AIMS: 

  • To understand the requirements of the specification that facilitate the best students to achieve their full potential
  • To clarify the challenges within the course that offer able candidates the opportunities to excel and display their understanding and skills
  • To understand mark schemes and examiner feedback for use in teaching to maximise student credit in the coursework and in the examination
  • To support the extended development of the most able – ‘stretch and challenge’
  • To identify suitable planning strategies and methods to allow for differentiation and the achievement of maximum potential from all students, allowing for engagement, creativity and critical appreciation of music across a range of contexts.
  • To consider best practice in teaching and learning Music which focus on the high achievers

BENEFITS OF ATTENDING

  • Gain in-depth understanding of the requirements of the course
  • Appreciate the demands of the relevant assessment criteria for coursework
  • Explore various teaching methods and resources
  • Take away teaching materials for use with the most able students
COURSE DATE Online | Wednesday 13 January 2021
WHO SHOULD ATTEND? 
  • Music teachers with responsibility for Eduqas GCSE Music
  • Heads of Music Departments
  • Teachers who line-manage music departments
COURSE CODE  8209
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

 

10.00 – 11.15am: How does the GCSE specification allow high ability students to achieve their full potential?

  • Identifying the challenges and best ways to respond in Performing, Composing and Appraising.
  • Choosing suitable repertoire for project work and performance
  • The importance of ‘musicality’ and how to show musical understanding across all components
  • The importance of ‘linked learning’ of theory / aural / knowledge /practical skills

11.15 – 11.30 am: Break

11.30 – 12.45pm: How to use examiner feedback, mark schemes and assessment criteria to maximise credit for students

  • Examination of the mark scheme – hints and tips for teachers and students
  • Examination of the assessment criteria-hints and tips for teachers and students
  • Consideration of current (and previous) examiner reports and feedback

12.45– 1.45pm: Lunch

1.45 –  3.30  ‘Best Practice’, Strategies and Methods in Teaching and Learning Music

  • Full class approaches – how to cater for the top level students
  • Individual working – facilitating, supporting and stretching the top level students
  • Differentiation in the music lesson – variable challenges and strategies
  • Monitoring and managing coursework –identifying areas of need/setting targets + planning

3.30/ 4.00pm: Coffee / further questions/depart

Jan Richards

Jan Richards is currently the Principal Moderator for GCSE Composing and the Principal Examiner for Composition at A Level for a major awarding body and has recently been the Educational Consultant for the WJEC GCSE Music Bitsesize project for the BBC.She was heavily involved in the development of the current specifications at both GCSE and A level, also authoring the Teachers’ Guides and contributing to the exemplar materials. She is author of various text books and study guides for WJEC/EDUQAS Music at both GCSE and A level. She is an experienced teacher and Head of Department and Performing Arts