Here are three extended answer questions with mark schemes/indicative content. Each question is worth 10 marks. The pieces used are: The Trumpet Shall Sound (Handel’s Messiah) The Aquarium (Saint Saen’s Carnival of the Animals) An extract from movement 5 of the Symphony Fantastique (Berlioz) Each question includes a you tube link and time stamp if applicable. Designed for a year 11 class who are approaching Eduqas GCSE exam. My students found it useful to compare their answer to the indicative content.

Here is a set of listening questions suitable for a year 11 class approaching the Eduqas GCSE exam. With a total of 10 marks, questions cover: Identifying the orchestral instrument playing the melody Cadences and modulation Melodic and textural features Identify the time signature Mark scheme included Includes a you tube link to the audio, but if that fails it is the first 33 seconds of Beethoven Pastoral Symphony final movement

Here are two extended answer (10 mark) questions based on film music for the Eduqas GCSE. Includes mark scheme/indicative content for both questions. The questions are on a theme from Interstellar and a theme from Top Gun and includes you tube links to the audio clips. My students found it useful to compare their work to the indicative content and identify points they missed out.

A tried and tested resource to support year 10 and 11 studying GCSE Eduqas Music with the setwork Badinerie Includes worksheets, revision activities, support with analysis, and helpful mneumonics and strategies Some pages are targetted at less experienced pupils while the yellow boxes are stretch and challenge I have uploaded a powerpoint and a pdf of the file.

This lesson explores symphonies which differ from the standard 4 movement form. Covers: symphonic poems (Vltava) and longer symphonies. Essay question included at the end.

Here are 4 lessons covering various aspects of the Badinerie by Bach (Eduqas GCSE set work). There are lessons on structure, harmony, instrumentation, motifs, and context. Worksheets are included in the powerpoint and can be printed for pupils.

Resource to support students’ understanding of how composers adapted sonata form. Covers: Haydn 104 movements 1 and 4, Berlioz Symphonie Fantstique, Mendelssohn’s Italian movement 4, Beethoven’s Eroica, and briefly touches upon some other examples.

This is a powerpoint with examples of how the development of the symphony was influenced by dance music. Covers: Stamitz, Baroque dance suite, Mendelssohn, Berlioz. Designed to be used following a lesson on minuet style and Haydn’s 104 as part of the Eduqas A-level. Support for planning an essay is included at the end.

1 lesson covering the following: starter activity which engages students with key words for describing songs such as strophic, pentatonic, a cappella, melismatic. This is differentiated with a ‘challenge’ version which removes some words and replaces with gaps. 2 listening activities using different recordings of Amazing Grace performance activity for the keyboard whole class questions designed to be used as a plenary simple score of Amazing Grace is included, aimed at year 7 or primary level.

This is an introduction to Baroque music for GCSE students. It includes examples of 6 features of Baroque music (ornamentation, regular cadences, contrapuntal textures, terraced dynamics, baroque instruments, basso continuo). Plenty of listening activities and questionning. Performance activity- Pur ti miro by Monteverdi. Link to score is included Low stakes testing- includes link to Kahoot. With the exception of the ensemble performance task, this can be delivered online (and was designed for virtual learning)

This is an exercise suitable for KS3 and beginner ukulele players: learning the riffs from Should I Stay or Should I Go? by The Clash. Music is in the original key so students can play along with the original track yet it’s very accessible for beginners.

Performing the main theme from Einaudi’s Le Onde on keyboard or piano. This is an activity I use to introduce minimalism. It could also be left as cover work during a minimalism project. There’s 3 differentiated levels (labelled easy, medium and challenge- but could be changed to fit your department policy). Questions ask why this might be linked to minimalism (use of repetition and developing simple motifs) and why it might be called the waves (gentle rise and fall of the melody). Suitable for year 7 and 8 or lower ability year 9s.

This is a scheme of work to play on keyboards for year 7 or 8. Two powerpoints attached: Learn to construct concords, discords and major and minor chords. Work out the way in which they are constructed using the ear. Learn to play Ed Sheeran’s Shape of You on the keyboard. This is scaffolded and highly differentiated. Teachers can adapt my 4 point assessment criteria to match their own school/department policy.

This is a scheme of work in which students learn to sing, strum the chords of the chorus, and play the riff of Sweet Child of Mine on the ukulele. It is highly differentiated with 4 levels of difficulty for both the chords of the chorus and the riff. The easy levels are very easy while the harder levels are challenging for young ukulele players. Powerpoint also gives easy to follow instructions on how to read tab with plenty of visuals. I have attached a video of me playing the riff. Lesson 1: Learn to sing the verses and chorus Lesson 2: Strum chords in the chorus Lessons 3 and 4: Pluck the riff Lesson 5: Put it all together to play the full song.

This is a scheme of work for KS3 on performance and composition skills on Theme and Variation, exploring Pachelbel’s canon as an example. Lesson 1/2: History of the piece, what is theme and variation, sing the theme, play the theme on the keyboard Lesson 2/3: start to create variations on the theme using a keyboard Lesson 4: Play the theme on the ukulele. This is scaffolded to support lower ability and challenge higher ability learners. Lesson 5: Optional- can include keyboard arpeggios Lesson 6/7: group composition task where some students play keyboards/piano and some play ukulele. They create variations together (or individually and string them together) to create a theme and variation composition. I have included an assessment criteria which can be adapted for however you want to use it.