programme of study music key stage 3

Programme of study – Music Key Stage 3

“Music is life itself. What would this world be without good music? No matter what kind it is.” – Louis Armstrong

The Music curriculum at Royds Hall Community School is not only fun and exciting but is designed to develop lifelong skills that enhance lives beyond the

classroom. These skills include celebrating success, team work, co-operation, independence and attention to detail. Students have the opportunity to develop skills on instruments in a supportive environment which will allow them to thrive. Through exploring a variety of musical styles, genres, composers

and cultural traditions, students can develop an appreciation and understanding of the diverse world in which they live. There are clear cross-curricular links with cultural subjects such as History and Geography and other performance-based subject like Drama and Dance. They will be encouraged to perform

music, compose music and be able to respond technically to music that they listen to using a range of subject-specific vocabulary. Through this, students will become confident individuals with the ability to express themselves in a range of ways. Beyond the classroom, opportunities are given for students to join

ensembles and also collaborate with the drama department on productions and performances.

KS3 English National Curriculum: Music is a universal language the 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.

Year group

Half term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half term 6

7

Rhythms from around the World

Recorder Project Music Tech Introduction

Starting to Compose Instruments of the Orchestra

Singing and the Voice

8

Ukulele Project

Music Tech Introduction

Programme Music Keyboard Skills

Rap and Hip Hop Pop Music

9 Blues

Music Tech Introduction

Working in the Music Industry

Film Music Song Writing

Dance Music

Year group Half term 1 (6-7 hr) Half term 2 (6-7hr) Half Term 3 (5-6 hrs) Half term 4 (5-6hrs) Half Term 5 - (6 -7hrs) Half term 6 (6-7hrs)

7

1. Rhythms from around the world

Students will

demonstrate their understanding of Samba

and African music and the key features within

these two musical styles.

Students will perform a whole class samba which

will be performed in week 3/4.

In groups, Students will

compose their own African piece using the pentatonic scale which

will be performed in week 6/7.

One or both of these

pieces will be filmed for assessment.

2. Recorder Project

Students will learn basic recorder technique,

songs and the reading and writing of music

notation (staff) within an ensemble setting. Students will develop their understanding of

the key elements of music from the previous project, adding timbre

and texture and duration to their musical

vocabulary.

Within groups, students will perform a piece at the end of the project

for assessment.

3. Music Tech Introduction

Students will learn basic

sequencing and recording techniques using DAWs (Digital Audio Workstations)

and specialised recording hardware. Students will develop their understanding of basic music production techniques and will be

able to relate this to the musical vocabulary

which they have developed in the

previous two units of work.

Students will work in

pairs to create a small portfolio of sequenced

and recorded instruments for

assessment

4. Starting to Compose

Students will combine and consolidate their

understanding of reading, writing and

recording music. They will compose and notate

melodic ideas using DAWs and classroom

instruments with good technique, adding expressive use of tempo, dynamics,

phrasing and timbre.

In pairs, students will compose and perform a piece at the end of the project for assessment.

5. Instruments of the Orchestra

Students will learn

about the 4 families of the Orchestra (Strings, Brass, Woodwind and Percussion) through listening tasks and practical activities.

Students will

successfully perform in an ensemble, on a range of different instruments,

maintaining their own part and evaluate the effectiveness of the

performance.

Students will also consolidate their

understanding of the key elements of music

from the previous project, introducing Italian terminology where appropriate.

Students will perform a piece at the end of the project for assessment.

6. Singing and the Voice.

Students will

consolidate their aural and vocals skill whilst

learning of the key elements of music – specifically melody,

pitch, harmony, tempo, structure and dynamics.

This will occur by learning how the voice works through practical

tasks such as vocal warm ups, being

introduced to Solfege and learning and

performing different types of songs.

Students will also

perform a piece at the end of the project for

assessment

Assessment • Teacher observations

• Final filmed performance and baseline assessment given.

• Progress Booklet

• Teacher observations

• Final ensemble filmed performance


• Teacher observations Final ensemble filmed performance



• Final performance of each style filmed





• Final performance of composition and final score

Why this, why then?

Many students have been introduced to the

elements of music in primary school but quite

often they are either unable to define them,

or unable to apply them in performance or

appraisal of music. This is important skill to

embed through KS3 and beyond!

The Recorder project encourages students to

learn a new musical instrument, whilst

applying their knowledge of the

elements of music in whole-class ensemble along with introducing

students to reading and writing traditional music

notation.

Now that students have begun to develop an

understanding of rhythm, pitch and music notation, they will now

be able to utilise and expand upon this

through the use of music technology.

This will allow them to apply their knowledge to ‘real life’ situations,

similar to those of professional working

musicians.

After gaining a basic understanding of music notation in the previous projects, students will now be given further

tools to read music and compose their own

compositions. This will build on the music

elements and experience of playing different instruments previously taught, but

now applying their own musical idea on creating

melody to their work.

Students will be introduced to Classical

Music and the Orchestra. They will

learn about key music instrument families and gain the opportunity to play new instruments. It

will build on their instrumental and

ensemble skills, along with introducing them

to more tradition forms of western classical

music.

Students will be allowed to consolidate their

understanding of the elements of music from the previous modules, applying this to vocal

exercises and performances. This will

allow them to understand the different

parts of an ensemble and their various

functions.

National Curriculum

Links

‘Play and perform confidently in a range of

solo and ensemble contexts using their

voice, playing instruments musically,

fluently and with accuracy and expression.’

Some may begin to

‘Improvise and compose’

‘Listen with increasing discrimination to a wide


of solo and ensemble contexts using their



Begin to ‘Improvise and

compose’







compose’






‘Improvise and compose; and extend and develop

musical ideas by drawing on a range of

musical structures,





‘Improvise and

compose; and extend and develop musical

ideas by drawing on a range of musical


musical ideas by drawing on a range of

musical structures, styles, genres and

traditions.’ Use staff and other relevant notations appropriately and

accurately in a range of musical styles, genres

and traditions Starting to include

‘different types of scales’

range of music from great composers and

musicians.’


musicians.’

Starting to ‘use staff and other relevant notations’


musicians.’

Being aware of and utilising ‘music

technology’

styles, genres and traditions.’


Starting to include




musicians.’

structures, styles, genres and traditions.’


Starting to include




musicians.’



musicians.’

Extra-

Curricular Club links

Year Group Half Term 1 (6-7 hrs) Half Term 2 (6-7 hrs) Half Term 3 (6-7hrs) Half Term 4 (5-6 hrs) Half Term 5 (5-6 hrs) Half Term 6 (5-6hrs)

8

1.Ukulele project

Students will learn basic Ukulele technique

and develop their reading and writing of music notation (staff) within a whole class ensemble and within

smaller groups. Students will also consolidate their

understanding of the key elements of music

from the previous project, introducing Italian terminology where appropriate.

Students will perform a piece at the end of the project for assessment


Students will learn

basic sequencing and recording techniques using DAWs (Digital Audio Workstations)

and specialised recording hardware. Students will develop their understanding of basic music production techniques and will be able to relate this to

the musical vocabulary which they have developed in the


Students will work in pairs to create a small portfolio of sequenced


assessment

3. Programme Music

Students will develop their knowledge of musical forms and devices in Western

Classical music. They will be introduced to a

famous piece of programme music, in

which they will be required to use their

knowledge of key music terms and the elements of music so

far and apply it to written prose. Students will also perform music

the piece studied in pairs on the keyboards.

4. Keyboard Skills

Students will learn basic keyboard

technique and develop their reading and writing of music

notation (staff) within small ensembles

(pairs). Students will also consolidate their understanding of the

key elements of music from the previous

project, introducing Italian terminology where appropriate.

Students will perform a piece at the end of the project for assessment

5. Rap and Hip Hop

Students will be introduced to Rap and Hip hop as a musical style and will learn

about its origins and history and its context within popular music.

Through compositional devices using oral skills

(rap) and ICT skills (Garageband), students

will create their own backing tracks and

write and perform their own lyrics over the top

of the tracks.

6. Pop Music

Students will be introduced to Pop

Music as a musical style and will learn about its origins and some of the

many styles within it. Students will gain an

understanding of some of the key features of this music and how to

play a number of popular songs vocally,

on keyboards and Ukuleles.

They will demonstrate their knowledge of this through individual and

group performances

Assessment • Progress Booklet


• Final chord performance filmed





Final performance filmed





• Teacher observations Final performance of composition and final score



• Final performance

•

Why this, why then?

Students will have the opportunity to learn another instrument


understanding of

Having frequently studied the elements of music through previous

The Keyboard Skills project encourages

students to learn a new

Students will have the opportunity to develop

their compositional

Students will develop their skills from year 7

of reading notation,

and be introduced to the concept of chords

and how they are created. In year 7 they

have looked at the basic elements of music

(pitch, tempo, dynamics, texture etc)

and also how to compose and perform

using rhythm and melody. They have

also looked at ensemble skills and

how to effectively play together with other

musicians. So far, none of the above has

involved them using chords.

rhythm, pitch and music notation, they will now be able to utilise and expand

upon this through the use of music technology.

This will allow them to apply their knowledge to ‘real life’ situations,

similar to those of professional working

musicians.

projects, students now have the opportunity to apply this knowledge in more detailed written

prose. They will also be required to develop

their understanding of musical forms and

devices from project 2 (Canon). Furthermore, students will be able to apply this knowledge to

develop their musicianship skills by

successfully completing a more challenging

piece of piano music for assessment.

musical instrument, whilst developing their

music reading and writing ability and

consolidating the key music terminology. Performing within a smaller group also

builds on performance skills.

skills using Music technology. This

scheme of work is designed to combine

students' understanding of song writing through aural skills and technology,

as well as the following features of Rap and Hip

Hop.

playing a range of instruments and in

particular, practising their performance and

ensemble skills, increasing from the last

topic of working in pairs to now three or

four in a group.

National Curriculum

Links

‘Play and perform confidently in a range of solo and ensemble contexts using their



‘Improvise and


ideas by drawing on a range of musical structures, styles,

genres and traditions.’





compose’

‘Listen with increasing discrimination to a

wide range of music




‘Use staff and other relevant notations appropriately and


and traditions.’





compose’


wide range of music

‘Improvise and compose; and extend and develop musical



Use staff and other relevant notations appropriately and


and traditions






and traditions.’



and traditions.’

Identify and use the inter-related

dimentions of music expressively and with

increasing sophistication, including use of

tonalities, different types of scales and

other musical devices.’


wide range of music from great composers

and musicians.’

from great composers and musicians.’

Being aware of and

utilising ‘music technology’

‘Identify and use the inter-related

dimensions of music expressively and with

increasing sophistication, including use of



‘Listen to with increasing

discrimination to a wide range of music


‘Develop a deepening understanding of the

music that they perform and to which

they listen, and its history.’


Starting to include ‘different types of

scales’



and musicians.’




‘Identify and use the inter-related

dimensions of music expressively and with

increasing sophistication,

including use of tonalities, different types of scales and


‘Listen to with increasing

discrimination to a wide range of music





Extra-Curricular Club links

Year group Half term 1 (6-7 hr) Half term 2 (6-7hr) Half Term 3 (5-6

hrs) Half term 4 (5-6hrs) Half Term 5 - (6 -7hrs) Half term 6 (6-7hrs)

9

1. Blues

Students will be introduced to another

musical style, Blues and its context. Students

will be able to understand and

perform the 12 bar chord progression on

keyboards and the Ukuleles and develop a

new skill of improvisation and lyric

writing. They will demonstrate their knowledge of this

through individual and group performances


Students will learn basic

sequencing and recording techniques using DAWs (Digital

Audio Workstations) and specialised recording

hardware. Students will develop their

understanding of basic music production

techniques and will be able to relate this to the

musical vocabulary which they have developed in the


Students will work in pairs to create a small portfolio of sequenced


assessment

3. Working in the Music Industry

Students will develop

their knowledge of the job opportunities and careers available in the music industry,

including key processes in the

creation and marketing of a piece

of music

Students will work in groups to record and

market a piece of music, including the

creation of digital and physical advertising.

4. Film Music

Students will be able to identify musical conventions and

clichés associated with film Music. Students will learn how to play an example ostinato.

Then we able to apply this knowledge by

composing and performing their own bass ostinato for an

action film trailer and perform with creativity

and confidence.

5. Song writing

Students will be able to identify features which

make a Pop Song catchy and begin to use this

knowledge to compose their own melody, chords and lyrics.

6. Dance Music

Students will be introduced to Dance Music as a musical style and will learn about its

origins and context and many sub genres. Through

compositional devices using ‘Garageband’ on the Imacs, students will develop their

understanding of Music Technology as well as the

following features of Dance Music including

Loops, Bass Riff, Four on the Floor drums, Hook, Build Up

and Bass Drop

Assessment • Progress Booklet


• Final 12 bar blues performance filmed






Final portfolio



• Final performance of the film inspired

ostinato



• Final song composition on

iMacs




Why this, why then?

Students are now combining their

performance and compositional skills

through use of improvisation and adding depth and

complexity to their musical knowledge, skill and understanding, as

well as solidifying further their ensemble

skills.


understanding of rhythm, pitch and music notation, they will now

be able to utilise and expand upon this

through the use of music technology.

This will allow them to apply their knowledge to

‘real life’ situations, similar to those of

professional working musicians.

Having frequently studied the elements

of music and using recording software through previous projects, students

now have the opportunity to apply this knowledge to a ‘real life’ scenario;

recording and marketing a piece of

music.

Students will start to formally appraise

musical extract linking to the programmes of

study at GCSE level. They will have the

opportunity to develop their performance and composition skills built

up in previous units and create a melody line with a harmony

accompaniment within a specific genre. They

will be able to perform their pieces on a range

of different instruments which will be filmed and self and

peer assessed.

After successfully gaining a solid grounding of Pop

music in a previous project and developing

their performance, improvisation and ability to read music, pupils will

now develop their compositional skills

within this genre and be introduced with how compose using Music Technology (iMacs).

For those considering taking GCSE Music, this

allows them to experience the software

on which they will be creating their coursework.

Students will have the opportunity to develop their

compositional skills using Music technology. This

scheme of work designed to develop students'

understanding of music technology, as well as the

following features of Dance Music.

National Curriculum

Links





‘Improvise and









compose’


range of music from


voice, playing instruments

musically, fluently and with accuracy and expression.’


accurately in a range of musical styles,





‘Improvise and









musical ideas by drawing on a range of musical



musical ideas by drawing on a range of musical



accurately in a range of musical styles, genres and

traditions.’

‘Identify and use the inter-related dimensions

of music expressively and with increasing



and traditions.’

‘Identify and use the inter-related dimentions

of music expressively and with increasing

sophistication, including use of tonalities,

different types of scales and other musical

devices.’

Listen to with increasing discrimination to a wide


musicians.’


music that they perform and to which they listen,

and its history.’

great composers and musicians.’

Being aware of and

utilising ‘music technology’

‘Identify and use the

inter-related dimensions of music

expressively and with increasing

sophistication, including use of



‘Listen to with

increasing discrimination to a

wide range of music from great

composers and musicians.’




Use staff and other relevant notations appropriately and


and traditions

Starting to include ‘different types of

scales’



and musicians.’



and traditions.’

‘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.’

Listen to with increasing discrimination to a wide


musicians.’


music that they perform and to which they listen,

and its history.’

sophistication, including use of tonalities, different types of scales and other musical

devices.’

‘Listen to 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.’

Extra-Curricular Club links

Programme of Study – Music - Key Stage 4 GCSE We have decided introduce the Eduqas GCSE Music Course in January 2020 as Eduqas is more inclusive course for a diverse class of music ability. It is more

accessible for non-instrumentalists, however still challenges the more able and accomplished musician depending on their out of school experience. The Eduqas qualification, like the predecessor Edexcel, contains 3 components which run simultaneously throughout the duration of the course. These

components run simultaneously as they constantly require regular development. For summary of each component and summary of the assessment, please see below:

Component 1: Performing 30%

A minimum of one piece, lasting a total of 1.5 minutes, recorded in the year of assessment:

Can be an ensemble or solo piece lasting at least one minute

Grade 3 is standard level

Teacher assessed Submission of marks and moderation sample via online system

Component 2: Composing 30%

One piece:

One free composition or in response to an AOS

Teacher assessed Submission of marks and moderation sample via online system

Component 3: Appraising 40% Listening examination:

8 questions, 2 on each area of study:

AoS 1 Musical Forms and Devices (including a set work)

AoS 2 Music for Ensemble AoS 3 Film Music

AoS 4 Popular Music (including a set work)

Externally Examined

Half term 1 (15-20 hrs) Half term 2 (15-20hrs) Half term 3 (15hrs) Half term 4 (15hrs) Term 5 and 6

10

• Introduction to area

of study 1:

• Forms and Devices

with terminology as

appropriate:

• binary, ternary and

rondo forms

• repetition, contrast,

sequence, ostinato,

dotted rhythms,

conjunct and disjunct

movement, broken

chord/arpeggio,

melodic and

rhythmic motifs,

simple chord

progressions

• Performing -

establishing

standards and setting

targets: first practical

assessment

Introduction to area of study 4: Popular Music, with terminology as appropriate:

- rock and pop styles

(revisiting Blues from

KS3)

- strophic form, 32 bar

song form, verse,

chorus, middle 8, riffs,

bridge, fill, break, intros

and outros, backing

tracks, improvisation

Appraising - more challenging theoretical and aural work:

• primary and secondary chords, cadences, standard chord progressions, power chords, rhythmic devices such as

Introduction to area of

study 2:

Music for Ensemble

- Performing in smaller

ensembles; (e.g.

chamber music, jazz,

musical theatre etc.) as

suited to learner

interests (cover other

topics in year 11).

• Composing using

texture and sonority

(chords and melody)

including:

• Monophonic, homophonic, unison, chordal, melody and accompaniment, countermelody

• Introducing additional concepts of melody, harmony and tonality:

Introduction to area of study

3:

Film Music, with devices and

terminology:

• Layering, further examples of imitation, chromatic movement and dissonance in harmonic work, leitmotifs, thematic transformation of ideas

• The relationship between the story and the music: choosing appropriate elements of music to represent characters and plot

• The effect of audience, time and place, and how to achieve this

• Revisit all topics from year 10 using different pieces as listening and performing examples

• Complete free composition project (of choice) and submit

• Continue to build aural skills through frequent practice.

• Notating a simple

melody

• Using ICT in the

music department

• Appreciating and

using the elements/

‘building blocks’

• Recapping the basics

– aural, notational

and listening skills

• Introduction to

prepared extract –

Badinerie - Bach

• Instrumentation,

anacrusis, simple

triple time, repeat

marks,

ornamentation, trill,

conjunct movement,

sequence, octaves,

minuet and trio, G

major, D major,

chordal analysis

(using Roman

numerals), perfect

cadence, imperfect

cadence, modulation

syncopation, driving rhythms

• the relationship between melody and chords

• How to ‘describe’ a piece using the elements of musical language

• Introduction to prepared extract – Africa - Toto ▪ instrumentation,

lead and backing vocals, strophic form, repetitive chord sequences, cadences (chordal analysis), solo, rhythmic features (triplets, syncopation, driving rhythms), walking bass, key change

• inversions, dissonance,

range, intervals,

pentatonic, blue notes,

modulations to relative

major/minor

through use of the musical elements

• Use of sonority, texture and dynamics to create a mood

• How to achieve contrasts and develop initial ideas when composing

to dominant,

dominant 7th,

chromatic

movement.

Assessment

• Ensemble (and possibly solo) performance

• Assessment of melody

• Short listening test to include basic rhythmic and pitch dictation (separately), and recognition of some devices, elements and instruments

• Half term homework

– listen to three

pieces of music (one

in binary, one in

ternary and one in

rondo form), and

write a paragraph

about each.

• Include the details of

the date and

▪ Ensemble

performance and peer assessment of group work

▪ Assessment of chordal work and ideas in composing sketch book

▪ Short listening tests, interspersed throughout the project

Holiday homework – choose a pop or rock song to analyse/appraise and give a short presentation after the holiday.

‘Own choice’ Ensemble

performance

• Assessment of compositional ideas

• Short listening tests and activities, interspersed throughout SoW

• Half term homework - Listening: Writing an extended answer on a piece of chamber music/jazz or music theatre

• Ensemble / Solo performance: show back in front of class, or invited audience

• Assessment of film music composition, with clear targets set for further development and refinement

• Short listening tests

• Holiday homework – Choose a piece of film music to analyse/appraise and write an extended answer describing how the composer uses the musical elements to achieve the desired effect.

Mock Performance

Assessment – Solo piece

Assessment of

composition to WJEC

Eduqas criteria. Discussion

should follow with

learners re. targets,

refinement etc.

Mock listening exam based on all areas of study

composer, and then

give a general

account of the music.

Programme of Study – Music - Key Stage 4 GCSE

Half term 1 (15-20 hrs) Half term 2 (15-20hrs) Half term 3 (15hrs) Half term 4 (15hrs) Term 5 and 6

11

Revisit area of study 1: Forms and

Devices (with more advanced topics

and practical content)

- Variation form and strophic

form in classical music

- Recognition of features of

baroque, classical and

romantic periods

- Revisit: imitation, pedal, canon,

alberti bass and all harmonic

features

Revisit and revision: Eine Kleine Nachtmusik

- Exam techniques: hints and

tips

- Building a vocabulary revision

list

Revisit area of study 4:

Popular Music (with more

advanced

topic/class/practical

content)

- Bhangra and fusion

- Loops, samples,

panning, phasing,

melismatic/syllabic

- Revisit Since You've

Been Gone

- Exam techniques:

hints and tips

- Building a vocabulary

revision list

- Clarifying all relevant

theoretical points

Revisit Music for

Ensemble (with more advanced

topic/class/practical content):

▪ Polyphonic,

layered, round, canon and

countermelody

Cover all styles not completed in year 10

Revisit Film Music (with any

further topics/content:

▪ Special effects, extreme dynamics and tempi, varying

time signatures, other minimalistic techniques,

chromatic and extended harmonies, use of pattern-work, sustained notes and polyphonic textures to vary the textures

• Complete all coursework

• Listening practice and final examination.

• Ensure the specification content is fully covered

- Clarifying theoretical points

- Complete free composition project (of choice) and submit

- Begin set brief

composition

Assessment ▪ Assess performances to WJEC

Eduqas criteria when ready

▪ Monitor composition, processes, progress and composition log

- Regular listening tests and

homework exercises. Build

department resources bank for

learners to access according to

ability and musical

understanding.

- Assessment of composition to

WJEC Eduqas criteria.

Discussion should follow with

learners re. targets, refinement

etc.

▪ Assess performances to WJEC Eduqas criteria when ready

▪ Monitor composition, processes, progress and composition log

▪ Regular listening tests and homework exercises. Build department resources bank for learners to access according to ability and musical understanding.

• Mock exam

• Continue to assess performances to WJEC Eduqas criteria

• Monitor

composition

• Complete all course work and assess using WJEC Eduqas criteria

• Complete all necessary

documentation ready for

submission

• Appraising examination - Exam practice questions, both at home and in class

• Discussion of revision techniques and learner answers – (and how to improve answers and achieve higher marks!)

• Consolidation of examination techniques and expectations

• Top tips and revision booklets etc.

programme of study music key stage 3

Documents