⇜Key Stage 2 ⇝ 7 8 9 Key Stage 4

Autumn Spring Summer Autumn Spring Summer Autumn Spring Summer

Whole Class Texture and Western Classical Popular Song Instrumental Rhythm and Pulse Guitar Skills World Advert Music Minimalism Rock School Teaching Structure Tradition Electronic Dance Keyboard Skills Music Theory Reggae and Samba Band Skills Rock School Song Writing Primary Singing Film Music Music Theory Music

● Understand how to navigate School ● Students are able to listen to Logic Pro X ● Demonstrate correct productions and different pieces of music and ● Demonstrate correct finger ● Be able to decide what sounds technique on chosen identify the structure. technique concerts ● Be able to read basic rhythmic ● E Minor, A Minor, C Major ● Students will learn to play the would best accompany an instrument. ● Students can also identify if ● Develop skills in notation ● Be able to move between Skank along with other parts advert ● Manage a 4 part ensemble texture changes from having accompanying using a . ● What is ‘abstract music’ and ● Perform rhythms with accuracy chords in Three Little Birds. ● Arrange music in a structure and how the parts interact lots of instruments playing to ● Identify features of style ● Play with very little hesitation what is ‘minimalism’? ● Create rhythms ● Be able to play these chords in ● Rehearse in small groups and that develops in relation to ● Understand how a rock song only a few. ● Identify and have knowledge - Pieces become technically ● How have composers ● Define and recall rhythms time using different perform the advert is composed and how to ● Compose pieces of music of composers more challenging experimented with ● Aurally identify rhythms and strumming patterns ● Students will learn to name ● Manipulate and control replicate this style. which demonstrate their ● Create a performance of ● Read and play the correct conventions in music? Core write them out. ● Understand how sound is and play different types of ‘samples’ using ‘automation’ understanding of appropriate Canon in D rhythm ● What is a complex time made on a Guitar samba instruments and their and other forms of music ● How do we structure songs? Knowledge structure and textures ● Demonstrate performance of ● Play with both hands signature and how does this traditional rhythms. processing ● How do we find chords to ● Use of 5 finger technique ● Identify the role of Film Music Rondo Alla Turka impact the music? ● Students will learn to play support songs? ● Be able to read notes CDEFG in ● Introduce GarageBand ● Note Values ● Demonstrate performance of ● Students will learn to play Samba as a whole class with ● Bass, Drums and Guitar ● What is EDM ● How do we play these chords the treble clef without letters ● Create loops ● Time Signatures Fur Elise ‘Tubular Bells’ developing their opportunities to compose ● Learn to play Tabs ● Synthesisers to decide if we like them? ● Play with very little hesitation ● Transpose notes ● The ‘Treble’ and ‘Bass’ clefs piano skills their own rhythms. ● Play in Bands ● Composition Skills ● How do we write lyrics over a ● Read and play the correct ● Creating a fanfare ● Major scales ● Learn to play simple chords on ● Controlling Structure chord progression? rhythm ● Creating a drum roll ● Dynamics the guitar. ● Managing Music Tech ● How do we refine and ● Understanding and using live ● How a song fits together perform these songs? recording

Understand connections in Refine fine and gross motor skills - Refine fine and gross motor skills - Using sequencing software arrange To recognise abstract musical historical music, further develop Learn they stylistic features of coordination and accuracy. coordination and accuracy. Understand and develop listening Understand and explore how music Develop a new skill set on Guitar ‘underscore’ and ‘diegetic’ music concepts and recognise their uses in fine motor skills using keyboard Samba and Reggae, and associate Correctly identifying and playing skills, develop fine and gross motor is created. Understand the nuts and bolts of for an advert. music today. To learn to play To compose a song following Concepts skills (two handed playing, using this knowledge into practical written music. typical song writing conventions skills in relation to timing and pulse. Learn to read music. music To perform a song in a band using complicated rhythms in complex correct fingering). Further develop activities To control structure, harmony and and be able to play these as a Drums, Bass, Guitar and Piano. time signatures music reading. development in composition group or as an individual.

➤ ➤ ➤ P R O G R E S S I O N ➤ ➤ ➤

To continue to play instruments Working with others within the To continue to have independent Supports composition skills at GCSE outside of the lesson class lessons on Piano Performance opportunities. ABRSM Grade 6 and above carry Learning about other cultures. Identify students who perhaps Develop cultural capital. Develop team working skills for Opportunities TGS Orchestra Extra curricular Develop compositional and Students who are of higher grades Wider listening. UCAS points. Working in groups with other don't feel like they are traditional Develop performance skills on future situations Possible visits to professional technology skills for potential & Adaptations on Piano will be extended in line Learn a life skill on guitar students. musicians and give them an insight Keyboard. Music Industry performance or orchestra/theatres E.g Royal Opera careers in the music industry, with their ability. into the music industry management. Develop poetic House broadcasting and advertising. writing skills.

Complex Time Signatures, Sample, Automation, Reverb, Dotted rhythms, Repeat marks, Phase Shifting, Inversion, Ensemble, Count in, Bass Line, Minim, Quaver, Semi Quaver, Rest, Texture, Monophonic, Polyphonic, Harpsichord, Bach, Purcell, Handel, Skank, Swung, Ostinato Looping, Balancing, Equalising(EQ), Time signature, Key signature, Retrograde, Layering, Time Signature, Key signature, Power Chord, Intro, Verse, Chorus, Pulse, Rhythm, Orchestra, Homophonic, Song, Binary, Vivaldi, Mozart, Haydn, Beethoven, Syncopation, Ensemble, Bossa, Panning, Diegetic, Non Diegetic, Dotted Rhythms, Syncopation, Metamorphosis, Looping, Accidentals, Sharp, Flat, Tie, Slur, 32 Bar Song Form, Vocabulary Woodwind, Brass, Percussion, Ternary, Rondo, Through Minuet, Sonata, Nova, Clave, Tamborim, Surdos, Underscore, DAW (Digital Audio Logic Pro X, Synthesisers, LFO, New York School, Philip Glass, Texture, Dynamics, Piano, Forte Power Chords, Bass Lines, Counter Strings, Conductor Composed, Leitmotif, MIDI, DAW Chopin, Tchaikovsky Agogo Bells Workstation, Samples, Key Signatures, Panning, John Cage, Michael Nyman, Logic Pro X Mixing, Mastering Mark Rothko, Robert Rauschenberg

Bassline assessment Teacher assessment of keyboard Teacher assessment of Teacher assessment of performance Peer to Peer Theory tests pieces from relevant periods. composition piece. Assessment of Teacher assessment of Peer assessment of composition. Ensemble performance Assessment of project piece. Assessment of coordination Assessment structure, harmony and performance piece Performance assessment by Listening tests for each musical and technique as well as accuracy. teacher period. development

Music Excellence; for each, for all ⇜Key Stage 3 ⇝ Year 10 Year 11 Key Stage 5

Instrumental grade Autumn Spring Summer Autumn Spring Summer 2 or equivalent playing level preferable but not Area of Study 1 - Musical required. Area of Study 4 - Popular Area of Study 2 - Music for Forms and Devices Area of Study 3 - Film Music Coursework finalising Exam preparation Music Ensemble Basic understanding of Treble clef and bass clef notes and ● The history and development of ● Learners will study features of ● Study in detail texture and ● Learners will study how ● Completion of composition logs ● Revision techniques the elements of Western Classical Music. rock and pop music, Musical sonority through varying genres composers create film music by ● Looking at effectiveness of ● Looking in greater depth at music. ● Understanding form and fusion and Bhangra. of ensemble music including: using the elements of music to achieving the brief for styles of exam questions structure in music ● Detailed analysis of ‘Africa’ by Jazz and blues, Musical Theatre, respond to a specific composition 1 ● Revisit all knowledge from ● Identifying musical devices Toto. chamber music. commission. previous AOS ● Detailed Analysis of ‘Badinerie’ ● Learners will look into music ● Learners will consider how ● Learners will also study how by J.S.Bach for Flute and String technology music is composed for small composers use leitmotifs and Orchestra with Harpsichord ● On going composition tasks groups of instruments and thematic transformation to Core ● Introduction to composing voices. develop thematic material. Knowledge techniques ● Learners will also study how ● Learners will develop an ● Introduction to performance texture is manipulated. understanding of how coursework Understanding Monophonic, performers interpret a Homophonic and Polyphonic composition, the textures audience/venue affect a performance or composition, Eduqas A level music instrumental or vocal Grade 4 Instrumental playing are used to create colour/mood Graded Music Theory

Develop score following skills Develop score following skills Compositional techniques Develop score following skills Refining Score following skills Further grading on Voice or Develop Aural skills Develop Aural skills Performance techniques Revision techniques Concepts Develop Aural skills Refining Aural skills Instruments

Songwriter or Composer of your own music

Be developed culturally and

artistically and stand out from others.

Develop a broader respect for other musical disciplines. ➤ ➤ PROGRESSION ➤ ➤

Composition - HAPs : more complex Composition - HAPs: more complex Links to ensemble assessment. - Opportunities part/melodic/harmonic writing. part/melodic/harmonic writing. Wider listening. Performances of Ensemble pieces Interventions Interventions LAPs - Basic structures, may require LAPs: Basic structures, may require Interventions & Adaptations Interventions more support from teachers. more support from teachers.

Imitation, Anacrusis, Ostinato, 32 bar song form, Strophic, 12 bar Syncopation, Sequence, Dotted blues, verse, chorus, riffs, middle 8 , Unison, Chordal, Canon, Round, Melody Hemiola, Diminution, Cross-Rhythms, Rhythms, Drone, Pedal, Canon, Conjunct bridge, fill, instrumental break, intros and accompaniment, Countermelody, Polyrhythms, Augmentation, movement, Disjunct movement, Broken and outros, improvisation, loops, , basso continuo, Sonatas, Syncopation, Chromatic, Tritone, Dynamics, Structure, Phrasing, Melodic chord/arpeggio, Alberti bass, melodic samples, panning, phasing, syncopation, duets, trios, Contrapuntal, Polyphonic, MAD T SHIRTS, Describe, Identify, Semitone, Fanfare, Crescendo, interest, Harmonic interest, Vocabulary and rhythmic motifs, Modulation, driving rhythms, balance, standard trills, mordent, appoggiatura, Explain, Analyse , Bitonality, Glissando, Instrumentation, Repetition, ornamentation, Cadences, chord progressions, melismatic and acciaccatura, arpeggio, , Ostinato, Leitmotif, inversion,Riff, dominant, relative minor, Binary form, syllabic writing, lead and backing vocals, scherzo, Sonata form, Binary form, Soundtrack Ternary form, Minuet and Trio, Rondo backing tracks, primary chords, Rondo form, triplets, arco, pizzicato form, Variation form, Strophic form. secondary chords, cadences.

Listening tests. Listening tests. Listening tests. Final recording of performances and Component 3 Appraisal Exam Listening tests. Compositional tasks with feedback. Compositional tasks with feedback. Compositional tasks with feedback. composition marked by teacher using Compositional tasks with feedback. Peer and teacher assessment of Peer and teacher assessment of Peer and teacher assessment of Eduqas criteria Peer and teacher assessment of performance. performance. performance. Assessment performance. Homework Homework Homework Homework Use of Focus of Sound Use of Focus of Sound Use of Focus of Sound Use of Focus of Sound

Music Excellence; for each, for all ⇜Key Stage 4 University ^ Year 12 Year 13 Employment ⇝

Autumn Spring Summer Autumn Spring Summer Further Musical Qualifications Area of Study - A Area of Study - E Area of Study - C BA in Music GCSE Music Grade 6 Coursework Deadlines The Western Classical Into The Twentieth Century Musical Theatre Area of Studies A, E and C Exam preparation BA Music Education or above Performance - Recital in front BSc in Music Tradition Coursework Finalising Composition and Composition and of external examiner Electronic engineering and music Instrumental Grade Composition and Performance Performance Performance BSc 4-5 Music Technology BSc What is the Western Classical Tradition? You will study how composers at the This area of study focuses on history Ongoing revision of all areas of study Performance Option A Revision and exam techniques. BA Music and Sound design This tradition is generally understood to turn of the 20th Century (1895-1935) and development of Music Theatre Total duration 10-12 minutes BA Musical Theatre encompass the music of the Baroque, reshaped musical language for the new through six musical theatre composers. Composition Option A Grade 6 (standard level of difficulty)) BA Music production Classical and Romantic eras - and in a circumstances and audiences. You will These are Richard Rodgers, Leonard Total duration 4-6 minutes 35% of entire examination Digital Music and Sound Arts BA broader context, even perhaps beyond, focus on 3 specific styles of music and Bernstein, Stephen Sondheim, 25% of entire examination 108 Marks from the Medieval era to the 2000s. two set works. Claude-Michel Schoenberg, Andrew 72 Marks Minimum of three pieces Audio Production BA

Lloyd-Webber and Stephen Schwartz Set Brief Composition in Western Two pieces must link to two different Music Performance BA You will develop a detailed Impressionism Classical Tradition style areas of study Professional Musicianship BA understanding of musical conventions Debussy, Ravel Learners will gain knowledge and Free Brief Composition in any style and language of the time associated Popular music BA Core Expressionism and understanding of: Performance Option B Music Business BA with the development of the symphony Schoenberg, Berg, Webern How musical elements are used in Knowledge throughout the Classical and Romantic Composition Option B Total duration 6-8 minutes Live Sound BA Neo-Classicism Musical Theatre Total duration 8-10 minutes Grade 6 (standard level of difficulty) eras (1750-1900) Prokofiev, Stavinsky, Poulenc The relationship between lyrics and 35% of entire examination 25% of entire examination music 108 Marks 72 Marks Top Music Universities Set Works Set Works Music for different types of characters Royal Academy of Music, Guildhall Detailed study of all four movements Eduqas Set Brief Composition Minimum of two pieces Debussy - Three Nocturnes, The role of the orchestra Western Classical Tradition style One piece must link to an area of study School of Music and Drama, from Haydn’s 104th Symphony - London No.1: Nuages (1899) The effect of audience, time and place Broad knowledge of Mendelsshon’s Contrasting Composition Royal College of Music, Poulenc on the way music is created, developed Must be different to WCT Italian Symphony Trio for Oboe, Bassoon and Piano: and performed Royal Conservatoire of Scotland, Free Brief Composition Trinity Laban, Movement II (1926) How music for theatre has changed In any style over time Royal Northern College of Music, Leeds College of Music, Develop score following skills. Royal Birmingham Conservatoire, Develop score following skills. Develop score following skills. Develop aural skills To practise exam questions and develop The Academy of contemporary Develop aural skills Develop aural skills Develop theory and compositional skills Concepts their technique Music Develop theory Skills Develop theory and compositional skills Develop understanding of the history of musical theatre University of London, University of Leeds University of Manchester University of Nottingham University of Birmingham

Careers in Music Private Music tutor Music Therapist

➤ ➤ ➤ Progression ➤ ➤ Primary/Secondary school teacher Arts Administrator Independent Study Freelance Musician Independent study - score following and Independent study - score following and Independent study - watching other Independent study Watching live performances Music Marketing Opportunities wider listening wider listening musicals. Watching live performances Wider listening to influence stylistic Interventions Watching live performances Watching live performances Watching live performances Wider listening to influence Composer & Adaptations playing Links to composition No.1 Links to composition No.1 Optional composition composition Radio DJ Interventions Singer/Songwriter Journalist Accented, Anacrusis, Antiphony, Acoustic Scale, Additive Rhythm, Appoggiatura, Augmented, Augmented Session Musician Aleatoric, Atonal, Bi-tonality, Cluster Strophic, 32 bar song form, Falsetto, 6th Chord, Cadence, Cadenza, Canonic, Musical Director Chords, Cyclic Form, Dissonance, Twang, belt, Syllabic, melismatic, Chromaticism, Contrapuntal, Conductor Expressionism, Impressionism, leitmotifs, syncopation, underscoring, Perform, Phrasing, Articulation, , Da Capo, Development, Key, Voicing, Arranging, Texture, Klangfarbenmelodie, Modes, sung through, vamp, overture, Chorus, Dynamics, Counting, Feel, Rubato, Publisher Vocabulary Diminished 7th. Divisi, Dominant, Fugue, Idiomatic, Question and Answer Phrase. Neoclassicism, , ballet, tritone, Tierce de picardie, Tension, Character, Breathing, Posture Orchestrator Harmony, Hemiola, Minuet and Trio, Pastiche, Pentatonic Scale, Serialism, Suspensions, Bitonality, Push rhythms, Programmer Monophonic, Neapolitan 6th, Sprechstimme, Tone Poem, Tritone, hemiola, swung rhythms, Polyphony, Recapitulation, Rococo, Sound engineer Whole-tone Scale. Root, Rubato, Scherzo, Sonata Form,

Short questions on musical elements Short answer questions on unprepared and devices Ongoing internal performance Aural Perception Tests extracts of a Music Theatre song. Longer questions discussing one aspect Ongoing teacher feedback. assessments Comparative Analysis Comparisons questions on an External exam Assessment of a piece Externally marked compositions. Final performance in front of external Essay questions unprepared extract. Relating listening to another piece examiner.

Music Excellence; for each, for all