Music
Curriculum
M.Warrender
Subject Performance Leader
Introduction
Our aim is to provide pupils with a high-quality music curriculum that provides students with broad and balanced learning experience in which students develop their knowledge, understanding and skill set to engage, enthuse and present further opportunity to develop an enquiring mind to support an appreciation and love for various musical styles and genres.
Key Skills & Understanding:
Performance · Composition · Notation · Group Dynamics · Experimentation · Cultural Awareness · Interpretation
let's take a look...
Our School Music Development Plan
At Key Stage 3 the curriculum incorporates the Model Music Curriculum where pupils develop their Listening & Appraising skills and their Performing and Composing skills through a variety of topics every two hours per fortnight. Topics will cover and include the Musical Elements, compositional methods and techniques, musical fundamentals that link to performing and listening. Pupils’ experiences range from keyboard use, to guitars, bass guitar and the drum-kit. At Key Stage 4, pupils follow the AQA specification for GCSE music with round 6-7% of pupils deciding to opt. Pupil’s then have the option to study A-Level music where in some instances students have gone on to study music at university. Students can learn a musical instrument with peripatetic teachers such as the piano, saxophone, clarinet, flute, brass and string instruments, drum-kit, guitar, ukulele, bass guitar and voice lessons. The peripatetic staff will run groups / ensembles at Break or lunchtimes. These include a woodwind group with an adopted rhythm section, and a mini jazz band. The other group involves guitarists, again with an adopted rhythm section that is a mini rock band. Alongside the curriculum, pupils in Years 8 and 9 with a genuine interest in music are invited to enrichment sessions that are free of charge. There is an after-school Music Tech session where students can use composing software to create their own music. The local music hub – INSPIRE, runs a song-writing session after school in which a small number of students attend and collaboratively write their own song. In previous years, students have experienced performing and recording their songs in a professional recording studio – all through INSPIRE. In previous years students have prepared for musical performances in Italy where they have showcased their skills in various locations around Lake Garda. Within the Arts faculty, students can attend music theatre trips and embrace a wider aspect of the Arts.
What we do
The school music department consists of two full-time music teachers with one staff member undertaking music enrichment sessions that support and develop young ensemble performers. These are 20-minute weekly slots where students prepare and rehearse in small groups of between 3 and 6 students where they can develop their performance skills that lead to participating in school concerts throughout the year. These include a Year 8 SSA choir, rock / pop bands, and other smaller ensembles. Five peripatetic staff visit each week teaching both full and half days offering ensemble groups at lunch time and break-times. The music department has two equipped teaching rooms, each with 16 keyboards and a piano, with one room that has computers with composing software installed that include Sibelius and Muse Score for Key Stage 4 and Key Stage 5 lessons. There are two other teaching rooms used by the peripatetic staff with the main room consisting of 2 drum kits, 1 upright piano, an electric piano, acoustic and bass guitars and the second practice room with a piano only. A storeroom for students’ musical instruments can accommodate all instrument types with safety and security. The department encourages and provides the opportunity for all students to learn or continue to develop their instrumental skills. There are currently 87 students across all year groups receiving instrumental lessons that are subsidized by the school for either an individual or a shared 20-minute lesson, and for those students eligible for Pupil Premium funding, disadvantaged or in receipt of free school meals receive a shared lesson only. Instrumental hire is free to Pupil Premium students through INSPIRE.
How this is Achieved
Future Aims
To maintain strong numbers for GCSE and encourage continuation of uptake to A-Level. To encourage student achievement by taking graded music exams – both practical and theory. To encourage the uptake of other instruments, widening the range of instruments being learned. Widen student’s musical experiences by attending concerts, listening to a variety of performances and increase participation in school performances with eventual opportunities for regular performances abroad.
As part of the National Plan for Music Education
7
YEAR
Theme/Unit
Class Content
Independent Study
Assisted Study
Understanding structure and texture through performance
Students learn basic notation, score reading and where the notes are on the keyboard. They perform individually or in pairs
experiencing and exploring a variety of textures and structure.
Students also have the choice to perform on other instruments, including the guitar and various wind instruments.
Students are always encouraged to use their voices while performing
Students are asked to practise this music at home on their musical instruments where this is possible or use an iPad / computer to learn the patterns of the notes.
Encourage the uptake of learning a musical instrument.
Baroque -
Ground bass
Students continue to develop their keyboard skills through performance individually, in pairs or as a whole class. Students who play a musical instrument are encouraged to use this for performance. This may include guitar. wind instruments, or the drum kit.
Students are asked to practise this music at home on their musical instruments where this is possible or use an iPad / computer to learn the patterns of the notes.
Take them to concerts festivals and other local events.
Listening / Aural perception
Students develop their listening skills, through various styles and genres of music developing their musical vocabulary, understanding of musical devices and features, and how the musical elements are used. Students develop their aural perception skills through, basic listening and dictation activities.
Throughout the year, students will be set listening exercises.
Take an interest in their music and give them lots of praise and encouragement.
Help them with homework that requires access to ICT.
Music
Y7 | Key Stage 3
Music
KS3
Popular Music (Soft Rock)
"Students look at performing in smaller ensemble situations. They are provided with opportunities to perform a variety of musical instruments. These include the drums, their voice and voices and any other musical instruments they have already chosen to learn. They continue to develop their performance skills that include score reading of various forms of musical notation.
Students learn about chords, how to use them and how to apply them through performance."
Students are asked to practice this music at home on their musical instruments where this is possible or use an iPad / computer to learn the patterns of the notes.
Encourage the uptake of learning a musical Instrument and consider preparing for and entering exams at various stages throughout the year. Expect to be involved in musical ensembles within school.
TV/ Film Music
"Students continue to develop their performing skills of pieces that are longer in duration.
They continue to learn and embed their knowledge about sharps and flats, chromaticism and apply these features through performance"
Practice makes perfect
Take them to concerts festivals and other local events.
Listening / Aural perception
Students continue to develop their listening skills, through various styles and genres of music developing their musical vocabulary, understanding of musical devices and features, and how the musical elements are used. Students build upon prior knowledge of basic rhythms and learn to expand their aural perception skills of intermediate combinations of rhythms and other musical fundamentals, listening and dictation activities.
More practice makes more perfect.
Take an interest in their music and give them lots of praise and encouragement.
Y8 | Key Stage 3
Music
Theme/Unit
Class Content
Independent Study
Assisted Study
8
YEAR
Y9 | Key Stage 3
Music
Popular Music (Ballads)
Students continue to perform longer duration pieces in pairs, small ensembles using a variety of instruments that include guitar, drums, bass, voice. They also build upon their previous knowledge of different key signatures and chromaticism. Students learn to understand and apply the use of compound time signatures.
Students are asked to practice this music at home on their musical instruments where this is possible or use an iPad / computer to learn the patterns of the notes.
Continue to support as suggested in year 7 & 8
Film Music
Students look to perform longer pieces of music that include an introduction, a verse, chorus and bridge where applicable.
They should consider performing in small ensembles, in pairs, individually, but should focus on a specific instrument where they are able to demonstrate some mastery by singing or performing their musical instrument, or both.
Check out the work of contemporary industry leads such as: Ennio Morricone, Hans Zimmer, John Williams, Trent Reznor & Atticus Ross, Junkie XL, Ariana Grande, Andrew Lloyd Webber...
Find a relevant documentary and watch together.
Listening / Aural perception
Sudents continue to develop their listening skills, through various styles and genres of music developing their musical vocabulary, understanding of musical devices and features, and how the musical elements are used. Students build upon prior knowledge of basic and intermediate rhythms and learn to expand their aural perception skills of more advanced and complex combinations of rhythms at a speedier rate.
Throughout the year, students will be set listening exercises.
Encourage eclectic listening over many genres.
9
YEAR
Theme/Unit
Class Content
Independent Study
Assisted Study
Listening /
Appraising
Students listen attentively to music from four areas of study to identify and describe musical elements, use musical language and forms of notation.
Responding to questions related to specific pieces of music.
Ear training exercises.
Ensure your child completes home work for these varied listening activities in prior to the Mock and Final exam.
Refer to the coursework deadline schedule that was provided at the Year 10 consultation evening."
Composing
Produce 1 ‘Free composition’ (any style) using SIBELIUS or CUBASE software to help realize your ideas
Where applicable, listen to as much music as possible, to analyze and use as a resource for your own composition.
Encourage your child to attend extra composing sessions (when required).
Performing*
"Prepare 2 separate performances
(i) Solo performance.
(ii) Group performance.
Students perform using their voice,
an instrument or DJ decks.
Informal recordings in the summer of Year. (in Yr 11)"
Daily practice of at least 15 minutes leading up to the end of Year 10 following and applying guidance and advice from the instrumental teacher.
Support to ensure your child is partaking in this regular practice.
Music
Y10 | Key Stage 4
10
YEAR
Theme/Unit
Class Content
Independent Study
Assisted Study
Listening/ Appraising
"Students listen attentively to music from four areas of study to identify and describe musical elements, use musical language and forms of notation.
Embedding of knowledge of the ‘Set Pieces’."
Responding to questions related to specific pieces of music.
Ear training exercises.
Frequent Past papers in the lead up to the Mock and Final exams.
Ensure your child completes home work for these varied listening activities in prior to the Mock and Final exam.
Refer to the coursework deadline schedule that was provided at the Year 10 consultation evening.
Composing
Finalise any work from the ‘Free Composition’.
Start the 2nd composition (set by exam board in September)
Where applicable, listen to as much music as possible, to analyze and use as a resource for your own composition.
Encourage your child to attend extra composing sessions (when required).
Performing*
At least 1 performance recorded by October Half Term.
2nd performance to be recorded ideally by February Half Term (Easter at the very latest).
Daily practice of at least 20 minutes leading up to Oct H/T and Feb H/T, following and applying guidance and advice from the instrumental teacher.
Support to ensure your child is partaking in this regular practice.
11
YEAR
Music
Y11 | Key Stage 4
Theme/Unit
Class Content
Independent Study
Assisted Study
Study Guides, Resources & Extra Support
*updates pending*
Music at Key Stage 5
A Level Music allows candidates to:
Recognise the interdependence of musical skills, knowledge and understanding and the links between the activities of performing/realising, composing and appraising.
Who is it for?
This new specification is for candidates who wish to:
Draw on their experiences at GCSE as well as offering a meaningful foundation for the study of Music beyond GCE level.
12&13
YEARS
What will I study (in relation to the assessment criteria)?
AO1 Interpret musical ideas with technical and expressive control and a sense of style and awareness of occasion and/or ensemble (performing/realising)
AO2 Create and develop musical ideas with technical control and expressive understanding, making creative use of musical devices, conventions and resources (composing/arranging).
AO3 Demonstrate understanding of, and comment perceptively on the structural, expressive and contextual aspects of music (appraising).
Course Content: Year12
UNIT 1: Written Examination: Influences on Music
-
Western Classical Music
Assessment: 40% of total marks
UNIT 2: Composing - Creating Musical Ideas
*Updates Pending*
Assessment: 25% of total marks
UNIT 3: Russia and its Rulers 1855-1964
Performing: Interpreting Musical Ideas (Internally Assessed)
Assessment: 35% of total marks
Course Content: Year13
Unit 4: Music in Context
*Updates Pending*
Assessment: 40% of total marks
Unit 5: Composing - Developing Musical Ideas
(Externally Assessed)
*Updates Pending*
Coursework: 25% of total marks
Unit 6: Musical Performance
(Externally Assessed)
*Updates Pending*
Performance: 35% of total marks
How will I be assessed?
The Assessment Objectives are common to AS and A Level
UNIT 1: Influences on Music
Written Examination: 1¾ hours 120 marks 40% of the total A Level marks
Candidates are given structured questions using a CD of musical excerpts. Candidates then answer two essay questions, one question from a choice of two based on the set work from the compulsory AoS and one question from a choice of two based on a second AoS.
UNIT 4: Music In Context 1855-1964
Written Examination: 2 hours and 30 minutes - 120 marks 40% of the total A-level marks Candidates are given structured questions using a CD of excerpts. Candidates then answer three essay questions, one question from the set works from the compulsory AoS and two question from a choice of six based on a new AoS.
UNIT 2: Composing - Creating Musical Ideas
Externally Assessed)
Coursework 50 marks 25% of the total A Level Marks
Candidates respond to a set brief (25 marks) and a free composition (25 marks). Compositions will last for a total of between 4 – 6 minutes. "
Composing: Developing Musical Ideas
(Externally Assessed) Coursework 50 marks 25% of the total A-level marks Candidates compose two compositions.
UNIT 3: Russia and its Rulers 1855-1964
Performing: Interpreting Musical Ideas (Internally Assessed)
10 –12 minutes 50 marks.35% of the total A-level marks
Candidates offer a combination of performances from solo to ensemble as an instrumentalist or vocalist.
Unit 6: Musical Performance
(Externally Assessed) 10-12 minutes 50 marks 35% of the total A-level marks Candidates will offer two (or more) contrasting pieces to form a short programme, as a soloist or ensemble or a combination of these.
Where can this course take me?
Students of Art & Design may wish to progress to a number of related post-16 courses that offer such specializations as:
Mixing & Production
Live/Studio Sound Engineering
Composing for TV & Film
Performance & Theatre
Further Education or vocation based training would significantly help towards freelance practices or careers in:
Live Music
Theatre
Music Production
Film & Broadcasting
Content Creator & many more!
For more information of post-school progression please check out our dedicated Careers Page for related links and guidance.
For more information on this course throughout all key stages please contact Mr Warrender
m.warrender@kimberleyschool.co.uk
