Autumn

Spring

Summer

Rationale

Year 7

Y7 music is about laying down the fundamental skills needed to engage with music both a practical and theoretical way.

We develop key listening and vocabulary skills through the very frequent use of the musical elements (MADTSHIRT – our acronym for memorising the key vocabulary in music)

We work on the fundamentals of reading and writing music, including traditional notation, chord grids and tab.

We work on key musical performance skills such as time keeping, fluency, coordination and dexterity

There are plenty of opportunities to perform in year 7, both in class and as part of any of the department's ensembles.

Content covered

The Elements of Music and Singing

Begin to use musical elements to analyse music – pitch, tempo, dynamics, texture. 

Start to explore MAD TSHIRT to develop vocabulary recall 

Develop confidence with singing as part of a group. 

Use voice to embed understanding of pitch – singing up and down scales. 

Singing in harmony, round, instrumental parts etc 

Develop inner ear 

Develop key vocabulary to do with singing – Melisma, SATB, Intervals etc 

Compose own lyrics/melodies 

Keyboard skills and Notation

Play keyboard in time with others and backing track 

Develop good keyboard technique – 5 fingers both hands. 

Start to develop coordination skills at the keyboard. 

Notation (treble and bass clef) both on paper and how this translates to the keyboard

Rhythms 

Develop understanding of rhythmic notation – note value pyramid. 

Compose own rhythmic patterns 

Key words associated with rhythm – polyrhythm, syncopation, cross rhythms 

Develop sense of pulse and ability to count through music – time keeping skills 

Coordination and dexterity skills 

Aural skills – rhythmic dictation

Ukuleles 

Develop understanding of string family instrument and associated instrumental techniques 

Work on coordination, finger strength and dexterity. Picking strumming and transitions 

Introduction to tablature and chord grids 

Introduction to chords and chord sequences 

Play in time with others and backing track 

Composing 

Demonstrating creativity and an understanding of the musical elements through compositions on the keyboards. 

Relating the composition to key elements of MADTSHIRT, including melody, harmony, rhythm, textures and tempo. 

Using proper keyboard technique to develop and compose melodic and/or rhythmic ostinatos before adding chords as a layer of harmony. 

Understanding development of composing, adding contrasting sections  

Understanding structure of compositions, making sure that the various sections of the composition come together into a cohesive whole.  

Assessment

Bassline assessment: keyboard skills (after working on the project for a number of lessons)

Assessment of key vocab through spelling and definitions tests

Formal end of unit assessment on keyboard skills

Rhythms

Assessed through composing of rhythms (traditional notation/performance) and through rhythmic dictation (written traditional notation and listening skills)

Ukulele

Practical assessment of performance of ‘Stay with Me’ by Sam Smith

Composing

Assessment of original composition, including composition technique, creativity and collaborative work.

Literacy focus

Key music vocab associated with MADTSHIRT headings:

Melody, Articulation, Dynamics, Texture, Structure, Harmony, Instruments, Rhythm, Time and Tempo

Focus on the ‘R’ of MADTSHIRT – Rhythm, using tier three words that relate to rhythm.

Ukulele

Focus on ‘I’ - Instruments, especialy the string family of instruments

Focus on ‘H’ - Harmony/chords

Composing

Compositional vocabulary- Ostinato, structure, melody

Opportunities (links to careers/EDI/PSHCE)

Careers: Musical Instrument builder – in the first instalment of careers, we look at the art of building an instrument

Instrument maker

EDI:

In this term, we talk about disabled musicians, how anyone is able to play music and benefit from the joy of music making. We use the melody from Beethoven’s Ode To Joy as part of the unit, Beethoven was profoundly deaf by the time he wrote this piece.

Careers: Festival or Events organiser, with festival season looming, we take a look at the skills you might need to put on a musical event and the job roles that might need to be involved.

Arts administrator

Stage Manager

Roadie

EDI:

Rhythm is found everywhere – we talk a lot about different kinds of rhythms and where they might come from, this prepares the way for the African drumming project in year 8.

Careers: Music Journalist – looking at what makes a music journalist and the other avenues that might be open if this is of interest

Broadcast Journalist

Magazine Journalist

Journalist

EDI:

Stay with Me by Sam Smith is our focus work on the Ukulele, Sam is outspokenly gender neutral and we talk about issues relating to gender and high-quality music making.

We also look at culture of Hawaii and how the Ukulele became a symbol of their culture even though it is originally from Portugal and a colonial symbol.

In the composition unit, we look at compositional styles from a range of cultures and musical traditions

National Curriculum links / GCSE connections

Quotes from the NC

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions 

learn to sing and to use their voices 

listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers 

perform confidently in a range of solo and ensemble

Quotes from the NC

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions 

perform confidently in a range of solo and ensemble

Quotes from the NC

Ukuleles

perform confidently in a range of solo and ensemble

other relevant notations 

perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions 

Composition

other relevant notations 

improvise and compose; and extend and develop musical ideas 

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices 

Autumn

Spring

Summer

Rationale

Year 8

Topic Area/Key Question

In year 8 we continue to develop our key practical skills with new challenges on the keyboard including independent hands and improvisation.

We develop plucked string playing, moving from ukulele to guitar, embedding key knowledge of chords and harmony along the way.

Building on the work done in year 7 we re-visit MADTSHIRT in more detail, with more listening and practical applications and more explicit vocabulary.

We also begin to look at music history with a critical eye, tackling key discussions of race and gender within the music industry.

Content covered

Chord Sequences

Exploring a famous chord sequence, through one song (Stand by Me Ben E King)

Looking at how the bassline can add an important component to a song

Further embedding MADTSHIRT as vocabulary to describe musical elements

Further developing keyboard technique, focusing on 5 finger moving part in the left hand (bassline), playing together with chords in the right hand.

Developing listening skills, introducing compare and contrast questions looking at cover versions – further embedding musical describing language (MADTSHIRT)

Introducing a composing element – writing a bassline for the four-chord trick – embedding chord and harmony theory

Pop Songs 1

Building on Y8 Unit 1 – continue to develop knowledge of how chord sequences are put together. – inversions, extensions, broken chords

Focus on chords in left hand and melodies in right hand – coordination.

Continue to work on time keeping, fluency and opportunities to sing

Guitars

Moving understanding of chord sequences from Unit 1 and 2 to the guitar

Listening work around guitar type instruments – banjo, bass, acoustic, electric, distortion, pitch bend etc

Develop coordination, finger strength and dexterity. Picking strumming and transitions

Building on prior knowledge of tablature and chord grids

Play in time with others and backing track – using Sam Smith (from Ukuleles) as a starting song

Look at how riffs are formed

African Drumming

Composing own call and response and polyrhythm cycle

Improvising rhythmic patterns

Develop inner ear (aural learning skills) – call and response

Recall and develop use of key words associated with rhythm – polyrhythm, syncopation, cross rhythms

Learn about African instruments and musical culture – Djembe, Kora, etc

Continue to develop sense of pulse and ability to count through music – time keeping skills

Continue to work on coordination and dexterity skills

The Blues, Jazz and Rock and Roll

Build on African unit – history of slavery and cultural influence found in the Blues and Jazz

Listening skills around the Blues – specific instruments, swung rhythms, 12 bar structure, walking bass lines, etc

Work on improvisation skills

Walking bass line, chord sequences, melodies, swung rhythms.

Coordination and time keeping skills

Assessment

Practical assessment of both units, with a focus on coordination and playing in time/with accuracy

Guitars

Practical assessment, looking at grasping the physical basics of guitar playing (very different from piano) and continuing to assess playing in time/with accuracy.

African Drumming

Written assessment, recall of instruments and their cultural/musical significance.

The Blues, Jazz and Rock and Roll

Practical assessment, playing fluently with both hands, walking bassline and chords. This includes an improvisation component.

Literacy focus

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.

Focus on Melody, Harmony and Structure words (MADTSHIRT)

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on written activities.

Focus on Articulation, Dynamics Harmony (Guitars)

Texture, Tempo/Time and Rhythm (African Drumming)

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a renewed focus on listening activities and discussion activities.

Focus on Melody, Texture, Instruments

Opportunities (links to careers/EDI/PSHCE)

Careers – Looking at ‘The Songwriter’ or ‘composer’ as career option, what the day to day life of a songwriter entails, including the pro’s and challenges of such a career

Composer

EDI – This term focuses on music by two important Black Singers/Songwriters. This sets the tone for the rest of our year, looking at the pan-African/African-American influence on all pop music

Careers – Looking at the career of a professional performer and the kind of dedication required/the life you can expect to lead. De-romanticising the notion of ‘famous performer’ but also encouraging those that can see it as an option.

Pop musician

DJ

Classical musician

Singer

Session Musician

EDI – Tackling the issue of colonisation of the musical narrative, looking at the beautiful and varied history of west-african percussion music and breaking down colonial ideas of ‘musical superiority’ (e.g. Classical music being ‘superior’ to other styles/genres)

Careers – The Musical academic or historian as career – exploring what it means to be a musical historian, what kind of difficulties you might come up against (changing ideas around language etc).

Historian

EDI – This carries on from the previous term, looking explicitly at the ‘whitewashing’ of blues into Rock n Roll and looking at some very influential female blues artists that have fallen into obscurity.

National Curriculum links / GCSE connections

Quotes from the NC

Chord Sequences

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

develop a deepening understanding of the music that they perform and to which they listen, and its history.

Pop Songs 1

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

Quotes from the NC

Guitars

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions

African Drumming

styles, genres and traditions

develop a deepening understanding of the music that they perform and to which they listen, and its history

improvise and compose

Quotes from the NC

The Blues, Jazz and Rock and Roll

styles, genres and traditions

listen with increasing discrimination to a wide range of music from great composers and musicians

improvise and compose; and extend and develop musical ideas 

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices 

Autumn

Spring

Summer

Rationale

Year 9

Topic Area/Key Question

In year 9 we continue our critical appreciation of key genres and historical issues within music, looking at more disparate, yet related musical cultures.

The links and introduction to the work we do at GCSE are also more obvious here, with specific units designed to provide a smoother transition for any students choosing music at KS4. This includes building on the MADTSHIRT language bank, adding many more specific terms.

The students have more opportunities to develop and finesse their performance skills, especially on the keyboards. We want every year 9 student to end their time at KS3 with a confident grasp of the keyboard, regardless of their options choices for GCSE.

Content covered

Reggae

Focus on influential genre of music, exploring the origins, cultural and musical significance of Reggae music.

Introducing key elements ‘the backbeat’ and looking at socially conscious lyrical content

Further development of keyboard technique, playing bassline and chords on the backbeat (2&4 or the offbeat), increasing capacity for coordination on the keyboards.

Singing woven in as part of the unit. All to sing the main chorus and verse lines for Three Little Birds, acting as singers during class performances.

More complex listening activities, requiring detailed use of MADTSHIRT descriptors and clearer instrument knowledge.

Pop Songs 2

Listen to a range of songs with a focus on how riffs are used to ‘hook listeners in’

Listening focus on sonorities, instrumental techniques, digital effects

Building on previous keyboard and guitar units – focus on riffs and hooks. Some more complex (faster) rhythmic and melodic patterns

Mixed ensemble skills – opportunity to perform in groups across a range of instruments

Compose own riffs on the keyboard – focus on syncopation and the pentatonic scale.

Film Music

Developing the correct use of musical vocabulary (MADTSHIRT) and ‘how’ the element is used to add to the emotional meaning of the film – this is a skill needed for the 10 mark question in the GCSE music exam

Study of motifs and other compositional devices such as pedal notes, controlled dissonance, cross rhythms etc.

Compose own music for film

Learn a series of famous motifs and themes on the keyboard

Continue to embed keyboard skills

Samba

Cultural study of Brazilian Samba, links to Africa unit and Reggae unit

Develop knowledge of a wider range of percussion instruments

Develop ensemble playing skills especially time keeping skills- hold down individual part as part of a group polyrhythm

Develop aural learning skills – most of the content taught through call and response

Opportunities to improvise/compose own polyrhythms and call and response patterns

Pop Songs 3

Using Don’t Stop Believing by Journey to look at Riffs, melody lines and chords

Performing in groups and as a whole class.

Pupils consolidate all keyboard technique learned thus far in KS3, looking at a piano riff (right hand) and chords in the left hand.

Pupils sing and perform together in groups and with backing tracks, improving their sense of ensemble and timing.

The bassline adds extra challenge as a stretch task, looking at tied notes and offbeat rhythms.

Assessment

Reggae

Practical assessment, with a focus on coordination, ensemble skills and musicianship

Pop Songs 2

Practical assessment with a dual focus, firstly the performance of several ‘key’ riffs, also the technical control of compositional elements in the students composed riffs.

Film Music

Listening and Written assessment with focus on MADTSHIRT recall

Samba Drumming

Written assessment, recall of instruments and their musical significance within the samba ensemble.

Pop Songs 3

Practical assessment, playing fluently with both hands working independently (bassline and riff)

Literacy focus

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.

Introducing the ‘10 mark question’ at GCSE – writing fuller sentences and paragraphs about the music.

Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.

Opportunities (links to careers/EDI/PSHCE)

Careers: Working for a Record label – what skills would you need to work in A&R or in publishing? How important would it be to have strong musical knowledge to take on this professional role?

Entertainment agent

EDI: We look at Reggae culture, including Rastafarianism, Pan-African culture and touch on subjects including drugs in music and religion in music.

Careers: Working in a recording studio as an engineer. Many of the pieces of film music that we have looked at over the unit would have been recorded in huge studios but there are small bedroom studios out there too – what would be the day to day life of a recording engineer?

Mix Engineer

Sound Engineer

Film sound

Acoustic consultant

EDI: The film music unit presents an opportunity to talk about the disparity of gender equality within the music industry – much of the music we know is very male-centric. There is hope though, and we look at several female composers.

Careers: Arts in the broader community – we look at possible jobs that might be interesting to those students that want to put back into their community

Music teacher

Music Therapist

Community arts worker

EDI: Samba and much of Brazilian musical culture is (as with Blues and Reggae) a result of the transatlantic slave trade. We discuss again the effects on the world that the slave trade had, especially western pop music and beyond.

National Curriculum links / GCSE connections

Quotes from the NC

Reggae

listen with increasing discrimination to a wide range of music from great composers and musicians

play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression

develop a deepening understanding of the music that they perform and to which they listen, and its history

Pop Songs 2

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions 

perform confidently in a range of solo and ensemble

improvise and compose; and extend and develop musical ideas 

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices 

Quotes from the NC

Film Music

styles, genres and traditions

listen with increasing discrimination to a wide range of music from great composers and musicians

develop a deepening understanding of the music that they perform and to which they listen, and its history.

Link to GCSE

Unit used as introduction to Eduqas ‘10 Mark Question’ which requires careful listening skills and a good grasp of tier 3 vocabulary.

Quotes from the NC

Samba Drumming

styles, genres and traditions

listen with increasing discrimination to a wide range of music from great composers and musicians

develop a deepening understanding of the music that they perform and to which they listen, and its history

perform confidently in a range of solo and ensemble

Pop Songs 3

use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions 

perform confidently in a range of solo and ensemble

identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10

Topic Area/Key Question

Composition, Listening and Performance

Composition, Listening and Performance

Focus on composition and listening

Composition, Listening and Performance

Focus on performing

Composition, Listening and Performance

Year 10 is our opportunity to develop and embed the skills needed to be successful in music GCSE

We focus on 3 main areas:

Listening and theory skills

Developing and building on key vocabulary learnt through KS3. How to use it correctly in detail and in response to music

Developing understanding of notation theory with a focus on aural dictation, the treble clef notes and key signature recognition

Developing understating of a wide variety of different musical styles and which features to listen out for in each

Developing understanding of ‘what is expected’ from you in the music exam through in class tests, practice questions and mock papers

Performance skills

Developing our ability to play our instruments/voice to a high degree of accuracy, both as a soloist and in an ensemble.

Compositional skills

Developing our composition skills in a range of styles whilst focusing on the music the student prefers. Working on core compositional skills such as building a chord sequence, developing melodic ideas and creating contrasting sections

Content covered

Overview of Course

Introduction to 3 main elements – Composition, Listening and Performance

Compositional techniques – chord sequences, riffs, melody writing, structure

Begin detailed look at musical vocab using MADTSHIRT as a guide

Continue work on musical vocab and start to look at notation theory and dictation

Continue work on compositional techniques and start to use computer software to compose and record own work

Work on performance skills in preparation for in class performances and Christmas concert

Start to embed key vocab through listening and vocab tests – introduce 10 mark ‘essay’ style questions

Work on key elements found in musical styles – Bhangra, Fusion, Jazz and Musical theatre

Work towards first ‘mock’ composition deadline

Prepare for and complete first in class mock of full past paper

Hand in first compositional mock for feedback

Work on performing skills in preparation for spring show and first coursework recording ‘mock’

Prepare for and record first solo performance

Continue to revise and embed further vocab – 10-mark questions

Preparation for in class listening tests and mocks

Start to prepare for official recording of ensemble performance in Y11

Finish Y10 composition including writing overview and preparing score

Consolidate all theory and listening skills developed in Y10

Preparation for in Y10 mocks

Assessment

Initial baseline assessment of practical performing skills.

On going formative assessment of compositional tasks

In class key word tests

Assessment of first official in class performance

On going formative assessment of compositional tasks

In class key word and theory tests

On going formative assessment of performing skills

On going formative assessment of compositional tasks

Assessment of first mock listening paper

Assessment of first completed mock composition

Summative assessment of Y10 solo performance

In class listening tests

Summative assessment of Y10 composition

Assessment of official Y10 mock paper

Literacy focus

In Y10 we build on subject specific vocabulary developed during KS3.

We aim to use the vocabulary in a more accurate and refined way

Opportunities (links to careers/EDI/PSHCE)

Music : Subjects library (unifrog.org)

GCSE music is a great steppingstone towards a career in the music industry as it covers all of the fundamental skills associated with music

Music producer : careers library (unifrog.org)

EDI – We look at a variety of different musical styles from different cultures.

Looking at how composers and performers use their music to convey different emotions

Music composer and arranger : careers library (unifrog.org)

Composing and performing helps build resilience, self-motivation and creativity – all key skills in many different careers

Session musician : careers library (unifrog.org)

Ensemble music really helps build confidence and teamwork skills – both key skills in many different careers

Links to GCSE syllabus /AO

eduqas-gcse-music-spec-from-2016 (28.04.15)

engage actively in the process of music study

reflect upon and evaluate their own and others’ music

develop awareness of a variety of instruments, styles and approaches to performing and composing

develop awareness of music technologies and their use in the creation and presentation of music

broaden musical experience and interests, develop imagination and foster creativity

develop composing skills to organise musical ideas and make use of appropriate resources

engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.

recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

develop performing skills individually and in groups to communicate musically with fluency and control of the resources used

develop awareness of a variety of instruments, styles and approaches to performing and composing

reflect upon and evaluate their own and others’ music

develop knowledge, understanding and skills needed to communicate effectively as musicians

recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 11

Topic Area/Key Question

Listening, Performance and focus on Composition

Composition, Listening and focus on Performance

Composition, Listening and focus on Performance

Focus on composition

Focus on listening

NA

Y11 is when we embed everything we have covered so far and prepare for our final coursework submission and final listening exam.

The start of the year is an opportunity to recap prior learning and start to apply to our set works.

Most of the middle part of the year is taken up with completing our composition and performance work to be handed in

The final part of the year is all about preparation for the final listening exam, with

Content covered

Recap of key vocab- MADTSHIRT

Introduction of Badinerie – set work

Workshop key compositional skills related to exam board briefs

Start exam board brief composition

Prepare ensemble pieces for recording

Prepare for and record ensemble performances

Continue to study set work – Badinerie

Continue to work on brief composition

Prepare for Y11 mock

Prepare for and record solo performances

Start to study set work 2 – Africa

Work towards finish both compositions

Finish both compositions including, scores and write ups – hand in for submission before Easter

Finish study of both set works

Prepare for final exam – MADTSHIRT, set works, dictation, 10-mark questions, practice questions

Assessment

MADTSHIRT key word tests

On going formative assessment of compositional tasks

Summative assessment of ensemble piece ready for moderation

Y11 mock papers

Summative assessment of solo piece ready for moderation

On going formative assessment of compositional tasks

Summative assessment of both compositions ready for moderation

In class set work tests and mock papers

Performing marks given to students after final moderation

Composition marks given to students after final moderation

Mock papers and listening tests

Literacy focus

Continue building on subject specific vocabulary developed during Y10

With a particular focus on the 10-mark question which involves using the vocabulary in longer sentences and linking to emotions.

Opportunities (links to careers/EDI/PSHCE)

Careers – Y11 gives students the opportunity to start to focus on the different routes they may take if they continue to study music at KS5

EDI – We continue to look at a variety of different musical styles from different cultures.

PSHCE – Students continue to build on teamwork, communication, self-confidence, resilience and creativity. These are all skills that will help students in the future regardless of the career path they choose

develop knowledge, understanding and skills needed to communicate effectively as musicians

develop awareness of a variety of instruments, styles and approaches to performing and composing

Music A Level - Reigate College

Music Technology A Level - Reigate College

Music (Performance), BTEC Level 3 Extended Certificate - Reigate College

Search, music | East Surrey College (esc.ac.uk)

Links to GCSE syllabus /AO

broaden musical experience and interests, develop imagination and foster creativity

develop composing skills to organise musical ideas and make use of appropriate resources

develop performing skills individually and in groups to communicate musically with fluency and control of the resources used

develop performing skills individually and in groups to communicate musically with fluency and control of the resources used

recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

engage actively in the process of music study

recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music

recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology

engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development