ABOUT THIS COURSE

This course is intended for teachers of Edexcel Music Technology who wish to develop strategies for preparing students for the listening and analysing papers in the new specification.

It will cover the main features of the current specification as well as the demands of the new one, the impact of the new assessment objectives and their implications for teaching the course.

BENEFITS OF ATTENDING

  • Improve your understanding of the nature and demands of the new Music Technology Component 3
  • Deepen your understanding of assessment objectives and mark schemes
  • Take away strategies for teaching the listening component
  • Explore the common types of questions
  • Take away strategies to prepare students for the Papers
COURSE DATES London Tuesday 27 November 2018
London Tuesday 26 February 2019
WHO SHOULD ATTEND? 
  • Heads of Music Technology
  • Teachers of A level Music Technology
COURSE CODE 6991
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

1

10.00 – 11.20am: The Exam Papers

  • Extend your knowledge and understanding of the Listening and Analysing exam
  • Questions and question types – what’s different in the new specification
  • Confirming the standard and the mark schemes: suggested classroom strategies and resources to maintain student progress
2

11.20 – 11.40am: Discussion: coffee break

3

11.40 – 1.00pm: Component 3: Section A: Listening and Analysing: Meeting the demands

  • What differentiates the highest achieving students and what the exam board is looking for at different levels
  • Moving between the grades – the key points for improving student grades between Grades C and A/A*
  • Supporting students’ understanding through the use of appropriate strategies and approaching unfamiliar listening
  • Common types of question
4

1.00 – 2.00pm: Lunch and informal discussion

5

2.00 – 2.45pm: Component 3: Section B: Extended Written Responses

  • The new assessment objectives: explaining and evaluating
  • Meeting the demands of the comparison question
  • Examples of approaches and ideas for developing the essential skills required to approach unfamiliar listening
6

2.45 – 2.55pm: Discussion: afternoon tea

7

2.55 – 3.40pm: Tackling the extended written answers

  • The extended answers in Units 3 and 4
  • Studying the hardware and making revision notes
  • Developing exam technique

Bruce Cole

Bruce is Fellow in Community Music at the University of York, where he is responsible for programmes of student of work in schools and other community settings. He has also been external examiner and consultant in music education to institutions in the United Kingdom, Ireland, the Middle East, Japan and Africa. A composer, who has worked in the music industry, concert hall, theatre and film and with the education departments of many orchestras, he has taught at most levels from preschool to postgraduate including teacher training, special education and prison education. He has held two residencies in London schools, authored and co–authored six books on school music and has eighteen years examining experience at a senior level.

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