Just wondering if anyone on the forum teaches GCSE music.
I'm due to start teaching it next September....but I haven't taught it before! (Bit of a long story!).

Where should I start?
Any good books?

Is there a textbook by the examining board you take? I know that i (as a student) use the textbook issued by the board, it has all the coursework details etc and examples of all the types of music we need. Good luck with your new class.

As a private teacher, I have many piano/organ/keyboard students taking GCSE music at their respective schools.
Based on the observations, complaints, anxieties of current pupils and those of previous years, they ALL say that the syllabus covers to much and that the teachers do not give enough explanation and background to the subjects.
I can give examples:
Listening Tests - Is this piece of music from the Baroque, Classical, Romantic or Modern period?
Quite often, the students tell me that they have had ONE listening lesson before being expected to answer this question. ONE example of each is given - no discussion on why, or how a piece is deemed to be Baroque, Classical, whatever, no discussion on the features of the compositions and the composers that worked within those periods, no comparison between different periods.

Recently a pupil came to me with a list of various vocal forms as given to the class. They had to find out and explain the difference between Opera, Operetta, Cantata, Oratorio, Chanson, etc.
A couple of weeks later, he told me that whilst he had completed the list, it had all been done via textbooks, although he had taken up my suggestion of raiding the music library and finding examples of each. However, at school, the lists were handed in, EVENTUALLY marked - subject closed!!!!! No attempt on the teachers part to let the pupils HEAR examples of each, no input from the teacher at all.

The big problem is that some pupils opt for GCSE music without any knowledge of an instrument whatsoever - it's taken as "an easy option", and those pupils that DO have musical knowledge are often left to fend for themselves whilst teacher tries to bring the others up to a level.

What pupils find most disheartening is when they have produced a piece of coursework, composition, or whatever, and the teacher gives it scant regard. This is a specific source of anguish at two (un-named) local schools. I often end up assessing it for them to give them some idea of what level they have achieved, otherwise, once again, input from the teacher is neglible.

PLEASE do not take this as a slight against GCSE music teachers in general - these are some (and only some) of the experiences that I find common in this area.
I disturbs me that I hear the same comments from generation to generation of GCSE music students, and wonder whether the syllabus DOES cover far to much, and that each subject is only skated over.

Good luck

Alas, I find similar problems! I often help pupils with composition for both GCSE and A Level and am horrified at how little help many of them receive. One girl was sent away to "write a minuet" and had no idea how! She had written the title on the top of the page and then the clefs followed by a time signature of 4/4 and a few notes and was told by the good teacher to carry on as it was fine! The ones who do well are the ones who play and sing in groups outside of school and who have a good standard of practical and theoretical skills already, usually obtained outside of school. I think that good teachers of the GCSE course are few and far between. There are books available to guide you and you could have a lot of fun teaching this. If only others in the job were as keen as yourself to find out what is what before starting! Good luck with it. I am sure that you will be the exception to the rule.