**Lesson one is a series of six lessons on musical instruments and instrumental families. ** This presentation covers lesson one which focuses on introducing the different instrumental families and briefly covering which instruments would be included in those instrumental families and key features of those instrumental families. The idea behind these lesson is so that children can be taught about music even without having access to musical instruments or a music specialist. Lessons do not require pupils or staff to have prior musical knowledge to be taught and understood. Focus is on: names of musical instruments, names of instrumental families, key facts and features of musical instruments and instrumental families. Instrumental families included: woodwind, brass, strings, percussion, keyboard (keyboard has been used a separate category to avoid confusion between whether pianos are string or percussion - this is explained) Questions are spoken tasks are included throughout to engage pupil’s attention and allow them to have an active part in their learning. Mind-map tasks interspersed throughout the second half of the presentation and the presentation finishes with a suggestion for two tasks to consolidate knowledge: a research based task, and a worksheet based task (corresponding worksheets available separately). Colour is used to aid memory and learning. Animations are used to allow for questions to be asked and answered, and to engage pupil’s attention but animations are subtle so as to not be over-stimulating.

This presentation provides a detailed analytical account of numbers 1, 3 and 5 from Ralph Vaughan-Williams’ On Wenlock Edge: On Weblock Edge, Is my team plowing?, and Bredon Hill. The presentation covers analytical points of interest within each piece regarding the melody, harmony, texture, tonality, rhythm, metre, tempo, sonority, and dynamics to aid students in their ability to answer essay questions. Also covered is a chronological account of analytical points of interest within each music to help prepare students to answer listening questions on these works. The presentation also includes contextual information surrounding the work, including links to works of a similar style. The style of presentation is so that it could easily be converted into flashcards for revision after the presentation has been used for teaching and score annotations for example.