After looking everywhere for a MADTSHIRTS classroom display, I was unsuccessful in finding what I wanted to put on my classroom walls. Therefore, I have created my own. I hope I have saved you some time in sprucing up your display boards for the new school year. The resource consists of 3 PDF documents: MADTSHIRTS - Each letter takes up one whole page to put at the top of the display board. Every element has its own page with a brief description and an image - place under the big letters. Key words for each element - place underneath description page as an A3 sheet or cut up. With this resource, you can pick and choose what element key words you would like to use. Best to print in colour and on A3 paper so students can access the display from across the classroom. M - Melody A - Articulation D - Dynamics T - Texture S - Structure H - Harmony & Tonality I - Instruments/Sonority/Ensemble R - Rhythm & Metre T - Tempo S - Style Terminology covered: PITCH, REPETITION, SEQUENCE, ASCENDING, DESCENDING, OSTINATO, CONJUNCT, DISJUNCT, IMITATION, STACCATO, ACCENT, LEGATO, FORTE (f), MEZZO FORTE(mf), MEZZO PIANO(mp), PIANO §, CRESCENDO, DIMINUENDO, MONOPHONIC=1, HOMOPHONIC, POLYPHONIC=(many), UNISON, CALL & RESPONSE, BINARY AB, TERNARY ABA, RONDO ABACA, POP SONG STRUCTURE, MAJOR, MINOR, DISSONANT, STRINGS, WOODWIND, BRASS, PERCUSSION, BAND, VOICES, SEMI-QUAVER, QUAVER, CROTCHET, MINIM, SEMIBREVE, SYNCOPATION, TIME SIGNATURE, LARGO, ANDANTE, MODERATO, ALLEGRO, VIVACE, PRESTO, POP, BLUES/JAZZ, COUNTRY, ROCK, FILM MUSIC, BHANGRA, MUSICAL THEATRE, HIP HOP & RAP, REGGAE, SAMBA AND CLASSICAL.

Different forms of assessment can take place in music at KS3 i.e. Performance, Composition or Understanding Music. The assessment criteria for KS3 has been devised from the NEW (2016) AQA GCSE Music Specification and Assessment Objectives. GCSE Music Assessment objectives -  AO1 Perform with technical control, expression and interpretation.  AO2 Compose and develop musical ideas with technical control and coherence.  AO3 Demonstrate and apply musical knowledge.  AO4 Use appraising skills to make evaluative and critical judgements about music. The areas of study above provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical context and musical language. The four areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills. Using the criteria below (assessment without levels) pupils are on different flight paths (see list below) and are either p levels, working towards, on track, above or significantly above their flight pathway. This can be changed for different schools. My school uses the following headings due to our school logo (AGS): Flight pathways -  Elevate (p levels)  Aspire (working towards)  Grow (on track)  Succeed (above)  Excel (significantly above) I have been deliberating on how to go about doing this, however, I feel this will work with any assessment. Within a UOW, you decide on the form of assessment i.e. performance, and you decide if a student is on a specific flight path and within that fight path they're either - working towards/on target/above.

NEW KNOWLEDGE RICH CURRICULUM PLANNING - By the end of KS3 our department’s intention is for students to know where music came from and how the musical elements have developed and ranged over a musical timeline (from Ancient times 8000 BC) to create the music we know today. The resource attached covers Ancient music through to the Baroque period (72 slides). A newly prepared Unit of Work (2019) for OFSTED’s new requirement for a ‘Knowledge Rich curriculum’. My new resources are constructed over many hours of work with much care and attention to detail. I will be uploading a ‘Classical - Romantic’ ppt. very soon. For every era, the following knowledge is included: Timeline Objectives and features slide Context slide of era – history associated with time period Instruments associated with era Facts Key words and definitions Notation for each era Performance tasks Listening tasks Historical influence on the music of today Youtube links Please leave feedback or any suggestions for improvement.

I created this resourse for form time/PSHCE/Assemblies for students to become aware of the power of music. The powerpoint includes - Dementia definition BBC the power of music - video Video of dementia and music and it’s power Blue peter badge - Ed Sheeran and how to apply Music from eras-lets have a look at some eras of music which may spark off some memory for today’s older generation. If you know anyone with dementia, try this with them it’s magical. What music would bring back memories for you in 65 years time? All links are within the powerpoint. Please read slide notes too.