Teacher Training Year Help – #4 Differentiation & Inclusion

This is the fourth post in my series of Teacher Training Year Help resources.  As always, these consolidated slides aim to give users a quick reminder or introduction to some of the fundamentals of teaching.

Differentiation & Inclusion

This particular post focuses on differentiation & inclusion in the classroom.  The post takes you through strategies for support, factors which influence progress, differentiating tasks and how to personalise outcomes.  Although many comments are Music focused, I hope that many elements, tips and hints will be applicable to any teacher and any subject.

You may also like to think of these as a “survival kit” for your training year – NO! not because a training year is comparable to SAS selection, but because these are the essentials for delivering outstanding lessons!

Read #4 Differentiation & Inclusion by clicking here

All resources have been developed as a result of sessions, lessons and ideas from a range of colleagues and pupils, in addition to my work with Bath Spa University and the University of Bristol over the past six years.  As a result I am extremely grateful to all those who have inputted and inspired.

Happy reading & stand by for #5 next time!

Previous Post Links:

Click Here for #3 the Use of Voice

Read #2 Behaviour for Learning and Routines

Read #1 the basics – Planning!

Teacher Training Year Help – #3 The Use of Voice

This is the third post in my series of Teacher Training Year Help resources.  As always, these consolidated slides aim to give users a quick reminder or introduction to some of the fundamentals of teaching.

This particular post is for #3 The Use of Voice which aims to get you thinking about how to make the most of your voice as a teaching tool.  Often overlooked, these slides will encourage you to think about the science behind your voice, how to look after your voice (vital!) in addition to strategies for holding interest, engaging pupils and managing behaviour with the volume, pitch, pace and modulation of your voice!   Although many comments are Music focused, I hope that many elements, tips and hints will be applicable to any teacher and any subject.

You may also like to think of these as a “survival kit” for your training year – NO! not because a training year is comparable to SAS selection, but because these are the essentials for delivering outstanding lessons!

All resources have been developed as a result of sessions, lessons and ideas from a range of colleagues and pupils, in addition to my work with Bath Spa University and the University of Bristol over the past six years.  As a result I am extremely grateful to all those who have inputted and inspired.

Happy reading & stand by for #4 Differentiation and Inclusion next time!

Click Here for #3 the Use of Voice

Previous Post Links:

Read #2 Behaviour for Learning and Routines

Read #1 the basics – Planning!

Teacher Training Year Help – #2 Behaviour for Learning & Routines

This is the second post in my series of Teacher Training Year Help resources.  As always, these consolidated slides aim to give users a quick reminder or introduction to some of the fundamentals of teaching.

This particular post is for #2 Behaviour for Learning & Routines!  The focus is keeping a flow in the lesson, getting it right from the start, avoiding lots of stops or starts and generally creating a purposeful, safe, positive and happy learning environment!  Although many comments are Music focused, I hope that many elements, tips and hints will be applicable to any teacher and any subject.

You may also like to think of these as a “survival kit” for your training year – NO! not because a PGCE year is comparable to SAS selection, but because these are the essentials for delivering outstanding lessons!

All resources have been developed as a result of sessions, lessons and ideas from a range of colleagues and pupils, in addition to my work with Bath Spa University and the University of Bristol over the past six years.  As a result I am extremely grateful to all those who have inputted and inspired.

Happy reading & stand by for #3 Use of Voice! next week!

Click Here for #2 – Behaviour for Learning & Routines

Previous Post Links:

Read #1 the basics – Planning!

Teacher Training Year Help Resources #1 The Basics: Planning a Lesson

This is the first post in my series of Teacher Training Year Help Resources.  These are consolidated slides which aim to give users a quick reminder or introduction to some of the fundamentals of teaching.  This particular post is for #1 the basics – Planning! 

Planning is essential for any successful lesson, but what’s the point? Further, how do you create a clear aim for you lesson?  These slides aim to give you some quick tips and ideas.

Although many comments are Music focused, I hope that many elements will be applicable to any teacher and any subject.

You may also like to think of these are a “survival kit” for your PGCE year – NO! not because a Teacher Training year is comparable to SAS selection, but because these are the essentials for planning and delivering outstanding lessons!

All resources have been developed as a result of sessions, lessons and ideas from a range of colleagues and pupils, in addition to my work with Bath Spa University and the University of Bristol over the past six years.  As a result I am extremely grateful to all those who have inputted and inspired.

Click Here for #1 – The Basics: Planning a Lesson

Happy reading & stand by for #2 Behaviour for Learning next week!

AS Music Focused Revision Plan

AS Music Focused Revision Guide 2015 with excerpts, notes, response planning & learning activities!

(Resources for Bach and The Kinks to follow)

Download the revision guide here:

Twitter AS Music Unit 3 Revision Pack – March 2015 (PDF)

Revision CD Excerpts
#1

#2

#3

#4

#5

#6

#7

#8

A2 Music Focused Revision Plan 2015

A2 Music Focused Revision Guide 2015 with excerpts, notes, response planning & learning activities!

(Resources for Beethoven & Tippett to follow)

Download the revision guide here:

A2 Revision Guide

Revision CD Excerpts:

Track 1

Track 2

Track 3

Track 4

Track 5

Track 6

Track 7

Track 8

Track 9

 

 

Music Analysis – Break Down the Set Works

Analysing the Edexcel Music set works from the New Anthology of Music is one of my favourite parts of the A Level Music course.  It’s always exciting to see pupils develop musical awareness as they explore a rich and diverse range of compositions.

However it’s always the part of the course (Unit 3/6) which I’ve considered to be the weakest area of my Post 16 teaching.  As a result I have set the following targets with regards to approaching the set works analysis:

  • Perform each set work
  • Break each set work down into small & accessible chunks when analysing

Breaking the Set Works Down!

This has lead to developing a “Breaking Down” set of resources for use across the Key Stage 5 Edexcel Music syllabus.  The aims of these resources are to break each set work down into smaller areas of focus areas, allowing all ranges and abilities of music students to access the music presented to them.  Each small focus area then contains hints, key questions and clues relating to the score (where possible pupils can also perform these excerpts with instruments).

Screen Shot 2015-01-28 at 21.55.56

Performance!

In addition I have produced small arrangements of each set work for the relevant instruments in each teaching group.  This results in a range of interesting arrangements, such as the melody from Schumann’s Kinderscenen OP.15 No.1 performed on an alto saxophone or excerpts of Shostakovich’s String Quartet NO.8 in C Minor performed on marimba (click & have a listen).  We’ve also had great fun preparing pianos & performing relevant world music, such as the fantastic “Se Quema la Chumbamba”.

Here are some other examples of performances of the set works by post 16 pupils (head to the resources page for scores):

Purcell – ‘Thy Hand Belinda’ and ‘When I am Laid in Earth’ from Dido and Aeneas

Haydn – String  Quartet in Eb, Op.33 NO.2 ‘The Joke’ (Movement IV)

Corelli – Trio Sonata in D Op 3 No 2 (Movement IV)

Louis Armstrong – West End Blues

 

What are the benefits?

  • Learners of all abilities can access a range of Music (even more complex set works)
  • Skills of music analysis are developed in a fun, practical and inviting way
  • Materials are differentiated for non music readers
  • Learners are more confident structuring extended writing responses & comparing set work content
  • Pupils have an enhanced understanding of the set work through performance
  • Vital performance skills, relating to Unit 1/Unit 4 (edexcel), are developed
  • It’s an awful lot of fun!

Of course this is no substitution for thorough & detailed close analysis of scores, but it’s a great way of making difficult Music accessible.  The use of practical skills to learn theory also makes content more memorable.

In short performing the set works in this way & breaking the musical analysis makes the Unit 3/Unit 6 exam preparation more practical, more fun and helps secure knowledge in a highly effective way.  It’s also hugely rewarding for both the teacher and pupils to be able to say “I performed Corelli today, next week we’re playing Louis Armstrong”.

To explore these Set Works Resources please follow the links below:

AS Level:

https://www.tes.co.uk/teaching-resource/as-level-music-set-works-2015-revision-maps-11043288

A Level Music:

https://www.tes.co.uk/teaching-resource/a-level-music-set-works-2015-revision-maps-11043282

 

Any feedback always welcome to ben.jose.music@gmail.com

Happy playing

@mrjosemusic