The music curriculum focuses on the development of three different disciplines – performing music, composing music and listening to & appraising music. The three disciplines are not, however, taught as individual elements of music; instead they are explored together with the aim of building the necessary skills and knowledge required for future study and/or employment. At KS3, students explore a variety of different genres, each one belonging to a wider ‘area of study’ – Popular Music (including music for Film and Stage), World Music, Music Technology, Band/Instrumental Skills and Classical Music. Throughout each genre, students will develop appropriate skills identified in the 3 three disciplines above, but will also repeatedly study the use of musical elements in the creation and performance of music. The structure of the curriculum intends for students to revisit the same musical elements and skills, but in slightly different settings so as to reinforce the knowledge of these ‘building blocks of music’, whilst also challenging students to apply this knowledge when creating/performing music.
At KS4, students continue the study of musical elements and the three different disciplines identified in paragraph one, but are challenged to engage with this knowledge at a greater depth. Furthermore, throughout KS4, students begin to work as an individual musician, therefore focussing on the music and style within which they wish to work. The curriculum is designed so as to allow for this flexibility, and to encourage students to flourish as individual artists, whilst also exploring music outside of their comfort zones. The curriculum is also designed to support the development and growth of life skills, which are an integral part of the development of the subject specific skills as well as creating well-rounded individuals. The core principles that are developed would include: problem solving, perseverance, diligence, team work, time management, organisation, responsibility, cultural history, listening skills, confidence, social skills, discipline, self-evaluation, interpersonal skills, sense of achievement.
Names of staff, roles & contact details
|Year 7||Find Your Voice||Storyboards using Music Technology||Impressionism||Jazz||Gamelan||Ukuleles Stage #1|
|Year 8||African Djembe Music||Blues||Electronic Dance Music||Reggae||Ukuleles Stage #2||Brazilian Samba Drumming|
|Year 9||Cover Songs||Cover Songs||Just Play||Songwriting||Arrangements||Film Music|
|Y10||Development of basic music theory skills & knowledge|
The Western Classical Tradition including Forms & Devices & Music for Ensembles Set Work #1
|Development of basic music theory skills & knowledge |
Popular Music Work Set #2
|Development of music theory including musical elements, set works and practice listening papers
Music for Film
End of Year Exam
|Introduction to GCSE composition (mini workshops as a class and practice individual composition)||Commence free composition (15%)||Continuation of free composition (15%)|
|Introduction to GCSE performance (including practice solo performance deadline in front of class||Progress as a performer to be monitored as required Performance lesson rota||Progress as a performer to be monitored as required Performance lesson rota Practice solo/ensemble performances (30%)|
|Y11||Development of music theory including musical elements, set works and practice listening papers|
Revisit Forms & Devices & Set Work #1
Revisit Popular Music & Set Work #2
|Development and revision of music theory including musical elements, set works and practice listening papers|
Revisit Music for Ensembles
Revisit Film Music
|Development and revision of music theory including musical elements, set works and practice listening papers
Revision and exam practice
|Completion of free composition (15%)||Completion of all composition coursework (30%)||Students sit listening & appraising paper (40%)|
|Completion of free composition (15%)||Completion of all performance coursework (30%)|
|Commence brief composition (15%)|
Some of the content and/or sequencing in schemes of learning during the academic year 20/21 and academic year 21/22, may differ due to the extended periods of remote learning and other Covid-related disruptions to regular learning.
How and when is my child assessed?
At KS3, students are assessed each half term/project. In lessons assessment will take place on a week-to-week basis, as your child’s teacher assesses technical skill as well as musical understanding. At the end of a half term/project, your child will take place in an end of project showcase, in which they will perform and/or submit an original piece of music that they have composed/created/arranged. This showcase (which will be recorded) will be used to assess your child’s musical ability and the progress he/she is making. Furthermore, students will receive teacher feedback as to their strengths as a musician, and suggested development priorities for future projects.
At KS4, teachers will formally mark relevant and recent theory work in exercise books twice per half term. This could include extended writing tasks, listening questions, class work etc. As and when appropriate, teachers will mark student performances by providing a ‘working at grade’ using 1-9 figures, and WWW/EBI statements. The EBIs provided will inform students of what they need to work on before their next recording slot. With regards to composition work, teachers will aim to provide electronic WWW/EBI statements via email twice per half term. These emails will be sent to student school email accounts, with hard copies printed for the back of exercise books as another record. Students will be expected to respond to EBIs by putting ‘Considerations’ into action in their physical work.
|Name of course(s) offered||Exam Board||Link to Spec||Nature of assessment|
|GCSE Music||Eduqas||https://www.eduqas.co.uk/qualifications/music/gcse/eduqas-gcse-music-spec-from-2016-d.pdf||60% practical coursework (2 performances & 2 original compositions|
|40% theory (one 1h15 listening exam sat at the end of Y11)|