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KS3 Music: The World of Medium Term Plan

Cycle Content About the unit

With the much anticipated film release of Harry Potter and the Deathly Hallows due in November 2010,
Cycle 1 this scheme was devised with the intention of channelling pupils intrigue and enthusiasm for the films of
Harry Potter through the study of the films music.
Learners are introduced to the unit and begin work on Harry Potter
Ostinato (option: watch on youtube the mysterious ticking noise
for an example).
Cycle 2 Where the unit fits in
This unit could be delivered at any point during the academic year, however it is best taught after a
Recap key vocabulary and skills from previous cycle and prepare recapping/bridging unit that consolidates pupils knowledge of various musical devices and more
group performances of Harry Potter Ostinato. Add untuned sophisticated musical vocabulary.
percussion instruments. Video/record and appraise
Cycle 3 Vocabulary
Ideally, pupils must be familiar with the names of every symphonic instrument and have a secure
Learners recap musical devices and vocab. Also recap names of knowledge of musical devices and elements.
symphonic instruments.
Learners listen to soundtrack of Goblet of Fire and undertake
extended listening activity.
Cycle 4 Resources
Worksheets (Listening; Something Wicked This Way Comes; Composing a House Theme; Harry
Something Wicked This way Comes (option: watch performance Potter Ostinato).
on youtube. This song appears at the beginning of Harry Potter and CD Player
the Prisoner of Azkaban). Keyboards/headphones/splitters/adapters etc.
A range of tuned/untuned percussion instruments
Pupils can be encouraged to bring in their own instrument if appropriate.
Interactive whiteboard (optional)

Cycle 5 Expectations
By the end of the unit all pupils will be awarded a national curriculum level between:
Learners begin work on Composing a House Theme 4c 6a
most pupils will: create music that enhances a visual stimulus, such as film; evaluate how music is used in
different situations
Cycle 6 some pupils will not have made so much progress and will: compose pieces, applying their knowledge of
expressive features to achieve an intended effect and using notation and ICT to develop, refine and
Learners improve, polish and refine compositions for class communicate their work
performances. Video/record and appraise
some pupils will have progressed further and will: use a wide range of musical devices, including
harmony, and appropriate notation and ICT to develop and communicate their ideas

Michaela Duckett 2010

1. Key Concepts
by the
1.1 Integration of practice

a) Developing knowledge, skills and understanding through the integration of

performing, composing and listening.

b) Participating, collaborating and working with others as musicians, adapting to
different musical roles and respecting the values and benefits others bring to musical

1.2 Cultural Understanding

a) Understanding musical traditions and the part music plays in national and global
culture and in personal identity.

b) Exploring how ideas, experiences and emotions are conveyed in a range of music
from different times and cultures.
1.3 Critical Understanding

a) Engaging with and analysing music, developing views and justifying opinions.
b) Drawing on experience of a wide range of musical contexts and styles to inform
2. Key Processes
by the
2.1 Performing, composing and listening

Pupils should be able to:

a) sing in solo or group contexts, developing vocal techniques and musical expression

b) perform with control of instrument-specific techniques and musical expression

c) practice, rehearse and perform with awareness of different parts, the roles and
contributions of different members of the group, the audience and venue
d) create, develop and extend musical ideas by selecting and combining resources within
musical structures, styles, genres and traditions
e) improvise, explore and develop musical ideas when performing

f) listen with discrimination and internalise and recall sounds

g) identify the expressive use of musical elements, devices, tonalities and structures.

2.2 Reviewing and Evaluating

a) analyse, review, evaluate and compare pieces of music

b) identify conventions and contextual influences in music of different styles, genres and

c) communicate ideas and feelings about music, using expressive language and musical
vocabulary to justify their opinions

d) adapt their own musical ideas and refine and improve their own and others work.

3. Range & Content
Concept Directly
by the
The study of music should include:

a) performance activites in a range of contexts within and beyond the classroom

b) a range of live and recorded music from different times and cultures

c) a range of classical and popular traditions and current trends in music that reflect
cultural diversity and a global dimension

d) staff notation and other relevant notations in a range of musical styles, genres and
e) consideration of contextual influences that affect the way the music is created,
performed and heard
f) the use of music technologies to create, manipulate and refine sounds

g) the role of music and musicians in society, of the music industry and of artistic and
intellectual property rights.
4. Curriculum Opportunities
Concept Evidence
The curriculum should provide opportunities for pupils to:

a) develop individual performance skills, both vocal and instrumental, including the use
of music technology
b) develop listening and aural perception skills in practical activities, including
composing and performing
c) develop creative and compositional skills, including song writing, arranging and
d) work with a range of musicians and watch and listen to live musical performances
where possible, to extend their musical learning

e) work individually, in musical groups of different sizes and as a class

f) build on their own interests and skills, taking on different roles and responsibilities
and developing music leadership skills
g) make links between music and other subjects and areas of the curriculum. 1

Michaela Duckett 2010