MUSIC DEVELOPMENT PLAN
Summary Overview
Part A: Curriculum music
The Music Department aims to promote high musical aspirations couples with quality learning experiences in music both inside and outside the classroom. Music is studied by all students at Key Stage 3. All students in years 7, 8 and 9 receive two 55-minute lessons for fortnight. It is an option subject at Key Stage 4.
Students experience 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.
The music department aims to:
Promote high aspirations, whatever the previous background learning together with high-quality musical learning experiences inside and outside the classroom.
Create a safe and purposeful learning environment in which all learners of all abilities are challenged to seek musical excellence within a supportive and nurturing atmosphere which fosters a love of Music, together with a thirst for wanting to know more.
To support learners of all ages (both students and adults) to develop, refine and improve their own skills and knowledge, and to realise their full potential in Music.
To ensure that a broad range of music from relevant cultures and backgrounds are used with which to learn more about music, focusing mainly on that from Western Classical and Popular traditions, but also to introduce students to music from cultures they may not have previously experienced.
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.
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”.
We include all abilities, disabilities, SEN need or other need by adapting what is expected by each pupil to suit their individual need, ranging from a simpler part to compose or play to, if necessary alternative curriculum provision.
At Key Stage 3, the music curriculum builds on skills taught Key Stage 2. It develops musical knowledge over the key strands of Composing, Listening and Appraising and Performing (CLAP). All Year 7 students take part in a compulsory choir as part of their first term at Grays Convent High School. This enables them to experience performing music together as soon as they join the school. Those who wish to continue their extra-curricular singing are encouraged to do so, leading to the possibilities of entering local competitions, shows or even to take part in foreign trips, where we would promote Grays Convent High School music not only locally, but also internationally. Students are encouraged to take part in extra-curricular music making with clubs and other 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 tests to recognise pitch, rhythm, simple music writing and the instruments of the orchestra. These assist in providing an overview of basic musical understanding, so we can know with greater certainty how each individual student off progressing rather than comparing them against others of a different ability. Students receive teacher and peer feedback regularly, as well as being expected to assess their own progress against levels and targets contained with a bespoke music exercise book designed to enable and encourage progress. Regular assessments follow the same 3 strands of National Curriculum assessment first encountered at Key stage 1, being Composing, Listening and Appraising and Performing (CLAP).
Curriculum Content
Year 7
The Key Stage 3 (Year 7) schemes of learning all focus on building skills three key areas/strands, mentioned above. 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. All our schemes have an element of singing. There will also be whole class music making using Ukuleles.
Our Year 7 Schemes of Work have the titles:
Unit 1: Rhythm Scenes and Echo Tunes
The basics of Rhythm and Musical notation.
Exploring what makes a good tune using simple time.
Unit 2: Vocal Workshops
Learning how to use our voices, looking at music for Christmas.
Unit 3: Pentatonic Music and Folk Tunes
Making folk music using 5 notes and exploring compound time.
Unit 4: Form and Structure
How to extend our music further, while exploring music from the Baroque and Classical eras.
Unit 5: Chords and Tunes
Exploring the use of chords to make accompaniments to tunes
Unit 6: Composition and Performance
Exploring everything we have done this year to create their own piece to perform.
Year 8
The Year 8 schemes focus on building developing and embedding the skills of our students learning in Year 7 using the same stands as before. They revisit and enhance these skills and are delivered the topics below using keyboards, traditional music composition and notation, 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. All our schemes have an element of singing. There will also be whole class music making using Ukuleles.
Our Year 8 Schemes of Work have the titles:
Unit 1: Medieval Music
Using the Dorian Mode, Ostinato and Drones to explore up to four parts of music fitting together.
Unit 2: Vocal Workshops
Learning how to use our voices, and different styles of singing.
Unit 3: The Brass Family and Fanfares
How music can affect us in daily life. Using music as signals and orders.
Unit 4: Programme Music
Using music to tell stories.
Unit 5: Caribbean Music, Calypso and Reggae
Using chords and tunes to make music in different styles of the Caribbean.
Unit 6: Irish Dance Music – Jigs and Reels
Studying Simple and compound time signatures using the folk music of Ireland.
Year 9
Year 9 continues to revisit and enhance the same strands of All of Composing, Listening and Appraising and Performing (CLAP). Again, this is delivered mainly through composing and performing using the keyboard and other instruments, including those from the class or other instruments students may play themselves.
Our Year 9 Schemes of Work have the titles:
Unit 1: Ground Bass and Variations
Using Pachelbel’s Canon to study Major and Minor Chords and writing tunes to accompaniments.
Unit 2: Song Writing Unit
Exploring what makes a great song.
Unit 3: Jazz and 12 Bar Blues
Students explore how the music of slaves fused with western Classical music to give the blues which ultimately led to today’s pop music. Studying added notes to chords.
Unit 4: The Viennese Waltz
Using Waltz to study triple time music and extending music using that which has gone before.
Unit 5: Film Music
Exploring how music is used to convey drama and emotions to the moving image.
Unit 6: Project Work
Your chance to tell us about things in music you like within extended project work.
Through every scheme of work the common strand of singing prevails. Students are encouraged to sing in groups and to increase their overall personal confidence as well as to sing their parts of the keyboard as they play them. This internalises what is expected and give the opportunity for greater achievement.
At Key Stage 4 we offer the EDUQAS GCSE in Music. We have the same basic aims and intentions ass for Key Stage 3 above. 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: Includes 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: Includes Set Work: "Africa" by Toto)
Assessment
Students receive both verbal and written feedback regularly as well as from their peers. They are encouraged to reflect on their own work to enable improvement. Students complete regular vocabulary tests connected to each area of study to continue to reinforce and develop their musical vocabulary. They complete practice listening questions that give ideas and thus feed into composition exercises and coursework. Each half term also includes an assessment on either performance or composition skills. A performance is expected each half term.
This year, together with the appointment of a new Head of Music, we have introduced bespoke music exercise books. These include the key words and skills students need to access how to read and write basic music as well as how to describe and react both familiar and unfamiliar music they encounter.
These exercise books also show students in clear language using Composing, Listening and Appraising and Performing (CLAP) how to identify their current level of achievement and what are their next steps for improvement.
The Base Line Assessment mentioned above is used so that each student can understand individually how their achievement/ marks relate to personal targets. Therefore, they there is no need to compare themselves against other pupils in the class or year group of a different musical ability. Their marks are part of their own and no one else’s musical journey.
Year 10
The skills acquired in Key Stage 3 are developed and refined. Students learn through practical and composing assignments linked to the areas of study above. These assignments increase listening and appraising skills which lead to the ability to answer questions about pre-recorded music from the areas of study, both music they have heard before and that which is unfamiliar to them. Areas of Study 1, 2 and 4 are studied in Year 10. We work on composition exercises, leading to a “free” composition which contributes to 15% of the final GCSE mark. Mock listening and appraising and performance exams are taken. All GCSE music students should practice regularly on their own instrument or voice as all the performance coursework (30% of the total GCSE) can be assessed in year 10 if it is good enough. A performance is expected each half term. 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
GCSE music skills are further developed and refined. The “free” composition is finalised. A new composition based on a brief set by the examination board is completed (15% of the total GCSE). Any performances not yet to the best possible standard need to be recorded. The film music area of study is taught, together with revision of the 3 areas of study started in Year 10. Practice past papers and other similar question are studied, some under exam conditions and some in the style of a walking talking mock, where the exact technique of how to get the best possible marks are discussed and learned. Students should still be practicing their instrument or voice regularly, though those who have already secured a high mark already in the 2 coursework performances will not need to perform every half term. It is still recommended to be taking instrumental or vocal lessons outside the curriculum as well as attending extra-curricular music clubs and attending intervention sessions when required.
Throughout of course, students will be encouraged to show and develop their skills and ideas using Knowledge Organisers. These are added to through regular revisiting of the Areas of Study as exam technique is developed through the course.
Part B: Co-curricular music
We have a Year 7 choir that is compulsory for all students until Christmas of the first term. We develop a love of singing together though not only our Catholic Christion heritage, but also of other appropriate cultures. Warm-up exercises promote listening to each other and sing in multiple parts. Through such things we build up confidence, so that our pupils can better cope with future situations that may be less familiar to them, both at school and in the world at large. This choir will be developed further as the compulsory element finishes after Christmas. (See below)
All pupils are encouraged to learn, should they wish to, a musical instrument or voice using our Visiting Music Teachers (VMTs) which are supplied to us through Thurrock Music Services (TMS), our local partnership Music Hub. More details can be found at https://thurrockmusic.co.uk/ We publicise this at the open evenings for prospective parents at the start of October. Forms will be sent out with welcome packs and offer letters when places are allocated. They will soon be available on the school website in the dedicated music area. They are regularly advertised in class lessons.
Through the continued development of the VMT offering, we will establish groups, a band and a school instrumental ensemble. (See below for more details.)
TMS also have bands, choirs and other activities on evenings and weekends, so that the highly gifted student can further develop their musical skills outside our school setting.
Students taking extra music instrumental or singing lessons can work for grade exams for a variety of exam boards. It is worth noting that music exams count towards level 1, 2 (GCSE) and 3 (A Level) qualifications by having points allocated to them in the same way as GSCEs and A Levels.
Grades 1 to 3 are level 1 (pre-GCSE) qualifications.
Grades 4 and 5 are level 2 (GCSE) qualifications.
Grades 6 and above are level 3 (A Level) qualifications and carry UCAS points the help gain entry to university and other post 18 courses.
TMS set their fees per lesson. Pupil Premium pupils receive a 50% discount and looked after children have a 100% discount. Currently our VMT lessons are charged according to the table below:
*Reduced fee for pupils eligible for Pupil Premium (Free School Meals)
Fees are paid directly to us via the school finance office and forwarded on the TMS
TMS can be contacted directly on 01375 413680 Mon-Fri 09:00-17:00
e-mail music.services@thurrock.gov.uk
Further information including the hire of instruments can be found at https://thurrockmusic.co.uk/
You can obviously purchase a musical instrument instead of hiring one. It is worth noting that currently, the government operates a purchase scheme for instruments without the need to pay VAT. This offers a significant reduction to the price of an instrument. The supply of musical instruments is standard rated for VAT purposes. The Assisted Instrument Purchase Scheme (AIPS) enables pupils of local authority and academy schools to purchase musical instruments through their school net of VAT providing the sale to the pupil meets the criteria below. If the school sells the instrument to the pupil at a profit this is a standard-rated supply. Further details can be found at: https://www.gov.uk/hmrc-internal-manuals/vat-government-and-public-bodies/vatgpb7825
We recognise that for many of our pupils, English is not their first language. We need to develop key words and skills sheets in a variety of common languages spoken at GCHS for each Scheme of Work. It is our desire that this be an online tool where initially the sheet appears in English with a Union flag at the top of the page to indicate this. By clicking on each of the key words, a definition or link appears, so the student can find out the information contained within. By changing the flag at the top off the page to the new language then the same sheet with appear in the new language. This will take a lot of time and effort to get right. It is our goal to get there over the next few years.
Part C: Musical experiences
We have a whole school musical show each year. Pupils from all year groups can audition for a wide variety of lead and chorus roles with in the production as well as being part of the “pit band”. Clearly, parts are offered on talent, but all who are willing should be able to be found some part to play at their skill level. This year, our show is Sister Act.
All year groups have regular weekly assemblies. Some are led by management, Head of Year, of other senior figures within the school. Some are led by Form Tutors and Form Groups. We encourage there to be a hymn or some form of group music that fits within the Christian themes of such assemblies. Sometimes these are accompanied by the piano and sometimes we sing along to backing tracks or video clips so that a range of music making can be experienced within this setting.
All students are invited to participate in the music at our regular celebrations of Mass and other school religious services throughout the year. Year 7 have a welcome Mass in October every year to welcome them and their families into the Christian fellowship of our school. Year 7 lead the singing within the worship and will perform both established music and that which has been written especially for the occasion. This way they have bespoke accessible music that they can perform at their level, whilst also challenging the level at which (they think) they can perform.
In December, we have out School Carol Service, again led by Year 7. We take the pupils through the story of Christmas, with readings, traditional Catholic hymns/ carols, together with new music written especially for them. This reaffirms our commitment to large scale music making.
The Christmas Carol Service and many of our Masses are open to parents and friends, so that our pupils are given the opportunity not only to perform in front of their peers and teachers, but also the wider community.
In the future
It is the aim of the Music Department here at Grays Convent High School to increase the number of pupils taking instrumental and singing lessons through the expansion of the use of music tuition from Thurrock Music Services. We wish to actively investigate taster lessons, concert experiences and workshops with new year 7s as early as possible. There is a need to investigate the music content in our primary feeder schools, giving support where necessary and therefore acknowledging where our pupils have come from to support them on their musical journey.
The Music department wants to develop how music is presented within school, further working with similar performance departments such as Drama and Art. We would like to see music be an integral part of showing off the school such as performing at open evening and other events where the pupil maybe present.
We are justly proud of our Year 7 choir in the first term and all the amazing work they accomplish. This success needs to continue beyond the first term. Therefore, we will develop a choir for all years from January 2025 onwards. This will, hopefully lead onto a larger choir that can perform at any number of in school and out of school events, but also a chamber choir that will be able to perform locally or even at on off our local Cathedrals.
Our musical excellence needs people to see what we are doing. Therefore, we would like to record some performances that can be used on our website or further afield to promote ourselves further.
Those not so comfortable with performing, together with those who are also need opportunities to experience the music of others. Our geographical location gives us the perfect opportunity to take trips of student to experience concerts, theatre or other performances in our local vicinity as well as that in London. We would like to develop a programme of regular trips to experience such performance.
It can be natural to hide a talent, whether that be musical or something else. We need the opportunity of a safe environment to show others what we can do. We have talked about building confidence above. We need opportunities to show of this developing skill. Therefore, we would like to develop a GCHS talent show where we can showcase not only those we know about, but also others who may not have shown us their musical skills. We would hope to develop this, with the help of the Thurrock Music Services into a borough competition involving many schools (in a few years,) with a final showcasing the winners in local schools that can be held in one of our many local venues.
We recognise that not all our pupils are Catholic, or even Christian. We are accepting of every faith, lapsed, or none. All are welcome musically here. Some pupils and their families may not be able to perform a Mass or other Catholic settings. Therefore, no all our music is Christian. Our proposed talent shows and concerts can contain all, some or no Christian or non-Christian music. We expect all to attend our Christian events as is our ethos but give many opportunities for music making for all.
Knowing where you are, and your next steps are for improvement is vitally important to progress at all levels. We are establishing both self and peer assessment within all Schemes of Work. To this end, all schemes will include assessment points where pupils can see clearly from the outset what it is they need to do to achieve and how they will be assessed. These points are being added to every scheme of work.
GCSE pupils are to be given specific places for performance within the curriculum and in specific chamber concerts to develop their skills and confidence.
We wish to develop the school website to make it plain how and where to find out music information, to access VMT lessons and to see when and where our performances are to take place.