This NEW A Level Music Technology course is designed to support teachers of the specification in supporting their students’ achievement in the written papers for Component 3: Listening and Analysing and Component 4: Producing and Analysing. Lead by our highly respected and successful presenter, James Reevell, the programme will guide teachers through the requirements for Component 3 and 4, with advice for teaching and learning and breaking down the assessment requirements for each paper. The session is heavily based upon feedback from the first exam series in Summer 2019, considering implications for teaching in the written components and how best students can be supported in their exam technique and preparation across the two-year linear course.


  • Focused on the two written components (3 and 4) of the music technology course that make up 60% of a student’s final grade
  • A detailed look at the different demands of assessment and questions across the two papers
  • Explore practical ideas for teaching the written and technical aspects of the course,
  • Consider how to integrate the written papers with non-examined assessment to engage your students
  • A focus on developing students’ critical comparison and evaluation skills for the extended response questions
  • Take away teaching strategies to support delivery of the two written components over the two year course
  • Heads of Music and Music Technology Departments
  • Teachers of Music Technology
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
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

10.00 – 10.50am
Introduction, course structure and feedback from 2019

  • The outline and expectations of the new exams: what is it essential to be aware of?
  • Discussion of changes experienced by all delegates on the first year of the course in the written exams
  • Feedback from 2019 – an overview of the key points related to the written exams
  • AO3 and AO4 – a brief introduction/recap to support today’s sessions

10.50 – 11.10am
Discussion: coffee break

11.10 – 11.45am
Component 3: Q 1 to 4 – preparing students for the short answer questions

  • Practical strategies to support students in identifying and analysing production techniques in unfamiliar recordings
  • Strategies to support students in making the most of opportunities for wider listening to develop their critical listening skills
  • Breaking down the command words – helping students to decode the question
  • Ideas for creative delivery; keeping students engaged, chunking the content and a focus on application
  • Potential pitfalls – supporting students in their exam preparation across the two year linear course and key areas of focus from 2019

11.45 – 12.30pm
Component 3: Q 5 and 6 – the comparison and evaluation questions

  • Practical considerations for teaching students how to plan and approach the extended response questions to compare and evaluate aspects of music technology
  • The ‘tools for technology’ – prompts and headings to form a framework and support the analysis of a popular song
  • AO3 vs AO4 – developing students’ ability to apply their knowledge of music technology to unfamiliar music and situations
  • Reflection: what does a ‘listening lesson’ look and sound like?

12.30 – 1.30pm
Lunch and informal discussion

1.30 – 2.20pm
Component 4: practical and written skills

  • Teaching and learning strategies to build students’ abilities in editing, mixing and production techniques with attention to detail
  • Practical skills – key areas of focus when preparing students for component 4
  • Short answer questions – potential pitfalls and things to remember from 2019
  • Graphs and technical numeracy – the specification content and key areas to focus on

2.20 – 3.20pm
Component 4: the extended response question

  • Application of knowledge; building students’ skills in evaluation and critical judgement when applied to unfamiliar contexts
  • Focus on the extended response question 8-mark and 20 mark questions and essays: addressing AO4 and understanding what the question requires
  • Strategies to scaffold each extended response question both to differentiate/support and to stretch and challenge higher ability students
  • Preparing for the exam – teaching and learning strategies and assessing student progress across the course
  • Reflection: what does a ‘producing lesson’ look and sound like?

3.20 – 3.40pm
Bringing it all together: exam technique, revision and time management

  • Written knowledge vs practical knowledge – developing students’ ability in both aspects
  • Detail and development – encouraging students to build on their initial observations
  • A holistic approach; non examined assessment and written papers
  • Getting it down on paper: the difference between students’ spoken ability what they can put into words on an exam paper and closing the gap
  • Resources, planning and support – ideas, discussion and networking

James Reevell

James Reevell is an experienced teacher of Music and Music Technology, and is currently Subject Leader for Visual and Creative Arts at a sixth form college in the North West of England. As part of this role he is responsible for the leadership and management of both Music courses, Art, Drama and Dance. He has over 5 years examining and assessment experience in Music and Music Technology and has set up both Music and Music Technology courses in a sixth form that went on to be graded as ‘Outstanding’ in its recent OFSTED inspection.  He has also led projects and training on stretch and challenge, effective use of data and effective transition from GCSE Music to A Level. Alongside his teaching role, he has recently been appointed as a Bridge Fellow for Music and Music Technology at the University of Huddersfield.

View all courses led by James Reevell >