A practice question on Debussy’s Nuages for Eduqas A Level: Into the Twentieth Century. The question is in the style of the exam board SAMs, with a mark out of 15, and comes with a complete mark scheme with details of recording and timings to use.

A practice question on Poulenc’s Trio for Oboe, Bassoon and Piano for Eduqas A Level: Into the Twentieth Century. The question is in the style of the exam board SAMs, with a mark out of 15, and comes with a complete mark scheme with details of recording and timings to use.

This Music Theory Introduction Unit is suitable for Year 9 or Year 10 music students at the start of their GCSE course. The eight lesson unit includes powerpoints for each lesson, a two page theory assessment to be used half way through the unit, and other supporting word documents. The lessons begin by introducing note durations, reading the treble and bass clefs and understanding key signatures, as well as giving opportunities to develop rhythmic and melodic dictation skills. Time signatures, dynamic markings and contemporary chord notations are also included. This unit of work is ideal to do alongside a composition or performance long term project.

This set of four lessons would make a great listening and appraising introduction to Bhangra music, for either Year 9 or Year 10. It includes a powerpoint presentation for four lessons, practice listening question and worksheets. The powerpoints cover the key musical features of Bhangra, including instrumentation, and focus on the musical elements of this genre as part of the Eduqas GCSE specification.

The Blues Project is suitable for Year 7 or Year 8 students. The first two lessons are based on learning how to play the 12 Bar Blues on the keyboard (with Glenn Miller for extension), followed by three lessons working towards giving an ensemble performance of a Blues piece. The pack includes 5 powerpoints, differentiated worksheets and a booklet for students to work through. The powerpoints cover the context of the Blues, as well as the 12 Bar Blue structure and key vocabulary.

Year 7 Rhythm Introduction Unit is suitable for Year 7 students at the start of their secondary school music education. The six lesson unit includes powerpoints for each lesson, and a booklet which acts as a work and text book. The lessons begin by introducing basic crotchet/quaver rhythms in a rhythm grid performance task, before introducing semiqauvers/minims for composition, and rhythmic dictation. There are two learning checkpoints (assessments) for performance and rhythmic dictation. Students are also introduced to tempo, texture and dynamics.

This Year 8 Music exam has been created to cover a range of music knowledge most students would have covered. The first half of the paper includes a listening section which the teacher leads from the piano, asking students to identify pitch/dynamic/tonality/rhythm changes, major/minor chords, answer questions on a piece of music, and comment on how a piece of music represents a certain atmosphere. The second section is knowledge based, and covers musical elements, instruments, families of the orchestra, reading the treble clef, note durations and chord identification. There are a few questions that are specific to reggae, film music and the blues. The paper comes with a full mark scheme.

This is ideal to be used in a revision lesson of the set work Poulenc’s Trio for Oboe, Bassoon and Piano, mvt. 2. The first page asks a series of questions, referring to each section of the movement, regarding the harmony and tonality of this piece of music. The second page provides the answers for teachers, and can also be a useful revision tool for students as it covers some of the basic harmony and tonality points. Students will need to work on this with an unannotated copy of the score. It does not provide a full harmonic and tonal analysis - it is intended as a revision or assessment preparation tool.

A complete scheme of work for Eine Kleine Nachtmusik, one of the set works for Eduqas GCSE. This scheme is an ideal introduction to the set work, particularly for Year 10 students. Lesson 1 starts with a musical element recap PowerPoint and full booklet with all GCSE music terminology, which can be used for students to refer through throughout the year. Lessons 2-4 introduce the set work (context, structure, harmony/tonality) with a practical exploration of the work from the performance pack on the Eduqas GCSE website. Lessons 5-11 continue to explore other musical features of the set work (cadences, repetition/contrast, time signatures)ornamentation, , with a variety of different activities. For the learning checkpoint (lesson 9), we use a sample question from the exam board on the set work. Throughout the final lessons, the practical element requires students to begin work on a composition inspired by classical features (we use Sibelius for this) that is assessed at the end using Eduqas criteria, so the series of lessons can be extended to continue work on this.

This Year 7 Music exam has been created to cover a range of music knowledge most students would have covered. The first half of the paper includes a listening section which the teacher leads from the piano, asking students to identify pitch/dynamic/tonality/rhythm changes, major/minor chords, and comment on how a piece of music represents a certain atmosphere. The second section is knowledge based, and covers musical elements, instruments, families of the orchestra, reading the treble clef, note durations and chord identification. The paper comes with a full mark scheme.

This is a powerpoint revision lesson for the GCSE Music Eduqas Specification. Ideally to be used before a listening exam or with Year 11s in the final few lessons, the lesson requires students to have four different coloured cards to answer a series of questions on the two set works, and these are broken up with other questions (jazz, baroque/classical/romantic, elements based). Students could work in pairs, teams or individually. Links to suggested musical examples are included in the powerpoint, but you could add more or adapt it to different genres/features as needed.

Debussy Impressionism Intro Lesson offers an introduction lesson to Debussy and his impressionist style for students studying A Level Music with the Eduqas specification. The lesson looks at two of his solo piano pieces and introduces some features of Impressionisim, includes a HW to be set and an opportunity to play some of his piano music. It is intended as a lesson to be used early on in the A Level course to get students to answer questions building on their GCSE knowledge.

A practice question on an unprepared impressionist piece of music for Eduqas A Level: Into the Twentieth Century. The question is in the style of the exam board SAMs, with a mark out of 15, and comes with a mark scheme and details of recording and timings to use.

Used for the study of Debussy’s Nuages for Eduqas A Level music, this resource is a great revision tool for students. Give them a blank copy of the score, and let them work out whether the different statements are true or false - a great group activitity to help prepare students for their A Level music exam. Full answers included.

Used for the study of Poulenc’s Trio for Oboe, Bassoon and Piano for Eduqas A Level music, this resource is a great revision tool for students. Give them a blank copy of the score, and let them work out whether the different statements are true or false - a great group activitity to help prepare students for their A Level music exam. Full answers included.

Film Music Project suitable for Year 7 or Year 8 students. The first two lessons are based on learning how to play a series of differentiated leitmotifs on the keyboard, followed by four lessons working on creating music on GarageBand (or similar software) to accompany a Harry Potter Film Clip. This pack includes 6 lesson powerpoints, two worksheets, and a work booklet for students to use.

A revision lesson aimed at Year 11s for a final reminder of some of the key musical features of the two set works (Mozart and Rainbow). It asks a series of questions based on the musical elements, which students can answer on paper, individually, or following discussion as a class or in pairs. It does not go into lots of detail, but aims to cover the most important facts as students prepare for their final exam.

Band Project Unit suitable for Year 7 students based on learning the four chords (C, G, Am, F) on the keyboard, and an ensemble performance assessment. This pack includes 5 lesson powerpoints, 4 song sheets, and a work booklet for the students to use.

This is an ideal musical element revision lesson for GCSE music students. It could also be used as a series of starters across a term. During this game, students need to stand in front of a whiteboard – the rest of the class then have to help them work out the musical term on the board without referring to the other words. This can be differentiated further so students then need to provide musical examples of the terms instead of using words, or students can do this in pairs or teams. 30 examples are given.

A 14 mark question on the Western Classical Tradition, looking at the identification of a piece of music as Baroque, Classical or Romantic, and recognising musical features regarding the elements. This comes with details regarding the extract, and a full mark scheme. Suitable for GCSE Music students in Year 10 or Year 11.

A GCSE music theory assessment with a section based on rhythmic dictation, melodic dictation, time signatures, key signatures, and clef reading (marked out of 26). The rhythmic and melodic dictation sections allow flexibility, so that you can differentiate according to the students who are taking the assessment.