Music
Curriculum
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.
M.Warrender
Subject Performance Leader
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 on the keyboards and go on to add an accompaniment / chords to their melody.
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.
Take them to concerts festivals and other local events.
Take an interest in their music and give them lots of praise and encouragement.
Help them with homework that requires access to ICT.
Understand and learn about basic rhythm, notation and the Treble Clef
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
Assessment is through performance of rhythm and melody
.
Textures through the performance of Frere Jacques
Students develop their score and notation reading and perfom on the keyboard. They continue to perform individually or in pairs and go onto explore different Textures.
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
Through performance, students demonstrate their ability to perform Frere Jacques combining two hands
.
Textures through the performance of Frere Jacques
Students develop their score and notation reading and perfom on the keyboard. They continue to perform individually or in pairs and go onto explore different Textures.
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
Through performance, students demonstrate their ability to perform Frere Jacques combining two hands
.
Traditional music - Textures and Chords
Traditional music - Textures and Chords
Students learn about Major and minor sounding chords. They use them in performance and further develop two hand co-ordination
Students continue to learna bout analysis of melodic shapes, melodic devices.
Through a combination of Performance and Listening tasks, students demonstrate their understanding of identifying and using major and minor chords, scales and intervals (Major only)
.
Traditional music continued - Waters of Babylon
Students learn through performance and analysis of melodic shapes, melodic devices.
Students demonstrate their performance skills of 'Waters of Babylon' performing the melody and adding the chords.
They analyse melodic shapes and develop their knowledge and understanding of melodic devices.
.
Baroque -
Ground bass
Students continue to develop their keyboard skills through performance individually, in pairs or as a whole class learning about the features of Ground Bass and how other parts fit with this to create a fuller performance.
They compose their own melody to accompany the Ground Bass gaining an understanding of harmony and embedding melodic shape.
Students demonstrate their ability to perform a Ground Bass and go on to add secondary parts performing with both hands simultaneously.
Students demonstrate their ability to increase their the duration of performance individually and / or in pairs and perform a melody created by them selves.
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.
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.
TV/ Film Music
Pink Panther
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, rhythm, syncopation, chromaticism, increase their range of notes, phrases and phrasing and rests and apply these features through performance.
Students perform the melody to the Pink Panther and add the chords. They demonstrate their ability to use a wider range of notes that include sharps and flats, a wider range and tessitura to produce an accurate performance and develop their cor-ordination skills.
Melody writing and 4 chord songs
Students listen to and learn parts of popular 4 chord songs and analyse the melodic shapes.
They go on to learn a chord pattern and then create and perform their own short melody.
Students demonstrate their understanding of different melodic shapes and perform their own melody alongside chords.
They demonstrate their understanding of harmony using a combination of harmonsing and non harmonising notes.
Listening:
Music for Dance
Students listen to and explore a variety of music from different time and from around the world that is music for dancing to.
Students listen to short excerpts, apply their knowledge and understanding to identifying musical instruments, musical devices, techniques and how the musical elements are applied.
Students respond to LIstening / exam style questions each lesson based on the dance style.
Continuation of The Blues
Theme and Variations
Students learn a basic melody and go on to create their own variations to the melody of Twinkle Twinkle Little Star.
Performance of the Theme and Variation(s)
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.
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.
Rap & Hip-hop
Students learn about the history and origins of Rap music. They learn to apply the techniques and musical devices that make Rap music.
They create and perform a Rap in groups of 3-4 adding their own chords and Ostinato.
Students perform their verse and group chorus, and perform the music they have created to accompany their lyrics.
Encourage the continuation of musical Instrument lessons, continued participation in musical ensembles within school and out of school and look to build upon previous success from examinations.
Take them to concerts festivals and other local events.
Take an interest in their music and give them lots of praise and encouragement.
Help them with homework that requires access to ICT.
Rock music - Livin on a prayer
Students learn to perform deifferent sections of Livin on a Prayer. This can be performed on a variety of instruments. They learn to widen the range of notes that the piece uses. They have the option to perform on a variety of instruments pertinent to the style and demonstrate their ability to perform for a longer duration.
Students perform numerous sections of the song and where applicable add chords (if using the keyboard) or extend their performance skills challenging themselves to more difficult sections.
LIstening- Popular music
1950's to present Day
Students follow music through the decades in this Listening project. They learn about Popular music and how each decade founded a new style and genre. From Rock n Roll, to Soul / Funk, through to Rock and 80's / 90's to Electronic music, stduents develop their listening skills and vocabulary repsonding to exam style questions that vary from instrument recognition, to the muscal elements and devices and effects that are unique to to that style and decade.
Exam stye questions for each decade / style where students demonstrate their Aural perception and analyitcal skills when listening to excerpts of music.
Techno / Dance music.
Students learn to perform a Techno / dance piece - Freed from Desire.
Through analyse they break down how the musical elements are used and apply these compositional techniques to create their own Techno piece.
Students continue to demonstrate their ability to perform for a longer duration.
Performance of theTechno piece and performance of the composed techno piece.
Techno / Dance music continued...
Aural Perception
Students develop their listening and perception skills through rhythm, melody dictation. They learn to recognise Intervals and Major, minor and Dominant 7th chords
Students complete listening exercises responding to questions using their aural perception skills. They learn to use correct vocabulary to describe Intervals and transcribe notation through rhythm and melody dictation.
9
YEAR
Theme/Unit
Class Content
Independent Study
Assisted Study
Homework Overview
For a summary of homework frequency per subject across years 7, 8 9 and 10 please visit the homework section on the curriculum homepage.
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.
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.
Test key words, knowledge of devices and musical features.
Help remember musical notation.
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.
Ensure a practise schedule is followed as both pieces are only allowed to be recorded in Year 11.
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.
Encourage listening to a wide variety of music and suggesting ideas that could be developed.
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.
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 Performance
Level 3
KS5
National Certificate
Music at Key Stage 5
The Pearson BTEC Level 3 National Extended Certificate in Music Performance.
The qualification is equivalent in size to one A Level and aims to provide a course of study covering both performance and the music industry.
Who is it for?
It is for students who want to continue their education through applied learning and who aim to progress to higher education and ultimately to employment, possibly in the music sector or the creative sector as a whole.
12&13
YEARS
What will I study (in relation to the assessment criteria)?
Studying this subject will enable you to:
Learn about some of the fundamental music theories and skills, which form the basis of many progression routes at higher education.
Broaden musical experience and interests, develop imagination and foster creativity.
Develop as an effective, independent learner and a critical and reflective thinker with an enquiring mind.
Develop your performing and composing skills.
Reflect critically and make personal judgements on your own and others’ music.
Course Content: Year12
Unit 1: Practical Music Theory and Harmony
Assessment: 25% of total marks
Unit 2: Professional Practice in the Music Industry
Assessment: 25% of total marks
Unit 3: Ensemble Music Performance (M)
Assessment: 33.3% of total marks
Course Content: Year13 - Additional Unit Choice
In addition to the three mandatory units, you will choose one optional unit, designed to support your progression to more specialist music courses in higher education and to link with relevant career choices.
The choices are:
UNIT 4
Composing Music from the initial stages to the final product, developing skills for composition in a variety of styles.
Unit 7:
Improvising Music Learners developing the ability to improvise when performing in a range of musical styles and contexts. (R.O)
UNIT 5
Music Performance Session Styles exploring the styles of music encountered in the role of a modern session musician. (Recommended Option)
UNIT 6
Solo Performance exploring the preparation and performance of music as a soloist before performing in front of an audience. (R.O)
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
