can you hear? What is the genre? Then for each piece there will be a question about the elements of music “eg how would you describe the dynamics?” and a “bonus question” about anything you like! This resource includes 2 listening diaries, one suggested for Y7 and one for Y8 and 9. They are similar, but with different profile questions at the start. Students have this booklet all year to keep track of their listening. I usually print mine out black and white to save colour printing. Also included is an example powerpoint slide. I start every one of my KS3 lessons with a slide like this. Feel free to modify and use as you like!

A series of lessons (suggested two, but could be more) showing students what a key signature is and how to work them out from sheet music.

Help and guidance for the essay question

A powerpoint running through all the question types that appear in the GCSE Edexcel Music Exam. For each question students are given advice what to write, depending on if they have no idea at all, or if they get the gist but are not sure how to approach it. Edexcel have confirmed that it is OK for students to write more than the specified number of points per question (eg. for “name 2 facts about the Baroque era” they can say more than 2, as long as they don’t contradict each other.

An overview of how to discuss each musical element

This powerpoint guide talks students through creating one bar of melody and then extending it into a 16 bar, and finally ABA or rondo form piece of music. Along the way it gives tips on developing melodic ideas, harmonising a melody (chords and cadences), accompaniment styles and more. This powerpoint can be taught from directly over a period of 3-4 composition lessons, but can also be worked from independently as a homework or independent composition task. Also included in the download is a MIDI of the example composition for students to reference. This works well for a GCSE rondo form composition, such as the 2018 Edexcel instrumental music brief, along with many others.

This revision grid for “Music For A While” by Purcell contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Star Wars Main Theme/Rebel Blockade Runner” by John Williams contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Samba Em Preludio” by Esperanza Spalding contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Release” by Afro Celt Soundsystem contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Killer Queen” by Queen contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Sonata No 8 (Pathetique)” by Beethoven contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for Brandenburg Concerto no 5 movement 3 by JS Bach contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.

This revision grid for “Defying Gravity” by Stephen Schwartz (from “Wicked”) contains all the key information specified by the exam board condensed into easily understandable “student speak” lists, with key information highlighted in bold. The information has also been separated into the “essential for all” basic facts in green, the more detailed info in blue and the high level “icing on the cake” stuff in pink. I find that this helps to direct students revision - for lower ability pupils it helps to say “just focus on the green, then work on the blue” to make the information seem more accessible. For higher ability pupils it helps prioritise their revision into what is the most crucial information to tackle before the higher level detail.