A PDF format of the self help card. 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 (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 help, unless they refer to the card for help first. Additionally, one can include the rule that they must have asked the person next to them too before they are allowed to ask you.

A PDF version of “creating Variations”, which is a practical worksheet which would benefit from an initial demonstration using Garageband or other similar software. This would enable students to create one or more variations on a simple nursery theme. This would suit a class who are familiar with triads already, but are moving on to the use of the three basic triads. Students can be challenged to use their listening skills to see which triad fits the melody at any time. This can be an activity using trial and error initially but refined to create a simple bass line and a fill part using triad notes. It would be expected that this continue to a succeeding lessons, which develops different versions.

A step-by-step guide enabling students to create a simple three part waltz adding a bass, fill and melody using Garageband or other similar software package. This would suit a class who have already covered the basic three triads.

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.

This is an Excel file, which lists the points awarded for most music qualifications, grades and levels. This will enable to identify how your students are progressing and their real achievement through GCSE, ABRSM, A level examinations as well as National Curriculum Levels. This resource will enable you to add points to your National Curriculum Assessments so that students will benefit with extra points when they leave your school. This can also affect your personal performance management with students scoring higher points scores above their GCSE or A-level grades. See equivalent qualifications and compare their points scores. Three lists in Level hierarchy, points hierarchy and Qualification List.

A practical worksheet which uses a set number of speech phrases to introduce students to the rhythms of waltz. A preparatory session using these speech phrases enable students to produce a rhythm string. This prepares them for a waltz melody using Sibelius software. The lesson can be preceded by students learning how to “box” waltz.

A practical worksheet which would benefit from an initial demonstration using Garageband or other similar software. This would enable students to create one or more variations on a simple nursery rhyme theme. This would suit a class who are familiar with triads already, but are moving on to the use of the three basic triads. The worksheet is in Publisher format. Students can be challenged to use their listening skills to see which triad fits the melody at any time. This can be an activity using trail and error initially but refined to create a simple bass line and a fill part using triad notes. It would be expected that this continue to a succeeding lesson, which develops different versions.

A PDF version of a practical worksheet which uses a set number of speech phrases to introduce students to the rhythms of waltz. A preparatory session using these speech phrases enable students to produce a rhythm string. This prepares them for a waltz melody using Sibelius software. The lesson can be preceded by students learning how to ‘box’ waltz.

A simple worksheet that enables students to understand the principles of musical structure but, in particular, the changing concept of variations in music. This is a worksheet that would be appropriate for GCSE or year 9 classes studying the genre and would be a good exercise after a starter. It can be used for a non-specialist or cover teacher part of a lesson.

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.

This is a Guide to Tuition for parents that can be used as a detailed template for your school, providing good processes and procedures to benefit music at a school and to increase it’s profile with parents. A booklet which is easily edited to tweak to the needs over your own department. The booklet outlines procedures and processes necessary to run an efficient music department and to raise the profile of its provision to parents. It is recommended the booklet is given out to students receiving or just starting lessons, which supports a fluid and efficient tuition system and obtain the “rubber stamp” of the senior leadership team to make it an effective system.

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.

Avoid the nightmare of having unprepared students for music GCSE! A 14-page booklet to inform parents, instrumental tutors (school-based and private tutors) and students on what is required to pass and do well in the qualification. It includes simple guidance for the EDUQAS GCSE course unit by unit and contains advice to avoid students being unprepared for all aspects of the course and, in particular, the assessment requirements. It also includes a key word knowledge audit for students, which teachers can use to plan their courses for the students on the course. This will ensure that all interested parties are well informed to support students effectively ensuring progress for all students.

A PDF format of the Lullaby Worksheet covering covering three to four hour lessons. This is a four page worksheet that can either be written on or used as an accompaniment sheet with Sibelius or other notation program. The task involves composing a simple lullaby in 3/4 time using the words of Spike Milligan’s short poem entitled ‘The Sardine’. The style is placed in its historical context together with the purpose of such compositions. Students can perform the rhythms used (three different ones in 3/4 time) and as a preparatory exercise can echo clap these and perform them in a two or three part round. The link between syllabus and the number of notes must be highlighted to enable students to choose the correct rhythm for each bar of words. When complete, the class will be able to perform the piece using the completed written rhythm. An alternative is to use Sibelius to produce the rhythm string. The sheet includes levels to guide the students’ progress and to enable them to see where they are in their learning. A learning check is also provided as well as a student feedback section. Students can then attach pitch names to each note choosing from either CEG or GBD. In the following lesson students can move to Sibelius to input their rhythm string and to drag the notes to their selected notes. An additional accompanying ‘fill’ part can be added giving specific technical guidance on how to do so. Examples of correct and incorrect work is provided.

A four page worksheet to last over two to three lessons that can be written on (if required) to compose a simple lullaby in 3/4 time using the words of Spike Milligan’s short poem entitled ‘The Sardine’. The style is placed in its historical context together with the purpose of such compositions. Students can perform the rhythms used (three different ones in 3/4 time) and as a preparatory exercise can echo clap these and perform them in a two or three part rhythm round. The link between syllables and the number of notes must be highlighted to enable students to choose the correct rhythm for each bar of words. When complete the class will be able to perform the piece using the completed written rhythm. An alternative is to use Sibelius to produce the rhythm string. The sheet includes levels to guide students’ progress and to enable them to see where they are in their learning. A learning check is also provided as well as a student feedback. Students can then attach pitch names to each note choosing from either CEG or GBD. In the following lesson students can move to Sibelius to input their rhythm string and to drag the notes to their selected notes. An additional accompanying ‘fill’ part can be added giving specific technical guidance on how to do so. Examples of correct and incorrect work is provided.

“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.

This an order of service in the style of Taize suitable for a longer assembly at primary or secondary school. This bundle includes a Microsoft Publisher version of the order of service as well as a very clear PDF format version. Additionally, there are copies of the prayer slips and alternative readings for slightly older students, both in Word format. The preparation for the service will vary, but there are two slots for students to perform relevant music if need be (alternatives are suggested). It is recommended for health and safety reasons that battery candles are used rather than candles with collars, if used in an assembly context. Icons drawn or designed by students could decorate the sacred space as well as the use of light and religious artifacts. It is also recommended that the chants (short and easy to learn) are rehearsed either in music or R.E. lessons as well as the appointment of a Cantor, which could be a good senior student with good vocal skills or an adult.

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 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.

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.