ABOUT THIS COURSE
We are pleased to offer this brand new course for 2019. 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.
BENEFITS OF ATTENDING
- How to structure the GCSE course for maximum impact and benefit for your students
- Secrets of the marking system – 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 DATES||London Wednesday 27 February 2019
London Thursday 27 June 2019
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 11.15am
Introduction and Component 3 Structure
- Feedback from the Principal Examiner – how can students achieve more in the listening paper
- Teaching GCSE from KS3 – ideas to engage and support students from the off
- 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 – how do these elements help each other
11.15 – 11.30am
Discussion: coffee break
11.30 – 12.30pm
Set work 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 tricky 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
Jenny is an experienced practitioner and is currently Assistant Director of Music at a school in Ascot. She has been both an Academic and Pastoral leader in previous roles. She has taught music across the age range from KS1 through to A-level and has been an examiner for both Edexcel and Eduqas exam boards at both GCSE and A level, currently examining for Eduqas.