Music Curriculum Overview

Music Curriculum Overview

 

 

 

 

Autumn 1 and 2

Spring 1 and 2

Summer 1

Summer 2

Year 7

Topic

 

Musicianship 1

(Body percussion and singing)

Keyboard Skills 1

Programme Music 

Samba Drumming

Assessment

 

  • Whole class clapping (practical): can you clap rhythmic notation?
  • Written assessment: can you dictate rhythms? Can you name note values?

 

 

 

 

Solo performance (practical): can you perform a short keyboard piece accurately and fluently in front of an audience? Can you play a melody in your right hand? Can you play an accompaniment in your left hand?

 

  • Performance of a composition (practical): Can you utilise pitch, tempo, dynamics and articulation, instrumentation and timbre to represent a character?
  • Bank of written answers produced: Are you able to describe pitch, tempo, dynamics, articulation, instrumentation and timbre using key terms?
  • Whole class performance of 2 different samba rhythms. Can you play in time with your neighbour? Can you vocalise all the different rhythms? Can you remember the structure of the piece? Can you lead a section?

 

 

  • Short listening questions based on the context and musical features of Samba music. Do you know the names of the instruments? Where does Samba come from? When is it usually performed?

 

Extended Learning

 

  • Music theory part 1  - Basic rhythmic notation. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff.
  • Short research tasks based on musicianship.
  • Music theory part 2  - Rhythmic notation crotchets, quavers, Crotchet rest, Minim. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef.
  • Short research tasks based on the keyboard.

 

  • Music theory part 3  - continue rhythmic notation crotchets, quavers, Crotchet rest, Minims.  Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef. Writing symbols for articulation staccato and legato and dynamic markings.
  • Short research tasks based on Programme music.

 

  • Music theory part 3  - continue rhythmic notation crotchets, quavers, Crotchet rest, Minims.  Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef. Writing symbols for articulation staccato and legato and dynamic markings.
  • Short research tasks based on samba and rhythms from around the world.

 

 

 

Autumn 1 and 2

 

Spring 1 and 2

Summer 1 and 2

Year 8

Topic

 

Keyboard Skills II

 

Funk and Soul music

Music in the Media (Jingle writing)

Assessment

  • Solo performance (practical): can you perform a short keyboard piece accurately and fluently in front of an audience? Can you play a melody in your right hand? Can you play a chord sequence? Can you play a melody and chords?
  • Peer evaluation of performances; can you evaluate a performance?
  • Short listening assessment; can you describe tempo, instrumentation and texture accurately?

 

GarageBand file of sequenced funk basslines and chords submitted: do you understand what a bassline is? Can you play extended chords? Can you record syncopated rhythms? Can you demonstrate basic fluency with GarageBand?

 Composition of a jingle recorded on GarageBand and submitted: can you compose an effective melody? Can you harmonise a melody with chords?

 

Extended Learning

  • Music theory part 1  - Basic rhythmic notation. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff.
  • Short research tasks based on Keyboard skills.

 

 

  • Music theory part 2  - Rhythmic notation crotchets, quavers, Crotchet rest, Minim. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef.
  • Short research tasks based on Funk and Soul music.

 

  • Music theory part 3  - continue rhythmic notation crotchets, quavers, Crotchet rest, Minims.  Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef. Writing symbols for articulation staccato and legato and dynamic markings.
  • Short research tasks based on music in the media (film music and song writing)

 

 

 

 

Autumn 1

Autumn 2

Spring 1 and 2

Summer 1

Summer 2

Year 9

Topic

 

Horror Film Music

Samba and Salsa

The Four chord project (Song writing)

The Musical Elements

Keyboard Skills III

 

Assessment

 

 

 

 

 

 

 

-Bank of written work produced: can you identify key devices? Can you describe dynamics? Can you recognise certain instruments and families of instruments?

 

-Composition performed and submitted (practical): can you play and use key devices effectively? Can you match music to events on screen?

Whole class performance of 2 different samba rhythms. Can you play in time with your neighbour? Can you vocalise all the different rhythms? Can you remember the structure of the piece? Can you lead a section?

 

 

Short listening questions based on the context and musical features of Samba music. Do you know the names of the instruments? Where does Samba come from? When is it usually performed?

 

GarageBand file submitted of composition: can you compose a chord pattern? Can you compose a bassline? Can you compose an effective melody that fits a chord pattern? Can you demonstrate fluency with GarageBand?

 

Whole class performances of well-known popular songs. Can you play the chords? Do you know the song structure? Can you sing the lyrics? Can you play the drumbeat?

-Written listening test: can you use appropriate to accurately describe the musical elements?

 

-Whole class keyboard orchestra performance with peer evaluations.

 

Solo performance (practical): can you perform a short keyboard piece accurately and fluently in front of an audience? Can you play a melody in your right hand? Can you play a chord sequence? Can you play a melody and chords?

 

Peer evaluation of performances; can you evaluate a performance?

 

Short listening assessment; can you describe tempo, instrumentation and texture accurately?

 

 

Extended Learning

-Music theory part 1  - Basic rhythmic notation. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff.

 

-Short research tasks based on Film music and song writing.

 

-Music theory part 1  - Basic rhythmic notation. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff.

 

-Short research tasks based on Film music and song writing.

 

-Music theory part 2  - Rhythmic notation crotchets, quavers, Crotchet rest, Minim. Drawing the treble and bass clefs. Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef.

 

-Short research tasks based on Popular music and song writing.

 

Music theory part 3  - continue rhythmic notation crotchets, quavers, Crotchet rest, Minims.  Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef. Writing symbols for articulation staccato and legato and dynamic markings.

 

-Short research tasks based on the elements of music

 

Music theory part 3  - continue rhythmic notation crotchets, quavers, Crotchet rest, Minims.  Drawing the notes in the treble clef on the staff. Drawing notes in the bass clef. Writing symbols for articulation staccato and legato and dynamic markings.

 

-Short research tasks based on Keyboards

 

 

Year 10

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topic

 

AoS 4 Popular Music

AoS 1 and Free composition

AoS 2 and AoS 3 Set work

AoS 2 and solo performance

AoS 3 and free composition

AoS 3, Free composition and performance

 

Assessment

 

  • Extended homework: all key skills and knowledge from unit.
  • Ensemble performances in class and assemblies/winter showcase (practical): can you perform in an ensemble?
  • Written listening test: all key skills and knowledge from AoS 1 and AoS 4.
  • Report from instrumental tutor filled in: can you perform accurately and fluently?
  • First draft of free composition submitted.
  • Written listening test: all key skills and knowledge for AoS 4 set work and AoS 2.

 

  • Composition submitted: can you demonstrate understand of the features of jazz or blues?
  • Solo performance (practical): can you perform accurately, fluently and expressively on your instrument?
  • Short written listening test: key knowledge and skills for musical theatre/blues/jazz
  • Free composition work in progress submitted
  • Bank of written listening questions produced; can you describe the musical elements? Can you explain why a piece of music has a certain effect?

 

  • Mock paper completed
  • Final draft composition submitted
  • Ensemble performance (practical); can you perform accurately, fluently and expressively with other musicians?

 

Extended Learning

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.
  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

 

 

 

Year 11

Topic

 

AoS 4 and Composition to a brief

AoS 1 and Composition to a brief

AoS 2

AoS 3

Revision of set works

Final revision of all AoS

Exam technique

 

 

 

Assessment

AoS 4 Past paper

Composition to a brief submitted first draft.

Mock 1

 

 

Past paper question on AoS 2

Free composition submitted

Composition log submitted

Mock 2

Mock 3

 

 

Extended Learning

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.

 

  • Weekly instrumental practice totalling 1 hour (4x 15 min sessions) and music club attendance is monitored.