Curriculum
Each topic studied in KS3 is taught over 7 or 8 lessons across 2 terms. It is designed to introduce or develop the relevant skills needed to support pupils in exploring music throughout the curriculum and independently. The topics selected are intended to highlight to pupils how musical styles are linked and influence one another and how the styles they listen to today are produced and performed. By investigating history, performance and composition, pupils are able to discover their talents and increase self-confidence, creativity and a sense of achievement.
The topics chosen will allow pupils to meet at least one of the National Curriculum aims:
- Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
- Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
- Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, tempo, timbre, texture, structure, and appropriate musical notations.
Year 7 Curriculum
| Autumn 1 and 2 The Musical Elements | |
|---|---|
| Introduction to Key Skills | Pupils will explore key concepts from Primary school and introducing them to new knowledge. These topics include: The musical elements: the theory behind what creates music. Reading rhythms: using body percussion to explore rhythms and write notation. Reading music: an introduction to reading sheet music through singing and keyboards to prepare pupils for future learning. Assessment: a knowledge and listening test. |
| KS3 National Curriculum Links | Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Develop a deepening understanding of the music that they perform and to which they listen and its history. |
| Careers | Music Teacher, Orchestra Conductor, Music Therapist, Music Critic |
| PSHE & Cultural Capital | L12. different types and patterns of work, including employment, self-employment. |
| Spring 1 and 2 Classical Keyboard | |
|---|---|
| Introduction to Key Skills | Pupils will start the term by recapping previous knowledge and develop their skills such as the following: notation, improving the hand technique and recognising accidentals through practicing short extracts of music. Pupils will then demonstrate all of these skills in their assessment pieces ‘Ode to Joy’ and ‘Fur Elise’ by Beethoven. Pupils will be assessed on their technique, fluency and accuracy in a solo performance. To further their knowledge, we will explore the main features of Classical Music and how knowing this context can influence our performances by including stylistic features in performances. Assessment: playing ‘Ode to Joy’ and ‘Fur Elise’ on the keyboard. |
| KS3 National Curriculum Links | Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Listen with increasing discrimination to a wide range of music from great composers and musicians. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. |
| Careers | Orchestral Musician, Session Musician, Music Teacher, Private Instrumental Teacher, Musicologist, Rehearsal Accompanist |
| PSHE & Cultural Capital | L2. to review their strengths, interests, skills, qualities and values and how to develop them. |
| Summer 1 and 2 Music Technology Old and New | |
|---|---|
| Introduction to Key Skills | Pupils will explore the history of music technology, looking at the development of music and electronics over the past century. They will understand how music technology has shaped popular music over the years and will practice playing electronic music using an online synthesizer.
Pupils will also be introduced to a Digital Audio Workstation (DAW) using this software to create a short music track. In practising how to create a music piece using technology, pupils develop their technical skills with activities such as using samples, creating a drum track, creating a bassline and using effects.
Assessment: Knowledge quiz and creation of a music track. |
| KS3 National Curriculum Links | Improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. |
| Careers | Singer, Songwriter, Band Member, Session Musician, Producer, Music Teacher, Private Music Teacher |
| PSHE & Cultural Capital | L2. to review their strengths, interests, skills, qualities and values and how to develop them. |
Year 8 Curriculum
| Autumn 1 and 2 Around the World | |
|---|---|
| Exploring the influence of Music in the wider world | Pupils will explore music from around the world. Starting in Africa, we then go onto explore music from Central and South America, the Caribbean, North America, South Asia and Europe. Pupils learn to draw comparisons with music from across the world, and how different types of music spread from one region to another. Through this topic, students develop their listening skills, revisiting music vocabulary and developing how to describe different types of music, while gaining a deeper appreciation for cultural, historical and geographical differences in music.
Pupils will practice playing ragas on the keyboard and/or guitar and practice playing rhythmic cycles (talas). In developing their understanding of features of Indian Classical Music, students will develop their skills in improvisation and performance.
Assessment: knowledge quiz and listening activities. |
| KS3 National Curriculum Links | Develop a deepening understanding of the music that they perform and to which they listen, and its history. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. |
| Careers | Composer, Performer, Orchestral Musician, Session Musician, Music Teacher, Music Supervisor |
| PSHE & Cultural Capital | R16. to further develop the skills of active listening, clear communication, negotiation and compromise. L2. to review their strengths, interests, skills, qualities and values. |
| Spring Term 1 and 2 The Blues | |
|---|---|
| Exploring the influence of Music in the wider world | Pupils will learn about the context, importance and long-lasting inspiration of the Blues on today’s music. Pupils will now apply this knowledge to practicing the different components of the 12-bar Blues such as chords, a walking baseline and their own improvised melody and lyrics using the Blues scale. Pupils will then select a component and perform a 12-bar Blues song in a group performance. Assessment: assessed on musicianship, accuracy, creativity and appropriate use of stylistic features in their performance. |
| KS3 National Curriculum Links | Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. |
| Careers | Session Musician, Band Member, Private Music Teacher, Music Teacher, Songwriter, Musicologist |
| PSHE & Cultural Capital | R15. to further develop and rehearse the skills of team working. R16. to further develop the skills of active listening, clear communication, negotiation and compromise. R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships. |
Summer Term 1 and 2 | |
|---|---|
| Exploring the influence of Music in the wider world | Pupils will investigate how music enhances film scenes and reactions in the audience with reference to the musical elements. This knowledge will then be applied to a composition task. Pupils will be given a short movie scene to watch and create a soundtrack that can be played alongside the clip. Pupils will incorporate techniques such as specific uses of harmony, leitmotifs and instrumentation. Pupils will create their piece using music technology, developing their use of DAW software, MIDI instruments and mixing. Assessment: applying their soundtrack to a clip and assessing its suitability, the use of features and creativity. |
| KS3 National Curriculum Links | Improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, genres and traditions. Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Develop a deepening understanding of the music that they perform and to which they listen, and its history. |
| Careers | Composer, Producer, Music Technology Specialist, Music Teacher, Recording Engineer, Musical Director, Music Supervisor |
| PSHE & Cultural Capital | L2. to review their strengths, interests, skills, qualities and values and how to develop them. R15. to further develop and rehearse the skills of team working. R16. to further develop the skills of active listening, clear communication, negotiation and compromise. |
Year 9 Curriculum
| Autumn Term 1 and 2 Around the World | |
|---|---|
| Inspiring Musicianship and Performance Skills | Pupils will explore music from around the world. Starting in Africa, we then go onto explore music from Central and South America, the Caribbean, North America, South Asia and Europe. Pupils learn to draw comparisons with music from across the world, and how different types of music spread from one region to another. Through this topic, students develop their listening skills, revisiting music vocabulary and developing how describe different music, while gaining a deeper appreciation for cultural, historical and geographical differences in music.
Assessment: knowledge quiz and listening activities.
KS3 National Curriculum Links: Develop a deepening understanding of the music that they perform and to which they listen, and its history. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
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| KS3 National Curriculum Links | Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Develop a deepening understanding of the music that they perform and to which they listen, and its history. |
| Careers | Session Musician, Band Member, Private Music Teacher, Music Teacher, Musicologist |
| PSHE & Cultural Capital | R16. to further develop the skills of active listening, clear communication, negotiation and compromise. L2. to review their strengths, interests, skills, qualities and values and how to develop them. |
| Spring Term 1 and 2 Pop Music | |
|---|---|
| Inspiring Musicianship and Performance Skills | After our musical travels around the world, pupils learn about the recent history of popular music, from the 1960s onwards. Pupils learn about different pop ensembles, such as the rock band, boy/girl band and singer/songwriters. Pupils also build on their music technology by further exploring the features of a Digital Audio Workstation (DAW) and how music technology has influenced modern popular music. Pupils are able to develop their songwriting and performance skills by exploring lyric construction and practising popular songs, understanding chord progressions and playing in a group. Assessment: knowledge quiz and students learning and performing a cover of a pop song. |
| KS3 National Curriculum Links | Improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Develop a deepening understanding of the music that they perform and to which they listen, and its history. Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Listen with increasing discrimination to a wide range of music from great composers and musicians. |
| Careers | Recording Engineer, Sound Technician, DJ, Artist, Producer, Musicologist |
| PSHE & Cultural Capital | R15. to further develop and rehearse the skills of team working. R16. to further develop the skills of active listening, clear communication, negotiation and compromise. R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships. L2. to review their strengths, interests, skills, qualities and values and how to develop them. |
| Summer Term 1 and 2 Battle of the Bands | ||
|---|---|---|
| Inspiring Musicianship and Performance Skills | Exploring Pop Music in the previous topic leads us directly into supporting Year 9 Pupils in their final topic for Music – Battle of the Bands. Pupils will work in groups and recreate a pop song from a lead sheet and supportive materials. Pupils will learn management and teamwork skills in delegating roles and organising rehearsals. Every performance must have chords, melody and some form of percussion. Other instruments and talents used are optional. Pupils will delegate instruments and practice learning these new skills together. Pupils will utilise their knowledge of chord progressions, melodies and performance etiquette during their rehearsals. Assessment: Peer assessment in their final lesson as a ‘concert’, with a focus on musicianship, and professionalism. | |
| KS3 National Curriculum Links | Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Develop a deepening understanding of the music that they perform and to which they listen, and its history. Listen with increasing discrimination to a wide range of music from great composers and musicians. | |
| Careers | Booking agent, Band member, Music Teacher, Session musician, Private music teacher | |
| PSHE & Cultural Capital | R15. to further develop and rehearse the skills of team working. L2. to review their strengths, interests, skills, qualities and values and how to develop them. | |
Homework
Homework is set on a fortnightly basis. This may involve pupils completing a listening exercise, practicing their music theory or researching a concept relevant to the topic
Key Stage 4
Pupils who choose to continue studying Music at Key Stage 4 will be studying the BTEC Award in Music Practice. this qualification is equal to a Music GCSE, however, features more vocational and practical components as part of its content.
