MUSIC

Overview Of Subject

It is the intent of the Music Department to promote musical aspirations and high-quality learning experiences in music both inside and outside the classroom.  Music is studied by all students at Key Stage 3 and as an optional subject at Key Stage 4.  Students will encounter a wide variety of musical genres through performing, composing, listening and appraising.  Studying music allows our students to build on skills from Key Stage 2 whilst also developing broader life skills such as creative and critical thinking, emotional awareness, cultural understanding, self-discipline and self-confidence.

 

Aims Of Curriculum/Curriculum Intent

It is the intention of the music department, through its curricula to:

  1. Promote musical aspirations and high-quality learning experiences in music both inside and outside of the classroom.

  2. Create a purposeful learning environment in which learners are challenged, feeling safe to share experiences, skills and musical understanding in a supportive and nurturing atmosphere, fostering a thirst for knowledge and a love of learning in Music.

  3. To support learners of all ages (both students and staff) to develop, refine and improve their own skills and knowledge, working to realise their full potential in Music.

  4. To ensure that musics from a broad range of contexts are used within class, including the study of music from the Western Classical and Popular traditions, but also from other cultures (ethnomusicology).

  5. To ensure access to high-quality 1-to-1 instrumental tuition and that that those in financial need are, where appropriate, given the same access to instrumental tuition as other members of the School community, for example, by use of the Pupil Premium Fund, where appropriate.

  6. To actively promote, where relevant and appropriate, the use of music from the Christian Church to enhance learning opportunities, remembering the words of St. Augustine of Hippo “He who sings prays twice”.

Key Stage 3

The key stage 3 music curriculum builds on skills gained during Key Stage 2, developing musical knowledge over three key strands of performing, composing and listening and appraising.  All of Year 7 take part in a compulsory choir as part of their first term at Grays Convent High School, enabling them to experience making music together as soon as they join the school.  Students are encouraged to take part in extra-curricular music making and subject related trips as they are available to develop their knowledge and love for music.

 

Baseline Testing And Assessment

Music provision across primary schools can be quite varied and therefore all students in Year 7 undergo baseline testing during their first few music lessons.  This includes a musical aptitude 'battery' test to assess their aural skills as well as basic performance and composition tasks, all of which assist in providing an overview of basic musical understanding.  Students receive and share verbal feedback with staff and each other on a regular basis.  Regular assessment follows one of the three strands of the National Curriculum (performing, composing and listening & appraising) which they will have followed from KS1.

Curriculum Content

Year 7

All of our Key Stage 3 schemes focus on building the skills of our students in the three key areas/strands, performing, composing and listening and appraising.  These skills are delivered through a variety of topics including The Elements of Music, Instruments of the Orchestra, Melody Writing and Performing Skills.  Music involves practical work using keyboards, voices, pitched percussion and other instruments.  Students who already play are invited to bring their own instruments where appropriate.  Throughout the year students will develop the skills of performing music, composing and appraising music.

 

Year 8

All of our Key Stage 3 schemes focus on building the skills of our students in the three key areas/strands, performing, composing and listening and appraising.  These skills are delivered through a variety of topics, including Keyboard Skills, Popular Music, Music for Media and Song-writing.  This involves practical work using keyboards, voices, pitched percussion and other instruments where appropriate.  Students who already play are invited to bring their own instruments where appropriate.  Throughout the year students will develop the skills of performing music, composing and appraising music.

 

Year 9

All of our Key Stage 3 schemes focus on building the skills of our students in the three key areas/strands, performing, composing and listening and appraising. These skills are delivered through a variety of topics; The Blues, Minimalism, Performance in Practice and Music Technology.  This involves practical work using keyboards, voices, pitched percussion and other instruments.  Students who already play are invited to bring their own instruments where appropriate.  Care is taken to ensure that any equipment is sanitised after use.  Throughout the year students will develop performance, composition and listening and appraising skills.

 

Key Stage 4

Aims Of Curriculum/Curriculum Intent

It is the intention of the music department, through its curricula to:

  1. Promote musical aspirations and high-quality learning experiences in music both inside and outside of the classroom.

  2. Create a purposeful learning environment in which learners are challenged, feeling safe to share experiences, skills and musical understanding in a supportive and nurturing atmosphere, fostering a thirst for knowledge and a love of learning in Music.

  3. To support learners of all ages (both students and staff) to develop, refine and improve their own skills and knowledge, working to realise their full potential in Music.

  4. To ensure that musics from a broad range of contexts are used within class, including the study of music from the Western Classical and Popular traditions, but also from other cultures (ethnomusicology).

  5. To ensure access to high-quality 1-to-1 instrumental tuition and that that those in financial need are, where appropriate, given the same access to instrumental tuition as other members of the School community, for example, by use of the Pupil Premium Fund, where appropriate.

  6. To actively promote, where relevant and appropriate, the use of music from the Christian Church to enhance learning opportunities, remembering the words of St. Augustine of Hippo “He who sings prays twice”.

 

Specification

At Key Stage 4 we offer the WJEC Eduqas GCSE in Music.  This specification encourages the integration of the three strands of performing, composing and appraising through four interrelated areas of study; building upon skills gained at Key Stage 3.  These four study areas are designed to develop knowledge and understanding of music through the study of a variety of genres and styles in a wider context. 

 

A Summary Of Assessment For This Course Is Provided Below:

Performing – 30% of qualification

* Required duration – 4-6 minutes

* Minimum of two pieces to be performed, one of which must be an ensemble performance of at least one minute duration.

Composition – 30% of qualification

* Two compositions; one in response to a brief set by the examination board (released during the first week of September of final year) and one free choice composition.

 

Appraising – 40% of qualification

* 1 hour 15 minutes listening examination; eight questions in total, two on each of the four areas of study;

 

Area of Study 1: Musical Forms and Devices

(including Set Work: "Badinerie" by J. S. Bach)

Area of Study 2: Music for Ensemble

Area of Study 3: Film Music

Area of Study 4: Popular Music

(including Set Work: "Africa" by Toto)

 

Assessment

Students receive and share verbal feedback regularly with themselves and staff and are encouraged to reflect on their own work in order to improve.  Students complete regular vocabulary tests to continue to reinforce and develop their musical vocabulary and complete practice listening questions at the start of each of their music lessons.  Each half term also includes an assessment on either performance or composition skills which are then reviewed via audio recordings.

 

Year 10

Techniques and skills acquired in Key Stage 3 are developed and refined.  All Practical and Composing assignments are marked internally and moderated externally with a listening and appraising exam taken at the end of Year 11.  Areas of Study 1, 2 and 4 are studied in this year as well as a draft of the 'free' coursework composition.  Students’ theoretical knowledge and developing listening skills are regularly tested through vocabulary and listening tests.  Mock listening and appraising and performance exams are taken.  It is an expectation that all students at GCSE level are regularly practising at home/school/outside activities as well as attending intervention sessions when required.  It is highly recommended that students taking GCSE Music also have regularly instrumental/vocal tuition either inside or outside school to develop their performance skills.

 

Year 11

Techniques and skills continue to be developed and refined.  Composition and performance work is completed and recorded alongside the study of Area of study 3.  Revision of all Areas of study, practice papers and exams technique are also studied.  Students' theoretical knowledge and developing listening skills are regularly tested through vocabulary and listening tests.  It is an expectation that all students at GCSE level are regularly practising at home/school/outside activities as well as attending intervention sessions when required.

 

Music Post-KS4

Following successful study of Music at GCSE level students have a variety of options open to them.

A Level Music continues the development of performance, composition and listening and appraising skills which are covered during GCSE Music.  This course is best for those students with strong theoretical music knowledge and often will require students to have studied graded music exams to a specific level or to be able to perform at an equivalent standard.

BTEC Level 3 Foundation Diploma (equivalent to 1 A Level) and BTEC Level 3 Extended Diploma (equivalent to 3 A Levels) offer students highly practical music courses.  These courses offer a variety of practical foci which can include solo and ensemble performance, composition, music production, working in the music industry, studio recording as well as planning and delivering a live music event.

There is also the option to consider more specialist music or performing arts schools where students can work at a particularly high level with industry professionals, these courses are often very competitive and require successful additions.