Purpose of study
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
The national curriculum for music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
In music we deliver a broad curriculum with an aim to provide an insightful knowledge of musical understanding, and quality of performance. We begin with basic theory of notation and rhythms as well as learning how to perform simple tunes on the keyboard. Developing the pupil’s knowledge of how music is achieved, created and delivered is very important and so is reinforced in every topic we approach.
Performing and composing different styles of music is encouraged in every topic throughout each term and will involve performances of a solo and group nature. Exploring the creative avenue in groups improves many basic human skills that are needed in the workplace later on in life, and confidence is built through solo performances also.
In the music curriculum we teach pupils how to extend the way they perceive different styles of music through their musical responses and their understanding of how musical elements work. This includes melody, harmony, rhythm, tempo, form, texture and timbre; the way these elements work together to create musical effects and traditions.
The curriculum is regularly updated to allow progression, through addressing weaknesses as well as strengths applying the disciplines that are needed for such a practical subject. It is aimed at developing pupils as a whole person, seeking to raise awareness through the arts within the school.
“mistakes are part of the game. It’s how well you recover from them, that’s the mark of a great player.” – Alice Cooper
|Autumn 1||Autumn 2|
|Year 7||Musical Elements.||Singing & Christmas Carol Service.|
|Year 8||Indian Music.||African Music|
|Year 9||Chords & Harmony||Form & Structure|
|Spring 1||Spring 2|
|Year 7||Medieval Music||Instruments of the Orchestra|
|Year 8||Blues Music Pt1||Blues Music Pt2|
|Year 9||Using a Digital Audio Workstation (A0S1)||Creating Music (A0S1)|
|Summer 1||Summer 2|
|Year 7||Music of China||Rhythm & Pulse|
|Year 8||Film Music.
|Year 9||Fanfares||Band Projects & GCSE Preparation.|
|Autumn Term 1||AOS 1 – My Music and group performances
AOS 2 – Shared music: solo & accompaniment
|Autumn Term 2||AOS 1 (Running alongside)
AOS 2 – shared Music ensembles.
|Spring Term 1||AOS 1 – concert preparation
AOS 3 – dance music
|Spring Term 2||AOS 4 – programme and file music
|Summer Term 1||Creative task/composition
|Summer Term 2||Creative task/composition
|Autumn Term 1||8 weeks
AOS 4 – Composition 2 ideas
|Autumn Term 2||8 weeks
Unit 1 – Mock solo & ensemble performances
Compositions aim to be completed
|Spring Term 1||6 weeks
Unit 1 – Completion of both compositions = 30% coursework grade. Start the concert preparation = ensemble performances and solos = 30% coursework grade
|Spring Term 2||Revision of all AOS set works and preparation for the listening exam = 40%
|Summer Term 1|
|Summer Term 2|