Music

Teaching Staff and Responsibilities

Mrs McCoy Subject Leader for Music

Mr Hitchman Teacher of Music

KS3 (Years 7-9)

How do we organise teaching groups at KS3?

At KS3, classes are taught in form groups (classes of 30-32) which are all mixed ability.

What are our aims at KS3?

  • to inspire a love of music and culturally enrich students in our care;
  • to provide regular opportunities to perform and compose in an environment which is conducive to creative development and pushing personal boundaries;
  • to produce SOW which engage and instil a genuine aspiration to perform music to a high standard;
  • to provide an understanding of how social and contextual influences impact on compositional styles and genres;
  • to inspire a genuine curiosity in Music by introducing unfamiliar music to broaden students’ experiences of musical styles and celebrate diversity;
  • to develop performance skills which will allow pupils to revisit and further develop their musicianship after KS3;
  • to develop composing skills though the learning of musical conventions and compositional devices which provides the foundation for individual development in composing after KS3;
  • to provide opportunities for students to develop transferable social skills including teamwork, compromise, commitment, organisation, perseverance, independence, interpersonal relationships, written and oral communication and self-discipline;
  • providing an environment that allows for self-expression, individuality and inclusion;
  • Musical Pedagogy is linked through etymology with a wide range of subjects as well as links through transferable skills and developing creativity
  • Produce a curriculum which gives frequent opportunity for retrieval practice which allows students to build on previous knowledge and skill set so performance, composing and apprising music comes naturally to our learners

How does this subject develop over KS3?

  • Over KS3, pupils will study a wide variety of musical styles in increasing complexity and detail to build on previously acquired knowledge and concepts;
  • Pupils will develop the ability to produce extended performances and compositions in the different styles covered. In Year 7, pupils will learn to compose using basic compositional techniques and learn to read and perform from the notes of the treble clef on guitar and keyboard.  By Year 9, there will be greater focus more complex compositional techniques and structures and they will compose using Sibelius Music software;
  • Pupils will compose and develop effective practising techniques with increasing independence; 
  • Pupils will identify and develop their understanding of listening to music. In year 7, the pupils concentrate on the elements of Music. By year 9, pupils will be using GCSE standard musical vocabulary;

What will my daughter learn at KS3?

Year 7

Elements of Music

Singing together

What is ensemble singing?  How does context impact 

Preparation for year 7 mass.

The Train to Caipira

Learn about the elements of Music (texture, timbre, tempo, structure, pitch, dynamics, duration, silence)

Compose a piece of music which uses the elements of music appropriately to represent a train journey.

Change of Environment

The Lion the Witch and the Wardrobe 

“Blitz” composition: Explore the elements of Music in context of the story of

The Lion the Witch and the Wardrobe and create a Ternary form piece of music in groups which accurately Represents the blitz.

Listen to music with understanding.

“Narnia” composition

Explore the elements of Music in a contrasting contextand create a Ternary form piece of music in groups which accurately represents the characters discovering Narnia.

Listen to music with understanding.

Instruments of the orchestra

Keyboard skills

Performance: Learn correct keyboard performance technique and

perform pieces with one hand

Reading Music

Reading Music, treble clef and note values 

African Music and STOMP

Djembe Learn context of African music percussion, learn an

African piece as a class, and use it as a basis for an

African group composition.

STOMP

Who are STOMP? Watch “STOMP out loud” for inspiration for STOMP style Composition

Keyboard skills 2

Performance: Learn how to play chords using correct keyboard 

performance technique and Perform pieces with two

hands

Reading Music

Reading chords, major and minor chords listening 

Ukulele Skills

Learning how to read tab and perform chords on Ukulele

Year 8

60s Music

Stand By me: Explore the context of events in the 60s  and the impact this had on the music scene, learn how to play “Stand by me” bassline, chords and drum kit part in preparing a group performance of the song

Beatles and Ballads

History of the Beatles, ballads, 32-bar song, compose a 60s style ballad 

Jazz and Blues

Blues: Learn context (slave trade) and musical characteristics of Blues music (12-bar-blues, improvisation, syncopation, call and response) and perform “Walking Bass”

Jazz

Learn about different styles of Jazz (New Orleans, Bebop, Swing, Cool Jazz) and artists associated with the different styles.

Compose a blues song in 12-bar-ablues structure.

Samba Music

Performance Introducing Latin American percussion, Samba Class, performance, polyrhythms, call and response, syncopation

Composition Latin American Music – Combine samba with Salsa – keyboards – Knowledge based on the role of the instruments e.g Clave Rhythms/Role Agogos/Shakers/Drums – then go into salsa piece and they formally learn how to play with a backing track with accompaniment using Chords

Guitar

Performance: Learn how to play bass line using open strings, chords using correct Guitar technique, learn about riffs and chords to build up the layers of a performance of “Chasing Cars” including vocals and drum kit

Cheesemouse

Composing to a short film, use of “micky-mousing” and other film composition techniques, Harry Potter Performance

Theme and Variations

Composition Introducing Sibelius software, Compose Twinkle,

Twinkle Little Star variations (melody, texture, rhythm and tonality)

Musicals

Composition: Learning typical features and compositional devices used in Musicals to write a musical style song

Guitars

Don’t Stop Believing:

Learn to play more notes on strings, learn how to play a bass line, riff and chords on guitar.

Learn to add drum kit to a performance, piano hook and prepare a performance of “Don’t Stop Believing”

Year 9

Film Music

James Bond Film Music (performance) – James Bond Performance, musical impact in films, Leitmotif Composition

London Curriculum

Song Writing Write a popular song in any style inspired by London

Are there any websites that will support my daughter’s learning?

https://classroom.google.com 

https://sacredheartofmary.musicfirst.co.uk/app/

https://shommusic.weebly.com/store/c1/Featured_Products.html

KS4/GCSE (Years 10-11) 

How do we organise teaching groups at KS4?

At KS4, classes are taught in option groups (class size dependent on uptake) which are all mixed ability.

Which GCSE specification do we prepare pupils for?

Eduqas GCSE (9-1) in Music (C660QS).  Here is a link to the specification for more detailed information:

Website

What will my daughter learn at KS4?

Year 10

We have selected the following options 

Component 1: Performing 

  • Solo performance workshops and preparation

Component 2: Composing 

  • Composition techniques
  • Composition of Free composition

Component 3: Appraising

  • Musical Forms and Devices & Ensemble Music
  • Baroque Ensemble Music – Concerto and Baroque Suite
  • Set work: Badinerie by Bach
  • Classical ensembles – String Quartet and other ensembles
  • Romantic ensembles – programmatic music
  • Musical Theatre
  • Jazz

Year 11

We have selected the following options 

Component 1: Performing 

  • Ensemble and Solo performance workshops and preparation

Component 2: Composing 

  • Composition techniques
  • Composition of Set Brief composition

Component 3: Appraising

  • Film Music
  • Genres of Film Music
  • Popular Music
  • Rock and pop
  • Electronic Music
  • Fusions
  • Set Work: Africa by Toto

Are there any websites that will support my daughter’s learning?

KS5/A Level (Y12-13)

How do we organise teaching groups at KS5?

At KS5, classes are taught in option groups (class size dependent on uptake) which are all mixed ability.

Which A Level specification do we prepare pupils for?

Eduqas A Level Music.  Here is a link to the specification for more detailed information:

http://www.eduqas.co.uk/qualifications/music/as-a-level/eduqas-a-level-music-spec-from-2016-d.pdf?language_id=1 

Year 12

We have selected the following options from the specification to teach in Year 12.

  • The Western Classical Tradition (The Development of the Symphony 1750-1900)
  • The early Classical Symphony (Stamitz, C. P. E Bach, Mozart and Haydn)
  • Symphony No. 104 in D major, ‘London’: Haydn Set Work

Area of study C: Musical Theatre 

  • Rodgers and Hammerstein, Andrew Lloyd-Webber, Boublil and Schoenberg, Stephen Schwartz

Area of study E: Into the Twentieth Century

  • Three Nocturnes, Number 1, Nuages: Debussy
  • Contextual Composers and their music (Neo-Classical Music, Impressionism, Expressionism)

Year 13

We have selected the following options from the specification to teach in Year 13.

  • The Western Classical Tradition (The Development of the Symphony 1750-1900)
  • The late Classical and early Romantic Symphony (Beethoven, Berlioz, Dvorak)
  • Symphony No. 4 in A major, ‘Italian’: Mendelssohn 

Area of study C: Musical Theatre 

  • Stephen Sondheim

Area of study E: Into the Twentieth Century

  • Trio for Oboe, Bassoon and Piano, Movement II: Poulenc
  • Contextual Composers and their music (Neo-Classical Music, Impressionism, Expressionism)

Are there any websites that will support my daughter’s learning?

https://classroom.google.com 

https://portal.focusonsound.com/ 

https://shommusic.weebly.com/store/c1/Featured_Products.html

https://alevelmusic.com/ 

Future pathways/careers

https://www.careersinmusic.com/

https://www.prospects.ac.uk/careers-advice/what-can-i-do-with-my-degree/music