¹ This is a secondary school that offers a broad curriculum for pupils aged between 11 and 16.

² The assessments include written and taped evidence of musical achievements of the pupils.

³ In practice, however, it lasted eight weeks.

⁴ 'Editor's note: Question 6, which should be question 5, could be phrased to read better as:  "Have you chosen other additional parts?  If yes, what are they?"'

⁵ Editor's note: 'cover work' is work to be done when a class's regular teacher is absent.

⁶ Editor's note: 'MIDI' stands for 'musical instrument digital interface'.

⁷ Editor's note: 'INSET' stands for 'in-service education and training'.

⁸ Editor's note: It may be more appropriate to replace 'speeds' with 'tempi' in the statements "All instruments using the same melody but at different speeds" and "The same melody was used by each instrument but at different speeds; …". 

⁹ There was another music teacher present who worked with the first two groups while I was rehearsing with the others. This was very useful at the time, although the presence of another teacher may not always be a viable option. 

¹⁰ For example, "By the end of the lesson, you should have completed your main melody and at least one of the lower parts".

¹¹ In Piece 1, all the notes in the parts from the fourth downwards were originally written as semibreves. After having marked the work (with subtle hints!) and handed it back to the pupil, she has changed the semibreves to minims of her own accord. This illustrates the importance of giving feedback to pupils about their work.

¹² Editor's note: although it is sometimes helpful to simplify terms and concepts so that children can understand them, it may be advisable to substitute 'tempo' or 'tempi' for 'speed' in the 'requirements' column of the assessment criteria below.

¹³ This could also have provided another useful occasion for both formal and informal assessment. In reality, however, this would have taken up at least two lessons and due to the time constraints, I decided upon another whole-class performance of one pupil's work.

¹⁴ Editor's note: ICT stands for 'information and communications technology'.

¹⁵ The practical workshop could be done at the Gamelan Centre at the South Bank in London.

¹⁶ The following is an edited version of the information sheet that was used with the pupils.

¹⁷ Editor's note: The 'melody' is in the middle of the score; the 'fast' parts are meant to use notes that are of shorter duration (quavers and semiquavers) than a beat (crotchet) while the 'slow' parts are intended to use notes of longer duration (minims and semibreves).