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
Email Links
To find out more about the curriculum we are studying please contact staff via email