Music

Rationale

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Intent

We aim to create the very best musicians. We challenge pupils to think, act and speak like those working in the field. We do this through quality first teaching which challenges our pupils to not only understand different styles and genres of music but requires them to explore, discuss and demonstrate this understanding in creative ways. They are challenged in all lessons to be able to demonstrate understanding and creativity through performance, composition, through collaboration with their peers and through evaluation of their own work. Our curriculum at St Peters goes far beyond what is taught in lessons, for whilst we want pupils to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. 

As a department we offer a wide range of extra-curricular opportunities for those pupils who want to develop their musical skills and abilities beyond a classroom curriculum. We also have a vibrant collection of musical ensembles which we believe offer opportunities to a wide range of pupils, allowing them to collaborate with other musicians and thus develop their performance skills, understanding and love of the subject. Where possible and appropriate we endeavour to expose our pupils to live music including visits to the theatre and to concerts. 

All pupils involved in music at St Peters are given regular opportunities to perform in front of others both as individuals and with the various groups. This builds on their performance skills and also helps to develop their confidence and understanding as musicians. Our curriculum in Music supports St Peter’s ethos. Examples of how our curriculum supports the ethos statement are by providing opportunity for creativity throughout the KS3 and KS4 curriculum through composition. The whole of the KS3 curriculum requires pupils to be able to collaborate whilst being mindful of the opinions and abilities of others. 

We encourage pupils to be enquiring in the development of their ideas. Developing the confidence of our pupils is another vital part of our curriculum and pupils are frequently challenged to perform their ideas to each other whilst being encouraged to evaluate the success of these performances. As a knowledge engaged curriculum we believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the powerful knowledge our pupils need and help them recall it by having a carefully planned progression through our curriculum which not only builds on prior knowledge but regularly enables pupils to develop key skills in all topic areas. We expect and encourage pupils to use key musical terminology within their work.

 We build the cultural Capital of our pupils by teaching themes in context – exposing them to influences and traditions from many different cultural and historical contexts. We believe that it is essential to their understanding that they understand the ‘why’ as well as the ‘how’. Further rationale behind our curriculum design includes ensuring that our pupils have the necessary skills to be able to access the optional curriculum at KS4 and beyond. We encourage pupils to appraise a wide range of musical styles through regular exposure. They are challenged and stretched by an expectation that they can justify their opinions using musical understanding. 

Implementation

Quality first teaching and cogent curriculum planning lies at the heart of what we do in the department. We have defined the core knowledge our pupils need to master and our curriculum covers the different key areas of composition, performance and appraisal. The nature of the delivery means that key skills are constantly revisited and key terminology is regularly embedded within the work that our pupils produce.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1
Y7 Teaching Focus Introducing Composition and Musical Elements Introducing Keyboard Skills and Notation Introducing Rhythm Introducing Instrumental Skills and Alternative Notation Introducing Music Technology Skills
Rationale Recognize how the different musical elements are combined and used expressively in a composition, building on knowledge gained at KS2. Focus on pitch in musical notation and basic right hand keyboard skills to enable pupils to develop in coming units. Learn note values to deepen understanding of musical notation. Introduce harmony on new instruments using different types of notation. A modern look at composition and recording capabilities. Melody and harmony added in  layers using software or instruments.
End Point Perform a composition suitable for a character in Peter and the Wolf Notate a piece of music.

Perform solo on a keyboard.

Create and use a Graphic Score.

Perform as part of an ensemble demonstrating rhythmic techniques.

Perform a piece of music using chord symbols on a ukulele. Create a piece of music using loops and pre recorded samples.
Key Vocabulary Instrumental Families, Melody, Pitch, Tempo, Dynamics, Composition Middle C, Stave, Treble Clef, Ledger Lines, Bar, Time Signature Duration, Semibreve, Minim, Crotchet, Quaver, Semi Quaver Parts of a Ukulele/Guitar, Strum, Chord, Chord Progression, Chord Chart, Tuning Music Technology, Loops, Sequencer, Synthesiser, Sampler, MIDI
Summative Assessment Google Form, Composition Google Form, Performance Google Form, Composition Google Form, Performance Google Form, Composition
Y8 Teaching Focus Developing Composition and the history of music in film Developing Keyboard Skills and Notation Developing Rhythm Developing Instrumental Skills and Alternative Notation Developing Music Technology Skills
Rationale Tradition of music in film with addition of extended treble clef notation in the form of accidentals. Extend focus on pitch Bass clef notation and keyboard skills. Develop pupils understanding of rhythm while looking into a new tradition/style Explore more complicated harmony Building on previous knowledge with added recording capabilities based on instrumental skill.
End Point Perform a composition which accompanies a piece of film. Notate a piece of music.

Perform solo on an instrument.

Create and perform a piece of music to a given structure. Demonstrate how to use tablature for melody and harmony.

Perform as part of an ensemble.

Use music sequencing software to create music.

Analyse and Develop your final recording through the mixing process.

Key Terminology Synchronisation, Leitmotif, Sharp note, Flat note, Natural note, Accidentals Bass Clef, Anacrusis, Dotted note, Tied note, Rest, Rubato Structure, Break, Polyrhythm, Syncopation, Call and Response, Ostinato Tablature, Picking, Broken chord, 7th Chord, Riff, Ensemble Mixing, Panning, Reverb, Stereo, EQ, FX
Summative Assessment Google Form, Composition Google Form, Performance Google Form, Performance/composition Google Form, Performance Google Form, Composition
Y9 Teaching Focus Exploring Composition and Improvisation Exploring Keyboard Skills and Introducing Musical periods Exploring Instrumental Skills Exploring Western Classical Traditions and the Works of Great Composers Exploring Music Technology
Rationale Focus on Genre and style, the history of the blues, its impact of modern life and modern music, exploration of improvisation Focus on compositional devices and how they were used in the Baroque Era, making use of musical features pupils show how they

have developed their interest, knowledge and skills on their choice of instrument through active participation in rehearsal and development.

Explore different Eras in western classical tradition and analyse how music changed in these periods A project focusing on 21st century uses for music which incorporates the culmination of KS3 skills in association with advanced music technology skills.
End Point Perform a 12 bar blues as an ensemble Perform, compose and analyse using a Baroque Musical devices. Perform music using relevant technical and interpretive performance skills competently. Perform and analyse the works of the great composers Compose, record and perform music suitable for a video game/app scenario.
Key Terminology Blues, Blues Scale, Improvisation, 12 Bar Blues,  Triad, Work song Baroque, Ground Bass, Ornament, Mordent, Trill, Harpsichord Technical exercise, Repertoire, Intonation, Rehearsal, Expression, Reflection Classical, Romantic, Composer, Conductor, Symphony, Form, Sonata Chiptune, Programmable Sound Generator,

Chromaticism, Disjunct Motion, Variation, Foley

Summative Assessment Google Form, Composition Google Form, Performance A description of their musical activity. 

Performance. Google Form.

Google Form, Performance/composition Google form, Performance/Composition
Y10 Teaching Focus BTEC Level 2 – Unit 1 – The Music Industry Exam BTEC Level 2 – Unit 2 – Managing a Music Product
Rationale Learners have 2 attempts at the exam Learners can continue to develop skills needed for units 3 and 5 while building on Y9 Unit 4 Exploring a Music Product
End Point 1 hour written exam Planning, development and delivery of a music product
Key Terminology Venues, Health and Safety, Security, Major and Independent Record Labels, Publishing, Promoters, Broadcasters, Marketing and Distribution, Royalties, Licencing, A&R, Hire and Transport companies, Unions, Contracts and Employment, Musician, Composer, Songwriter, Producer, Musical Director, Sound Technician, Roadie, Manager, Recording Studio personnel, Session Musician Target Audience, Repertoire, Technical and Logistical Requirements, Copyright, Production Meetings, Arrangements, Teamwork, Personal Management Skills, Timekeeping, Rehearsal Discipline, Promotion, Awareness of Music Industry Practice
Summative Assessment Mock Exam in November, 1 hour written exam January 25% coursework – planning, development and delivery of a music product
Y11 Teaching Focus BTEC Level 2 – Unit 3 – Introducing Live Sound BTEC Level 2 – Unit 5 – Introducing Music Performance
Rationale Fits in with unit 1 and can be done with other two units to set up a concert. Longest time to prepare for Musical performance
End Point Setting up and using live sound systems Demonstrate technical skills,, perform on an instrument and review progress
Key Terminology Roadie, Sound Technician, Monitor Technician, Backline Technician, Front of House Technician, Stage Plan, Legal Considerations, Inventory, Schedule, PA System, Mixing Desk, Amplifiers, Types of Microphones and Cables, Risk Assessment, Manual Handling, PPE, Electrical Safety, Set Up, Sound Check, De-rigging Technique, Accuracy of Pitch/Intonation, Rhythm and Timing, Technical Exercises, Expression, Dynamics, Phrasing, Range, Improvisation, Breath Control, Vibrato, Confidence, Tuning, Accompaniment, Repertoire, Stage Presence, Interpretation, Style, Projection, Warm-up, Rehearsal, Independent Practice, Personal Management Skills
Summative Assessment 25% coursework – setting up and using live sound systems 25% coursework – Demonstrate technical skills,, perform and review progress

 

Impact 

We know our curriculum is working in the Music department through the engagement of our pupils that can be seen in all lessons. KS3 topic work regularly shows good understanding and teaching and learning in the department is a strength and can be evidenced through the influence of our methods across the wider school. We have a healthy uptake at KS4 and regularly have 15-20% or more of a year group opt to take the subject. Our BTEC results are and have been amongst the highest in the school for a number of years since the department is in its current form, with a positive progress score compared to other schools across the country who teach the same qualification. A good proportion of pupils opt for music pathways beyond St Peters. The impact our music coordinator has is hugely evident by the enthusiasm in our pupils and the impact of our extra-curricular provision can be seen throughout the school. We have a reputation for providing pupils with endless opportunities to perform and engage in music making at a high standard. We have a large number of pupils who are committed in their membership of the various musical ensembles. Regular concerts in school give pupils the opportunity to display their talents and we receive regular compliments from audiences regarding the level of musicality with which our pupils are able to perform. As a department we firmly believe that it is the enjoyment of the pupils and staff alongside their commitment and enthusiasm to make music which drives the department’s success.