Subject Staff:
Name | Role | Contact |
---|---|---|
Mrs R Spence | Head of Department | Contact |
Mr N Welch | Peripatetic Teacher | |
Ms E Ramsey | Peripatetic Teacher | |
Mr A Smith | Peripatetic Teacher | |
Mrs S Edwards | Peripatetic Teacher | |
Mr J Woodhouse | Peripatetic Teacher | |
Mr A Boardman | Peripatetic Teacher |
Our Intent:
In Music at Key Stage 3, pupils will discover a passion for music and will develop the skills, knowledge and understanding required to be a musician which is done through a series of practical units.
Students In year 7 work through the basics of music notation, composition and performing which will develop their confidence when performing music in the classroom.
In year 8, students take a trip around the world and learn about music styles from America to Asia as well as learning about different cultures.
In year 9, students learn about composition relating to Blues music, performing pop music and learning about hip-hop. Singing is an important aspect of music at Key Stage 3 as well as learning how to listen and to appraise music from a range of genres to enhance their musical repertoire.
Practical musicianship is the key skill that students will learn alongside learning about traditional music notation. Further opportunities will be available with a range of extra-curricular clubs that students can get involved with – music will be accessible to all. Music lessons at Key Stage 3 are designed to enable students to continue their studies at Key Stage 4 and beyond. Students will realise the power that music has to transform lives.
View Music Curriculum - Roadmap Overview
KS3 overview of units:
Term 1 Topics | Term 2 Topics | Term 3 Topics | Detailed Overview | Curriculum Roadmap | |
---|---|---|---|---|---|
Year 7 |
Building bricks of music Hooks and riffs |
Music notation Instruments of the Orchestra |
I’ve got rhythm British music |
View Document | View Document |
Year 8 |
Latin American music Reggae music |
Oriental music Folk music
|
The music of Africa Calypso music |
View Document | View Document |
Year 9 |
Blues and jazz Rock and roll and the Beatles |
Rap music Film music |
Computer game music British pop music |
View Document | View Document |
Parents / carers can best support students by: encouraging their child to take up instrumental lessons from the variety we have on offer here as well as listening to a variety of musical genres.
Year 11:
Qualification type: exam board and syllabus if applicable: BTEC level 2 tech award in music practice
Web link to specification: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/music-practice-2022.html
Term 1 Topics | Term 2 Topics | Term 3 Topics | |
---|---|---|---|
Year 10 | Component 1: Exploring music product and styles | Component 1: Exploring music product and styles | Component 2: Music Skills Development |
Year 11 | Component 2: Music Skills Development | Responding to music brief | Responding to music brief |
Assessment:
Component 1: | Learning outcome A: Demonstrate an understanding of styles of music | Coursework internally moderated. |
Learning outcome B: Apply understanding of the use of techniques to create music | Coursework internally moderated. | |
Component 2: | Learning outcome A: Demonstrate professional and commercial skills for the music industry | Coursework internally moderated |
Component 3: | A: Understand how to respond to a music brief | Controlled assessment, externally moderated. |
B: Select and apply musical skills in response to a music brief | Controlled assessment, externally moderated. | |
C: Present a final musical product in response to a music brief | Controlled assessment, externally moderated. | |
D: Comment on the creative process and outcome in response to a music brief | Controlled assessment, externally moderated. |
Year 10:
Qualification type: Eduqas GCSE in Music
Web link to specification: https://www.eduqas.co.uk/qualifications/music-gcse/#tab_keydocuments
Term 1 Topics | Term 2 Topics | Term 3 Topics | |
---|---|---|---|
Year 10 |
Term 1: Listening and appraising: Introduction to area of study 1 and 4 – Forms and devices and popular music Composition: Theme and variation, Blues music Performing: Establishing standards and setting targets |
Term 2: Listening and appraising: Introduction to area of study 2 – Music for ensemble and area of study 4 – Film music Composition: Homophonic texture and film composition. Performing: Ensemble / solo performance |
Term 3: Listening and appraising: Revisit all topics from year 10 using different pieces as listening examples. Composition: Complete free composition project (of choice) and submit. Performing: Ensemble / solo performance |
Year 11 |
Term 1: Listening and appraising: Forms and devices, vocabulary revision, popular music Composition: Set brief from Eduqas. Performing: Select final choice of pieces for the practical examination. |
Listening and appraising: Music for ensemble, music for film Composition: Complete the set brief and submit. Performing: Continued work on performances, recording when appropriate.
|
Listening and appraising: Exam practice questions Performing: Final performances to be recorded. |
Assessment:
Component 1: |
Performing Total duration of performances: 4-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification |
Component 2: |
Composing Total duration of compositions: 3-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification |
Component 3: |
Appraising Written examination: 1 hour 15 minutes (approximately) 40% of qualification |
Parents / carers can best support students by: Encouraging students to attend their peripatetic music lessons and practicing regularly on their chosen instrument.
Additional materials to support study and revision:
Resource | Link |
---|---|
Revision materials | |
Managing a music product |
PRS for Music - http://www.prsformusic.com http://www.musiciansunion.org.uk/Home/Advice/Playing-Live/Gigs-and-Live-Entertainments/Starting-Out |
Music composition | www.haydockmusic.com |
Music performance | www.youtube.co.uk |