Teaching AQA A level Music for the first time

ABOUT THIS COURSE

This is a brand-new course has been designed for teachers new to teaching the AQA A level Music syllabus, or teachers changing from other exam boards. It will provide guidance on understanding the various parts of the syllabus and how to translate that into structuring a coherent and detailed programme of study for your students. In examining various parts of the syllabus, this course will draw on findings from examiner’s reports and various student examples to provide guidance on what standards are expected and to provide experience in marking at different levels. It will provide teachers with the confidence to develop their knowledge of the set works at A level and to structure their teaching to include detailed analysis alongside more general, contextual study.

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BENEFITS OF ATTENDING

• Develop a deeper understanding of the requirements of the AQA A level syllabus and how to design a programme of teaching for this course
• Take away a range of high-quality teaching approaches, methods and strategies to prepare students for the Listening and Appraising paper
• A detailed look at the different types of questions involved and use these to plan, enrich and adapt your A level curriculum
• The ‘wider’ curriculum – ensure your ‘wider’ curriculum and contextual knowledge enhances student learning and achievement in the Appraising paper
• Develop greater understanding of the depth and detail that examiners are looking for in A level candidates
• Using the findings of examiner’s reports to identify student weaknesses and learn how to address these issues in your teaching
• Understand the skill set required at A level and learn how to design a programme of study that prepares students for the challenges at this level

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PROGRAMME

Introduction, course structure, and examination report feedback

10.00am

• Introduction to the AQA A level Music syllabus
• Navigating the appraising paper – challenges for students and teachers
• Designing programmes of teaching over two years – considering different approaches
• Specific areas of challenge – looking at examination reports and feedback to identify target areas for teaching

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Considering section A of the appraising paper 

10.30am

• Aural training – how to design an effective programme of exercises that focuses on training NOT testing
• The unprepared listening question – designing approaches to deal with the different strands of Area of Study 1
• Developing our own practice unprepared listening questions – how to scaffold this question effectively to build student confidence
• Considering the mark scheme and looking at sample answers to understand what is required in top band answers

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Break

11.30am

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The B section analysis question 

11.45am

• Approaches to teaching the set works – considering the style of analytical questions students need to prepare for and how this affects our teaching
• Specificity vs typicality: balancing general context with detailed analysis, and the different approach required in the 5-mark question
• Passages to consider for detailed study – focus points for our teaching
• Considering student responses as a way of understanding different mark bands

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Lunch

1.00pm

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Optional areas of study and the challenge of the C section

2.00pm

• Verbal feedback vs. written feedback – Making SLT spreadsheet lovers happy.
• Efficient marking processes when they can select all and delete between sessions.
• Minimising time but maximising feedback value – Making it a reality.
• Accuracy vs. validity – Problems with using the mark schemes before students have finished.

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Adding Shine and Discussion of Outstanding Examples

2.00pm

• Approaches to examining the optional areas of study
• Designing a programme of study for the optional areas – things to consider
• Common pitfalls and challenges for students in the essay writing section
• Considering the C section mark scheme and looking at varied examples of student work to apply the mark scheme

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Break

3.00pm

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Exploring performance and composition

3.10pm

• Considering the demands of the performance component and how to effectively guide our students in creating an effective programme
• Exploring the options for A level composition – the challenges of the composition briefs and possible approaches
• Designing a programme of study for year 12 composition – effectively preparing our students for the challenges ahead
• Considering student examples of composition as a way of understanding the standard required

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Depart

4.00pm