This is a reflection for students to use after a music concert.

**This is a generic introduction lesson which could be adapted for use in your first GCSE music lesson with your new class, or if you have inherited a new group. ** ** This resource goes over the basics of each component (Performing, Composing, Listening and Appraising) and sets a few deadline challenges to help motivate students to practice regularly and engage with instrument lessons. It is not exam board specific so enables you to add more specific detail if you wish or could be printed as a guideline to hand to students. The first slide provides some get to know you questions. Choose a piece of music and set the timer to get an idea of their writing skills and personal interests which you can then use to tailor future lessons or compositional activities to.

Could be used as part of a stand alone lesson, cover work or an alternative end of year/term assessment. The document consists of a keyword revision sheet, starter task, a fill in the gaps assessment sheet and mark scheme.

This power point lays out all the learning aims; Plan, develop and deliver a music product Promote a music product Review the management of a music product with a suggested scenario (which can be changed to suit your schools context) and suggested tasks for each stage.

Christmas songs are a big earner for royalty payments. Help your students compose their own Christmas hit using this guide. This pack contains: Keywords & definitions Starter Reference point based upon the success of All I Want For Christmas Is You Composition task

Resources for Learning Aim B - Demonstrate an understanding of Health & Safety Includes resources on: health & safety risk assessment manual handling PPE

Exam questions based upon January 2021 paper. Three lessons focusing on each section of the paper. Learning aim A - section A Learning aim B - section B Learning aim B - section C Plus a workbook for students to use along side slides. The idea is to lesson the stress of practising past papers by working in small segments, with a view to sitting a full exam under conditions once the lessons have been completed. Teacher guidance advised throughout, based upon areas of weakness, misconceptions or common wrong answers by your cohort.