We endeavour to ensure: 

  • All pupils develop confidence in performing on one or more instrument.
  • All pupils have the knowledge of key terms and are able to use these tools when they are listening, performing or composing music.
  • All pupils can understand and use strategies in order to compose and develop music.
  • All pupils can focus deeply when listening to a piece of music, picking out certain parts when necessary  using their knowledge to describe,  analyse or compare.  

While these are the skills and knowledge, these help to create self confidence and creativity inspiring learners to take risks.  Learning to feel comfortable with making mistakes and celebrating their achievements.

KS3: MYP Music

  • Modules 1-3: Identity Song – Pupils learn about musical tools (the elements of music). They use this knowledge to create and manipulate music ro represent themselves. 
  • Modules 4-6: Music Through Time – Pupils study music from the baroque period and discover how music has developed into modern day.  The pupils adapt a baroque piece of music written by Bach and create their own modern day version.
  • Module 1-2: The Orchestra and Film – Through understanding the roles of the families in the orchestra and continuing understanding of the elements of music, pupils gain knowledge of Leitmotif and manipulate this to create the music to suit a horror scene.
  • Module 3-4: Pop Ballad –  This module focuses on performance ensembles.  What is a pop ballad? How can we create a realistic, meaningful performance?
  • Module 5-6: Arranging – Pupils are given a musical piece and study how the piece has been arranged into different forms.  Using this knowledge they create their own arrangement.
  • Modules 1-2: Rhythms of the World – We study rhythmic styles of music: African drumming, Samba and Calypso.  Pupils create a fusion of all or some of these styles.
  • Modules 3-4: Blues to Rock’n’Roll – Pupils investigate the origins of the blues and the development of rock’n’roll.  Pupils create their own blues pieces and can decide to take this further and develop this into rock’n’roll.
  • Modules 5-6: Pop Project – Pupils learn how to read chords from using internet resources and are guided and supported to play the songs they are interested in. 
Implementation

Each unit will involve an MYP learning structure:

  • Investigation – Pupils learn through inquiry.
  • Developing – Exploring ideas.
  • Creating or performing – Demonstrating learnt knowledge through producing a final piece of music.
  • Evaluation – Reflection and feedback.

Topic

Town

Beginner

Year 7/8

Intermediate

Year 9

Higher

Year 10

Topic

Global Issues

Beginner

Year 8

Intermediate

Higher

Year 11

Topic

Identity

Beginner

Year 7

Intermediate

Year 9

Higher

Year 10

Pupils will gain an awareness and appreciation of different styles of music from different time periods and from around the world.  They will gain instrument specific skills and opportunities to develop these on several different instruments, while experiencing a practice culture which supports the dedication of learning.  

Pupils gain confidence through the opportunity to take risks and make mistakes in a safe environment.  They also gain communication skills through discussion in group work.

Pupils gain ownership of their learning through reflection and self evaluation.

Additional Information/ Resources

The current pupils in year 7 and 8 have been given a ukulele.  This is used for some homework tasks and is incorporated into the learning in the classroom.  

Knowledge Organisers are given to the pupils to support their learning for each of the topics.

The music department is highly resourced with instruments and practice spaces.  Pupils gain skills working in groups, developing communication and leadership skills as well technical instrumental demands of the music.

As well as these resources we also use music technology particularly sequencing software to realise some of the learning in the classroom.

KS4: GCSE Music

Implementation

The focus of the listening exam is in the classroom lessons.  The curriculum interweaves knowledge of the styles of music with skills of describing, notation, comparing and appraising the music.

Pupils have a one to one lesson with a specialist instrumental lesson each week which is tailor made for the needs of the individual pupil to complete successful compositions and performances.

Topic

Town

Beginner

Year 7/8

Intermediate

Year 9

Higher

Year 10

Topic

Global Issues

Beginner

Year 8

Intermediate

Higher

Year 11

Topic

Identity

Beginner

Year 7

Intermediate

Year 9

Higher

Year 10

Pupils will develop listening skills which will enable them to describe and discriminate the music from a wide variety of styles from around the world and different periods of history.  

Pupils will be able to create well structured, coherent  pieces of music, which are stylistic and well developed.

Pupils will become confident performers.  Able to effectively communicate chosen pieces of music and demonstrate instrumental specific skills.

Schedule of learning

  • Module 1 – Area of Study: Concerto Through Time: Music Theory. Area of Study: Conventions of Pop: Blues and Rock’n’Roll and performance ensemble skills.
  • Module 2 – Area of Study: Concerto Through Time: Baroque Music.  Area of Study: Conventions of Pop: Solo Artists and understanding how to describe a melody.
  • Module 3 – Area of Study: Concerto Through Time: Baroque Music and score reading.  Area of Study: Conventions of Pop: Rock and understanding how to describe the accompaniment (Piano, guitar, bass and drums)
  • Module 4 – Area of Study: Concerto Through Time: Classical Music.  Texture.
  • Module 5 – Area of Study: Concerto Through Time: Classical Music. Area of Study Rhythms of the World: African Drumming and Samba.
  • Module 6 – Area of Study: Concerto Through Time: Classical Music. Area of Study Rhythms of the World: Calypso.

Schedule of learning

  • Module 1 – Consolidation of all content and skills studied.
  • Module 2 – Area of Study: Concerto Through Time: Romantic music. Area of Study: Rhythms of the World: Indian Classical music and Bhangra.
  • Module 3 – Area of Study: Film and Game music. Descriptive question. Area of Study: Rhythms of the World: Greek Music.
  • Modules 4-6 – Revision

Exam Board Information

  • OCR GCSE Music

Additional Resources/Information: 

Pupils have access to practice rooms, ensemble rooms and instruments to develop their individual and ensemble skills.  Pupils also have the opportunity to use our studio after a successful completed induction.  Pupils are able to use sequencing or notation software to support coursework.

Knowledge Organisers are given to the pupils to support their learning for each of the topics.

KS5: A Level Music

Course Outline

The structure is similar to GCSE music and is made up of compositions, performances and a listening exam.  The content studied for the exam is:

Western Classical Music

  • The Operas of Mozart
  • The Baroque Solo Concerto
  • The piano music of Chopin, Brahms and Grieg

Popular Music

  • Stevie Wonder
  • Beyonce
  • Muse
  • Labrinth
  • Daft Punk
  • Joni Mitchell

Musical Theatre

  • Kurt Weill
  • Richard Rogers
  • Stephen Sonheim
  • Claude-Michel Schonberg
  • Jason Robert Brown

Exam Board Information

  • AQA A Level Music

Additional Resources/Information: 

Pupils have access to practice rooms, ensemble rooms and instruments to develop their individual and ensemble skills.  Pupils also have the opportunity to use our studio after a successful completed induction.  Pupils are able to use sequencing or notation software to support coursework.