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Schola Europaea / Office of the Secretary-General Pedagogical Development Unit Ref.: 2021-01-D-55-en-2 Orig.: EN Syllabus for Music – Secondary cycle (S6-S7) Approved by the Joint Teaching Committee by means of Written Procedure 2021/36 on 23 July 2021 Entry into force: on 1 September 2021 for S6 on 1 September 2022 for S7 First baccalaureate session in June 2023 2021-01-D-55-en-2 1/74 The syllabus for Secondary Music S6-S7 builds on the learning objectives of the Primary Music and Secondary Music Curriculum and on the Doc 2017-05-D-29 Marking system of the European Schools: Guidelines for use document. 2021-01-D-55-en-2 2/74 INDEX Syllabus for Music – Secondary cycle (S6-S7) ........................................................................... 1 1 General Objectives .............................................................................................................................. 4 1.1 General Objectives of the European Schools ........................................................................ 4 1.2 Objectives of the subject Music ............................................................................................... 5 2 Didactic Principles ................................................................................................................................ 7 2.1 General Didactic Principles ...................................................................................................... 7 2.2 Didactic Principles for Music Education .................................................................................. 7 2.3 Resources ................................................................................................................................... 8 3 Learning Objectives ............................................................................................................................ 10 3.1 Overall Learning Objectives ................................................................................................... 10 3.2 Learning objectives for the different cycles .......................................................................... 11 4 Content for the subject music ............................................................................................................ 14 4.1 Knowledge Goal ........................................................................................................................... 15 4.2 Knowledge and Skills Framework for S6‐S7 ................................................................................ 16 4.3 The portfolio contents: ................................................................................................................ 19 Section 1: Musical Diary/Log ....................................................................................................... 19 Section 2: Performing and composing .......................................................................................... 19 5. ASSESSMENT ..................................................................................................................................... 20 5.1 Music Attainment Descriptors..................................................................................................... 21 5.2 New marking system in the Baccalaureate cycle ........................................................................ 41 5.2.1 Written examination ................................................................................................................ 41 6 ANNEXES ............................................................................................................................................. 42 6.1 ANNEX – Additional information ................................................................................................. 42 6.2 ANNEX – Generic Matrix .............................................................................................................. 43 6.3 ANNEX – Specific Matrix .............................................................................................................. 45 6.4 ANNEX – Marking scheme ........................................................................................................... 47 6.5 ANNEX – Sample Baccalaureate examination paper ................................................................... 53 2021-01-D-55-en-2 3/74 1 GENERAL OBJECTIVES 1.1 General Objectives of the European Schools The European Schools have two objectives of providing formal education and of encouraging pupils’ personal development in a wider social and cultural context. Formal education involves the acquisition of competences (knowledge, skills and attitudes) across a range of domains. Personal development takes place in a variety of spiritual, moral, social and cultural contexts. It involves awareness of appropriate behaviour, understanding of the environment in which pupils live and development of their individual identity. These two objectives are nurtured in the context of an enhanced awareness of the richness of European culture. Awareness and experience of a shared European life should lead pupils towards a greater respect for the traditions of each individual country and region in Europe, while developing and preserving their own national identities. The pupils of the European Schools are future citizens of Europe and of the world. As such, they need a range of competences if they are to meet the challenges of the rapidly-changing world. In 2006 the European Council and European Parliament adopted the European Framework for Key Competences for Lifelong Learning. It identifies eight key competences which all individuals need for their personal fulfilment and development, for active citizenship, for social inclusion and for employment: 1. Communication in the mother tongue 2. Communication in foreign languages 3. Mathematical competence and basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship 8. Cultural awareness and expression The European Schools’ syllabuses seek to develop all of these key competences in the pupils. 2021-01-D-55-en-2 4/74 1.2 Objectives of the subject Music The Music Syllabus for Years S6-S7 aims to support the teachers in meeting the challenge of providing for the musical needs and aspirations of all young people in the European Schools. It is underpinned by the belief that every young person is entitled to a broad musical education that meets their musical needs, interests and aspirations, and extends their musical understanding knowledge and skills. The syllabus builds upon the learning that takes place in S1 to S5 but also recognises that young people bring to the music classroom musical skills, experiences, interests and aspirations developed in their lives outside of the school. Music is also an important means by which young people shape their sense of individual and collective identity. They use it as a means for expressing ideas, concepts, feelings and thoughts and to come to a richer and more meaningful understanding of the world. Music also develops creative and lateral thinking skills which have a positive impact on other areas of learning. Most importantly, music is a practical subject where young people gain most when they are enabled to act as artists and musicians and European citizens. Positive interaction with music develops students' competence as learners and increases their self-esteem. It brings together intellect and feeling and enables personal expression, reflection and emotional development. Music can help foster personal development and maturity, engender a sense of achievement and self-worth, and develop the ability to work with others. Music education develops students' critical skills: their ability to listen, to value a wide variety of music, and to make judgements about musical quality. It also develops self- discipline, open-mindedness, creativity, aesthetic sensitivity and fulfilment. The music curriculum supports young people's musical development through providing them with a range of challenging and enriching musical encounters which lead to increasingly 1 sophisticated and meaningful relationship with music as composers , performers and listeners. Music plays a key role in delivering one of the key objectives of the European Schools which is to provide young people with opportunities for creative endeavour and to promote an understanding of a common and heterogeneous European heritage. 1 In this document composing also includes improvising. 2021-01-D-55-en-2 5/74 The music syllabus fosters young people’s: Critical Critical engagement with music, developing views and justifying opinions. understanding Ability to use existing musical knowledge, skills and understanding for new purposes and in new contexts. Creativity Exploring innovative ways in which music can be combined with other art forms. Explorations into how thoughts, feelings, ideas and emotions Communication can be expressed through music. Understanding of musical traditions and the part music plays in national, European and global culture and the construction Cultural of personal and collective identity. understanding Understanding how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. 2021-01-D-55-en-2 6/74 2 DIDACTIC PRINCIPLES The music curriculum reflects the common didactic principles of the European schools through adopting an integrated approach to musical learning and a

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