Curriculum maps with Christian and school ethos links

Subject: Music Year: 7 Autumn Term Spring Term Summer Term Autumn Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 1 Character Animal Aleatoric Music (Unit 3) Orchestra! Programme Programme Motifs Character (Unit 4) Music Music from the Motifs Intro – Describe the different ways in which (Unit 5) (Unit 5) music is perceived in modern day- make Introduction – 4 families of Introduction – reference to . Movies (Unit 2) orchestra Understand and (Previously Take Note) Demonstrate different scores – Beet 5 and Continue work on Explore and define the string demonstrate (Unit 1) Stripsody composition with (Previously Bridging instruments .Listen and Programme music via Describe keywords – Aleatoric meaning demonstrations (make clear Unit) Intro and define key Appraise various genres of Prokofiev’s Peter and ‘Throw of the Dice’ – chance music – that sound effects are not Intro and tempo words using page 1 music Barbers Adagio for the Wolf example 13 radios. required). markings Notation – babysitting strings to exemplify the full How does a Pupils look at Fantastic Graphic score – Complete, record and Tempo & Dynamic sheets range of dynamics. composer create what does it mean – x and y axis etc. evaluate compositions and Listening and Dotted note and start Composition task – colour music to fit an animal, Pupils to perform this – use other performances. colour Can-Can composition a mood or a place – instruments if these not available. Continued from lesson 8, composition Performances – Define and exemplify Carnival of the with multi-tracking. Texture accuracy of notation woodwind instruments via Animals (perform (Graphic Score) Pupils to have music definitions and Perform record and demonstration, audio and visual Can-Can). Pupils to compose their own compositions recorded on CD and create start work on Toy evaluate. means. Continue work on Homework: Research as per sheet two. Three instruments. Pupils Artwork for their CD tory Compositions appraisal and composition Story with at least to perform and assess these. covers in Art Continued work Study brass instruments – four characters. What is happening here? The music is not as on appraise an practical activity – symphony Explore and define detailed. The performer has more compositions rap. keywords and start to responsibility whilst composer has less. Complete, record Study of tuned and untuned create music to ( Listening ) and evaluate. percussion. Perform 4-part storyboard .Listen Listening exercise Aleatoric music – some singing of ‘The Violins’. and Appraise various people call it experimental music.Look at Complete, record and evaluate genres. Composition Stripsody – What does this mean? compositions and task – story board. Give pupils two or three minutes to try and performances. Define and exemplify perform it keywords, listen to Pupils perform Four Seasons. Listen to Cathy Berberian Continue work on Pupils feedback – story line mentioned - compositions. mention ‘programme’ music. Explore Modes and (Practical) melody. Pupils look again at Stripsody. Pupils to compose their own Stripsody. It will tell a story. They can use colour- perhaps put them up on the wall! Pupils to work individually or in twos.

Rehearse these- and perform. (Assessment) Finish off performances and assessments. Do you want to make a CD of them? Complete module assessment.

Links with Sexey’s Courage: To accept challenge and become confident when working independently in a new practical environment. To persevere when things are difficult and Seven ethos and to ask for help when needed. Links with Christian Forgiveness: Work cooperatively with other students and be prepared to forgive peers when mistakes are made. beliefs Honesty: To always tell the truth and to own up to mistakes rather than blaming others. Recognise achievement and identify realistic targets for improvement when evaluating self and peers. Kindness: Helping your peers when they are struggling. In practical sessions this may include helping your partner with composing/performing when struggling to finish on time. Feedback with other students that is constructive and positive. Respect: Treating others, as we would want to be treated ourselves. Behaving appropriately in the music room so as not to disrupt or endanger other students. Respecting equipment and the work area so that it is left clean and tidy for the next group of students. Recognise that others are different to our own and listen to their reasons (ethical, religious, cultural, environmental …. Empathy: Supporting other students in your area. To understand how another student may be feeling when they are struggling to complete a task or when everything seems to be going wrong. Resilience: To keep trying and complete tasks even though they may seem daunting or new. We learn from our mistakes. Students in year 7 will have a wide variety of primary music experience and some will have no previous composing or performance experience from school or at home.

Links with the Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the National great composers and musicians Unit 1 – listening to Randy Newman (Toy Story) & Saint Saens ( The Elephant), Unit 2 performing Beethoven (Ode to Joy) Curriculum in and Unit 3 ( Prokovief : Peter & The Wolf). Music 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 appropriately and have the opportunity to progress to the next level of musical excellence. Unit 1 – singing and learning keyboard Understand and explore how music is created, produced and communicated. Unit 1, 2, 4 & 5 composing Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression Performance in Unit 1 – Drunken Sailor, Silent Night, Unit 2 – Ode to Joy Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices Unit 1, 2, 3 and 4 composing using traditional and graphic notations. listen with increasing discrimination to a wide range of music from great composers and musicians Units 1, 2, 3, 4 , 5 Develop a deepening understanding of the music that they perform and to which they listen, and its history. Unit 1 explores music through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Curriculum maps with Christian and school ethos links

Subject: Music Year: 8 Autumn Term Spring Term Summer Term Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2

Music for Halloween Sacred Music Variations The Blues At the Bottom End At the Bottom End (Unit 11) (Unit 28) (Unit) (Unit 23) (Unit 31) (Unit 31) (Previously Take Note II) (Previously Chords are very Introduction, explore and Introduction geography Listening exercise. Canon Introduction, explore fashionable) define keywords with the and historic relevance. Introduction Rock. Continue rhythm with title Introduction concentration on the Explore and define the Explore and define composition. names(page 1) Explore and define theme, the historical various characteristics of keywords with Explore and define keywords with the relevance and main Call & Response Listen concentration on bass concentrating on elements keywords with the concentration on primary composers (Mozart) of and Appraise various clef. Listen and of music and accuracy to concentration on and secondary chords, Major Theme & Variations. styles of music that use Appraise various genres notation.(Revise Pitch and rhythm. Listen and and minor triads. Listen and Listen and Appraise characteristics of Africa- of music to exemplify Notation sheet).. Appraise Dance Appraise Variations on Twinkle call & Response and the full range of bass Complete, record and macabre music to various genres of music to Twinkle. Aural – work out Syncopation. clef notation by evaluate performances. exemplify the full range exemplify the full range of the notes for Frere Introduction and revision following a score. of notation. (HW- Lets notation and harmony with Jacques. of primary chords. Write phrases to use quavers) Most Able pupils following a Play the theme of Frere Introduction of Blues remember bass clef in Follow a short score. score. Complete sheets one Jacques with chords. melody and how this is exercise book. Exercise in note values and two and start melody Introduce the Canon. used in conjunction with Aural work – Another –complete for HW line of Kum by Ya. Complete Canon and the 12 bar blues. one bites the Dust – Bass Look at theme A from Discuss chord inversions and introduce the Drone. Practical – group work line. DM – discuss continue practise of Kum by Listen to Minor version using structure, Call & Continue work on chromatics practice and Ya. (Mahler) and create response, 4-bar stanza and appraisal and complete perform.. Continue work on appraisal picture of interpretation. melody. sheet on maths addition Look at theme C – and complete sheet on Complete Minor and Jazz Continue work on for notation (Exercise discus harmony and cadences .Add harmony to version appraisal and composition. in note values) to 5ths – practice and melody line in Kum By Ya Continue work on Complete questions in include bass clef. perform – revision HW Performance concentrating appraisal and composition. booklet. Practical – learn Stand – Pitch and notation on elements of music, Complete questions in Performance of by Me bass line from activities accuracy to notation and booklet. compositions. notation. Compose Check HW - Look at harmony. Performance of Listening exercise, ground bass. violin theme , practice Listening Exercise, compositions. assessment of and peform. performance as a class. Listening exercise, performance and Module Listening Exercise and Complete, record and assessment of Assessment. answer questions on evaluate performances. performance and Module Dance macabre, choose Assessment. which theme to practice and perform. Complete, record and evaluate performances. Possibly listen to Night on Bare Mountain

Links with Sexey’s 1. Courage – Becoming confident in new musical skills. Being brave enough to answer and ask questions. Seven ethos and 2. Forgiveness – Working in pairs, small groups or as a whole class and accepting others’ mistakes. Not blaming others for work that goes wrong. Links with Christian 3. Honesty – Being able to admit to mistakes. Being fair when working with others in pairs, small groups or as a whole class. Being truthful about beliefs mistakes made or actions carried out. 4. Kindness – Working in pairs, small groups or as part of a whole class and helping others when they find things difficult. Showing kindness when feeding back to other performers or composers. 5. Respect – Being respectful in a music classroom. Showing consideration of others and resources in the classroom. 6. Empathy – Understanding that one’s peers are all different. Understanding other’s difficulties with music. 7. Resilience – Completing tasks even when they are new and/or difficult. Recovering quickly from setbacks.

Links with the Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great National composers and musicians Unit 1 – Saint Saens (Danse Macabre), Mozart ( Variations) Mahler ( Symphony No 1) Curriculum in 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 Music instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. Composing in Unit 1 – Music of Haloween, Unit 3- Variations and Unit -4 Blues. Understand and explore how music is created, produced and communicated. Unit 1, 2, 3, 4 & 5 Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression Performing in Unit 2 – Hymns and Unit 4 - Blues Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions Improvising through Unit 4 – Blues Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions Traditional staff notation in Unit 1, 2, 3 and 4 Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices Blues scale, Pentatonic scale, inversions, drones, canon, 12 bar blues etc. listen with increasing discrimination to a wide range of music from great composers and musicians Hans Zimmer, Saint Saens (Danse Macabre), Mozart ( Variations) Mahler ( Symphony No 1) Develop a deepening understanding of the music that they perform and to which they listen, and its history. Unit 1, 3, 4 and 5 explores music through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Curriculum maps with Christian and school ethos links

Subject: Music Year: 9 Autumn Term Spring Term Summer Term Autumn Autumn2 Spring 1 Spring 2 Summer 1 Summer 1 2 African African Medieval Music Brass Bands Anthem Anthem Music Music (Unit 25) (Unit 24) (Unit 30) (Unit 30)

(Unit 20) (Unit 20) Looking at other

Intro) Intro and history of brass examples Introduction Continue work on (Intro and Listening) (Intro and Listening) bands. Mention industrial Watch Explore and appraisal and Intro – What sort of music Intro Outline the content of the module revolution – metal cheap- no live Wonderwall define the various composition. uses modes instead of Define Keywords – Anthem and Song music – used for moral and How does the characteristics of Complete Scales? Elinor Rigby, Theme Watch World in Union (L Drive) entertainment – relate to African Call & Response questions in from ET and The Simpsons Spidergraph of the features of the song music, chords, music. Male dominated. Linked to Listen and booklet. Work no theme to name but a few. Introduce research homework structure and mines/ industry. Brass Bands in Appraise various Ternary form Listening – Elinor Rigby – Play World in Union – students to sing words compare Salisbury/Wilton/ styles of music Performance using What is the song about? this or listen on Sibelius. Split groups. with your Blandford/Wincanton/Shaftesbury that use texture, different Listen to the words, why did Introduce the pre-selected groups that /Gillingham/Sherbourne etc. song?Practice parts characteristics of ways to hit drum, they use a mode? the students will be working in. Mention that there are world of Wonderwall Africa- call & structure and Read through the Intro to Practical – students to choose the part famous brass bands . Black Dyke Response and characteristics. scales ands modes. they will be playing and rehearse. Mills Band performs the music for Looking at other Syncopation. Listening exercise, Try playing the modes (Performance) Ground Force and Pig in the City Practical – group assessment of (Elinor Rigby) Check Homework – what have the examples. film. work using performance Complete page 1 of students found out about Shaftesbury Continue and Discuss instrumentation – structure, Call & Module Workbook and its characteristics. – complete record Cornets = Violins, Tubas response and Assessment. Intro to Elinor Rigby – what spidergraph. Wonderwall =Basses, Euphonium= ‘cello etc. Syncopation. Mode is this in? various parts In the pre-selected groups, rehearse and Demonstrate by showing clip Discuss for differentiation. perform World in Union. from Brassed off. Lesson 9 – Geography of () Record onto CD/Tape. Complete confirmation sheet. Working with a Africa, Starter:Complete page 2 of Homework – three written facts concentrating on workbook - listen to Listening) about Brass Bands. putting the words areas of poverty Simpsons or ET to Starter- checking h/w – what have pupils

etc. demonstrate that each mode researched about Bruton? and the chords (Practical)Check H/W had a different atmosphere In the groups’ song, what is the theme, together. Listen to Men of Harlech and Carry on Elinor Rigby and is there a morale theme. Get the pupils complete sheet. perform as a group of 6 to decide on a theme- task 1 Play the two parts of Swing Low (Pastime with Good Performance and Amazing Grace to class. Company) (Aural & Assessment) Pupils to practice these using the examples Listen to recording of Starter – Listen to another anthem – correct tones on the keyboard How do other Pastime and practice in Goodbye English Rose. Why is this (Cornets on the right, tubas and performers groups of three(There are successful? Have some questions for trombones on the left) successfully two other pieces prepared if them to answer for listening. Think (Listening) about the structure of the music. What perform their

you do not wish to use Starter- confirmation sheet is going to be the structure of this songs? pastime with good company) Performances of individual anthem? Are they What sort of situation would performers, then groups of two The chorus is the most memorable part inspirational this have been played at? A playing duet, then eventually of the song and delivers the punchline – Dance. Who wrote it? It was everyone on the left side of the start work on the chorus using primary • supposed to be Henry V111 keyboard playing top chords and the most important lines Perform but he actually stole it from a accompanied by the right hand • Record Scottish composer and then side! The Structure. Decide on the structure • Evaluate had him killed! If you have finale notepad in the of the music – make allowances for Assess classroom, play it to them over members in the group. What chords are (Composition) projector so they can hear both you going to use? Revise chords. Medieval composition task in parts. Chords booklet much the same as (Aural & Assessment) Decide on the chords to be used for Pastime. Starter – Frere Jaques or other both verse and chorus and rehearse. (Performance and well known round performed in assessment) groups of four – Start of with Trumpet/cornet sound 2 bars later, horn sound 2 bars later, trombone sound, 2 bars later tuba sound!

Links with Sexey’s 1. Courage – Becoming confident in new musical skills. Being brave enough to answer and ask questions. Seven ethos and 2. Forgiveness – Working in pairs, small groups or as a whole class and accepting others’ mistakes. Not blaming others for work that goes wrong. Links with Christian 3. Honesty – Being able to admit to mistakes. Being fair when working with others in pairs, small groups or as a whole class. Being truthful about beliefs mistakes made or actions carried out. 4. Kindness – Working in pairs, small groups or as part of a whole class and helping others when they find things difficult. Showing kindness when feeding back to other performers or composers. 5. Respect – Being respectful in a music classroom. Showing consideration of others and resources in the classroom. 6. Empathy – Understanding that one’s peers are all different. Understanding other’s difficulties with music. 7. Resilience – Completing tasks even when they are new and/or difficult. Recovering quickly from setbacks.

Links with the Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great National composers and musicians Unit 1 – African Music, Unit 2 – Steve Reich, Terry Riley, Unit 3 – The Beatles, Hans Zimmer, Unit 4 – Curriculum in Elton John, Rainbow etc. Music 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 appropriately and have the opportunity to progress to the next level of musical excellence.Unit 1,2, 3 &4 Understand and explore how music is created, produced and communicated. Unit 1, 2, 3, and 4 Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression Unit 1 African, Unit 3 Eleanor Rigby, Unit 4 Anthem Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions Unit 1 – improvisation, Unit 2 –notation, Unit 3 – notation, Unit 4 -Tab Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Unit 1 African scale, Unit 3- Dorian and Aolian modes. listen with increasing discrimination to a wide range of music from great composers and musicians Unit 2 – Steve Reich, Terry Riley, Unit 3 – The Beatles, Hans Zimmer, Unit 4 – Elton John, Rainbow etc. Develop a deepening understanding of the music that they perform and to which they listen, and its history. Units 1, 2, 3 and 4 explore music through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Curriculum maps with Christian and school ethos links

Subject: Music Year: 10 Autumn Term Spring Term Summer Term Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2 Area of Study Area of Study Area of study Area of Study Area of Study 2 Area of Study 1 (Unit 1) 1 3 (Unit 3) 3 (Unit 5) 2

(Unit 2) (Unit 4) Introduction and overview of the (Unit 5) Introduction and overview Introduction and overview period 1899 – 2009 listening to of the period 1600 – 1899 of the period 1900 – 2009 Listen to a piece in Listen to Rock features key composers through these 7Listen to Steve Reich set listening to key listening to key ritornello form (autumn) Listen to Buckley set eras. work. composers through the composers through these and ternary form work. Explore and define the various 8continued work on three eras. eras. Norwegian dance No2. Continued work on characteristics and genres of the Minimalistic composition. Explore and define the Explore and define the Perform a ternary piece. composition. music of these eras. 8Listen to Steve Reich set various characteristics and various characteristics and Developing ternary form- Introduction to Club Expressionism features following work. genres of the music of genres of the music of Sonata form. Intro to the Dance music. –Features of on from late Romantic, and 9continued work on these eras. Baroque these eras. Blues features, symphony and listen to Club Dance and its many watching video demonstrate the Minimalistic composition. features, classical features and watching video Mozart’s 40th. Revise varients underlying vulnerability that was 10Introduction to and romantic features. demonstrate the major and minor scales. Intro to electronic music, present at the genesis of Serialism. Experimental music. – Why did this happen? underlying vulnerability Development of ideas discuss and use multi- Why did this happen? Revision of Graphic and Aleatoric music Revision of basic theory of that was present at the (Composition)(in the track recording focusing basic theory of music. exemplified by Stripsody. music. genesis of this genre. Why classical style and National on recording techniques Intro Serialism and study 11Intro to electronic music, Intro oratorio the score did this happen? Revision Anthem). and effects. Schoenberg set work. discuss and use multi-track of Handel’s Creation. of basic theory of music – Intro to the concerto and Continued work on Club Continued work on serialism and recording focusing on Practice and perform a Primary chords, structure sonata – Raindrop Prelude Dance music and relate to composing pupil version. recording techniques and modern day sacred piece. and blues notes etc. – introduction of solo electronic music of AoS2 Continued work on serialism and effects. Continued work on Intro set work and study performances. Study Moby Set work. enter into Sibelius. 12Continued work on sacred performance and Miles Davis set work . Continued work on solo assessment and evaluate Intro to minimalism and features. Electronic music theory of modulation/ Continued work on Blues performance and start module. Start composition exercise 13Introduce Musicals and the intro the circle of 5ths. and composing pupil work on composition relating to worksheet. key features- listen and set a Introduce the structures version. from AoS1 composition task. Watch of the Area of study. Continued work on Blues Assessment and evaluate Phantom of the . Revise bass clef and look and enter into Sequencing. module. 14Study Bernstein Set work. at the ground bass Intro to Jazz and features. (Chaconne in E flat Start composition listening. exercise relating to Ground bass cont. and worksheet. performance of Stand by Me or Pachelbel’s Canon.

Links with Sexey’s 1. Courage – Becoming confident in new musical skills. Being brave enough to answer and ask questions in a new class of students. Seven ethos and 2. Forgiveness – Working in pairs, small groups or as a whole class and accepting others’ mistakes. Not blaming others for work that goes wrong. Links with Christian 3. Honesty – Being able to admit to mistakes and improving on them. Being fair when working with others in pairs, small groups or as a whole class. Being beliefs truthful about mistakes made or actions carried out. 4. Kindness – Working in pairs, small groups or as part of a whole class and helping others when they find things difficult. Showing kindness when feeding back to other performers or composers. 5. Respect – Being respectful in a music classroom. Showing consideration of others and resources in the classroom. 6. Empathy – Understanding that one’s peers are all different. Understanding other’s difficulties with music especially in composing and performing. 7. Resilience – Completing tasks even when they are new and/or difficult. Recovering quickly from setbacks.

Curriculum maps with Christian and school ethos links

Subject: Music Year: 10 Autumn Term Spring Term Summer Term Autumn1 Autumn2 Spring 1 Spring 2 Summer 1 Summer 2

Area of Study 4 Area of Study 4 Compositional Performance analysis Revision & Exams (Unit 1) (Unit 2) development (Unit 3) (Unit 4) Exams

Music History: How to analyse music Music History: Complete Music Performance: Review of Set Works using the elements. Focus on Vocal Music Performance: Preparing Vocal Set Works and start Preparing for the actual and revision skills. Set Works. your recital, confidence and Instrumental Set Works. recital. Preparation for chorale Music Theory: Understanding chords, projection, workshop of recitals Advanced vocabulary. Music Composition: and harmony analysis in inversions and scales. An introduction to peers. Music Theory: Developing and exam. Further to 4-part chorale harmony (SATB). Understanding the 4-part completing the finished developing of listening Music Performance: Preparing your Music Composition: What makes chorale style, using composition, how to skills. recital, confidence and projection, a good melody? Finding Roman numerals for write analytically about workshop of recitals to peers. inspiration when staring at the harmonic analysis, your composition and Music Composition: What makes a blank canvas, developing themes, identifying non-harmony create a Sleeve Note. structuring emotive flow, notes good melody? Finding inspiration when staring at the blank canvas, harnessing textures. developing themes, structuring emotive flow, harnessing textures.

Links with Sexey’s Seven 1. Courage – Becoming confident in new musical skills. Being brave enough to answer and ask questions. ethos and 2. Forgiveness – Working in pairs, small groups or as a whole class and accepting others’ mistakes. Not blaming others for work that goes wrong. Links with Christian 3. Honesty – Being able to admit to mistakes. Being fair when working with others in pairs, small groups or as a whole class. Being truthful about mistakes beliefs made or actions carried out. 4. Kindness – Working in pairs, small groups or as part of a whole class and helping others when they find things difficult. Showing kindness when feeding back to other performers or composers. 5. Respect – Being respectful in a music classroom. Showing consideration of others and resources in the classroom. 6. Empathy – Understanding that one’s peers are all different. Understanding other’s difficulties with music. 7. Resilience – Completing tasks even when they are new and/or difficult. Recovering quickly from setbacks.