Music
In Expressive Arts we aim to foster a love for the Arts by offering a broad and balanced experience across art, dance, drama and music.Curriculum rationale
In Expressive Arts we aim to foster a love for the Arts by offering a broad and balanced experience across art, dance, drama and music. We want to enthuse passion, creativity and a love for our subjects that you may not have previously experienced.
The KS3 curriculum serves as an enjoyable, engaging and broad musical experience for all students.
Our music curriculum has been designed around the three fundamental strands of musical development; performing, composing and listening and appraising. The curriculum is predominantly practical and aims to engage students in the activity of making music for as much of their time in the classroom as possible. We believe that learning ‘about’ music should be minimal when a curriculum of ‘doing’ music develops the practical skills that will inform and strengthen students’ wider understanding and appreciation of music. Students study singing, keyboard, ukulele, guitar, percussion (including drum kit) and use Garage Band and Musescore software for composition work. Each of these areas are progressively built upon over time using a spaced-learning approach e.g. ukulele is introduced in Year 7 for one topic, a more in-depth guitar unit is delivered in the Spring term and is then returned to in the Summer term as part of the ensemble performance unit. We aim for all students to have developed functional performance skills by the end of KS3 that they can use beyond the classroom and continue to develop into adult life.
Key stage 3 Curriculum Design
As well as performing, improvising and composing, listening to and appraising music is incorporated into every lesson at KS3 through means of directed listening and targeted questioning used at the start of each lesson. Notational skills and theory are also woven into the performance and composition topics and are appropriate and relevant i.e. staff notation is taught and used for keyboard work, TAB notation/chord charts for guitar etc. Assessment is regular and uses the LET model personalised to our curriculum allowing students to make rapid progress and take ownership of what is required from them to progress to the next level. Students’ current level of attainment is an average of all assessments taken at any given time.
| Year 7 | |||
| Term | Topic | What will students learn by the end of the topic? | Assessment |
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Sep -Dec (15 lessons) |
CORE SKILLS Rhythm Percussion/Body Percussion |
About the elements of music (through focused listening). How to recognise and realise note values (semibreve-quaver). How to read & play various rhythms and drum patterns using percussion. | Knowledge/understanding written assessment during unit Practical assessment at the end of the unit (grade recorded) |
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CORE SKILLS Pitch Keyboard |
About the elements of music (through focused listening). How to recognise and realise pitch notation on the treble clef. How to read & play various known and unkown melodies using the keyboard. | Knowledge/understanding written assessment during unit Practical assessment at the end of the unit (grade recorded & combined with previous to provide baseline) | |
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DEVELOPING PERFORMER Singing & Ukulele Unison Singing & Chords |
About the elements of music (through focused listening). How to sing confidently through a range of songs. How to read and perform song chord sequences (chord charts inc. major & minor) using ukulele. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
| Jan - Jan (1 lesson) |
DEVELOPING MUSICIAN Listening & Understanding |
Consolidation of knowledge & understanding (duration, pitch, dynamics, tempo, timbre, texture) | Knowledge/understanding written assessment |
| Jan - Mar (9 lessons) | DEVELOPING PERFORMER Keyboard "Beauty & the Beast" | About the elements of music (through focused listening). How to apply skills learned from Core Skills unit. How to practice and perform a keyboard piece with accuracy and good technique (inc. diad chords & dotted notes). | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
|
DEVELOPING PERFORMER Guitar "Funky Blues" |
About the elements of music (through focused listening). How to read TAB noatation and develop performance skills using the guitar. How to practice and perform a guitar piece with accuracy and good technique. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
| Mar - May (8 lessons) | DEVELOPING COMPOSER Improvisation (Keyboard/Guitar) Pentatonic/Blues | About the elements of music (through focused listening). How to develop original ideas through improvisation. How to improvise over a 12-bar blues using the keyboard or guitar. | Formative assessment throughout lessons to inform intervention. |
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DEVELOPING PERFORMER Ensemble Skills "Stand By Me" |
About the elements of music (through focused listening). Application of instrumental/vocal skills. How to perform "Stand By Me" using voice/keyboard/ukulel/guitar (inc. triad chords, riffs/hooks). | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
| May - May (1 lesson) |
DEVELOPING MUSICIAN Listening & Understanding |
Consolidation of knowledge & understanding (duration, pitch, dynamics, tempo, timbre, texture) | Knowledge/understanding written assessment |
| Jun - Jul (6 lessons) |
DEVELOPING COMPOSER Song Writing Mixed Ensemble Groups/Music Technology |
How to adapt and develop a common chord sequence (inc. arpeggio). How to compose a melody over a given chord sequence (inc. chord tones/passing notes). How to write song lyrics (inc. rhyme schemes). | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| Year 8 | |||
| Term | Topic | What will students learn by the end of the topic? | Assessment |
| Sep - Dec (15 lessons) |
DEVELOPING PERFORMER Keyboard "Can You Feel The Love Tonight" |
About application of elements to create mood, music in film (through focused listening). How to develop two-hand independance (inc. sharps/flats, tied notes) How to practice and perform a keyboard piece with accuracy and good technique. |
Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
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DEVELOPING COMPOSER Music Technology Chords & Melody |
About creating an effective chord sequence, chosing key/mood. How to realise a chord sequence using Garage Band. Creating a melody to accompany original chord sequence. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
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DEVELOPING PERFORMER Guitar "Ed Shaped" |
How to play more complex melodic parts and chords using guitar (inc. chord diagrams/strum patterns). Developing ability to read TAB and perform with accuracy. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
| Jan - Mar (10 lessons) |
DEVELOPING PERFORMER Keyboard Orchestra "Ode To Joy/Pachelbels Canon" |
About Beethoven and the western classical style. How to apply notational skills. How to practice and perform a keyboard piece with accuracy, technique and ensemble awareness. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| DEVELOPING COMPOSER Music Technology Music & The Moving Image | How to use the elements and instrumental resources to create descriptive music. How to realise ideas and sync to film using Garage Band. How to edit work and export as video with soundtrack. | Formative assessment throughout lessons to inform intervention. | |
| Mar - Mar (1 lesson) |
DEVELOPING MUSICIAN Listening & Understanding |
Consolidation of knowledge & understanding (duration, pitch, dynamics, tempo, timbre, texture) | Knowledge/understanding written assessment |
| Mar - May (8 lessons) |
DEVELOPING PERFORMER Keyboard "Who's the Bossa" |
About Latin American styles. How to count and realise syncoptaed rhythms (inc. clave/conga patterns). How to practice and perform a Latin style piece with accuracy, technique and ensemble awareness. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
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DEVELOPING PERFORMER Ensemble Skills "Sweet Child of Mine" |
How to play more complex melodic parts and chords using voice, keyboard, guitar or ukulele (inc. chord diagrams/strum patterns). Developing ability to read treble/bass clef notation, TAB, chord charts and perform with accuracy and ensemble awareness. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). | |
| Jun - Jul (6 lessons) |
DEVELOPING COMPOSER Music Technology Serialism/Minimalism |
About serialism & minimalism. How to create a tone/note row and develop ideas through inversion, retrograde etc. | Formative assessment throughout lessons to inform intervention. |
| Year 9 |
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| Term |
Topic |
What will students learn by the end of the topic? | Assessment |
| Sep - Oct (6 lessons) |
DEVELOPING PERFORMER Keyboard Ensemble "Eine Knleine Nachtmusik" |
About Mozart and the classical style. About keys and key signatures. How to apply notational skills. How to practice and perform a keyboard piece with accuracy, technique and ensemble awareness. | Knowledge/understanding written assessment during unit. Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| Oct - Nov (6 lessons) |
DEVELOPING COMPOSER Writing in 4-Parts A La "Eine Kleine" |
How to orchestrate a chord sequence and melody across a quartet. How to develop & extend musical ideas. How to create an effective score using music technology. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| Dec - Dec (1 lesson) |
DEVELOPING MUSICIAN Listening & Understanding |
Consolidation of knowledge & understanding (duration, pitch, dynamics, tempo, timbre, texture) | Knowledge/understanding written assessment |
| Dec - Dec (3 lessons) |
DEVELOPING MUSICIAN Theory |
About triad chords, harmonising the major scale, diatonic/no-diatonic. | Formative assessment throughout lessons to inform intervention. Workbook exercises. |
| Jan - Feb (6 lessons) |
DEVELOPING PERFORMER Ensemble Skills "Don't Look Back in Anger" |
About diatonic/non-diatonic chords and chord sequences. About diminished chords. How to practice and perform more harmonically complex music with accuracy. | Workbook tasks. Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| Feb - Mar (4 lessons) |
DEVELOPING COMPOSER Extended Chord Sequences A La "Don't Look Back in Anger" |
How to compose an extended chord sequence. Incorporating non-diatonic chords. About bridge/pre-chorus sequences. | Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| Apr - May (6 lessons) |
DEVELOPING PERFORMER Ensemble Skills "Feelin' Good" |
About Nina Simone and the jazz/spiritual style. About chromaticism. How to practice and perform more complex music with accuracy and feel. | Workbook tasks. Formative assessment throughout lessons to inform intervention. Practical assessment at the end of the unit (grade recorded). |
| May - May (1 lesson) |
DEVELOPING MUSICIAN Listening & Understanding |
Consolidation of knowledge & understanding (duration, pitch, dynamics, tempo, timbre, texture) | Knowledge/understanding written assessment |
| Jun - Jul (6 lessons) |
DEVELOPING COMPOSER GCSE Composition Writing To A Brief |
How to compose to a given brief. How to create a range of musical starting points in response to a brief. How to effectively develop starting points through a range of techniques. | Formative assessment throughout lessons to inform intervention. |
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Extra-Curricular Opportunities
The music department offer the following clubs:
- Keyboard/Guitar/Ukulele Club (KS3) - Monday & Wednesday lunchtimes.
- Choir (All Years) – Tuesday after school.
- Band Academy (All Years) – Friday after school.
In addition, we also produce two major musical concert events per year; one in the Autumn term and one in the Summer term.
Peripatetic music lessons are also available for:
- Piano
- Guitar /Ukulele
- Drum Kit
- Vocal
- Violin
- Cello
- Flute
- Clarinet
- Saxophone
- Oboe
- Trumpet
- Euphonium