KS 3 Music Programme of Study 2016-17

Year 7 / Project 1 / Project 2 / Project 3 / Project 4
TITLE / Whole Class Performance / 4 Chord Songs / Whole Class Composition / The Blues
CONTEXT / Performing using specific instrumental skills.
Learning through listening. / Performing and arranging songs that all follow the same chord structure. / Learning how to musical conventions are followed to create a composition. / Learning how musical conventions are followed to create the sound of a specific genre.
KEY PROCESSES / Playing as a group.
Singing as a group.
Fluency and accuracy.
Instrumental skills.
Evaluating and analysing.
Integrated listening.
Self-evaluation.
Evaluation of the musical style. / Playing as a group.
Singing as a group.
Fluency and accuracy.
Instrumental skills.
Evaluating and analysing.
Integrated listening.
Self-evaluation.
Small group work. / Listening to and evaluating combinations of sound.
Developing a composition based around listening and analysing.
Self-evaluation.
Small group work. / Developing small group performances based around blues conventions.
Improvisation.
Instrumental Skills.
Composing within a given structure.
Peer and self-evaluation.
Evaluation of the musical style.
ELEMENT FOCUS / Tempo, pitch, dynamics and texture.
Chords, melodies and riffs.
Structure. / Tempo, pitch, dynamics and texture.
Chords, melodies and riffs.
Structure. / Tonality: Major and minor.
Harmony: chords, pedal and ostinato.
Melody: step and leap.
Instrument recognition. / Improvisation
Melody: Blues scale
Harmony: 12 bar blues chords, ostinato and riffs.
ASSESSMENT FOCUS / SINGING: KPI 1, 2, 3, 4, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6 / SINGING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8
COMPOSING: KPI 1, 2, 4, 5
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6 / PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8
COMPOSING: KPI 1, 2, 4, 5, 6, 7, 8, 9, 10
IMPROVISING: KPI 1, 2, 3, 4
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 / SINGING: KPI 1, 2, 3, 4, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
COMPOSING: KPI 1, 2, 4, 5, 6, 7, 8, 9, 10
IMPROVISING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Year 8 / Project 1 / Project 2 / Project 3 / Project 4
TITLE / Band Skills / Composition using Music Technology / In At The Deep End / Song Writing
CONTEXT / Performing using specific instrumental skills.
Learning through listening. / Learning how to musical conventions are followed to create a composition using music technology. / Forming a band and learning how to perform a song of their choice. / Composing using the structure of verse and chorus.
KEY PROCESSES / Playing in a small group.
Singing in a small group.
Fluency and accuracy.
Instrumental skills.
Evaluating and analysing.
Integrated listening.
Self-evaluation.
Evaluation of the musical style. / Manipulating a melody using GarageBand.
Composing simple accompaniment layers.
Composing within a specific genre.
Evaluating and analysing.
Integrated listening.
Self-evaluation.
Using music technology to record musical ideas. / Using listening skills to discover the key aspects of the chosen piece.
Developing the instrumental and singing skills needed to perform the chosen piece.
Learning how to work as a band to produce a performance. / Performing, composing and listening.
Fluency and accuracy.
Instrumental skills.
Playing as a group.
Evaluating and analysing.
Integrated listening.
Self-evaluation.
Evaluation of the musical style.
ELEMENT FOCUS / Tempo, pitch, dynamics and texture.
Chords, melodies and riffs.
Structure. / Tonality: Major/minor
Harmony: chords/ pedal/ostinato
Melody: step/leap
Instrument recognition
Structure. / Tempo, pitch, dynamics and texture.
Chords, melodies and riffs.
Structure. / Tempo, pitch, dynamics and texture.
Chords, melodies and riffs.
Structure.
ASSESSMENT FOCUS / SINGING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
IMPROVISING: KPI 1, 2, 3, 4
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 / COMPOSING: KPI 1, 2, 4, 5, 6, 7, 8, 9, 10
IMPROVISING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 / SINGING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 / SINGING: KPI 1, 2, 3, 4, 7, 8, 9, 10
PERFORMING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
COMPOSING: KPI 1, 2, 4, 5, 6, 7, 8, 9, 10
IMPROVISING: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
CRITICAL ENGAGEMENT: KPI 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

KS 4 Music Programme of Study 2016-17

Year 1 / Half Term 1 / Half Term 2 / Half Term 3 / Half Term 4 / Half Term 5 / Half Term 6
Title / Vocal Music / Vocal Music / Vocal Music / Instrumental Music
1700 - 1820 / Instrumental Music 1700 - 1820 / Instrumental Music 1700 - 1820
Overview / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Learn about Baroque approaches to song writing including ground bass. / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Learn about 20th century popular music approaches to song writing. / Explore word setting to music in a range of works for soloist and accompaniment.
Use musical elements, Musical context and musical language to explore similarities and difference between works with different structures. / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Learn about the link between Baroque instrumental music and dance genres. / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Learn about music from the romantic period and its application to sonata form / Explore the background of the set works by putting the concerto and sonata into historical context.
Use musical elements, Musical context and musical language to explore similarities and difference between works with different structures.
Listening and Appraising / Music For A While by Henry Purcell / Killer Queen by Queen / Wider Listening including arias by Handel and Bach, and songs by The Beach Boys and Alicia Keys / 3rd movement of Brandenburg Concerto No 5 by J.S Bach / 1st movement of Piano Sonata No 8 by L. van Beethoven / Wider Listening including concerto grosso by Handel and piano sonatas by Handel and Mozart
Performing and Composing / Solo performance / Solo performance / Composition using ternary form / Composition using ternary form / Ensemble performance
Assessment Focus / Homework tasks / Listening and appraising test on Purcell set work / Solo performance
Listening and appraising test on Queen set work / Listening test on Bach set work / Ternary Form composition
Listening and appraising test on Beethoven set work / Listening Test on AOS 1 and AOS 2
Ensemble performance
Year 2 / Half Term 1 / Half Term 2 / Half Term 3 / Half Term 4 / Half Term 5 / Half Term 6
Title / Music for Stage and Screen / Music for Stage and Screen / Music for Stage and Screen / Fusions / Fusions / Fusions
Overview / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Examine popular contemporary musical theatre styles / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Examine how to compose sound that matches pictures. / Use musical elements, Musical context and musical language to explore similarities and difference between works with different structures.
Wider listening will enhance understanding of musical theatre and film music in relation to the musical context. / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Examine how individual cultures the individual cultures have been fused whilst also understanding the cultures in isolation. / Explore the set work by developing the knowledge of musical elements, musical context and musical language.
Examine how individual cultures the individual cultures have been fused whilst also understanding the cultures in isolation. / Use musical elements, Musical context and musical language to explore similarities and difference between works with different structures.
Understand each individual style in isolation and evaluate the effectiveness of the fusion of two different styles.
Listening and Appraising / Defying Gravity by S. Schwartz / Main Title from Star Wars by J. Williams / Wider Listening including musicals such as Matilda and Hairspray and film music H. Shore and D. Lurie. / Samba emPreludio by Esperanza Spalding / Release by Afro Celt Sound System / Wider Listening including music from African, Celtic, Afro-Cuban, Jazz and Latin traditions.
Performing and Composing / Free Composition / Free Composition / Solo performance / Solo performance / Ensemble performance / Composition preparation
Assessment Focus / Listening and appraising test on Schwartz set work / Listening and appraising test on Williams set work / Free composition
Solo performance / Solo performance
Listening and appraising test on Spalding set work / Ensemble performance
Listening and appraising test on Afro Celt set work / Mock Listening exam
Short composition tasks
Year 3 / Half Term 1 / Half Term 2 / Half Term 3 / Half Term 4 / Half Term 5 / Half Term 6
Title / Free Composition / Composition to a set brief / Solo and ensemble performance / Solo and ensemble performance / Examination revision
Overview / Completion of a composition based on the choice of the pupil.
Revise the set works with a knowledge of musical elements, musical context and musical language. / Completion of a composition based on a brief set by the exam board.
Revise the set works with a knowledge of musical elements, musical context and musical language. / Complete solo and ensemble performance final recordings.
Revise the set works with a knowledge of musical elements, musical context and musical language. / Complete all performing and composing work for submission to moderator.
Revise the set works with a knowledge of musical elements, musical context and musical language. / Revise all set works with a knowledge of musical elements, musical context and musical language.
Listening and Appraising / All set works from AOS 1 and a selection of wider listening examples / Set works from AOS 2 and a selection of wider listening examples / Set works from AOS 3 and a selection of wider listening examples / All set works / All set works and a selection of wider listening examples
Performing and Composing / Free Composition / Composition to set brief / Solo and ensemble performance
Assessment Focus / Listening and appraising test on AOS 1
Free composition / Listening and appraising test on AOS 2
Set brief composition
Mock listening and appraising examination / Listening and appraising test on AOS 3
Final performances / Final compositions and performances / Listening and Appraising examination