Music

Our curriculum is designed to offer exciting and stimulating opportunities, differentiated to meet the needs of all our learners. At the heart of this is the teaching of core skills, knowledge, concepts and values which are spiralled and recurring across all Years. Equally important is the development of inter-personal skills that will contribute to the development of happy, well-rounded students who can thrive. We aim to build on prior learning with the aim of developing responsible, independent and confident musicians (RIC) who can adapt and apply their skills within a range of genre and instruments. This gives students the best opportunity to develop a genuine love of the subject as well as being able to showcase their talent and develop their skills.

 

As well as a stimulating class-based learning environment, we offer our students a rich and diverse extra-curricular programme including inclusive lunch and after school clubs aimed at all, regardless of ability as well as opportunities for performance at the highest level through peripatetic music teachers, concerts within the trust and local communities, masterclasses, whole school shows, music platforms, large sale choral events, various ensembles such as samba, guitar, choir, duets/trios/quartets and small orchestral ensembles, culminating in a music tour. 

 

Gold Standard Teaching and Learning 

Goal Orientated (Planning for Progress)  

  • Students are expected to make excellent progress, mapping their own journey of development using assessment maps. 
  • Students understand the Big Picture, what they are learning and why: links to prior learning are made clear.  
  • Clearly identified links to Personal Development (RIC) will enrich the character of our students, developing well-rounded, confident young people. 
  • Highly effective questioning and teacher intervention is used to identify and address misconceptions, with Formative and Summative Assessment used to diagnose and inform next steps.  

 

Open dialogue (Feedback for improvement)  

  • High quality feedback is given in response to performances and written pieces of work.   
  • Highly effective questioning and teacher intervention to identify and address misconceptions.  
  • Students will master effective self and peer-assessment using ‘What?Why?What?’ assessment tool, sharing and modelling good practice, and using this to direct their ‘next steps’ along their learning journey 
  • DIRT time will be provided, giving the students time to upgrade their performance and to begin taking those ‘next steps’ 

 

Learning Environment  

  • Students will be encouraged to respect their learning environment, the theatrical equipment they use, and their fellow students and teachers, fostering a supportive atmosphere of mutual respect 
  • Effort and resilience will be encouraged, providing opportunities for students to take risks, perform, and make mistakes in a mutually supportive atmosphere 

 

Differentiation for Challenge and support  

  • Targeted challenge will be used to stretch all students regardless of ability, and Teachers will provide additional support and challenge where it is needed 

 

Key Stage 3 Overview 

Year 7 

When  What we are Studying?  e.g. Topics/ Skills etc 
Autumn 1  Base line assessment  

R ‘n’ P  

  • Be able to recognise music from another culture Samba.  
  • Recognise Rhythm and Pulse  
  • Be able to perform notation using rhythmic notation  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using correct music vocabulary  
  • Be able to recognise the musical elements of music through listening 
Autumn 2  Perfect Pitch  

  • Be able to recognise traditional British music.  
  • Be able to recognise treble clef notation and perform pieces in treble and G and T bass clef.  
  • Be able to perform using one hand and G and T two hands keyboard skills.  
  • Be able to notate using rhythmic and pitch notation.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using correct music vocabulary 
  • Be able to sing in unison and canon as a class 
  • Be able to recognise the musical elements of music through listening 

 
Spring 1  “Xinnian”  

  • Be able to recognise music from other cultures.  
  • Be able to recognise traditional cultural Chinese instruments.  
  • Be able to perform using one hand and G and T two hands keyboard skills.  
  • Be able to notate using rhythmic and pitch notation.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to sing in unison and 2-part harmonies as a class 
  • Be able to compose using enharmonic notes and add in a drone 
  • Be able to recognise and describe the use of musical elements through listening 
Spring 2  Sandwiches  

  • Be able to compose music in western traditional formats binary, ternary, rondo.  
  • Be able to perform using one hand and G and T two hands keyboard skills.  
  • Be able to notate using rhythmic and pitch notation.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to select appropriate timbre for compositions 
  • Be able to sing in unison, 3-part harmonies as a class. 
  • Be able to compose using appropriate pitch notation and add an ostinato 
  • Be able to recognise and describe the musical elements through listening 
Summer 1  Remix  

  • Be able to add in variations to compositions for depth and recognise the most common features using the correct music vocabulary.  
  • Be able to compose music in western traditional formats binary, ternary, rondo.  
  • Be able to perform using one hand and G and T two hands keyboard skills.  
  • Be able to perform notate using rhythmic and pitch notation.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary  
  • Be able to add in appropriate timbre, duration and articulation to compositions 
  • Be able to sing in unison, canon, part harmonies as a class 
  • Be able to recognise, describe and explain the use of musical elements through listening. 
Summer 2  “Jambo”  

  • Be able to recognise the common features used in different cultures such as African music.  
  • Be able to perform notation using rhythm.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to play a Djembe correctly using Tone, Bass and Slap 
  • Be able to compose a polyphonic rhythmic piece of music. 
  • Be able to perform a polyphonic rhythmic piece of music. 
  • Be able to sing in unison, canon and part harmonies in Swahili as a class 
  • Be able to recognise, describe and explain the use of musical elements through listening. 

 

Year 8 

When   What we are Studying?   e.g. Topics/ Skills etc  
Autumn 1   Bollywood  

  • Be able to recognise the common features used in different cultures such as Indian , Bollywood and Bhangra music. 
  • Be able to compose using a raga in a traditional Indian format.  
  • Be able to use appropriate Indian culture musical vocabulary.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances partially effective. 
  • Perform in ensemble using appropriate instruments and Indian performance directions. 
  • Be able to recognise, describe and explain the use of musical elements through listening. 
Autumn 2   Hollywood  

  • Be able to recognise appropriate American culture in western pieces of music.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances with some success. 
  • Perform in ensemble using appropriate instruments and performance techniques. 
  • Be able to recognise, describe and explain the use of musical elements through listening.  
Spring 1   West End  

  • Be able to recognise the appropriate features  of musicals found in popular music.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances with some success. 
  • Be able to link to set work at GCSE the basic structure and terminology used for analysis for AOS 4 popular music. 
  • Perform in ensemble using appropriate instruments and performance techniques  
  • Be able to recognise, describe and explain the use of musical elements through listening. 
Spring 2    All that Jazz 

  • Be able to recognise the appropriate features of Blues and Jazz music linked to AOS 2 of the GCSE ensemble music.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances with some success. 
  • Be able to link to a performance standard piece at GCSE and perform in pairs for AOS 2 ensemble music. 
  • Perform in pairs or individually using appropriate instruments and performance techniques to meet the requirements of Jazz ensemble. 
  • Be able to sing in unison, canon and 4– part harmonies a scat song. 
  • Be able to recognise, describe and explain the use of musical elements through listening. 

 
Summer 1   Rock ‘n’ Pop 

  • Be able to recognise the appropriate features of popular music linked to AOS 4 GCSE.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances with some success.  
  • Be able to link to a performance standard piece at GCSE and perform in pairs for AOS 2 ensemble music. 
  • Perform in pairs or individually using appropriate instruments and performance techniques to meet the requirements of Jazz ensemble. 
  • Be able to link to set work at GCSE the basic structure and terminology used for analysis for AOS 4 popular music. 
  • Perform in ensemble using appropriate instruments and performance techniques  
  • Be able to recognise, describe and explain the use of musical elements through listening. 
Summer 2   Batucada  

  • Be able to recognise the appropriate features of Samba music linked to AOS 2 GCSE.  
  • Be able to recognise and perform dynamics using correct vocabulary  
  • Be able to recognise and perform Tempo using appropriate vocabulary.  
  • Be able to add in appropriate musical elements to their own performances with some success. 
  •  Be able to link to a performance standard piece at GCSE and perform in pairs for AOS 2 ensemble music. 
  • Perform in pairs or individually using appropriate instruments and performance techniques to meet the requirements of a samba ensemble as a class and in sections. 
  • Perform in ensemble using appropriate instruments and performance techniques  
  • Be able to recognise, describe and explain the use of musical elements through listening. 

 

Key Stage 4 Overview 

Year 9  

Term   Topics Covered  
Autumn 1   Appraising – Forms and devices  

Performing – solo  

Appraising – Mozart  

Music Theory  
Autumn 2   Popular Music  

  

Appraising – Rainbow  

Performing – ensemble  

Music Theory – ICT  
Spring 1   Appraising – Music for ensemble  

Performing – solo  

  
Spring 2   Appraising – Film Music  

Composition – free mock  
Summer 1   Appraising – Mozart  

Performing – ensemble  

Composition – free mock  

  
Summer 2   Appraising – Rainbow  

Composition – free Mock  

Year 10  

Term   Topics Covered  
Autumn 1   Appraising – Musical forms and devices  

Performing – solo  

Appraising – popular music  
Autumn 2   Appraising – Music for ensemble  

Appraising – Film Music   

Performing -solo  
Spring 1   Performing – ensemble  

Appraising – Mozart  

Composition – techniques  
Spring 2   Appraising – Rainbow  

Composition – techniques  

Performing – ensemble  
Summer 1   Composition – free  

Appraising – AOS1,2,3,4  
Summer 2   Composition – free  

Appraising – AOS 1,2,3,4  

Year 11  

Term   Topics Covered  
Autumn 1   Performing – solo  

Appraising AOS 1,2,3,4  

Composition – techniques  
Autumn 2   Performing solo  

Appraising – Mozart+ Rainbow  

Composition – set brief  
Spring 1   Performing – ensemble  

Composition – set brief  

Appraising – AOS 1,2,3,4  
Spring 2   Performing –ensemble  

  

Composition – set brief  

  

Appraising – AOS 1,2,3,4  
Summer 1   Appraising – AOS 1,2 3 4 – Mozart + Rainbow  
Summer 2   EXAM  

  

 Key Stage 4 Examination Overview 

WJEC – GCSE Music (9-1) Areas of Study – Musical Forms and Devices, Music for Ensemble, Film Music, Popular Music 

Unit 1 –  Section A: Performing 30% ( a minimum of 2 pieces) Section B: Programme Note 5% (written for one of the performance pieces) 

Unit 2 – Sections A: Composition 30% (two pieces, one in response to a brief set by WJEC, the other a free composition) Section B: Evaluation  5% (written in response to the WJEC composition) 

Unit 3 – Appraising 30% 1 hour written listening exam – 8 questions on each of the 4 areas of study 

 

What resources could I buy or borrow that will help my child? 

Eduqas GCSE Music revision guide 

 

What are the key websites or Apps that my child could use? 

www.musictheory.net 

www.teoria.com 

www.brandlab.com 

www.soundation.com 

www.musescore.com 

  

What can I do to encourage my child to take further interest in Music? 

Learn a musical instrument or get involved in any of the musical activities on offer at school 

 

What after school or other extracurricular activities are available in Music and when are they? 

Lunchtime 

Monday Treblemakers  – everyone 

Tuesday Samba club – everyone 

Wednesday guitar club – guitarists only 

Thursday ensembles – by invitation only 

Friday keyboard club – everyone 

Evening 

Monday – music theory/intervention – Years 9-11 or musicians wishing to take ABRSM theory examinations 

Friday – whole school rehearsals bespoke each term 

 

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