We are pleased to offer this brand new course for 2020. The course is designed for all teachers of Eduqas GCSE Music, including those who line manage departments. It aims to explore a range of teaching approaches, techniques and strategies for successful outcomes in Component 3: Appraising.

The course will also explore ways to make this area of the course relevant, interesting and of lasting musical benefit to all students. The course will explore approaches to the listening exam itself, what the examiners are looking for in response to questions, question design and ways to integrate composition and performance into the component 3 appraising element.

The course aims to drill down into the heart of component 3 so that teachers have a full understanding of task setting, skills requirements, levels of difficulty, areas of study, Eduqas specification and transferable skills.


  • How to structure the GCSE course for maximum impact and benefit for your students
  • What examiners are looking for in a response
  • Developing an understanding of the types of questions that will be asked of students’ and how they can approach them in the best possible way
  • How to support wider listening and therefore achieve in the unfamiliar listening elements of the paper
  • Dictation – what to expect and how to give students confidence in answering accurately
  • Share best practice and gain practical ideas for the classroom
  • Discover new resources and network with other teachers with a wide range of experience
COURSE DATE Online | Thursday 21 January 2021
  • All teachers of GCSE Music
  • Heads of Music
  • Music NQTs
  • Those who line manage music department and those teaching Eduqas music
  • Teachers interested in moving over to Eduqas GCSE music
IN-SCHOOL You can also book this as an In-School Course
  • 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


10.00 – 11.15am
Introduction and Component 3 Structure

  • Feedback from the Principal Examiner – how can students achieve more in the listening paper
  • Bridging the gap from KS3 to GCSE Music – ideas to support students
  • Approaches to tackling component 3 – what the spec suggests and which it actually means!
  • What excellent resources are available on the market to support your teaching
  • Engaging from day one: activities for the first few weeks to boost students’ confidence and begin to work a solid musical foundation
  • Integrating performing, composing and listening

11.15 – 11.30am
Discussion: coffee break

11.30 – 12.30pm
Prepared Extracts: Questions 1 and 7 and the dreaded extended writing question!

  • Looking at approaches to teaching extended writing for set works and unfamiliar excerpts
  • Level based approach to marking – making sure students have a firm grasp of how to incorporate AO3 and AO4 into their responses
  • Achieving quality responses – prepping students for familiar listening questions. Tips and tricks!
  • Looking at the depth of response required at a variety of levels and abilities
  • How to move up the levels with a written response and how students can achieve beyond their target
  • Marking exemplar responses, example materials, and do’s and don’t’s

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.30pm
Listening Questions – Unfamiliar listening questions

  • How to tackle the mammoth task of teaching unfamiliar listening
  • Listening as a passenger vs. listening as a musician
  • Why listening should be normal
  • What are the common types of questions and how to approach them for maximum marks
  • Marking responses: applying the mark scheme – what are the examiners looking for in a response and how can they be achieved in the classroom
  • Developing resources: writing your own questions and mark schemes; practical techniques

2.30 – 2.45pm
Discussion: afternoon tea

2.45 – 3.15pm
How to tackle dictation

  • Approaches to teaching dictation – how to achieve the maximum on this question
  • How performing and composing activities can help
  • Example dictation questions and examiner advice on dictation and how to tackle it

3.15 – 3.30pm
Questions and summary

Chris Maxim