Curriculum – Performing Arts
Vision
The national curriculum for music aims to ensure that all pupils :
Perform, listen to, review and elvaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriatley and have the opportunity to progress to the next level of music excellence.
Understand and explore how music is created, produced and communicated, through the inter-related dimetions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Develp their musical skills through performing, composing and listening. They learn through a combination of whole class, small group, paired and individual work and are encouraged to develop their confidence by performing in front of the class, when they are ready.
KS3 Music Curriculum Overview Level 2
| Year | Half term 1 | Half term 2 | Half term 3 | Half term 4 | Half term 5 | Half term 6 |
| Year 7 | Keyboard Skills & Music Theory Introduction | Christmas songwriting | Class singing, Rounds & Part Singing | Haunted House – ICT | Minimalism | Theme & Variations |
| Introduce the unit. Keyboard inspiration, hand position & fingering. | Unit outline. Repetition, lyrics and rhyming phrases. Primary Chords | Unit outline. Warm up & posture. Class singing in Unison and in a round. | Unit outline. Introduction to music ICT, Bandlab and its functions. | Minimalism in art and music. Unit outline. Compose a simple cyclic pattern. | Unit outline. Listening examples of theme and variation. | |
| The notes of the treble clef. Finding notes on the keyboard. Fluency. | Completion of verse one and ideas for a melody/Use of chords. | Unison & round singing – focus on voice production and pitching. | 2/ Reflect on how music evokes emotions. Eerie ostinato pattern. | Compose individual musical loops in time with each other. | Learn the original ‘theme’ and add a bassline/chords if possible. | |
| Note durations, crotchets, quavers and minims. Dotted notes. | Students create harmony and melody for verse 1. | Smaller group singing. Arranging rounds / imitation & maintainig parts.. | Create a drone and a heartbeat to increase tension. | Build texture and add structure to group compositions. | Begin to vary the theme – discuss ideas as a group. | |
| Playing notes higher on the stave. More complex fingering. | What makes a good chorus? Listening examples to inspire. | Group singing rehearsal. Focus on clear, confident entry and listening. | Import SFX and adapt the dynamic level to build to a climax. | Include different timbres to add interest to compositions. | Further exploration of how to vary the theme – musical elements. | |
| Continue to progress through the melodies. Introduce chords. | Chorus completion. Add a contrasting melody. | Group singing – leadership, counting – maintaining a strict tempo. | Peer assess each others work. Does it sound authentic? | Extension – change tempo/dynamics. | All ideas put together in a final performance. | |
| Success criteria reminder, performance and assessment. | Assessment. Each group to perform for the whole class. | Final adjustments. Perform with confidence to the highest standard. | Final adjustments. Assessment of final composition. | Assessment performance and review of unit. | Assessment/ Reflection. |
| Year 8 | Reggae | Protest Songs | Singing Mash-Up | Elgar Compositions | Film Music – ICT | Djembe Drumming & African Singing. |
| Introduce the Unit / Reggae Background – Sing three little birds. | Introduce the unit. What is a protest song. Guided listening. Start Lyrics. | Introduce the unit and listen to and sing the ‘Mash-up’ songs. | Introduce unit – & Elgar. Listen to descriptive music examples. | Introduce the Unit. BandLab refresher. Action spotting Film clips. | Introduce the unit and Djembe. Call & Response & part song. | |
| Sing as a class and introduce the three chords / hand position. | Melody & chords. Describe different ways to construct the tune/harmony. | Sing two or more songs to the chord sequence as a class. | Nimrod – listening. The elements. Repetition & sequences. | Film Music & Mood. Musical devices – ostinato, drone, sequences. | Imitation, call and response and an introduction to improvisation. | |
| Sing as a class. Introduce the off-beat skank rhythm. | Creating a chord sequence. Why do some sequences sound better? | Create groups of 5 or 6, review success criteria and begin arranging. | Melodic development within a given structure. AABB, ABA etc. | Leitmiotiv – Indiana Jones. Building / layering multiple parts | Play and sing in smaller groups. Arrange rhymic accompaniments. | |
| Create larger groups. Demonstrate independent bass / chord rhythm. | The structure of a song. Writing verses with contrasting chords. | Develop group arrangements to 3 part and introduce anacrusis. | ‘Carnival of the animals’ – how have the elements been changed? | Importing samples. Introduce dynamic automation to create a climax. | Memorise more complex rhythmic ideas / solos & duets. | |
| Fluency and pitch accuracy. Controlled rhythmic performance. | Changing the elements. Pitch, tempo & rhythm to change mood. | Introduce solos & harmonies Introduce extension mash-up songs. | Composition Review / Adding interest by changing the elements. | Changing loops – Rising pitch to create excitement. Peer appraisal. | Memorise and practise with an awareness of own part. | |
| Group performance, assessment and review. | Group performance, assessment and review. | Group performance assessment and review. | Composition performance and assessment. | Composition completion – check timing and assessment. | Group performance assessment and review. |
| Year 9 | Blues | Pop Performance | Songwriting | Descriptive / Programme Music (ICT) | Rhythms of the World | Pupil Choice |
| History of the Blues/slavery.12 Bar Blues structure. Sing as a class. | Choose a pop song and learn the lyrics/chords. Chord rhythm & Bass. | What makes a good song? discuss themes/lyrics and song structure. | Introduce the unit and programme music? The Musical Elements. | Introduce the unit. Israel – Shalom Chaverin. 2 part class singing – canon | KS3 Topic recap through WAGOLLs..Assessment choices. | |
| Chords and walking bass. Hand coordination and fluency. (Bb/Eb) | learn the chords / lyrics, identify stylistic features. Rhythm / Bass. | Explore different chords (major minor,7ths) and chord sequences. | Tonality – Major/Minor & Atonal. 3 Sections – March/battle/aftermath | Africa – Babethandaza. 2 part harmony / call & response. | Students agree chosen topic and set clear assessment goals. | |
| Singing the Blues in small groups. Expressive vocals in context. | Change the beat/style of singing to fit the new genre. | Create a contrasting chord sequence for the chorus. (major minor,7th chords) | The March – major chords and snare drum rhythms crescendo | Indian – create an improvised melody based on a raga.with drone and Tala. | Group rehearsal. Resilience and pracitice. | |
| Improvise using the notes of the blues scale. Call & Response. | Students combine keys, bass and rhythm maintaining strict tempo. | Accompaniment styles / harmonic rhythms. Middle 8s explained. | The battle – Atonality & chaos. Irregular rhythms and accents. | Brazil – Samba drumming. Imitation / call & response / poly-rhythms. | Activities will vary based on chosen topic. Review progress. | |
| Final rehearsal – performance techniques (two hands together). | Students to perform to the class with an awareness of their group role. | Rehearse & gain fluency. Extension – middle 8 as 3rd chord sequence. | The Aftermath – minor tonality. Drones, diminuendo. | Indonesia – perform a piece with a heterophonic texture / repeating loops. | Activities will vary based on chosen topic. Review progress. | |
| Group perfoirmance, assessment and review. | Group performance, assessment and review. | Group performance, assessment and review. | Complete, listen, assess and review. | Complete online assessment and review. | Group performance, assessment and review. |
KS4 Curriculum Map to follow
GCSE Music
We offer students Music GCSE ( OCR )
The aimns of the GCSE specification are to :
- Develop candiadtes’ interest and enjoyment of music that will be sustained in later life, so that they are inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study.
- Develope candidates’ own musical interests and skills including an understanding of how to make music individually and in groups.
- Enable candidates to evaluate their own and others’ music.
- Develop understanding and appreciation of a range of differnent kinds of music.
- Develop broader life-skills and attributes including crictical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self -disciple, self-confidence and self-motivation.
GCSE Music Assessment
- 60% of the Music GCSE consists of four pieces of coursework.Students produce two performances and two compositions.
- There is a listening examination at the end of the course where students are asked questions on the following areas of study :
- Area of study 1 – My instrument
- Area of study 2 – The Concerto Through Time
- Area of study 3 – Rhythms of the World
- Area of study 4 – Film Music
- Area of study 5 – Pop & Rock Music
Higher Education Pathways
Worcester Sixth Form College
Performing Arts Level 3 Applied
Music Technology Level 3 Applied
A Level Drama & Theatre Studies, Dance, Music
Heart of Worcestershire College
UAL Diploma/Extended in Digital Music Production & Performance Technology, Level 3
UAL Diploma/ Extended in Performing Arts, Level 3
King Edward Stourbridge
A Level Dance, Drama & Theatre Studies, Music
Extra- curricular
- Music and the performing arts play and important role in College life and there are numerous opportunities for studnts to develop their musical skills. These include :
- College choir, Senior Choir and Liurgy Choir
- College Orchestra
- Senior Soul Band and Year 8,9,& 10 Soul Bands
- Ukulele Club
- There are numerous performance opportunities including Open Evening, Presentation Evening, New intake Evening, the College Production and the carol Service.
Contact
Mr Bryant
pb48@blessededward.co.uk
Mrs Thomas
kthomas@blessededward.co.uk