Why do we learn Music?
In many ways learning music is much like learning a language. For students, learning how to understand music, read music or play an instrument can change the brain and impact other areas of learning.
Through Music, students will develop creativity, character and confidence. They will increase their understanding of a variety of styles, music theory and history; increasing their cultural capital.
Where could Music take me in the future?
Music can open doors to a range of education and employment pathways. You will develop transferable skills that are learned through creative subjects such as independence, creative thinking, emotional intelligence, adaptability and tenacity. Music is highly regarded as an academic subject and could complement your other studies in leading to a professional career or an artistic career.
Head of Department
Gregory Monk
Assessment Details
Students will be assessed on practical work, such as performances and compositions. Theory-based assessments will take place as listening exams, on a termly basis.
At GCSE we follow the Eduqas exam board. Exams comrpise of:
- Performing: You will record as a soloist and in an ensemble. This can be on any instrument and in any style of music. (30%) (NEA)
- Composing: You will create and record your own music in a range of different styles. (30%) (NEA))
- Listening & Appraising: You will study 2 set works in varied musical styles and examine musical elements in Classical music, music for ensembles, Film music & Popular music. This will be assessed in a written exam (40%)
Year 7 - Music
| Autumn |
|---|
| What is pulse and rhythm? |
|
Rhythm notation and polyrhythms Maintaining a pulse Tempo and meter Unison, bar and bar-lines Ostinato |
| Spring |
|---|
| How do we create a melody? |
|
The pentatonic scale, major scale, clefs and notation Stave, step, leap and bar Dynamics from pp to ff |
| Summer |
|---|
| What is harmony? |
|
Minor scale Degrees of the major scale, semitones, tones, chords Time signatures, syncopation, off-beat and rests Texture, melody and accompaniment |
Year 8 - Music
| Autumn |
|---|
| What is world music? |
|
Rhythm and texture |
| Spring |
|---|
| How is melody, harmony and texture used in Baroque music? |
|
Ground bass. |
| Summer |
|---|
| How is melody and harmony used in the blues? |
|
12 bar blues |
Year 9 - Music
| Autumn |
|---|
| What is Electronic Dance Music? |
|
Using a Digital Audio Workstation |
| Spring |
|---|
| How is music composed for the stage and screen? |
|
Structural features: Intro, sections, coda, binary form |
| Summer |
|---|
| How is melody, harmony and rhythm used in popular music? |
|
Arpeggio, backing vocals, counter melody |
Year 10 - Music
GCSE Music involves written, analytical, practical and social skills. You will prepare performances on your preferred instrument, create your own music and listen to an extremely wide range of music to inspire your music making and understanding. You will study music from around the globe, from many years ago and also the music of today. You can perform in your favourite style and genre of music.
| Autumn 1 | Autumn 2 |
|---|---|
| What are the musical elements of Africa by Toto? (set work) Developing musical literacy & keyboard skills |
What are the elements of Film Music 1? How can I develop a chord sequence? |
|
Concepts of melody, harmony and tonality: inversions, dissonance, range, intervals, pentatonic, blue notes, modulations to relative major/minor. |
Concepts of melody, harmony and tonality, texture, rhythm, sonority and special effects to represent the on screen image. |
| Spring 1 | Spring 2 |
|---|---|
| What are the elements of Film Music 2? How can I compose a melody to fit my chords? |
What are the musical elements of Badinerie by Bach? (set work) How can I establish a genre in my free composition? |
|
Special effects, extreme dynamics and tempi, varying time signatures, chromatic and extended harmonies. |
Features of baroque music: diatonic, sequence, contrapuntal, imitation, pedal, orchestra Loops, samples, panning, phasing, melismatic/syllabic |
| Summer 1 | Summer 2 |
|---|---|
| What are the musical elements of Jazz & Blues? How can I create and develop an idiomatic bassline? |
What are the musical elements of Popular music? How can I create countermelodies and develop texture? |
|
Harmonic features: Primary and secondary chords, cadences, standard chord, progressions, power chords, |
Strophic form, 32 bar song form, verse, chorus, middle 8, riffs, bridge, fill, break, intros and outros, backing tracks, improvisation. Polyphonic, layered, round, canon and countermelody |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
AOS2: Music for Ensemble |
AOS4: Popular Music |
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Instrumental techniques Voice types Vocal techniques Music forms: Sonatas, Chamber Ensembles and String Quartets |
Popular music styles Music technology Bhangra and fusion music Toto’s Africa recall |
| Spring 1 | Spring 2 |
|---|---|
|
Revision of Badinerie and AOS1: Forms and Devices |
AOS1, 2, 3, 4: Recall and revision of knowledge |
|
Rhythm recognition and AOS1 recap Rhythm dictation Melodic dictation Musical forms and devices: sequence, ostinato, pedal |
Revision of key terms related to the elements of music 10-mark exam question technique Musical instruments and their categorization |
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus | |
|
Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
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