A step-by-step guide to creating a simple medieval piece using Garageband (but can be simply adapted to include other common music software), as well as an Assessment sheet for students to self assess and provide feedback to you on their learning experience. The worksheet helps to produce compositions of different levels of complexity according to ability. Model the task on a Smartboard, if you have one, or illustrate on a practical basis by using simple Orff tuned percussion for a drone, a tin whistle or recorded for a melody using the Dorian mode. This worksheet limits the constant demands of help from students and supports you in managing your time between all members of the class

A written worksheet that would be suitable for a non-specialist allowing students to access the internet later in the lesson to complete some research on the sounds of the instruments. The concept of Drone and Mode needs to be known.

A complete Year 8 Scheme of Work for Music - National Curriculum with end of term milestone assessments. Complete lesson plans for the year, which include references to cross-curricular themes, PLTS, special needs provision, G&T and many other necessary provisions. Detailed enough to satisfy the most fussy of Ofsted inspectors!

This suitable for all years above year 8 and firmly bases the style in its historical context, leading students to compare classical composers with contemporary ones using Ground Bass in similar and different ways. Designed so that students can input four simple tracks into any music composition software reproducing the Pachelbel Canon harmonic structure. Students are led to enter the notes again in a second section with suggested differences and are encouraged to progress to as many different versions they can produce. A brief appraisal and ‘pupil voice’ is included at the end to enable you to see how students dealt with the task.

A worksheet (in publisher format) that enables students to perform Leitmotifs used in films. It provides two choices in performing a short Leitmotif from well-known films: Jaws or Star Wars. The most able are provided with a guide to create their own Leitmotif.

Designed for key stage three for classes dealing with chords for the first time. Linked to Garageband, but can be used with any other software. Students learn the C major triad in two different areas of the keyboard. A rhythm chant is also used with words alongside a marching background rhythm, which enable students to play in the rhythm using the triad. Multi-tracking enables students to produce multi-layered fanfares.

A worksheet suitable for a non-specialist (cover work) or as a preparatory lesson to a practical series of lessons performing reggae music. Short paragraphs with following questions as well as the opportunity for students to draw as well as express their own views/opinions about Rastafarian belief.

A PDF format worksheet illustrating the origin and background to Rap music. A template us provided to create lyrics with or without a background beat in the classroom. This can be accompanied with a simple, but limited, patois dictionary (also available on my resource site) to support students. Brief level descriptors are provided to enable students to understand where they are in their learning and what they can do to improve. A simple feedback session provides information by students as to the difficulties they faced. The second page provides key words for the techniques used in DJ performance. This lesson can either start with a DJ illustration with the lyrics constructed afterwards or the lyrics tested out in partners or groups followed by a DJ beat with progressive additions to improve the piece.

A worksheet in PDF format that enables students to perform Leitmotifs used in films. It provides two choices in performing a short Leitmotif from well-known films: Jaws or Star Wars. The most able are provided with a guide to create their own Leitmotif.

A powerpoint to guide performers who are paired to perform a simple Ragtime piano piece. The guide provides a simple background to how the style originated and evolved leading to some animation of the different parts. This would suit a class who would ideally learn each part in their pairs. The more difficult part is the bass, with the easier part in the treble. The is room for all students learning both parts and then to allocate to themselves, which part would be most suitable for them. In any case, students either perform live or record onto music software to play back to the class or the teacher for appraisal.

Fed up of trying to spread yourself around your GCSE music composition class giving individual advice and trying to get around everyone?! If you have set your class a song composition, then this self-help guide will help your students and enable you to be more efficient with your time - and less exhausted! Suitable for GCSE composition and able year 9 students to help guide them through the possible choices available to them whilst composing, suggesting ideas but using the standard format of a pop song.

Are you fed up helping students with technical problems when using Garageband technology in the classroom? Constantly saying the same things to students who clearly haven’t listened to your verbal advice and find yourself running around the classroom dealing with the same problem, feeling you and your students are making little progress? Copy (and laminate if you can) and place by each computer for students use. It is likely that you will spend more time teaching, rather than working up a sweat around the classroom. The guide sheet gives simple advice that is easily understood and solved by students on their own. It is good to refuse to help, unless they refer to the card for help first. Additionally, one can include the rule that they must have also asked the person next to them too before they are allowed to ask you.

A worksheet illustrating the origin and background to Rap music. A template is provided to create lyrics with or without a background beat in the classroom. This can be accompanied with a simple, but limited, patois dictionary (also available on my resource site) to support students. Brief level descriptors are provided to enable students to understand where they are in their learning and what they can do to improve. A simple feedback section provides information by students as to the difficulties they faced. The second page provides key words for the techniques used in DJ performance. This lesson can either start with a DJ illustration with the lyrics constructed afterwards or the lyrics tested out in partners or groups followed by a DJ beat with progressive additions to improve the piece.

"This is a really well collated resource and has been put together coherently and thoughtfully. Wonderful!" Complete Scheme of Work for music complete with detailed lesson plans for year 7 students and milestone assessments for the end of each term. Wide, varied and broad musical curriculum suitable for all abilities displaying a balance of world music, contemporary music and idiomatic music of the British Isles. This scheme of work is exhaustive, that even an Ofsted inspector will be impressed with the level of detail! Extensive cross-curricular, PLTS and many other links highlighted to show you are addressing all the issues in education today. Set assessments included as a resource.

“Thank you so much for this. I have only ever taught the old version and was panicking a bit about the new syllabus”. This is a Scheme of Work based on the two publications by CGP, namely ‘GCSE AQA Music for the Grade 9-1 exams - Complete Revision and Practice’ for class work and ‘GCSE Music for the Grade 9-1 Course - Exam Practice Work Book’ used for homework. Each book houses it own copy of the CD. The composition element does not have an extensive composition lesson-by-lesson scheme as most teachers like to use a workshop strategy, giving one-to-one help and advice.

A publisher format worksheet designed for use with any music software or integrated live performers and backing tracks. Suitable for year 8 and above. Students learn to perform a simple nursery, which is scalic and in simple ternary form. This enables students to perform the music quickly. This would suit the next stage of variations composition. Different combinations are suggested to provide a coherent and flowing set of variations, which can be re-ordered according to the student’s wish. Simple to more complex changes to the original are suggested, which lead to students creating their own changes. An appendix is provided to enable students to use the three main chords of I, IV and V for a ‘fill’ and bass part.

This is a document to help accurately assess new year 7 students entering the school for the first time. Assessment includes whether students have met the requirements for key stage two as well as ongoing assessment for key stage three. The document helps to integrate exam board assessment into national curriculum assessments. The resources includes points scores for all music qualifications as well as a record card for students during their study time for the whole of key stage three. This helps students and teachers to identify where they are in their learning and to enable teachers to report to parents, school managers and governors on progress in their subject.

Save time and be efficient! The new year 7 students are coming in September and you need to make an assessment of their musical knowledge and skills as well as monitor their progress towards the end of the key stage. This interactive Excel tool will automatically keep tabs on the progress of your students as you take note of what they have achieved throughout key stage three, as well as include an assessment on their prior knowledge from key stage two. Two automatic charts are produced as well as automatic data on the progress of individuals and the class with the standards listed in the national curriculum. You can link classes together to provide a whole year analysis or indeed a whole key stage three analysis by linking the data (a facility offered by Excel). This is a perfect complement to ‘Entry Assessment for Music’ file listed in my Resources.

An order of service suitable for a school service that last for just under one hour. The service covers the Passion, Resurrection and Pentecost. Selected Taize chants are printed in two part harmony (for some) as well as a few popular style hymns. It provides opportunities for some performances by school students as well as vocal solos for either senior students or adults. The language used in the readings are simple and paraphrased to enable younger children to understand and relate to the bible stories. Preparatory materials (not included here) include prayer slips completed by students before the day of the service as well as a prayer box where they are presented on the altar.