A resource I use to introduce pop songs to year 7 - although it would work with older year groups too. Its been a nice way of encouraging classroom singing. It uses the Adele song 'Someone like You'. Includes a lesson plan and PowerPoint. The end of objective is to play a very simplified version of the hook (it's in C) either as broken or block chords. If all goes well, students might be able to perform it as a whole class.

Here's a lesson I used to introduce Indian music at KS3 (Year 9). The lesson includes a PowerPoint presentation, a flashcard activity, two audio examples and a video. The lesson aims to help students understand how the rhythmic taals work and how they are a basis for Indian raga. Any feedback would be helpful!

Some differentiated flashcards I made to help introduce the musical elements to Year 7. Can be used in pairs or in small groups of lower ability students.

To help students gain a stronger grasp of the key vocabulary associated with the Handel set work. There's a differentiated version which is more of a fill in the gaps exercise for the first part. The final six are words my group have covered already, so they simply come up with their own description. Students then use their own descriptions to annotate their scores. I allow the less able students to use the text books (pg8-14) to help them.

A short activity which I gave to my GCSE class of Year 10 and 11 to help them gain an understanding of Moby's use of technology within his song. I differentiated it slightly so that the version aimed at weaker students became a 'fill in the gaps' activity.

A short PowerPoint I put together to help with the analysis of the Miles Davis set work. Includes a short practical task and a 'Section B' style activity at the end. Also Included the chord changes for the practical task.

This is a worksheet I use to help students practice for the first question of the A2 Edexcel Music listening paper. It is a way of helping students compare and contrast passages of music - as is required for question one. I generally play the group contrasting passages from the same work, and students should use the headings to note down key musical features before using this information to complete exam style questions.

This is a resource I used to round off a couple of lessons on the structure of the set work. I set it as a homework, but can be used just as easily in class.