Description

ABOUT THIS COURSE

This course will explore how you can turn the challenges of teaching Music at KS3 into an opportunity for positive change. The course aims to guide teachers in designing a well-structured, flexible and cohesive curriculum which also works as a vibrant and stimulating course of study, developing the essential knowledge, understanding and skills students need to go into GCSE. The course will also provide a range of teaching ideas, methods and approaches for KS3 music learning and teaching, which are designed to secure the best possible outcomes at KS3 to prepare pupils to flourish and excel GCSE and beyond Finally, teachers will also leave feeling empowered to enhance their assessment, marking and feedback practices, having gained a deeper understanding of the assessment criteria and go on to develop further their
assessment and feedback techniques.

BENEFITS OF ATTENDING

• Find out about the core concepts, key challenges, levels of the specification and ways to plan and structure your two year course for
  successful end results l Gain an understanding of the assessment processes
• Take away a range of top level approaches and methods for high level learning and teaching
• Explore examples of work and
  standards

PROGRAMME

The A-Level Music Technology course including challenges and what to expect from students

10.00 – 11.00am

•  What’s involved in the course? An overview of the course content
• What are the standards of each component, the challenges and the opportunities?
• Developing knowledge and skills from the start
• Recognising and working with students’ varying starting points Planning and structuring your two year course – key content in the first year
• Learning to use DAW in the first few weeks
• Resourcing the course

Morning break

10.40– 11.00am

Teaching the NEA Components 1 & 2 Recording and Technology Based Composition

11.00 – 12.30pm

• An overview of the Recording and Technology-based composition components
• What is the standard and depth of knowledge and skills that students need for success in these components?
• How much help you can give, and how much help is too much?
• Supporting students in Component 1 Recording – brief structure
• Support students in Component 2: Technology based Composition – brief structure
• Completing the logbook – a well developed logbook
• Example of levelled recording and composition work to demonstrate the NEA standard, what the examiner is looking to see

Lunch

12.30 – 1.30pm

Component 3: The Paper/Listening and Skills

1.30 – 2.30pm

•  Starting off teaching eras, styles and recording media – ideas, activities, approaches
• How best to approach? Where to start and how to develop listening and analytical skills in sequenced planning along the 2 year journey
•  Assessment – how are the papers marked?
• An overview of question 5 – comparing two songs – how to support students in structuring an answer, evaluating the production techniques used in each version; Ideas for devising comparisons
• An over of question 6 – the Evaluation Question – ways to support students with evaluation, wider impact and review sheet, encouraging the skills required in an evaluation question

Afternoon Break

2.30 – 2.40pm

Component 4: Producing and Analysing

2.40- 3.45pm

• Introduction to Component 4
• Quick review of the demands of the exam paper, questions and question types
• Technical numeracy – teachers support for technical numeracy
• Decoding technical numeracy
• Creditworthy points
• Approaches to teaching converting between binary and decimal, logarithmic scales, harmonic series and more
• Teaching approaches for the short answer questions, the audio and the evaluation question Question 6 – The Extended Response – examples, discussions