Why do we learn music?
At Evelyn Grace Academy, the intent of the Music curriculum is not only to give students the skills and tools needed to do well in formal exams at the end of KS4, but to give them a well-rounded, knowledge rich and sequential music education that will make them culture and knowledge rich as they transition into adulthood. The curriculum for music is split into three disciplines: critical listening, composing, and performing. These skills start at a foundational level from year 7 and then gradually get more complex throughout KS3 and KS4. At KS4, the GCSE is delivered through these same areas of discipline, and so we work backwards to ensure that students have what they need to succeed and access learning at GCSE or BTEC level.
At KS3, students are given opportunities to use their voice and to learn a variety of instruments in different genres and traditions. They are taught to use the elements of music effectively through composing; to be expressive through ensemble performance; and to understand how to identify the elements of music and composition devices through critical listening.
At KS4, students take their experience and knowledge gained at KS3 to compose 2 compositions, perform 2 pieces (solo and ensemble), and complete a critical listening exam. They can also take knowledge gained in Ks3 to pursue the vocational route of the Music BTEC course.
At the core of the music curriculum is our students. We want them to develop a positive relationship with music, something they can connect with and use beyond the classroom and beyond their time at secondary school. As a result, the units and topics are chosen to represent the different backgrounds and learning abilities in our school community. The curriculum covers a variety of topics for students to gain musical understanding in performance, composition, and critical listening within different musical styles. Topics include West African Drumming, Electronic Dance Music and Baroque.
Head of Department
Mrs S Delsol
Mr A Hiles
Our approach
Knowledge-rich
For students to be able to access the music curriculum and build skill, they need to have core knowledge of the elements and devices of music. As a result, the curriculum is designed to be sequential and cumulative across the three areas of discipline: critical listening, performance, and composition.
In each topic taught, students are given the opportunity to listen to music and identify the elements and devices of music used in each unit taught from year 7 through to 11. This is done at a starter level at year 7, and then gradually becomes deeper in analysis as they get to year 9, so that they can successfully identify, describe, and explain how the elements and devices of music are used in the set works of the music GCSE. Knowledge of structure, organisation of pitch, melody, harmony, tonality, texture, and rhythm are taught in different styles of music, and students build on prior knowledge in every lesson to encourage mastery. To build confidence in performance, students are taught technical skills on an instrument as well as on music technology, and they perform in the styles of music they are studying. Composition skills are taught in a range of styles from body percussion, Baroque music to Electronic Dance Music. This gives them further understanding of the elements of music.
Progression Planning
The music curriculum is planned backwards based on the core knowledge needed at KS4. The GCSE is split into 3 components – Composition, 30%; Performance, 30%; Listening and Appraisal, 40%. As a result, every unit is designed to have 2 or 3 of these components in each lesson so that, by the end of KS3, students have had the experience of composing, performing, and listening in different styles and traditions.
An example of this is the set work ‘Badinerie’ by Bach, studied at GCSE level. For students to be able to access the analysis of this set work, they will need to know the features of Baroque music. This is studied in year 8 when students learn about Baroque music for the first time and learn to play Pachelbel’s Canon and then compose a piece of Baroque music.
Vocabulary-rich
To fill the vocabulary gap, students are given several opportunities in the lesson to practice using the relevant vocabulary for that class. The curriculum is designed for students to use vocabulary across key stages. An example of this is the word ‘Basso continuo’, it is used to describe the instruments that play the ground bass. This is used in year 8 in the ‘Baroque Unit’ and is then used again in year 10 and 11 when studying ‘Badinerie’ by Bach and ‘Africa’ by Toto. The students will have this vocabulary embedded through low stakes quizzes and half termly vocabulary tests. They are also given the opportunity to apply this vocabulary with eloquence during discussion activities and in written activities; they are supported each step of the way through scaffolds when they need it.
Mastery
Students are encouraged to master the core knowledge gained from year 7 through to 11. This is done through ‘do now’ tasks at the beginning of each lesson, as well as a low stakes quizzes during the unit before the main assessment. Students revisit knowledge not only in a current unit but in other units as well to keep the knowledge embedded. For example, in year 11, students studying Badinerie of Area of Study 1 will not only be given a question on how melody and texture is used in the section A and B, but they will also be asked about how these same elements have been used in ‘Africa’ by Toto (AoS4). This way they can recall essential knowledge from two Areas of Study. Students are also given strong models of written work, compositions, and performances for the mastery of music.
Enrichment
The Music department provide a rich and varied enrichment program. We are passionate about giving students the platform to perform and express themselves. We run the following extracurricular clubs after school:
Choir: Students perform as an ensemble exploring the various mechanisms of the voice – head voice (falsetto), chest voice and mixed voice. Students also train the ear by singing in different harmonic voices such as soprano, alto and tenor. This is also an opportunity for students to learn about texture in a deeper context. The skills gained in choir are very useful for the performance component at GCSE worth 30% of the course.
Band Skills: Students perform in instrumental groups practicing ensemble skills. This is very important, as it is a skill needed for the GCSE performance component worth 30% of the course. In this club, students are given the freedom to express themselves musically by playing an existing piece or original in any style they choose. This builds confidence as a performer.
String and Brass Ensemble: Students learn to play in the Western Classical tradition, further understanding how to read a score and be led by a conductor, which teaches them discipline in this musical form. The knowledge gained here will help students to really understand AoS2 in KS4 music for ensemble; here they delve deeper into the western classical tradition, looking at how the different ensembles such as chamber music and the classic trio or quartet ensembles use the elements of music. By taking part in this club, they have a head start!
We also have a fantastic team of peripatetic teachers work within the music industry, the instrumental lessons we offer are as follows:
• Voice
• Guitar
• Bass guitar
• Violin
• Brass
• Drums
• Piano
We are very fortunate to be able to offer free instrumental lessons to our students and as a result, this enhances the musical learning experience of our students.
During the academic year, we hold a Christmas and Summer concert as well as other performance activities in assemblies and special house events such as EGA’s Got Talent, an event that is very popular among the students.
The experiences students get in enrichment give them a wonderful chance to enhance their cultural capital and to use this experience to even be part of ensembles outside of school such as bands and big orchestra’s.
Year 7
| Autumn |
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Stomp and Sing! 1.1.1 Practice groovy rhythmic warmups 1.1.2 Learn rhythmic notation and time signature 1.1.3 Perform Stomp inspired rhythms in polyrhythmic sections 1.1.4 Compose rhythmic ostinatos with vocal melodic phrases |
| Spring |
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1.2 The Power of the Pentatonic 1.2.1 Students perform and compose using the pentatonic scale 1.2.2 Using structure students will compose question and answer phrases 1.2.3 Students also improvise using the notes from the pentatonic scale 1.2.4 Students learn how to identify the pentatonic scale in various styles of music |
| Summer |
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1.3 Band musicianship – 4 chords 1.3.1 Students learn how to construct a triad chord and learn about harmony 1.3.2 Students learn to play songs that only use 4 chords and choose one for a band performance 1.3.3 Students learn how to play chosen song as a band, learning to maintain own part as an ensemble |
| Homework |
|---|
| Students will be given research and listening and appraisal activities to enhance their learning at home |
| To stretch myself... |
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| https://www.educationquizzes.com/ks3/music/ https://www.bbc.com/bitesize/subjects/zmsvr82 |
Year 8
| Autumn |
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1.2 West African Music 1.2.1 Learn djembe technique bass, tone, and slap 1.2.2 Learn to play rhythms as an individual as well as improvise over a repeated pattern 1.2.3 Students learn to perform as an ensemble and develop skills to be a master drummer 1.2.4 Students learn to sing traditional African folk songs as part of a performance 1.2.5 Students work with increasingly complex rhythms, textures, and structures as they develop a secure djembe playing technique. 1.2.6 They drive forward their ability to improvise, perform independent parts and create new music that embraces the traditions of West African drumming. |
| Spring |
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1.1 The Beauty of Baroque Music 1.1.1 Students deepen knowledge of polyphonic texture and understand the relationship between bass lines, melody, and harmony 1.1.2 Students learn to structure their melodic ideas in canon form creating polyphonic texture 1.1.3 Students develop and extend musical ideas making use of passing notes 1.2 Band Musicianship -2 (The Blues) 1.2.1 Students sing 1.2.2 Students build vocal textures using beat boxing, bass lines and harmonising 1.2.3 Students perform chord mash up with multiple layers vocally |
| Summer |
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1.3 Band Musicianship- Song writing 1.3.1 Student learn to perform pop songs in instrumental groups 1.3.2 Students learn chord symbols and learn to read chord charts 1.3.3 Students take turns in fronting a band by singing solo with peers accompanying them instrumentally 1.3.4 Exploring backing vocals through harmonizing melody lines in a chorus 1.3.5 Students draw on their knowledge of musical elements, specialist instrumental skills and creativity to compose and perform an original song 1.4.5 Students build confidence as a group and prepare to perform at the Summer showcase |
| Homework |
|---|
| Students will be given research and listening and appraisal activities to enhance their learning at home |
| To stretch myself... |
|---|
| https://www.educationquizzes.com/ks3/music/ https://www.bbc.com/bitesize/subjects/zmsvr82 |
Year 9
| Autumn |
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|
1.1 Electronic Dance Music (EDM) 1.1.1 Students explore the history of dance music through the last four decades 1.1.2 Students learn the characteristics of dance music in the UK- EDM, UK Garage and Grime 1.1.3 Students use Logic /Garage band software to compose a piece of dance music applying appropriate musical devices to fit chosen style of dance music 1.1.4 Students apply their knowledge of melody, rhythm, and harmony to the world of electronic dance music, learning how to manipulate texture and exploit technology within a stylistic creative project |
| Spring |
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Film music 1.2.1 Students explore sonority of instruments and how it is used to create moods within different genre of film such as comedy, horror, cartoons, and thrillers 1.2.2 Use music technology to compose music (including a Leitmotif) a piece of music for a genre using specific sonority that is appropriate to the genre of film as well the other elements of music |
| Summer |
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1.3 Band musicianship 3 (Song writing): 1.3.1 Student explore how musicians/artists use the elements of music to express their feeling of love, social injustice, and political climate 1.3.2 Students learn to perform ‘Imagine’ (by John Lennon) as a band using their specific instruments 1.3.3 Students draw on their knowledge of musical elements, instrumental skills, and creativity to compose and perform an original song. Excellent compositions will be performed at the Summer Showcase |
| Homework |
|---|
| Students will be given research and listening and appraisal activities to enhance their learning at home |
| To stretch myself... |
|---|
| https://www.educationquizzes.com/ks3/music/ https://www.bbc.com/bitesize/subjects/zmsvr82 |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
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Musical Forms and Devices 1.1.1The application of the elements of music in theory 1.1.2The circle of fifths 1.1.2 The development of western classical music and their forms and devices (this will cover the use of harmony, melodic devices, ornaments, texture, tonality, and structures used) 1.1.3 The analysis of Badinerie by J.S Bach Introduction to Composing 1.2.1 Developing a melodic idea through melodic devices 1.2.3 Establishing a structure, tonality, key, and genre for the first composition of 2, the second is to be completed in year 11 Introduction to Performance 1.3.1 How can a performance be targeted to the intended audience 1.3.2 How to use practice techniques for your instrument |
1.4 Popular Music 1.4.1 The features of popular music such as rock, pop, soul, jazz, and bhangra music 1.4.2 Develop understanding of harmony through chord progressions, primary and secondary chords, power chords, rhythm, and structure 1.4.3 What is fusion music and what are the elements of music that constitute this 1.4.3 Analyse of Africa by Toto 1.5 Composition 1.5.1 Continue with composition 1 1.6 Performance 1.6.1 Continue with practicing solo performance for EGA got talent of the Christmas concert |
| Spring 1 | Spring 2 |
|---|---|
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1.7 Music for ensemble in the Western Classical Tradition 1.7.1 Identify chamber music in the Baroque, Classical and Romantic era by their musical features 1.7.2 Use specific music vocabulary to describe the texture, sonority, tonality performance techniques 1.8 Composition 1.8.1 Continue with composition 1 ensuring that there are developments in ideas using melodic devices, harmonic devices, and rhythmic devices. 1.9 Performance 1.9.1 Continue with practicing solo performance ensuring accuracy according to recording or score of chosen performance. |
1.10 Music for ensemble in Jazz and Musical theatre styles 1.10.1 Identify the musical characteristics of Jazz and Musical theatre ensembles 1.10.2 Use specific music vocabulary to describe the texture, sonority, tonality performance techniques 2.1 Composition 2.1.1 Continue with composition 1 ensuring that there are developments in ideas using melodic devices, harmonic devices, and rhythmic devices. 2.2 Performance 2.2.1 Continue with practicing solo performance ensuring accuracy according to recording or score of chosen performance. |
| Summer 1 | Summer 2 |
|---|---|
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2.3 Film Music 2.3.1 Understand the origin of film music, the first films with sound, learn the difference between diegetic, non-diegetic sounds and the different types of film. 2.3.2 Understand the musical features used in different types of film 2.5 Composition- Ongoing 2.6 Performance- Ongoing |
2.7 Revision for end of year exam 2.7.1 Revise all Areas of study for end of year exam 2.8 Composition 2.8.1 Work towards completing composition 1 2.9 Performance 2.9.1 Preparation to perform a solo/ ensemble performance at the Summer showcase- this is practice for the final performance in year 11. |
| Homework |
|---|
| Students will be given listening and appraisal tasks within the 4 areas of study throughout the year |
| To stretch myself... |
|---|
|
https://www.bbc.com/bitesize/examspecs/zbmct39 https://www.youtube.com/watch?v=D8j8bYeo3Wk&list=PLMp0GWR jN6mfIxWLcIWPJOcA07mrMv_Lm |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Musical Forms and Devices 1.1.1 The application of the elements of music in an analysis of Badinerie by Bach 1.1.2 The application of the elements of music in an analysis of Africa by Toto Continuation of free composition 1.2.1 Compose a full composition that is stylistic of the chosen genre 1.2.3 Establish a structure, tonality, key, and genre for the composition 1.3 Preparation for performance (solo/ensemble) 1.3.1 Practice both solo and ensemble pieces in instrumental lessons and during lessons |
1.4 Film Music 1.4.1 Understand the origin of film music, the first films with sound, learn the difference between diegetic, non-diegetic sounds and the different types of film. 1.4.2 Understand the musical features used in different types of film 1.5 Composition 1.5.1 Continue with free composition 1.6 Performance 1.6.1 Continue with practicing solo / ensemble performance for the Christmas concert, performances can be recorded and used as final recording if of a high standard. |
| Spring 1 | Spring 2 |
|---|---|
|
1.7 Music for ensemble 1.7.1 Identify chamber music in the Baroque, Classical and Romantic era by their musical features 1.7.2 Identify the musical characteristics of Jazz and Musical theatre ensembles 1.7.3 Use specific music vocabulary to describe the texture, sonority, tonality performance techniques 1.8 Composition 1.8.1 Continue with composition 2 ensuring that there are developments in ideas using melodic devices, harmonic devices, and rhythmic devices. Composition 1 will be revisited to ensure that it is a finished product with excellent development of ideas. 1.9 Performance 1.9.1 Continue with practicing solo and ensemble performance for final recording at the end of term. |
1.10 Revision of all Areas of Study 1.10.1 Go over each area of study and revise the musical characteristics for each one through quizzes, listening exercises, dictation, knowledge organisers and exam practice. 2.1 Composition 2.1.1 Complete both compositions for assessment and moderation at the end of term 2.2 Performance 2.2.1 Rehearse and record both performances for assessment and moderation at the end of term |
| Summer 1 | Summer 2 |
|---|---|
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2.3 Revision of all Areas of Study 2.3.1 Go over each area of study and revise the musical characteristics for each one through quizzes, listening exercises 2.3.2 Learn exam techniques to understand exactly what each question is asking 2.3.2 Practice past exam papers and dictation exercises |
Sit music exam in June 2022 |
| Homework |
|---|
| Students will be given listening and appraisal tasks within the 4 areas of study throughout the year |
| To stretch myself... |
|---|
|
https://www.bbc.com/bitesize/examspecs/zbmct39 https://www.youtube.com/watch?v=D8j8bYeo3Wk&list=PLMp0GWR jN6mfIxWLcIWPJOcA07mrMv_Lm |