Music

Curriculum Design
KS3 - Intent
The Performing Arts Department at Huntcliff School aims to provide learners with the skills to develop their confidence, leadership, communication, time management,
organisation, creativity and self-discipline, all of which are key in helping to shape our students into emotionally intelligent, well-rounded individuals who are confident to
explore and question the world around them. We aim to build these qualities in our learners through engaging and creative practical and theory based lessons that
encourage learners to take risks and seize opportunities. There are opportunities for students to be assessed both in their practical application of skills as well as
theoretical written assessments to really strengthen their knowledge and understanding of the arts.
Assessment is on-going and feedback is constant. The nature of performance is that it exists within the moment, so verbal feedback is key for development. Students
complete a practical project at the end of each scheme of work and once a year will take a formal written exam.
Within the department each learner is provided with their own skills tracker which is used to monitor the development of skills over time. Learners are assessed on;
creating, performing and reflecting in Drama and: listening, appraising and composing in Music.
We are very proud of our department here at Huntcliff school, and believe that all of our learners are given every opportunity to succeed, thrive and ultimately enjoy
their lessons. Mutual respect is at the heart of everything we do, and students are able to experiment and express themselves in a positive learning environment, where
everyone is supported, listened to and appreciated.
 KS3
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rationale

Year 7 Baseline Musical Keyboard Skills Musicals Melody Year 7 is an important year in which to establish the foundations of music as an
SOW Elements academic subject with learners. More time is given to build confidence in this
year so learners feel safe to perform and explore musical concepts.
Assessment Baseline Continuous Performance of Ode to Performance Analyse a
Listening Exam assessment joy of Over the melody Schemes of Work are organised into a teaching sequence that allows all
Composing a Use of musical Develop 5 finger Rainbow Compose a 4 learners to make progress with the skills they learn, predominantly going back
piece in element keyboard technique Develop bar melody to basics in understanding music to bridge the gaps in learning from Primary
response to an words in the Year 7 exam keyboard school music.
image correct technique-
Performing the context pivot and We introduce the basic skills and techniques, such as five finger keyboard
composed piece stretch technique, in Y7 (see yearly overview sheet for more detail) and mainly focus
Personal RAG rated skills Learn the Learn to play keyboard, Develop Learn how on getting the learners used to terminology and performing in front of an
Development analysis from basic developing to playing keyboard to write a audience.
Baseline tests principles without a note guide techniques- melody The only formal written work students are expected to complete are the two
which are the stretch and exams: The initial baseline test which assesses learners ability to identify
fundamental 5 finger keyboard pivot similarities, differences in music, as well as their ability to write a written
building technique interpretation of the music (graphic/musical notation), world music and
blocks of all different instruments. This is followed by the Year 7 exam (during exams week)
music Learn the notes of the which completes a similar baseline style test, to compare how their ability to
musical stave interpret music has changed over the academic year since having formal music
lessons.
Learn how to read basic
notation As the year progresses, the learners are then expected to become more
independent and use skills. Techniques to rehearse their work in more
challenging pieces of music.

SEN learners are supported through paired work with a more able musician, or
alternatively individual work to decrease any additional pressures which may
be inadvertently placed upon by comparing themselves to their partner. Sheet
Music for learners with Dyslexia/Irlen’s syndrome have music available on
different coloured paper/card.

PP learners are treated equally to their peers, and often have more resilience
in learning challenges, where possible paired work with a more able musician
is used to develop the learner’s skills further through peer to peer support.
 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rationale
Year 8 Theme and Variation Music and Media Around the Orchestras Intro to Pop Y8 sees the introduction of written work in the form of musical
SOW World in Music notation.
Music Learners are now expected to compose more complex pieces and to
Assessment Compose a piece of Compose a piece to Year 8 Exam Compose a also tackle more challenging listening style questions.
Theme and Variation represent a pop song
(using Budapest or character/scene (Doctor about In Y8 because they now have more confidence in the performance
Frere Jacques) and Who and Lion King) someone/som aspect of their work, so is a natural progression for them to notate and
least 2 variations Perform your Lion King ething that perform their own compositions in the Theme and Variation Scheme of
Written in musical character motif inspires you work, without feeling self-conscious.
notation Perform your
Perform your Theme 4-chord pop Music and Media is a great scheme of work for learners to ‘let go’ and
and Variations song at least 2 express themselves in response to a stimulus linked to TV or Film, in
verses and a which they can experiment and explore composing a little more out of
chorus their comfort zone, for example learners will need to compose a piece
Personal Develop composition Cultural Explore to represent a character which will require the learn to create mood
Development techniques and awareness inspirations using tonality and timbres, this will link to the Year 9 SOW Film Music
structure, in of other and learn how where they will compose a underscore and leitmotif for a character.
particular how to countries to write using
write musical and their another Around the world in music allows learners to listen, perform and
notation traditions composition compose music that is from other traditions. This is then followed by
structure Instruments of the Orchestra which allows learners to recognise the
instruments of a western classical orchestra and the different types of
Discover their orchestra to prepare learners for their year 8 exam.
own identity Intro to Pop Music is a bridging unit into Year 9’s first SOW ‘Pop into
within music Parody’ and writing a song about someone/something that inspires
them, following pop song structure, which will later apply to writing
their parody in year 9.

SEN learners are supported through paired work with a more able
musician, or alternatively individual work to decrease any additional
pressures which may be inadvertently placed upon by comparing
themselves to their partner. Sheet Music for learners with
Dyslexia/Irlen’s syndrome have music available on different coloured
paper/card.

PP learners are treated equally to their peers, and often have more
resilience in learning challenges, where possible paired work with a
more musician is used to develop the learner’s skills further through
peer to peer support.
 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rationale

Year 9 Pop into Film Jazz ‘n’ Blues Ukulele Y9 sees learners build on their learning from year 8, by continuing
SOW Parody Melodies learning how to write music, in particular popular music. Using
the pop song structure, learners take an existing song of their
Assessment Compose a Compose a short score for Perform a Jazz piece with a Perform In the choice and parody it using a theme into a new song.
parody suing little dinosaur partner playing all the parts Hall of the Learners also participate in ensemble skills by playing a duet in
a theme Perform a leitmotif from a melody and chords/12 bar Mountain King the ‘Jazz ’n’ Blues’ assessment, as an initial step in preparation
using a song film with chords blues. on a Ukulele for ensemble performances, which is a challenge for learners as
of their Year 9 Exam they must ensure tempo and timing are in sync with one another.
choice
Perform part Learners continue to tackle listening questions, which use
of their musical wording, as opposed to being annotated with
parody English/simple translations.
Personal Develop 2 hand keyboard Develop 2 hand keyboard Learn how to
Developme technique technique and ensemble play the Completing year 9 by introducing learners to the ukulele to keep
nt skills ukulele engagement high, as they have chosen their options by this
through point, and there is potential for learners to disengage if they
different haven’t opted for the subject at GCSE. Skills learnt include
mediums plucking/picking in an independent learning and progression
(pizzicato/pluc through the piece, which has been produced as a workbook to
king and support this.
chords)
SEN learners are supported through paired work with a more
able musician, or alternatively individual work to decrease any
additional pressures which may be inadvertently placed upon by
comparing themselves to their partner. Sheet Music for learners
with Dyslexia/Irlen’s syndrome have music available on different
coloured paper/card.

PP learners are treated equally to their peers, and often have

more resilience in learning challenges, where possible paired
work with a more musician is used to develop the learner’s skills
further through peer to peer support.
Keywords All KS3
• Melody, Pitch, Rhythm, Timbre, Texture, Tempo, Tonality, Dynamics, Structure/Form, Harmony
Year 7
• Chords, Synopsis, Tone, Semitone, Stepwise, Conjunct, Disjunct, Major, Minor, Crotchet, Quaver, Minim, Semibreve, Semiquaver, Binary, Ternary,
Treble clef, Stave, Accompaniment, Octave, Phrase, Contour, Staff notation
Year 8
• Theme, Variation, Retrograde, Chords, Decoration, Accompaniment, Mood, Scale, Lyrics, Ostinato, Major, Minor, Unison, Solo, Polyphonic, 4 chord
trick, Third, Fifth, Octave, Membranophone, Idiophone, Aerophone, Chordophone, Djembe,Mbira, Alap, Raga,Jor,Gamelan
Year 9
• Parody, Hook, Compass, Expression, Themes, 4-chord trick, Silent movie, Structure/form, Motif, Major, Minor, Chord cluster, Pedal note, Diminished,
Sequence, Ostinato, Fragment, Underscore, Chords, Jazz, Blues, Improvisation, 12-bar blues, Blues scale, Blues lyrics, Ragtime, Plucking/picking,
TAB/tablature, ukulele
Support • Learners who study an instrument outside of their timetabled music lesson, are actively encouraged to use their knowledge in supporting other
and learners.
Challenge • Learners who require extra support, for example SEN learners, receive support from LSA’s who actively engage in the lessons, often learning the music
at KS3 alongside learners. In addition to differentiation by outcome, for example, If a keyboard diagram showing note names needs to be applied to the keys
of the keyboards to allow the learner to better access the locating of the appropriate note, they have stages to progress to show improvement
alongside their assessment code. They can choose when they are ready to use only a diagram attached to their exercise book, or alternatively no
diagram at all.
 Curriculum Design
KS4 - Intent
GCSE students study AQA GCSE Music and over two years will continue to build on practical and theoretical knowledge gained at key stage 3 as well as inherit many new
music skills. Throughout, we cover a range of skills and knowledge that are applied in performance, composition and in a written exam. The course requires a great deal
of commitment to extra rehearsal time, instrumental lessons and written work, including revision. The performance work is predominantly covered in instrumental
lessons for example peripatetic teachers, will help learners select a solo performance piece and an ensemble piece. Whereas Composition work is completed
predominantly in lesson time with learners able to access it at additional times as required/requested.
At GCSE, students are required to complete three units over the two years. Component 1 is Performance, where learners perform a solo and an ensemble performance.
Component 2 is composition where learners will write two compositions, one to a brief set by the exam board, and another of their choice (free composition).
Component 3 is a written exam, split into two sections. Section A is a series of listening questions relating to the 4 areas of study, and consist of previously unheard
extracts of music. Section B is a series of questions of 2 of the set works, one of which must be the Western classical 1650-1910 set work, and another is of the
teachers/learners choice.

GCSE Music Assessment Objectives (AO)

• AO1 Perform with technical control, expression and interpretation. (30 %)

• AO2 Compose and develop musical ideas with technical control and coherence. (30 %)
• AO3 Demonstrate and apply musical knowledge. (20 %)
• AO4 Use appraising skills to make evaluative and critical judgements about music. (20 %)
 KS4
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer Summer 2 Rationale (sequence of learning, SEND, PP, student
1 development)
Year 10 Music Theory Western Classical 1650-1910 Popular Music Y10 sees the learner build on their knowledge from KS£
beginning with establishing a secure music theory
AO3 and 4 Set work: Haydn Set work: The Beatles knowledge. To allow them to understand the terminology
that the course will lead them onto int the 4 areas of study.
AO3 and 4 AO3 and 4 Areas of study are followed in line with the order in the
course materials published by AQA and other publications.
As this is the order questions will appear in their examination
at the end of year 11.
Year 11 Traditional Western Composition Composition Exam Exam Y11 sees the learner writing the own compositions and
music Classical since 1 1 technique technique recording their performances, something which is stipulated
1910 by the exam board cannot be started prior to the year of
Composition Exam Exam Revision Revision examination, however they can develop techniques etc. to
2 Composition 2 technique technique aid them in the writing and recording of their work.
AO3 and AO3 and 4 The year culminates in exam technique in preparation for
Performance Performance 1 Performance AO2, 3 and 4 4 their exam in June.
1 and 2 2

AO1, 2, 3 AO1, 2, 3 and 4 AO1, 2, 3

and 4 and 4
Key Music Theory
Vocabulary The basics, Clefs, Sharps, flats, naturals, Time signature, Counting the beat, Rhythms and metres, Notes and rest, Dots, ties and triplets, Tempo
and mood, Dynamics and articulation and extended techniques, Major and minor scales, Circle of 5th , Modes and other types of scales, Intervals,
Chords, triads, fitting chords to melodies, Using decoration in harmony, Phrases and cadences, Modulation, Texture, Common melodic devices,
Common forms, including popular song form, Instruments- brass, woodwind, orchestral strings, guitar, keyboard, percussion, the voice, Wind, jazz
and brass bands, Chamber music, The orchestra, Music technology, timbre

Western Classical Tradition 1650-1910

Baroque- style, structure, melody patterns, ornaments, Choral music, Operas and oratorios, Handel, Baroque to classical, Classical- orchestra,
style, structure, Haydn, Beethoven, Mozart, The Romantic period, Chopin, Schumann
 Popular Music
Voice and instruments in pop, Rock ‘n’ roll, Rock music, Pop music 1990-today, Musicals, Film, Game

Traditional Music
Blues, Jazz, African, Caribbean, Fusion, Salsa, Samba, Contemporary Latin America, Celtic music, British folk music

Western Classical since 1910

Copland, Serialism, Arnold, Britten, Maxwell Davies, Tavener, Kodaly, Bartok, Minimalism, Reilly, Reich and Adams

Support Learners are supported with performance element of the course by a team of peripatetic tutors, who maintain a dialogue with the Performing arts to
and learner’s progress and attendance at instrumental/vocal lessons.
challenge Learners are also allowed access to the music room at social times/after school on an open door policy, as well as the ability to email to arrange support at
one of these times.