Music - 51³Ô¹ÏÍø

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Music

KS3

Intent

Music is a fundamental human experience which crosses cultural divides. It plays a vital role developing spirituality, creativity, and communication skills. It also enables students to participate in shared social experiences, which build cultural capital.

Our aim, at Ridgeway Education Trust, is to give students a rich musical experience, promoting a love of music and a deep understanding of it. We want students to leave us with the ability to enjoy, understand and take part in music if they would like to do so.

The only assumption that we can make at Ridgeway Education Trust is that a student in our class may go on to study Music at university and so the learning that takes place must prepare students thoroughly, so that Music remains an option to them when they leave us at the end of Year 13. Music is a language, and this is the core of Music lessons throughout the Trust.

The Music curriculum is built upon acquiring a deep knowledge of musical concepts and language and applying it as practical music-making, analysing, and evaluating. In Music, skill is the application of knowledge and is improved through effective practice. Students gain knowledge through interactions with teachers and other students and then practise and demonstrate this through performing and analysing in small groups or individually. Through all the key stages, students will learn to talk musically about music, demonstrate their knowledge of music through applied practical tasks in the form of performing and assess the quality and effectiveness of music from a range of contexts. The language of music involves performing musically, describing music using key vocabulary, creating new music and discussing the effectiveness of music.

The Key Stages each build on the musical knowledge and skill acquired from the previous key stage. At each key stage, students will have the opportunity to explore instrumental knowledge and skills to readdress inequality; students who do not have access to instrumental lessons due to financial constraints will have the opportunity to learn the basics of instrumental skills and, more importantly, learn how to learn on their own so they can continue to learn outside of the classroom.

In KS3, there is 1 hour of timetable music per week. KS3 introduces students to musical language within a range of keywords, in addition to expanding student knowledge and skill in performing in groups. Since our secondary school takes students from a wide range of primaries with different types of Music curriculum, we assume that we have students with a vast range of musical experience from none to grade 8+ and plan accordingly. All written and practical tasks are adaptable based on individual need and these needs will be planned for accordingly.

Topic

Knowledge

Skills

Assessment

Find Your Voice 

This unit is designed to introduce students to performing in groups, singing and to some musical language to help them describe music. In this unit, students will also be guided on how to practise and how to create new ideas. 

Texture 

  • Melody 

  • Accompaniment 

  • Bass line 

  • Polyphonic 

  • Monophonic 

  • Melody and accompaniment 

Singing technique 

Rehearsal technique 

Listening skills: 

  • Identifying texture roles 

  • Identifying textural concepts 

Performing skills: 

  • Singing with good technique 

  • Singing independent lines  

  • Singing as part of polyphonic texture 

  • Ensemble singing 

Creating skills: 

  • Creating arrangements 

  • Using texture to create variation. 

  • Rehearsal and creating in a group. 

Knowledge: Retrieval and Forms quizzes. 

Skills: Videoed performance; teacher observation. 

Rhythm

This unit builds on the textural elements of the previous topic and applies them to rhythms. This unit allows students to be more creative as they will create their own rhythms to perform in groups. Students will also be introduced to rhythmic notation during this unit. 

Rhythmic notation 

  • Note lengths. 

  • Bars 

  • Time signatures 

Rhythmic features 

  • Syncopation 

Structure 

Texture 

  • Monorhythmic 

  • Polyrhythmic 

Tempo 

Pulse 

Rehearsal technique 

Listening skills: 

  • Identifying rhythmic textures 

  • Notating rhythms 

Performing skills: 

  • Performing rhythms 

  • Rehearsing and performing in groups 

  • Performing to a pulse 

Creating skills: 

  • Creating rhythms of increasing complexity 

  • Creating rhythmic pieces using contrasts in rhythm, texture, and structure 

Knowledge: Retrieval and Forms quizzes. 

Skills: Videoed performance; teacher observation. 

Keyboard Skills  

This unit takes what students have learned so far about rhythm and music and adds pitch and harmony. They will learn this through keyboard skills.  

Instrumental knowledge: 

Keyboard/piano technique 

Notation 

  • Pitch 

  • Key signature 

Melody 

  • Scales/major/minor 

  • Melodic shape 

Listening skills: 

  • Identifying classical features 

Performing skills: 

  • Playing the Keyboard 

  • Practising the Keyboard 

  • Keyboard technique  

Creating skills: 

  • Creating melody lines 

Knowledge: Retrieval and Forms quizzes. 

Skills: Composition; teacher observation. 

Harmony - The Basics 

his unit will use the keyboard knowledge and skills students have learnt to look at harmony and the creation of chords on the keyboard. By the end of this unit, they will be able to harmonise their melody lines from the previous unit.

Instrumental knowledge: 

  • Keyboard

Harmony 

  • Harmony 
  • Chords 
  • Major and Minor
  • Chord symbols
  • Harmonising melody lines
  • Harmonic Rhythm

Melody 

  • Writing melodies for lyrics 

Knowledge of key features of Protest Music 

Knowledge of key musicians 

Singing technique 

Rehearsal technique 

Listening skills: 

  • Identifying if chords are major or minor. 

Performing skills: 

  • Playing the keyboard
  • Practicing keyboard technique.

Creating skills: 

  • Choosing the most appropriate chords for melody lines.

Knowledge: Retrieval quizzes and listening activities.

Skills: Harmonised melody line in melody booklet.

Blues 

This unit develops from all that has been learned so far and enables students to play instruments in a band. It will involve the study of Blues features and further development of singing. 

History of the Blues 

12-bar blues chord sequence 

Blues scale 

Walking Bass 

Improvisation 

Rehearsal processes 

Rhythmic variation (swing) 

Reading pitch notation 

Singing

 

Listening skills: 

  • Identifying features of the Blues. 
  • Identifying the roles of instruments in a group. 

Performing skills: 

  • Singing the melody/harmony part
  • Performing blues features on the Keyboard and Ukulele 
  • Improvising in a Blues style 
  • Individual practice 
  • Group rehearsal 

Creating skills: 

  • Performance creation

Knowledge: Retrieval and Forms quizzes. 

Skills: Videoed performance; teacher observation. 

Band 

This will introduce students to a range of other instruments in preparation for the next project. 

Pop song structure 

Guitar 

Bass Guitar 

Drum Kit 

Tab notation 

How to practise 

Listening skills: 

  • Identifying structural elements of pop songs. 

Performing skills: 

  • Guitar 
  • Bass Guitar 
  • Drum Kit 
  • Practice 

Knowledge: Retrieval and Forms quizzes. 

Skills: Teacher Observation 

Cover song 

This project takes what students know about playing in bands with instruments and applies it to a cover song. 

Pop song structure 

Chords 

Texture 

Rhythmic variation 

Instrumental knowledge 

Rehearsal technique 

Listening skills: 

  • Identifying structures 
  • Identifying textural roles 

Performing skills: 

  • Instrumental performing (varies) 
  • Performing in group 
  • Rehearsing in a group 
  • Performing using a range of rhythms/techniques 

Creating skills: 

  • Creating covers of songs 
  • Creating rhythms for chords/bass lines. 
  • Varying textures. 

Knowledge: Retrieval and Forms quizzes. 

Skills: Videoed performance; teacher observation. 

Song writing 

This project is a culmination of everything that students learn where they will compose their own song.

Pop song structure 

Chords 

Melody 

Instrumental 

Texture 

Lyrics 

Rehearsal technique 

Listening skills: 

  • Identifying structures 
  • Identifying textural roles 

Performing skills: 

  • Instrumental performing (varies) 
  • Performing in group 
  • Rehearsing in a group 
  • Performing using a range of rhythms/techniques 

Creating skills: 

  • Song composition 
  • Creating rhythms for chords/bass lines. 
  • Varying textures.

Knowledge: Retrieval and Forms quizzes. 

Skills: Videoed performance; teacher observation.

Reggae 

This unit takes what was learned during Year 7 and 8 and introduces them to Bandlab and Reggae Music. During this unit, students will learn and play key Reggae features. 

Using their new skills in music technology and Reggae they will create a version of Bob Marley’s Three Little Birds.

Sequencing knowledge 

Knowledge of bandlab software. 

Reggae features 

  • Melody 

  • Harmony 

  • Rhythm 

  • Texture 

Keyboard knowledge 

Listening skills: 

  • Identifying features of Reggae music. 

Performing skills: 

  • Keyboard skills 

  • Sequencing skills 

  • Reggae style 

Creating skills: 

  • Sequencing skills 

  • Composing harmonies 

Composing melodies 

Knowledge: Retrieval and Forms quizzes. 

Skills: Submitted sequenced piece. 

Minimalism 

This unit takes the Bandlab skills and makes use of student harmony and melody knowledge to learn about minimalism. Students will use minimalistic features to create their own minimalist piece. 

Sequencing knowledge 

Minimalist features 

  • Melody 

  • Rhythm 

  • Harmony 

  • Texture 

  • Structure 

Keyboard knowledge 

Listening skills: 

  • Identifying features of minimalism. 

Performing skills: 

  • Keyboard skills 

Creating skills: 

  • Sequencing skills 

  • Composing harmonies 

Composing melodies 

Knowledge: Retrieval and Forms quizzes. 

Skills: Submitted sequenced piece. 

Electronic Dance Music 

This unit takes all that students have learned so far and introduces EDM features such as fx and sampling. Students will explore these and key creators and features. 

Sequencing knowledge 

EDM features 

  • Melody 
  • Rhythm 
  • Harmony 
  • Texture 
  • Structure
  • Fx 
  • Sampling
  • ​Keyboard knowledge 

Listening skills: 

  • Identifying features of EDM 

Performing skills: 

  • Keyboard skills
  • ​Sequencing skills 

Creating skills: 

  • Sequencing skills
  • ​Sampling skills 
  • Rhythm
  • ​Harmony
  • ​Melody 

Knowledge: Retrieval and Forms quizzes. 

Skills: Submitted sequenced piece. 

Advanced Song Writing

This unit allows students to demonstrate all the knowledge and skills they have learnt throughout their KS3 musical journey. Students will write their own song in a style of their choice using bandlab. All elements will be written by the student.

Features of a successful song

Features of specific style chosen.

Writing chord sequences

Writing melody lines

Writing bass lines and harmony parts.

How to produce a whole song.

How to use Structure to ensure fluency and contrast.

Listening Skills:

• Identifying features of pop Music.
• Identifying how variation is created and used.
• Identifying typical instrumental combinations.

Performing Skills:
• Keyboard skills
• Sequencing skills Creating Skills:
• Melody writing
• Harmony
• Rhythm

  • Texture

​• Sampling and sequencing

Knowledge: Retrieval and Forms quizzes. 

Skills: Submitted sequenced piece. 

Evidence of learning in Music

Knowledge will be evidenced through Show My Homework quizzes and retrieval starters.

Skills will be evidenced through videos of student performances. Evidence of feedback comes in the form of two videos – one before whole class feedback and one after.

KS4

In Key Stage 4, there are 4 hours of timetabled lessons per week. The KS4 curriculum is based on the Edexcel GCSE Music specification. We encompass analysis, listening, performing and composing throughout the course. All KS4 students will take part in at least one extra-curricular activity. We still have an emphasis on music making and collaboration alongside the academic content of the course. All written and practical tasks are adaptable based on individual need and these needs will be planned for accordingly.

Topic

Analysis

Compostion

Performance

Assessment

Introduction to Musical Vocabulary and Musical Elements

Musical Vocabulary and Musical Elements In this unit, students will be introduced to some of the key musical language that will be used throughout the course. Dictation will be interwoven into starter listening activities.

Mini composition activities in lessons whilst learning key language

Practical performing lessons (ensemble)

Retrieval Homework quizzes

The Bach Set Work

Features of the Baroque period

Basic Bach information

Baroque Concerto (third movements) Gigues

Analysis of the set work

Writing an essay comparing Bach

Wider listening

Dictation

Using Noteflight Reminder on writing a melody Developing a melody line. Using musical devices (sequence)

Ensemble work Singing set work motifs to letter names

Retrieval Homework quizzes Composition assessment Performance ongoing assessment Final listening test

 

Music for a While by Purcell

Features of Baroque period

Basic Purcell information

Vocal music – musical theatre

Word painting

Analysis of set work

Writing an essay comparing

Purcell

Wider listening

Dictation

Writing a melody to lyrics using word painting.

Ensemble work Singing set work motifs to letter names

Retrieval Homework quizzes Composition assessment Performance ongoing assessment

 

Star Wars by John Williams

Film Music

Basic Williams information

The orchestra

Analysis of set work

Writing an essay comparing Star Wars

Wider listening

Dictation

Writing music for a picture/story/film

Ensemble work Singing set work motifs to letter names

Retrieval Homework quizzes Composition assessment Performance ongoing assessment Final listening test

 

Killer Queen by Queen

History of Popular Music

Information about Queen and the album 'Sheer Heart Attack'

Analysis of set work

Writing essay

Wider listening

Dictation

 

Creating chord sequences Using extended/altered chords (Bass line movement?)

Ensemble work

Singing set work motifs to letter names

Retrieval Homework quizzes Composition assessment Performance ongoing assessment Final listening test

 

Ensemble Project

Increasingly, we are attracting students to the GCSE course who have not had any experience of Music outside of the KS3 classroom. They are not having lessons and so need regular assistance with continuing to learn to perform well. This unit is designed to give students regular access to performing opportunities with the assistance of a teacher in the form of small ensemble projects. This unit is also designed to provide more experienced musicians with opportunities to perform as part of smaller ensembles. This unit should be completed alongside the set work study and students should also be attending an ensemble in school.

This unit will also provide opportunities for students to learn to perform parts of the set works, particularly the melodies so that they are familiar with them.

Arranging Music Textural and rhythmic variation

Ensemble work Singing

Instrumental skills

Performances completed every other lesson.

 

Defying Gravity from Wicked

Musicals

Information about Schwartz

Story of Defying Gravity

Analysis of set work

Writing essay

Wider listening Dictation

Writing melodies for lyrics. (Not using Tyger)

Syllable placing

Ensemble work

Singing set work motifs to letter names

Retrieval Homework quizzes

Composition assessment

Performance ongoing assessment

Final listening test

Beethoven’s Pathetique Sonata

History of "classical" music

Focus on crossover of Classical to Romantic and features of each

Information about Beethoven

Sonata form

Analysis of set work

Writing an essay

Wider listening

Dictation

Harmonising a melody line. Ensemble work Singing set work motifs to letter names

Retrieval Homework quizzes

Composition assessment

Performance ongoing assessment

Final listening test

Release by Afro Celt Sound System

Fusions

Features of West African Drumming, Celtic Folk and EDM

Information about Afro Celt Sound System

Analysis of set work

Writing an essay

Wider listening

Dictation

Creating a fusion – combining a Celtic melody with a West African Drum beat and dance chords

Ensemble work

Singing set work motifs to letter names

Retrieval Homework quizzes

Composition assessment

Performance ongoing assessment

Final listening test

Sambe em Preludio by Esperanza Spalding

Fusions

Features of Jazz

Features of Samba

Features of Bossa Nova

Information about Spalding

Analysis of set work

Writing an essay

Wider listening

Dictation

This leads into 10.5

Ensemble work

Singing set work motifs to letter names

Retrieval Homework quizzes

Composition assessment

Performance ongoing assessment

Final listening test

Preparing for GCSE Composition  

Introduction to composing full pieces.

Short exercises creating contrasting ideas for a piece

Creating elements of structure

Developing ideas

Writing for a set brief.

Ongoing performance lessons.

Ongoing retrieval

Ongoing quizzes

Lesson-by-lesson composition assessment

GCSE Composition   Ongoing Composition NEA   Ongoing composition assessment and feedback
GCSE Performance     Ongoing Performance NEA Ongoing performance assessment and feedback
GCSE exam technique and Revision Re-visit analysis of all set works.

Dictation

Essay practice

Short answer questions

  ngoing practice questions and feedback.

Evidence of learning in Music

Knowledge will be evidenced through notes in books, show my homework quizzes, focus on sound quizzes and retrieval starters.

Skills will be evidenced through videos (as appropriate), listening tests and compositions

 

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