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
Singing technique Rehearsal technique | Listening skills:
Performing skills:
Creating skills:
| 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
Rhythmic features
Structure Texture
Tempo Pulse Rehearsal technique | Listening skills:
Performing skills:
Creating skills:
| 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
Melody
| Listening skills:
Performing skills:
Creating skills:
| 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:
Harmony
Melody
Knowledge of key features of Protest Music Knowledge of key musicians Singing technique Rehearsal technique | Listening skills:
Performing skills:
Creating skills:
| 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:
Performing skills:
Creating skills:
| 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:
Performing skills:
| 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:
Performing skills:
Creating skills:
| 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:
Performing skills:
Creating skills:
| 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
Keyboard knowledge | Listening skills:
Performing skills:
Creating skills:
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
Keyboard knowledge | Listening skills:
Performing skills:
Creating skills:
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
| Listening skills:
Performing skills:
Creating skills:
| 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. Performing Skills:
​• Sampling and sequencing | Knowledge: Retrieval and Forms quizzes. Skills: Submitted sequenced piece. |
Evidence of learning in Music
Students are assessed through Microsoft teams quizzes, retrieval in class, written work in class and videoed performances.
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
Learning
- Curriculum Overview
- Confucius Institute, Oxford Brookes University
- Homework
- Knowledge Organisers
- Subjects
- Library
- Oracy
- Teaching and Learning
- Reading
