I created this scheme of work as a way in to help year 7 students interpret written music before introducing written notation. The scheme of work includes as much practical activity as possible, as a whole class, in pairs and in small groups.

This is a one/two lesson lesson with practical for AOS2: Popular Music for Stevie Wonder. There are links to songs embedded in the star symbols. Please note, I have only taught AOS2 for the section A portion of the exam so please be aware that there are no songs analysed in the detail required for section C.

This is the fourth lesson in a game music scheme of work taught to Year 8 (KS3). The scheme of work is taught in conjunction with computer games that the students are making in their ICT lessons. The programme used is garageband and taught via our school’s iPads.

I created this scheme of work as a way in to help year 7 students interpret written music before introducing written notation. The scheme of work includes as much practical activity as possible, as a whole class, in pairs and in small groups.

This is a one lesson lesson for AOS2: Popular Music for Beyonce. There are links to songs embedded in the star symbols. Please note, I have only taught AOS2 for the section A portion of the exam so please be aware that there are no songs analysed in the detail required for section C.

This is the seventh lesson in a game music scheme of work taught to Year 8 (KS3). The scheme of work is taught in conjunction with computer games that the students are making in their ICT lessons. The programme used is garageband and taught via our school’s iPads. This lesson is focussed on peer and self evaluation.

Arrangement of Eye of the Tiger, it only has the intro, first half of the first verse and chorus. It’s a Sibelius 6 verison so that it’ll open on anything Sibelius 6 or later. It’s currently for two clarinets, cornet/trumpet, piano, bass and drums but can be easily rearranged for your needs.

Arrangement of School’s Out (Alice Cooper), it has the first verse, chorus and middle 8, currently it has the lyrics ‘School’s Out for Christmas’ but this is easily reverted to the original. It’s a Sibelius 6 verison so that it’ll open on anything Sibelius 6 or later. It’s currently for voice, two clarinets, cornet/trumpet, electric guitar, piano, bass and drums but can be easily rearranged for your needs.

A Sibelius arrangement of ‘Don’t Cha’, please note this is just the intro, first verse and chorus. Currently for voice, flute, alto sax, piano, violin 1, violin 2 and drums. As this is a Sibelius file it can easily be rearranged for your needs: uploaded as a Sibelius 6 and 7.5 files.

A Sibelius arrangement of ‘Heigh-Ho’. Currently for voice, flute, bass clarinet, electric guitar, piano, violin 1, violin 2 and drums. As this is a Sibelius file it can easily be rearranged for your needs: uploaded as a Sibelius 6 and 7.5 files.

This is a two lesson PowerPoint on Bhangra music suitable for the Eduqas music GCSE course. It covers the key features, instruments and artists. Links to examples are embedded within the stars.

This is the powerpoint I used to teach my students some of the key vocabulary of film music. The main bulk of the lesson was given over to a practical workshop where they were given a silent clip and asked to create the music for it in groups. The key aspect which I have highlighted to students is listening which is why I link students to the department spotify which has a wide range of playlists at their disposal.

This is the powerpoint and worksheets I have used to teach my students about the orchestra in the classical era and the orchestral music of Mozart and Beethoven. There are listening examples either embedded or linked in the PowerPoint and a listening test with answers for the end of the unit.

I wrote this scheme of work for year 7 to introduce them to reading music in a fun way. Initially the students learn to read the treble and bass clef and learn to play a simplified version of Imagine by John Lennon. Later on in the project, students specialised in an instrument or voice and learnt to play ‘The Sky from Jigsaw Jam’ by Music for Youth. The culmination of the project was a whole year performance of the sky.

I wrote this powerpoint to fit with the new AQA’s new GCSE specification. Pop music from 1990-present fits within Area of Study 2. To accompany this presentation, students worked through the timeline document which was in their books. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been hyperlinked within the green stars.

I wrote this lesson plan to fit with the new AQA’s GCSE specification. Fusion music fits within AOS3, traditional music. This covers reggae and African fusion, as advised by the exam board. Following running through the key musical features, students were required to take a simple, 4 chord pop song, and fuse it with one of the two styles that we had discussed. There is a short test at the end to develop dictation and enhance understanding of exam style questions. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been embedded.

I wrote this scheme of work for year 7 to introduce them to reading music in a fun way. Initially the students learn to read the treble and bass clef and learn to play a simplified version of Imagine by John Lennon. Later on in the project, students specialised in an instrument or voice and learnt to play ‘The Sky from Jigsaw Jam’ by Music for Youth. The culmination of the project was a whole year performance of the sky.

These are the resources I’ve used to teach my students about the orchestral music of Kodaly and Bartok. It includes general listening and a practical activity.

This is the powerpoint I’ve used to teach my students about the piano music of Chopin and Schumann. The lessons involve listening, aural analysis and a practical task.

I wrote this lesson plan to fit with the new AQA’s new GCSE specification. Contemporary folk fits within AOS3, traditional music. To accompany this presentation, students worked through a focused listening sheet to highlight key features. There is a short test at the end to develop critical listening skills and enhance understanding of exam style questions. My teaching focus here is key musical features and how the music sounds, not key facts about the sub genres. Listening examples have been embedded within the star icon.