Welcome to Music

Why do we learn music?

Music is a universal language: no matter who you are or where you come from, you can enjoy music. Studying music helps to gain a deeper level of understanding through a wide range of genres and styles. Not only this, but the study of music enables one to develop a number of valuable transferable skills: creativity, teamwork, self-confidence, concentration, coordination – these will all support with skills needed in other A levels and can improve employability. Music is different from most other A levels due to its practical nature and high percentage of coursework, and can open up numerous opportunities for arts careers (e.g. performance, composition, musicology, ethnomusicology, sound engineering, conducting, popular music and jazz, music education, and elsewhere in the music industry).

Head of Department

Head of Music

Ms B Stone

b.stone@arkbolingbrokeacademy.org

Our approach

Courageous

Pupils demonstrate courage through frequent performance opportunities both inside and outside of lessons. Risk taking is embedded into our culture and we encourage bravery and celebrate effort as much as outcome. Performance opportunities range from in-class showcases, to regular concerts at the Academy and in local churches, to large-scale Ark and borough-wide performances in prestigious venues such as The Barbican and Royal Festival Hall, and everything in between!

Compassionate

We teach compassion through celebrating music of many different cultures, developing pupils’ awareness and appreciation of diversity through listening, performing and composing music from all around the world. We strive for people from all backgrounds to be represented in all we do, both in curriculum lessons and in wider opportunities. Having a diverse curriculum gives the students a breadth as well as a depth of knowledge, and an ability to appreciate music of other cultures, particularly those they may not be familiar with. Music is a safe space for students to take risks and express themselves openly whilst exploring their creativity and musical interests. We are encouraging of and compassionate towards one another’s endeavours.

Community

Music is integral to the way the school and its wider community come together. We have an extensive enrichment programme consisting of a number of school ensembles who are celebrated in regular concerts and assemblies, but also in the wider community. Whether it be singing at Clapham Junction station at Christmas, performing at a local care home, or Open Mic Nights at a local café, Bolingbroke has many longstanding links with the wider community through Music that we aim to continue. The annual school production epitomises community collaboration, linking all the Creative Arts alongside staff and parent volunteers, as well as our feeder primary schools who are invited to watch the matinee. We have strong links with our alumni, with a gap-year Music Technician, as well as many alumni returning to perform with the school production band, as well as coming back to support our annual music events.

Empowering Excellence

Through Music we teach pupils to become independent learners and to take initiative and responsibility. Our instrumental lessons enable pupils to have 1:1 and small group tuition on a range of instruments with our highly skilled Music Tutors, with the opportunity to take music exams if they wish to. Our incredible Year 7 Instrumental Lesson Programme provides the opportunity for every Year 7 to learn an instrument for free, enabling pupils to dedicate themselves to a new skill, promote self-confidence through regular performance opportunities, commit to practising effectively and independently, and develop teamwork and leadership in ensemble work.

In class, we develop pupil leadership through frequent paired and group work, along with daily lunchtime and after school practice slots, whereby a number of soloists and ensembles have the opportunity to rehearse independently. Our most prestigious scheme demonstrating musical excellence and leadership is the Music Scholar and Apprentice Programme, which identifies gifted musicians and enables them to develop their musicianship and leadership further through a number of opportunities, including numerous performances, trips and visits, their own dedicated concert, and planning and delivering pupil rehearsals. Apprentices are mentored by a dedicated Scholar throughout the year.

Music - curriculum map (272.74 KB)

Year 7

Autumn 1	Autumn 2
Finding Your Voice	Nativity Notation
• Texture - layered and unison • Melody – leaps and steps • Warming up the voice • Singing ‘Can’t Stop the Feeling’ as a class • Song structure • Body percussion to play an ostinato/groove	• Treble clef note positions • Note values and rhythms • Time signatures • Major and minor tonality • Bass clef note positions • Notes on the keyboard • Christmas carol melodies
Skills developed: • Composing: vocal/body percussion grooves • Performing: singing - technical skills, ensemble skills, listening and awareness of others, expression/interpretation • Appraising: analysing, evaluating, aural skills	Skills developed: • Performing: Developing basic keyboard skills – dexterity and knowledge of note positions • Appraising: Familiarity with WWW/EBI feedback when performing, self-reflection

Autumn 1

Autumn 2

Finding Your Voice

Nativity Notation

• Texture - layered and unison

• Melody – leaps and steps

• Warming up the voice

• Singing ‘Can’t Stop the Feeling’ as a class

• Song structure

• Body percussion to play an ostinato/groove

• Treble clef note positions

• Note values and rhythms

• Time signatures

• Major and minor tonality

• Bass clef note positions

• Notes on the keyboard

• Christmas carol melodies

Skills developed:

• Composing: vocal/body percussion grooves

• Performing: singing - technical skills, ensemble skills, listening and awareness of others, expression/interpretation

• Appraising: analysing, evaluating, aural skills

Skills developed:

• Performing: Developing basic keyboard skills – dexterity and knowledge of note positions

• Appraising: Familiarity with WWW/EBI feedback when performing, self-reflection

Spring 1	Spring 2
Samba	Indian Music
• Samba grooves • Samba instruments • Brazilian culture • Tempo and pulse • Signalling and responding (nonverbal) • Leadership in small groups • Call and Response • Breaks	• Indian culture and instruments (Tabla, Tambura, Sitar) • Singing in Sanskrit • Raga melody • Tabla rhythm • Structure • Improvising • Fusion Bhangra features
Skills developed: • Performing: ensemble skills, being in time, responding to a conductor/leader, balance and blend • Composing: improvising call and response and breaks • Appraising: SMSC – awareness of Music from other cultures	Skills developed: • Performing: confidence when improvising • Composing: writing a melody within given restrictions (Raga) • Appraising: sense of self awareness when learning music from other cultures

Spring 1

Spring 2

Samba

Indian Music

• Samba grooves

• Samba instruments

• Brazilian culture

• Tempo and pulse

• Signalling and responding (nonverbal)

• Leadership in small groups

• Call and Response

• Breaks

• Indian culture and instruments (Tabla, Tambura, Sitar)

• Singing in Sanskrit

• Raga melody

• Tabla rhythm

• Structure

• Improvising

• Fusion Bhangra features

Skills developed:

• Performing: ensemble skills, being in time, responding to a conductor/leader, balance and blend

• Composing: improvising call and response and breaks

• Appraising: SMSC – awareness of Music from other cultures

Skills developed:

• Performing: confidence when improvising

• Composing: writing a melody within given restrictions (Raga)

• Appraising: sense of self awareness when learning music from other cultures

Summer 1	Summer 2
Hip Hop	African Drumming
• Culture, history and development • Features of Hip Hop music • Structure of Hip Hop tracks • Sequencing on Garageband • Rapping • Break, riff, bassline, drum track and loops	• Context of West African music and culture • African instruments – Djembe, Dun Dun, Kora, Balafon, Mbira • Singing in Ghanaian • African drumming technique – bass, tone and slap • Musical features – call and response, polyrhythm • The role of the Master drummer
Skills developed: • Performing: confidence performing rap to peers • Composing: using music technology to compose, develop paired composition skills, writing a rap • Appraising: Evaluation of work at each stage to ensure it meets requirements	Skills developed: • Performing: as an ensemble, being in time, meeting criteria, responding to a Master drummer, • Composing: improvising in call and response and own rhythms • Appraising: regular assessment and evaluation of outcomes throughout

Summer 1

Summer 2

Hip Hop

African Drumming

• Culture, history and development

• Features of Hip Hop music

• Structure of Hip Hop tracks

• Sequencing on Garageband

• Rapping • Break, riff, bassline, drum track and loops

• Context of West African music and culture • African instruments – Djembe, Dun Dun, Kora, Balafon, Mbira

• Singing in Ghanaian

• African drumming technique – bass, tone and slap

• Musical features – call and response, polyrhythm

• The role of the Master drummer

Skills developed:

• Performing: confidence performing rap to peers

• Composing: using music technology to compose, develop paired composition skills, writing a rap

• Appraising: Evaluation of work at each stage to ensure it meets requirements

Skills developed:

• Performing: as an ensemble, being in time, meeting criteria, responding to a Master drummer,

• Composing: improvising in call and response and own rhythms

• Appraising: regular assessment and evaluation of outcomes throughout

All Year 7 subjects Next Year 7 Subject - Art

Year 8

Autumn 1	Autumn 2
The Pentatonic Scale	Reggae
• Pentatonic scales • Treble clef and notes on the keyboard • Improvising • Degrees of the scale • Question and Answer phrases • Stave notation • Amazing Grace	• History and development of Reggae • Features of Ska and Rocksteady • Riff, chords and bassline to Three Little Birds
Skills developed: • Performing: developing keyboard performance skills, improvisation • Composing: understanding degrees of scales and their importance in a phrase • Appraising: Self-reflection of work completed for quality and progress	Skills developed: • Performing: ensemble skills, being in time, responding to a conductor/leader, balance and blend • Appraising: SMSC – awareness of Music from other cultures

Autumn 1

Autumn 2

The Pentatonic Scale

Reggae

• Pentatonic scales

• Treble clef and notes on the keyboard

• Improvising

• Degrees of the scale

• Question and Answer phrases

• Stave notation

• Amazing Grace

• History and development of Reggae

• Features of Ska and Rocksteady

• Riff, chords and bassline to Three Little Birds

Skills developed:

• Performing: developing keyboard performance skills, improvisation

• Composing: understanding degrees of scales and their importance in a phrase

• Appraising: Self-reflection of work completed for quality and progress

Skills developed:

• Performing: ensemble skills, being in time, responding to a conductor/leader, balance and blend

• Appraising: SMSC – awareness of Music from other cultures

Spring 1	Spring 2
Stories and Cartoons	The Remix
• Context of how music links to pictures, stories, characters and events • Stripsody • Graphic scores • Leitmotifs	• Dance music structure • Synthesisers • Cutting • Sampling • Effects and processing • Automation
Skills developed: • Performing: ensemble skills, interpreting an unconventional score • Composing: using technology – writing motifs for computer game characters • Appraising: using the elements to describe what is played	Skills developed: • Composing: developing ideas with stylistic coherence, reflection and resilience to revisit work • Appraising: identifying footprints of the style, ensuring these are translated into own compositions

Spring 1

Spring 2

Stories and Cartoons

The Remix

• Context of how music links to pictures, stories, characters and events

• Stripsody

• Graphic scores

• Leitmotifs

• Dance music structure

• Synthesisers

• Cutting

• Sampling

• Effects and processing

• Automation

Skills developed:

• Performing: ensemble skills, interpreting an unconventional score

• Composing: using technology – writing motifs for computer game characters

• Appraising: using the elements to describe what is played

Skills developed:

• Composing: developing ideas with stylistic coherence, reflection and resilience to revisit work

• Appraising: identifying footprints of the style, ensuring these are translated into own compositions

Summer 1	Summer 2
Cover songs	Cover songs (continued)
• Song structure • Stylistic features • Bass line riff • Chords • Syncopation • Link	• Working in a band • Creating a cover • Mock performances • Marketing the band • ‘battle of the bands’ competition
Skills developed: • Performing: on the keyboard - develop dexterity between hands to play rhythmically independent parts. Accurate transitions between sections of a song • Appraising: Self and peer reflection of work completed for quality and progress	Skills developed: • Performing: effective ensemble rehearsal, communication, timing, collaboration, performing to an audience • Composing: adapting someone else’s ideas and making them your own • Appraising: Self and peer reflection of work completed for quality and progress

Summer 1

Summer 2

Cover songs

Cover songs (continued)

• Song structure

• Stylistic features

• Bass line riff

• Chords

• Syncopation

• Link

• Working in a band

• Creating a cover

• Mock performances

• Marketing the band

• ‘battle of the bands’ competition

Skills developed:

• Performing: on the keyboard - develop dexterity between hands to play rhythmically independent parts. Accurate transitions between sections of a song

• Appraising: Self and peer reflection of work completed for quality and progress

Skills developed:

• Performing: effective ensemble rehearsal, communication, timing, collaboration, performing to an audience

• Composing: adapting someone else’s ideas and making them your own

• Appraising: Self and peer reflection of work completed for quality and progress

All Year 8 subjects Next Year 8 Subject - Art

Year 9

Autumn 1	Autumn 2
Theme and Variations	Club Dance
• Elements of music • Mode • Retrograde • Texture	• Four to the floor drum beat • Chords/melody/bass line • Club dance structure • Dynamics • Effects • Quantising
Skills developed: • Performing: in pairs on the keyboard • Composing: paired instrumental, arranging • Appraising: listening activities, dictation, evaluation of others’ and own performances	Skills developed: • Composing: music technology, paired • Appraising: listening activities, dictation, evaluation of others’ and own compositions

Autumn 1

Autumn 2

Theme and Variations

Club Dance

• Elements of music

• Mode

• Retrograde

• Texture

• Four to the floor drum beat

• Chords/melody/bass line

• Club dance structure

• Dynamics

• Effects

• Quantising

Skills developed:

• Performing: in pairs on the keyboard

• Composing: paired instrumental, arranging

• Appraising: listening activities, dictation, evaluation of others’ and own performances

Skills developed:

• Composing: music technology, paired

• Appraising: listening activities, dictation, evaluation of others’ and own compositions

Spring 1	Spring 2
The Blues	Film Music
• 12 bar blues chords • 12 bar blues walking bass • Vocals for Rock Around the Clock • Improvisation • Call and Response • Riffs	• Leitmotifs: Heroes and Villains • Italian terms • Contrasts in elements of music • Underscoring with Garageband
Skills developed: • Performing: ensemble on keyboard/guitar and chosen instrument • Composing: improvising • Appraising: listening activities, dictation, evaluation of others’ and own performances	Skills developed: • Performing: ensemble on the keyboard (in pairs) • Composing: music technology, paired • Appraising: listening activities, dictation, evaluation of others’ and own compositions

Spring 1

Spring 2

The Blues

Film Music

• 12 bar blues chords

• 12 bar blues walking bass

• Vocals for Rock Around the Clock

• Improvisation

• Call and Response

• Riffs

• Leitmotifs: Heroes and Villains

• Italian terms

• Contrasts in elements of music

• Underscoring with Garageband

Skills developed:

• Performing: ensemble on keyboard/guitar and chosen instrument

• Composing: improvising

• Appraising: listening activities, dictation, evaluation of others’ and own performances

Skills developed:

• Performing: ensemble on the keyboard (in pairs)

• Composing: music technology, paired

• Appraising: listening activities, dictation, evaluation of others’ and own compositions

Summer 1	Summer 2
Mash Ups	Songwriting
• 4 chord trick • Band rehearsal • Structure • Creating contrast • Battle of the Bands	• Structure • Lyrics • Writing a chord sequence • Writing a riff • Creating contrast • Exploring the voice
Skills developed: • Performing: ensemble on chosen instrument • Composing: arranging • Appraising: listening activities, dictation, evaluation of others’ and own performances	Skills developed: • Performing: solo on voice and piano/guitar • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own compositions

Summer 1

Summer 2

Mash Ups

Songwriting

• 4 chord trick

• Band rehearsal

• Structure

• Creating contrast

• Battle of the Bands

• Structure

• Lyrics

• Writing a chord sequence

• Writing a riff

• Creating contrast

• Exploring the voice

Skills developed:

• Performing: ensemble on chosen instrument

• Composing: arranging

• Appraising: listening activities, dictation, evaluation of others’ and own performances

Skills developed:

• Performing: solo on voice and piano/guitar

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own compositions

All Year 9 subjects Next Year 9 Subject - Art

Year 10

Autumn 1	Autumn 2
Introduction to GCSE	Star Wars and Music for a While
Game of Thrones • Elements of music • Ensemble performance • Structure • Melody • Tempo/rhythm/metre • Tonality • Harmony: chords/degrees of the scale • Texture • Dynamics and sonority • Cadences • Composition: melody writing	Star Wars • Harmony: Notes and degrees of the Bb major scale / tonic, subdominant, dominant • Melody: intervals / fanfare • Harmony: pedal note / quartal harmony / extended chords / perfect cadence / chromatic harmony / cluster chord / Neapolitan chord • Rhythm: sextuplet • Orchestration Concert by Candlelight Performance • Technical control • Expression and interpretation • Accuracy Music for a While • Voice types and vocal textures • Historical and literary context • Harmony: A minor scale / chromatic notes / modulation / relative keys • Figured bass / ground bass • Melody: ornaments • Structure: ternary form
Skills developed: • Performing: ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions	Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Autumn 1

Autumn 2

Introduction to GCSE

Star Wars and Music for a While

Game of Thrones

• Elements of music

• Ensemble performance

• Structure

• Melody

• Tempo/rhythm/metre

• Tonality

• Harmony: chords/degrees of the scale

• Texture

• Dynamics and sonority

• Cadences

• Composition: melody writing

Star Wars

• Harmony: Notes and degrees of the Bb major scale / tonic, subdominant, dominant

• Melody: intervals / fanfare • Harmony: pedal note / quartal harmony / extended chords / perfect cadence / chromatic harmony / cluster chord / Neapolitan chord

• Rhythm: sextuplet

• Orchestration

Concert by Candlelight Performance

• Technical control

• Expression and interpretation

• Accuracy

Music for a While

• Voice types and vocal textures

• Historical and literary context

• Harmony: A minor scale / chromatic notes / modulation / relative keys

• Figured bass / ground bass

• Melody: ornaments

• Structure: ternary form

Skills developed:

• Performing: ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Spring 1	Spring 2
Music for a While and Release	Defying Gravity
Music for a While • Voice setting: syllabic / melismatic • Harmony: consonant / dissonant • Melody: range / conjunct / disjunct • Ground bass composition Release • Fusion of 3 styles • Structure • Harmony: drone / Aeolian mode Techniques and effects	Defying Gravity • Orchestra • Structure • Leitmotifs • Perfect intervals • Recitative • Interrupted cadence • Metrical shifting / cross rhythms / push rhythms • Bitonal • Augmentation • Octatonic scale • Polytonal and sus chords Ensemble Performance • Technical control • Accuracy and Fluency Accuracy
Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions	Skills developed: • Performing: ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Spring 1

Spring 2

Music for a While and Release

Defying Gravity

Music for a While

• Voice setting: syllabic / melismatic

• Harmony: consonant / dissonant

• Melody: range / conjunct / disjunct

• Ground bass composition

Release

• Fusion of 3 styles

• Structure

• Harmony: drone / Aeolian mode Techniques and effects

Defying Gravity

• Orchestra

• Structure

• Leitmotifs

• Perfect intervals

• Recitative

• Interrupted cadence

• Metrical shifting / cross rhythms / push rhythms

• Bitonal

• Augmentation

• Octatonic scale

• Polytonal and sus chords

Ensemble Performance

• Technical control

• Accuracy and Fluency Accuracy

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Skills developed:

• Performing: ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Summer 1	Summer 2
Brandenburg	Killer Queen
Brandenburg • Concerto grosso, concerto and ripieno • Baroque features • Ternary form • Fugue features • Textures • Keys and modulation Killer Queen • Context • Phrasing • Rhythm • Melody • Music Technology Effects • Instrumental Techniques	Killer Queen • Context • Phrasing • Rhythm • Melody • Music Technology Effects • Instrumental Techniques Mock Exam and feedback Composition (Songwriting or Club Dance) • Inspiration • Structure • Chords/bass line/riff/drums/lyric writing • Creating variety
Skills developed: • Performing: ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions	Skills developed: • Performing: ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Summer 1

Summer 2

Brandenburg

Killer Queen

Brandenburg

• Concerto grosso, concerto and ripieno

• Baroque features

• Ternary form

• Fugue features

• Textures

• Keys and modulation

Killer Queen

• Context

• Phrasing

• Rhythm

• Melody

• Music Technology Effects

• Instrumental Techniques

Killer Queen

• Context

• Phrasing

• Rhythm

• Melody

• Music Technology Effects

• Instrumental Techniques

Mock Exam and feedback Composition (Songwriting or Club Dance)

• Inspiration

• Structure

• Chords/bass line/riff/drums/lyric writing

• Creating variety

Skills developed:

• Performing: ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Skills developed:

• Performing: ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

All Year 10 subjects Next Year 10 Subject - Art

Year 11

Autumn 1	Autumn 2
Composition, Samba Em Preludio and Beethoven	Composition Coursework and Listening Improvements
Sambe Em Preludio • Bossa Nova • Syncopation / rubato / free tempo • Jazz and Samba features • Melodic dictation Free Composition • Structure • Repetition and Contrast • Developing the melody Beethoven • Drama and tension • Rhythm • Melody • Tonality / harmony • Dynamics / texture • Writing for the piano • Structure (sonata form)	Composition to a Brief • Inspiration • Leitmotif and its development • Contrasting chord sequences • Modulation • Idiomatic writing • Structure and development Listening Improvements • Improvement tasks based on specific EBIs from the mock
Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions	Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Autumn 1

Autumn 2

Composition, Samba Em Preludio and Beethoven

Composition Coursework and Listening Improvements

Sambe Em Preludio

• Bossa Nova

• Syncopation / rubato / free tempo

• Jazz and Samba features

• Melodic dictation Free Composition

• Structure

• Repetition and Contrast

• Developing the melody

Beethoven

• Drama and tension

• Rhythm

• Melody

• Tonality / harmony

• Dynamics / texture

• Writing for the piano

• Structure (sonata form)

Composition to a Brief

• Inspiration

• Leitmotif and its development

• Contrasting chord sequences

• Modulation

• Idiomatic writing

• Structure and development

Listening Improvements

• Improvement tasks based on specific EBIs from the mock

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Spring 1	Spring 2
Composition Coursework and Listening Improvements	Composition Coursework and Listening Improvements
Composition to a Brief • Tailored next steps based on feedback Listening Improvements • Reteach of each set work based on EBIs from mock	Composition to a Brief and Free Composition • Refining both compositions based on individual feedback • Dynamics and balance • Effects • Writing the written account • Completing the GCSE form • Bouncing to MP3 Listening Improvements • Reteach of each set work based on EBIs from mock • Dictation practice • Elements of music • Essay practice (12 marker comparison question) • Intervals practice • Melodic/harmonic devices practice
Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions	Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/compositions

Spring 1

Spring 2

Composition Coursework and Listening Improvements

Composition to a Brief

• Tailored next steps based on feedback Listening Improvements

• Reteach of each set work based on EBIs from mock

Composition to a Brief and Free Composition

• Refining both compositions based on individual feedback

• Dynamics and balance

• Effects

• Writing the written account

• Completing the GCSE form

• Bouncing to MP3

Listening Improvements

• Reteach of each set work based on EBIs from mock

• Dictation practice

• Elements of music

• Essay practice (12 marker comparison question)

• Intervals practice

• Melodic/harmonic devices practice

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/ compositions

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/compositions

Summer 1	Summer 2
Listening Improvements Listening Exam Preparation
Listening Improvements • Reteach of each set work based on EBIs from mock • Dictation practice • Elements of music • Essay practice (12 marker comparison question) • Intervals practice • Melodic/harmonic devices practice
Skills developed: • Performing: solo and ensemble on chosen instrument • Composing: solo instrumental • Appraising: listening activities, dictation, evaluation of others’ and own performances/compositions

Summer 1

Summer 2

Listening Improvements Listening Exam Preparation

Listening Improvements

• Reteach of each set work based on EBIs from mock

• Dictation practice

• Elements of music

• Essay practice (12 marker comparison question)

• Intervals practice

• Melodic/harmonic devices practice

Skills developed:

• Performing: solo and ensemble on chosen instrument

• Composing: solo instrumental

• Appraising: listening activities, dictation, evaluation of others’ and own performances/compositions

All Year 11 subjects Next Year 11 Subject - Art

Year 12

A Level

Autumn 1	Autumn 2
Introduction to A Level, Helpful Harmony, Mozart	Mozart continued, Helpful Harmony
Introduction Helpful Harmony Mozart Opera	Helpful Harmony cont’d Performance Mozart Opera

Spring 1	Spring 2
Jazz, Art Music and Composition Skills	Art Music, Free Composition, Chorales and Jazz
Composition Skills Jazz Art Music	Art Music Chorales & Composition Jazz

Summer 1	Summer 2
Musical Theatre & Mozart Consolidated	Musical Theatre / End of Year Mock and Improvements
Musical Theatre Chorales	Musical Theatre Chorales Listening Exam

BTEC Nationals Level 3 Performance

Autumn
Unit 1 Practical Music Theory and Harmony Unit 2 Professional Practice in the Music Industry
UNIT 1: Examine the signs and symbols used in musical notation Explore the application of melodic composition based on musical elements Explore the application of chords and cadences for composition or arrangement Produce correct musical notation for performance. UNIT 2: Assessment outcomes Understand the importance of professional practice in the music industry Understand operational requirements relevant to specific music industry organisations and practices Demonstrate the ability to apply the skills required for working in the music industry Demonstrate the requirements for professional presentation of ideas Evaluate the skills and knowledge needed for professional roles in the music industry

Autumn

Unit 1 Practical Music Theory and Harmony
Unit 2 Professional Practice in the Music Industry

UNIT 1:

Examine the signs and symbols used in musical notation
Explore the application of melodic composition based on musical elements
Explore the application of chords and cadences for composition or arrangement
Produce correct musical notation for performance.

UNIT 2: Assessment outcomes

Understand the importance of professional practice in the music industry
Understand operational requirements relevant to specific music industry organisations and practices
Demonstrate the ability to apply the skills required for working in the music industry
Demonstrate the requirements for professional presentation of ideas
Evaluate the skills and knowledge needed for professional roles in the music industry

Spring
Unit 1 Practical Music Theory and Harmony Unit 2 Professional Practice in the Music Industry
Unit 2 Examination UNIT 1: Examine the signs and symbols used in musical notation Explore the application of melodic composition based on musical elements Explore the application of chords and cadences for composition or arrangement Produce correct musical notation for performance. UNIT 2: Assessment outcomes Understand the importance of professional practice in the music industry Understand operational requirements relevant to specific music industry organisations and practices Demonstrate the ability to apply the skills required for working in the music industry Demonstrate the requirements for professional presentation of ideas Evaluate the skills and knowledge needed for professional roles in the music industry

Spring

Unit 1 Practical Music Theory and Harmony
Unit 2 Professional Practice in the Music Industry

Unit 2 Examination

UNIT 1:

Examine the signs and symbols used in musical notation
Explore the application of melodic composition based on musical elements
Explore the application of chords and cadences for composition or arrangement
Produce correct musical notation for performance.

UNIT 2: Assessment outcomes

Understand the importance of professional practice in the music industry
Understand operational requirements relevant to specific music industry organisations and practices
Demonstrate the ability to apply the skills required for working in the music industry
Demonstrate the requirements for professional presentation of ideas
Evaluate the skills and knowledge needed for professional roles in the music industry

Summer 1	Summer 2
Optional Unit	Unit 3 Ensemble Music Performance & OPTIONAL UNIT
Optional unit selected to match the expertise and interests of learners. Optional units: Unit 4 Composing Music Unit 5 Music Performance Session Styles Unit 6 Solo Performance Unit 7 Improvising Music	Optional Unit Exam/Hand In Unit 3: Assessment outcomes Demonstrate knowledge and understanding of the skills needed for rehearsals and ensemble performance Demonstrate knowledge and understanding of how to interpret an original musical piece Apply skills and techniques when contributing to an ensemble during rehearsal and performance Be able to contribute towards a performance as part of an ensemble Be able to reflect and make connections between responding, planning, rehearsal and performance

Summer 1

Summer 2

Optional Unit

Unit 3 Ensemble Music Performance & OPTIONAL UNIT

Optional unit selected to match the expertise and interests of learners.

Optional units:

Unit 4 Composing Music
Unit 5 Music Performance Session Styles
Unit 6 Solo Performance
Unit 7 Improvising Music

Optional Unit Exam/Hand In

Unit 3: Assessment outcomes

Demonstrate knowledge and understanding of the skills needed for rehearsals and ensemble performance
Demonstrate knowledge and understanding of how to interpret an original musical piece
Apply skills and techniques when contributing to an ensemble during rehearsal and performance
Be able to contribute towards a performance as part of an ensemble
Be able to reflect and make connections between responding, planning, rehearsal and performance

All Year 12 subjects Next Year 12 Subject - Art

Year 13

A Level

Autumn 1	Autumn 2
Romantic Piano Music, Free Composition, Chorales	Area of Studies revisited, Composition, Listening Exam
Romantic Piano Music Free Composition Chorales	Jazz Revisited Baroque Concert and Mozart Revisited Coursework Listening Exam

Spring 1	Spring 2
Area of Studies revisited, Composition, Listening Exam	Area of Studies revisited, Composition, Listening Exam
Area of Studies revisited Coursework	Area of Studies revisited Coursework Listening Exam

Summer
All Area of Studies revisited, Composition, Listening Exam
Area of Studies revisited Coursework Listening Exam

BTEC Nationals Level 3 Performance

Autumn
Unit 3 Ensemble Music Performance
Unit 3: Assessment outcomes Demonstrate knowledge and understanding of the skills needed for rehearsals and ensemble performance Demonstrate knowledge and understanding of how to interpret an original musical piece Apply skills and techniques when contributing to an ensemble during rehearsal and performance Be able to contribute towards a performance as part of an ensemble AO5 Be able to reflect and make connections between responding, planning, rehearsal and performance

Autumn

Unit 3 Ensemble Music Performance

Unit 3: Assessment outcomes

Demonstrate knowledge and understanding of the skills needed for rehearsals and ensemble performance
Demonstrate knowledge and understanding of how to interpret an original musical piece
Apply skills and techniques when contributing to an ensemble during rehearsal and performance
Be able to contribute towards a performance as part of an ensemble AO5 Be able to reflect and make connections between responding, planning, rehearsal and performance

Spring
Unit 3 Ensemble Music Performance Exam
Exam for Unit 3 Released – pupils complete exam tasks in examination window set by Pearson.

Summer
Coursework Submission
Final tweaks to coursework where necessary/applicable and submission of work to SV.

All Year 13 subjects Next Year 13 Subject - Art

Welcome to Music

Why do we learn music?

Head of Department

Ms B Stone

Our approach

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

A Level

BTEC Nationals Level 3 Performance

Year 13

A Level

BTEC Nationals Level 3 Performance

info@arkbolingbrokeacademy.org

020 7924 8200

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Communication

Welcome to Music

Why do we learn music?

Head of Department

Ms B Stone

Our approach

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

A Level

BTEC Nationals Level 3 Performance

Year 13

A Level

BTEC Nationals Level 3 Performance