Music
KS3
Intent
KS3 introduces students to musical language using 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 prior Music experience, we assume that we have students with a vast range of musical experience from none to grade 8+ and plan accordingly.
|
Year |
Topic |
Knowledge |
Skills |
Assessment |
|
7 |
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. |
|
7 |
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
Tempo |
Listening skills:
Performing skills:
Creating skills:
|
Knowledge: Retrieval and Forms quizzes. Skills: Videoed performance; teacher observation. |
|
7 |
Classical This unit takes what students have learned so far about rhythm and music and adds pitch and harmony. It will introduce students to notation and the Keyboard, in addition to looking at the key conventions of the classical period through the study of a classical piece of music. |
Notation
Melody
Harmony
Instrumental knowledge:
|
Listening skills: Identifying classical features Performing skills:
Creating skills:
|
Knowledge: Retrieval and Forms quizzes. Skills: Composition; teacher observation. |
|
7 |
Music for Protest The main aim of this project is to introduce students to the Ukulele, including tab and chord notation. In addition to this, it will also look at musical protest music in a variety of forms, and lead to a piece created and performed by the class. |
Rehearsal technique
Harmony
Melody
Knowledge of key features of Protest Music Knowledge of key musicians Singing technique |
Listening skills:
Performing skills:
Creating skills:
|
Knowledge: Retrieval and Forms quizzes. Skills: Videoed performance; teacher observation. |
|
8 |
Calypso This unit is designed to be a refresher for students on how to play Ukulele and Keyboard. It will also introduce students to some of the key features of Calypso and musicians. |
Keyboard knowledge Ukulele knowledge Knowledge of Calypso |
Listening skills:
Performing skills:
|
Knowledge: Retrieval and Forms quizzes. Skills: Teacher observation. |
|
8 |
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. |
|
8 |
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 |
|
8 |
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. |
| 8 |
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. |
| 9 |
Musical language This topic aims to remind students of previously learned musical language and introduce them to new language. |
Students learn all keywords and language relating to the keywords. | Students will apply their knowledge of keywords through analysis of music and through performance. |
Knowledge: Regular in-class assessments on knowledge of musical language. Show my homework quiz on words. Skill: Listening test in which students apply their knowledge of musical language to pieces. |
| 9 | Bach |
Features of the Baroque period Ternary form Fugue (texture) Features of dance music Motif development Musical language |
Analysis of set work and related works using knowledge of musical language. Composing and developing melody lines. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids. |
| 9 | Beethoven |
Features of the Classical/Romantic period Sonata form Extended melodic and harmonic ideas |
Analysis of set work and related works using knowledge of musical language. Composing extended melody lines with appropriate harmony. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids. |
| 9 | Queen |
Features of Rock music. How to make music sound fun. Music technology. Pop song structure |
Analysis of set work and related works using knowledge of musical language. Composing using extended chord sequences and using advanced harmony such as extended, altered and inverted chords. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids. |
| 9 | Purcell |
Features of Baroque music. Da capo arias Music to tell a story including word painting. |
Analysis of set work and related works using knowledge of musical language. Composing using a repetitive bass line using harmony, melody and texture to create variety. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids. |
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
Knowledge and skills relating to performance are built into Key Stage 4 through regular performance lessons, extra-curricular groups and private lessons (where possible). Students will be assessed on their performance skills regularly during these lessons and will receive verbal feedback.
|
Year |
Topic |
Knowledge |
Skills |
Assessment |
|
9 |
Musical language This topic aims to remind students of previously learned musical language and introduce them to new language. |
Students learn all keywords and language relating to the keywords. |
Students will apply their knowledge of keywords through analysis of music and through performance. |
Knowledge: Regular in-class assessments on knowledge of musical language. Show my homework quiz on words. Skill: Listening test in which students apply their knowledge of musical language to pieces. |
|
9 |
Bach |
Features of the Baroque period Ternary form Fugue (texture) Features of dance music Motif development Musical language |
Analysis of set work and related works using knowledge of musical language. Composing and developing melody lines. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
9 |
Beethoven |
Features of the Classical/Romantic period Sonata form Extended melodic and harmonic ideas |
Analysis of set work and related works using knowledge of musical language. Composing extended melody lines with appropriate harmony. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
9 |
Queen |
Features of Rock music. How to make music sound fun. Music technology. Pop song structure
|
Analysis of set work and related works using knowledge of musical language. Composing using extended chord sequences and using advanced harmony such as extended, altered and inverted chords. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
9 |
Purcell |
Features of Baroque music. Da capo arias Music to tell a story including word painting.
|
Analysis of set work and related works using knowledge of musical language. Composing using a repetitive bass line using harmony, melody and texture to create variety. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
10 |
Schwartz |
Features of Music for stage. Orchestration Use of riffs. Word setting |
Analysis of set work and related works using knowledge of musical language. Composing a melody for lyrics (word setting). |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
10 |
Williams |
Features of film music. Music accompanying visual stimulus. Orchestration/textural features
|
Analysis of set work and related works using knowledge of musical language. Composing a short piece for a story line. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
10 |
Spalding |
Features of bossa nova. Features of Jazz Features of Samba How to combine musical elements from different styles (fusion)
|
Analysis of set work and related works using knowledge of musical language. Composing in a Samba style (polyrhythmic). |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
10 |
Afro Celt Sound System |
Features of Celtic music. Features of Western dance music. Features of African music. Combining elements from different styles. |
Analysis of set work and related works using knowledge of musical language. Composing a fusion of two styles. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Evidence of notes written up fully in books. Skill: Listening test based application of knowledge on set work. Composing will be assessed using composition grids.
|
|
11 |
Revision/retrieval |
Students will have a range of revision lessons aimed to continue to build their knowledge of musical language and styles throughout the year. The year will operate on a diagnosis, therapy, testing basis. |
Students will practise using their knowledge by listening to a vast range of music, discussing the musical features and the impact/intention of the music. |
Knowledge: Retrieval activity at the beginning of each lesson. Focus on Sound quiz. Skill: Listening test based application of knowledge on set works.
|
|
11 |
Composing |
Students will listen to music and identify compositional features. |
Students will spend time applying their knowledge of musical elements and other pieces to compose their pieces for coursework. |
NEA This project will have ongoing feedback throughout the year.
|
|
11 |
Performing |
Students will continue to develop their knowledge of their chosen instrument(s). |
Students will continue to practise and then record their performance coursework. |
NEA This project will have ongoing feedback throughout the year.
|
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
