Music

KS3 Curriculum Plan 2018 – 2019

“Music is a universal language that embodies one of the highest forms of creativity” (DfE National Curriculum document). Within the music curriculum at key stage 3 we perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions. We provide a curriculum that focuses on active music-making and concentrates on improving students’ practical skills on a variety of instruments within varied contexts. All schemes of learning are based on the 5 areas of study from the OCR music GCSE specification and we have created a curriculum that transitions smoothly from key stage 3 to key stage 4.

   

 

September – October

Half Term 1

November – December

Half Term 2

January – February

Half Term 3

February – April

Half Term 4

April – May

Half Term 5

June – July

Half Term 6

 

Talent Show

All Saints Day

Advent Service

Christmas Celebrations

 

Easter Celebrations

Communion

Feast Day

Celebration Liturgies

Summer Musical

Year 6 Taster Days

Celebration Assemblies

Year 7

Choral Music: P/L

Identifying the elements of music through vocal activities designed to give learners basic knowledge to introduce the music curriculum.

AO: Full class performance using voices and body percussion.

Ensemble: P/L

Working as a full class ensemble to perform their chosen Christmas song. HA students will work in small groups/bands.

AO: Perform a Christmas song as a full class ensemble, using drums, vocals, guitars, bass and keyboards.

Pitch: P/L

Discovering the basics of pitch through performance and composition of keyboard riffs.

AO: Learn and perform their chosen keyboard riff.

Rhythm: P/C/L

Leaning about the basics of rhythm and how to read, perform and compose Samba music.

AO: Perform a Samba piece as a class and then compose in small groups.

Chords: C/L/P

Understanding chords and how to use them by playing the ukulele and singing. Students will learn a 4 chord pop song and then compose their own lyrics over the top.

AO: Compose a 4 chord song with lyrics and a melody on the ukulele in pairs.

Year 8

Film Music: P/L

Understanding the relationship between emotion and music, students will learn to perform as a large class ensemble/orchestra.

AO: Perform a piece of Film music as an orchestra.

 

Pop Music: C/L/P

Demonstrating students’ knowledge of pop music through composition using chordal structures. Students will learn a 4 chord song and then write their own.

AO: Perform and compose a 4 chord song in small groups incorporating vocals, guitar, bass, keyboard and drums.

Rock Anthems: P/L

Introduction to traditional band instruments and performing a rock anthem as a class ensemble.

AO: Perform a rock anthem as a full class using vocals, guitars, bass, keyboards and drum kit.

African Drumming: P/C/L

Learning about traditional structures that are used to create African Drumming pieces and then applying them to their own compositions.

AO: Compose a piece of African Drumming music in small groups.

Year 9

Hip Hop: P/C/L

Focussing on ostinatos and composing lyrics, students will compose a piece of Hip Hop music on their chosen instruments in small groups.

AO: Compose an ostinato and lyrics in the style of Hip Hop.

Ensemble: P/L

Working as a full class ensemble to perform their chosen Christmas song. HA students will work in small groups/bands.

AO: Perform a Christmas song in small groups, using drums, vocals, guitars, bass and keyboards.

Pop Music: P/L

Learning about working in small bands and the skills that this requires. Students will perform their chosen pop song in groups on their chosen instrument.

AO: Perform a pop in small groups, using drums, vocals, guitars, bass and keyboards.

 

Rock and Roll: P/L

Relating Rock and Roll structure to that of Blues music through performance and listening exercises. Students will choose a song to perform in small groups/bands. During this term students will begin to learn more theory to assist them when completing their end of year assessment.

AO: Band performance of their chosen Rock and Roll song.

 

 

KS3 Assessment Criteria

 

Levels

Performing

Composing

Listening

TR4/5/6

— Perform an extremely short and simple piece of music with very limited accuracy and fluency. Hesitance and technical errors disturb the flow of the music.

— Perform a simple piece of music with very limited accuracy and fluency. Hesitance and technical errors disturb the flow of the music.

— Perform a simple piece of music with very limited fluency. Hesitance and technical errors disturb the flow of the music.

I can compose a piece with limited musical shape

— I can compose a melody around 4 or fewer notes

— I can compose a simple harmony that may not fit with the melody

Describe music in terms of emotion instead of using musical terminology

1

— Perform a simple piece of music with some fluency. Hesitance and technical errors disturb the flow of the music.

I can compose a musically simple piece

— I can compose a basic piece of music using a small range of musical elements and compositional techniques

— I can compose a basic piece of music in binary form (AB)

 

 

Identify when listening;

- Pulse

- Thick and thin texture

- Improvisation

- Loud and quiet

- Make basic improvements to your own work when prompted by your teacher.

 

2

— Perform a simple piece of music predominantly fluently. Any errors made do not disrupt the flow of the music.

 

I can compose a mostly successful piece with some coherence and some sense of style

— I can compose with some success in the use and combination of a range of musical elements and mostly appropriate compositional techniques

— I can compose in a mostly appropriate structure

Identify when listening;

- Drum fills

- Phrasing, articulation

- Popular song forms

- Make basic improvements to your own work

 

3

— Perform a simple piece of music confidently, accurately and fluently.

I can compose a mostly successful piece with some coherence and some sense of style

— I can compose with some success in the use and combination of a range of musical elements and mostly appropriate compositional techniques

— I can compose in an appropriate structure such as popular song form or ternary form (ABA)

Identify when listening;

- Simple/Compound time

- Ostinato, riff, pitch bend

- Generic families of instruments as found in world music

- Common signs, terms & symbols

- Binary, ternary, call & response

- Make simple suggestions for improvements

 

4

— Perform a moderately complex piece of music with some fluency. Hesitance and technical errors disturb the flow of the music.

I can compose a musically coherent piece with a sense of style appropriate to the given genre

— I can compose using a range of musical elements and appropriate compositional techniques used in combinations which show simple musical understanding

— I can compose a structure that is well defined and appropriate to the musical style with some help

Identify when listening;

- Tempo, rubato

- Pedal, drone

- Passing notes, acciaccaturas, appoggiaturas and blue notes

- Instruments and voices singly and in combination as found in music for solo instruments, concertos, chamber groups, pop and vocal music

- Graduation of dynamics pp-ff inc. hairpins/crescendo/diminuendo

- Ground bass, continuo, cadenza

- Suggest improvements with some justification

 

5

— Perform a moderately complex piece of music predominantly fluently. Any errors made do not disrupt the flow of the music.

I can compose a musically coherent piece with a sense of style appropriate to the given genre

— I can compose using a range of musical elements and appropriate compositional techniques used in combinations which show musical understanding

— I can compose a structure that is well defined and appropriate to the musical style

Identify when listening;

- Polyrhythm, bi-rhythm

- Consonant, dissonant harmony

- Unison, octaves, single melody line, melody with accompaniment, antiphonal texture.

- Slide/glissando/portamento, ornamentation

- Vocal techniques such as falsetto and vibrato

- Rondo, theme & variations, arch-shape

- Identify areas for development

- Suggest areas for improvements with clear justification.

6

— Perform a moderately complex piece of music confidently, accurately and fluently.

— Perform a complex piece of music with some fluency. Hesitance and technical errors disturb the flow of the music.

I can compose a musically successful piece with a strong sense of style appropriate to the given genre

— I can compose using a variety of musical elements used in combinations that show a good level of musical understanding

— I can develop my ideas appropriate to the style of music, showing understanding of several compositional techniques and stylistic and structural conventions

— I can combine all of these elements successfully without help from my teacher

Identify when listening;

- Regular, irregular, free time

- Diatonic, chromatic harmony

- Tonal, major, minor, modal tonality

- Harmonic/homophonic, polyphonic/contrapuntal textures

- Conjunct, disjunct, triadic, broken chords, scalic, arpeggio melodies

- Timbre, including the use of technology, synthesised and computer-generated sounds, sampling, and use of techniques such as reverb, distortion and chorus

o Strophic, through-composed, da capo aria,

- Cyclic structures.

- Evaluate and make critical judgments about your work,

- Discuss music with reference to key terminology.

7

— Perform a complex piece of music predominantly fluently. Any errors made do not disrupt the flow of the music.

I can compose a musically successful piece with a strong sense of style appropriate to the given genre

— I can compose using a variety of musical elements used in combinations that show a good level of musical understanding

— I can develop my ideas appropriate to the style of music, showing understanding of several compositional techniques and stylistic and structural conventions

— I can compose a piece that is original using unusual combinations of musical elements and compositional techniques

Demonstrate a high level of musical understanding when appraising and listening identifying:

- Dotted rhythms, triplets, syncopation

- Major, minor and dominant seventh chords using Roman numerals/chord symbols

- Key up to 4 sharps and 4 flats

- Imitative, canonic and layered textures

- Intervals within the octave

- Sonata, minuet & trio, scherzo & trio

- Evaluate and make critical judgments about yours and others work.

- Justify reasons for yours and others choices

8

— Perform a complex piece of music confidently, accurately and fluently.

I can compose a highly musical, stylish and effective piece

— I can use a wide variety and/or advanced use of musical elements which demonstrate a high level of musical understanding

— I can demonstrate excellent development of ideas using compositional techniques and structural conventions applied in an entirely appropriate way

Identify when listening:

- Augmentation, diminution, hemiola, cross-rhythm

- Cadences: perfect, plagal, imperfect, interrupted, Tièrce de Picardie

Modulation: –

- To dominant/subdominant in major or minor key

- To relative major or minor

- Augmentation, diminution, sequence, inversion of melody

- Instrumental techniques including con arco/with a bow, pizzicato/plucked, con sordino/muted, double-stopping, tremolo/tremolando

- Make detailed comments on the overall effect, evaluate and make critical judgments, justifying these.

 

 

 

KS4 Curriculum Plan 2017 – 2018

 

Following on from the key stage 3 curriculum, there are many similarities at key stage 4. We study the OCR GCSE music specification and the link is here: http://www.ocr.org.uk/Images/219378-specification-accredited-gcse-music-j536.pdf. Students are required to complete 4 pieces of coursework and these count for 60% of their overall GCSE grade. These 4 pieces are; Solo performance, ensemble performance, free composition and a composition to the OCR set brief. 40% of their GCSE grade is based on a listening exam. Students learn about 4 areas of study and then are examined on their knowledge of these.

 

 

September – October

Half Term 1

November – December

Half Term 2

January – February

Half Term 3

February – April

Half Term 4

April – May

Half Term 5

June – July

Half Term 6

 

Talent Show

All Saints Day (1st November)

Advent Service (3rd December)

Christmas Celebrations

 

Easter Celebrations

Communion (31st May)

Feast Day

Celebration Liturgies

Summer Musical

Year 6 Taster Day

Celebration Assemblies

Year 10

Practical Component: Ensemble Performance

Practice a variety of pieces that develop ensemble skills by demonstrating an understanding of performing with:

- Accuracy and fluency

- Technical control

- Expression

- Confidence and awareness of other performers

AO: Perform chosen ensemble under supervised conditions

 

Listening and Appraising

Learn and understand key information relating to the GCSE theory exam. This term will focus on AOS3; Rhythms of the World.

AO: Retain knowledge and apply to the exam, including musical elements and musical contexts.

Integrated Portfolio: Solo Performance

Practice a variety of pieces that develop instrumental skills by demonstrating an understanding of performing with:

- Accuracy and fluency

- Technical control

- Expression

- Confidence and awareness of other performers

AO: Perform chosen solo piece under supervised conditions

 

Listening and Appraising

Learn and understand key information relating to the GCSE theory exam. This term will focus on AOS2; The Concerto Through Time.

AO: Retain knowledge and apply to the exam, including musical elements and musical contexts.

Integrated Portfolio: Composition

Compose a piece of music that demonstrates:

- An understanding of rhythm, harmony, melody, structure and compositional devices

- An understanding of the techniques and capabilities of the chosen instruments

- Students ability to combine and develop musical elements successfully using an appropriate structure

AO: Write a piece of music in your favourite style.

 

Listening and Appraising

Learn and understand key information relating to the GCSE theory exam. This term will focus on AOS4; Film Music.

AO: Retain knowledge and apply to the exam, including musical elements and musical contexts.

Year 11

Practical Component: Composition

Compose a piece of music that demonstrates:

- An understanding of rhythm, harmony, melody, structure and compositional devices

- An understanding of the techniques and capabilities of the chosen instruments

- Students ability to combine and develop musical elements successfully using an appropriate structure

- Compose appropriately to a brief

AO: Write a piece of music based on the set brief

 

Listening and Appraising

Learn and understand key information relating to the GCSE theory exam. This term will focus on AOS5; Pop Music from the 1950s to the Present Day.

AO: Retain knowledge and apply to the exam, including musical elements and musical contexts.

Listening and Appraising

Understand and contextualize students’ knowledge and apply this in the correct format in preparation for the exam.

AO: Retain knowledge and apply to the exam, including musical elements and musical contexts.

 

 

 

 

 

Performance Marking Criteria

10 – 12 marks

Technical control and fluency:The performance is confident, accurate and fluent with good technical control appropriate to the demand of the music. There may be minor blemishes but they do not significantly affect the overall performance. Intonation (where relevant) and tone production are good.

Expression and interpretation: The performance is communicated musically and stylishly using conventions that are appropriate to the genre. A high level of musical detail is evident.

9 – 9 marks

Technical control and fluency: The performance is predominantly fluent, with technical control adequate to the demand of the music. There could be some errors but these do not disrupt the overall flow of the music. Intonation (where relevant) and tone production are generally secure.

Expression and interpretation: The performance communicates some appropriate dynamics and articulation and there is an attempt to shape the music.

4 – 6 marks

Technical control and fluency: The performance has some fluency with mostly correct rhythms and pitches. Hesitance and technical errors may sometimes disturb the flow of the music. Intonation (where relevant) is partially secure.

Expression and interpretation: The performance has limited attention to dynamics and articulation, although there may be some sense of direction.

1 – 3 marks

Technical control and fluency: The performance has very limited accuracy and fluency. Intonation (where relevant) may be poor.

Expression and interpretation: The performance attempts to communicate the piece in a simple way but there is little success.

0 marks

There is nothing worthy of credit.

 

Difficulty

5 – 6 marks

A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and control of tempo, dynamics, articulation and phrasing.

3 – 4 marks

A piece which requires a range of rhythmic and/or melodic change with some technical demands in terms of phrasing, dynamics, articulation and key.

1 – 2 marks

A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and where relevant, in an easy key.

0 marks

There is nothing worthy of credit.

 

Composition Marking Criteria

26 – 30 marks

The composer’s intentions are wholly clear throughout the piece. A highly musical, stylish and effective piece. There is a wide variety and/or advanced use of musical elements which demonstrate a high level of musical understanding. Excellent development of ideas using compositional techniques applied in an entirely appropriate way. The piece demonstrates excellent understanding of stylistic and structural conventions.

21 – 25 marks

The composer’s intentions are clear. Musically successful piece with a strong sense of style. There is a variety of musical elements that show a good level of musical understanding. There is development of ideas appropriate to the style showing understanding of several compositional techniques. The piece demonstrates good understanding of stylistic and structural conventions.

16 – 20 mark

The composer’s intentions are mostly clear. Musically coherent with a sense of style. There is a range of musical elements which show musical understanding. There is development using a range of appropriate compositional techniques. The structure is well defined and appropriate to the musical style.

11 – 15 marks

The composer’s intentions are clear in places. A mostly successful piece with some coherence and some sense of style. There is some success in the use and combination of a range of musical elements. There is some development using mostly appropriate compositional techniques. The piece is extended within a defined structure mostly appropriate to the style.

6 – 10 marks

Some intentions of the composer are evident in places. Musically simple with a little coherence. There is a small range of musical elements and these have limited musical impact. Simple development using some appropriate compositional techniques. The piece is extended within a simple structure mostly appropriate to the style.

1 – 5 marks

Lack of clear intention for the piece. Limited musical shape with little coherence. The use of musical elements is very basic. Basic use of a few compositional techniques. Limited structural consideration and limited understanding of style.