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Music Curriculum
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Music Curriculum

Statement

Subject Intent Statement:  

Music at Ninestiles should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

To do this:

  • We hope that every student can perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.
  • Have the opportunity to learn a musical instrument, use technology, and sing, to create and compose music on their own and with others.

Strengths: 

We deliver a broad range of topics that, we hope, inspires students at some point throughout years 7-9.

Our curriculum covers a wide cultural content, as well as allowing students to experience a variety of instruments and technology throughout all year groups.

Our curriculum:

Year 7: Elements of Music, Hip Hop, Rondo structure/Programme music, Singing/Ukulele, The Orchestra

Year 8:Minimalism, Film Music, Reggae, chords/song structure, The Blues

Year 9:Dance Music, Stimulus Composition, Song Arranging, Hooks ‘N’ Riffs, Ground Bass

Students seem to enjoy the topics covered and have a good understanding by the end of each unit.

There is a variety of differentiation in each topic to allow all students to excel as long as they are trying their best.

The curriculum current allows students to be ready for GCSE/BTec music at year 10

We have included more singing in years 7 and 8, hopefully this will continue into year 9 to allow the students to excel further in this area (it has been lacking in previous years)

Students have a good understanding of music software – makes better prepared students in year 10/11.

Key priorities for improvement:

  • Reading and writing music is lacking in KS3 covering notation content from year in year 8 & 9 would benefit students choosing Music as an option
  • Checking the linear progression from one unit to the next – make sure each one allows for development – This is good for most topics covered.
  • Choosing the topics for next academic year. Dance will be included into the curriculum and music will lose 10 hours of teaching time over the course of the academic year. Which topics should not be taught? A Bhangra unit would be good to include in year 8 or 9.
  • Greater understanding of keywords and technical language – more emphasis.

Termly Overview

Year 7 Autumn Spring Spring 2 Summer
TOPIC Elements of Music/Egyptian Drumming Developing Keyboard Skills/Space Rondo Instruments of the Orchestra (via Harry Potter) Ukulele
KNOWLEDGE TAUGHT Introduction to the musical elements.No prior knowledge is required for this topic as students will learn about the different musical elements. They will develop composition skills and performance skills as part of an ensemble using hand drums. They will understand how to read basic notation.  Develop understanding and knowledge of keyboard skills. Pupils are introduced to chords and triads. They will develop an understanding of tonality and harmony. Through practical tasks they will learn how to compose a piece in rondo form. Gain understanding of the instruments of an orchestra in the “classical” tradition.Students will develop knowledge of Garageband, via use of the iMac suite.Students will utilise prior knowledge of notation and relate this to music technology.Students will complete listening exercises (retrieval tasks) based upon the pieces of music in Harry Potter. Mastery: Students will learn how to play the C Major, A Minor and F Major Chord on the Ukulele. Understand the history and context of the Ukulele. Sing and play the ukulele at the same time.Compose a song using the skills gained in this topic.
SKILLS DEVELOPED(Include any trips and visits.) Learning to read basic musical notation. Developing knowledge of the elements of music  Further develop understanding and knowledge of keyboard skills.  Knowledge of the classical tradition.Music technology.Basic notation.  Students learn to play the Ukulele and transfer knowledge of keyboard skills and music notation to the Ukulele. 
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1. Recorded performance2. Self-assessment 1. Recorded performance2. Self-assessment 1. Recorded Performance2. Self-assessment 1. Recorded Performance2. Self-assessment
HOME LEARNING(To be made available via Century Tech; one per week.) Individual research. 1.Individual research. 1.Individual research. 1.Individual research.
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) No prior learning is needed. Further develop keyboard skills and use both LH and RH Basic notation.An understanding of basic computer skills. Transfer keyboard knowledge to Ukulele.
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) Allows students to broaden their knowledge of world music and understand other cultures’ way of notating music. Link to computer science if using iMacs for this topic. Link to computer science. Links to History and Geography.Understand the history and context of the Ukulele. 
CAREERS LINKS(How might this benefit them in the future?) Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning.
Year 8 Autumn Spring Spring2 Summer
TOPIC The Blues Film music Reggae Music Song writing project
KNOWLEDGE TAUGHT To understand the musical characteristics and features of the blues genre. To study the social context surrounding the development of this period of Blues music.To continue to develop students’ listening, performing and composing skills. Students will use the music software Garage band and its different functions. They will develop their use of key terminology associated with the Film Music genre, including the musical elements. They will understand how composers use music to create atmosphere and mood in films. Students will read notes in the treble and bass clefs. Will understand the content, context, musicians and musical features of Reggae music. They will understand chord progressions and continue to develop ensemble and individual performance skills. Students will further develop their understanding of the different musical elements: – Rhythm, dynamics, tempo, pitch and texture.They will further develop their composition skills through the creation of a rhythm grid and further develop their performance skills as part of an ensemble.
SKILLS DEVELOPED(Include any trips and visits.) Develop listening and composing skills Develop understanding of garageband Develop knowledge of chord progressions and ensemble skills. Develop composition skills.
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1. Recorded performance2. Self-assessment 1. Recorded performance2. Self-assessment 1. Recorded performance2. Self-assessment 1. Recorded performance2. Self-assessment
HOME LEARNING(To be made available via Century Tech; one per week.) Individual research.  Individual research.   Individual research. Individual research.
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) No prior learning necessary No prior learning necessary No prior learning necessary No prior learning necessary
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) Link to History. To study the social context surrounding the development of this period of Blues music. Links to ICT. Develop their knowledge of software through the use of music software ‘Garageband’ Link to History and Geography. Understanding the content, context, musicians and musical features of Reggae music.   Links to ICT. Develop their knowledge of software through the use of music software ‘Garageband’
CAREERS LINKS(How might this benefit them in the future?) Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning.
Year 9 Autumn Spring Spring 2 Summer
TOPIC Hooks and Riffs Stimulus Composition Ground Bass Club Dance
KNOWLEDGE TAUGHT To look at the different ways ‘Musical Hooks’ are used and whywe use them.To be able to compare and contrast musical hooks to a musical riff. Understand what an Ostinatopattern is. Compose their own 4 bar Ostinato riff. To use a GCSE stimulus as a starting point for a composition.To be able to compare and contrast different styles of music.Understand compositional techniques. How to compose music to a given brief. Students will be able to use basic recording features of the music software GarageBandDevelop their music technology skills    Develop their arranging skills. Learn the basics of reading musical notation. Understand the context and musical features of Ground Bass.  Develop understanding of music technology.Learn about the musical features of Club Dance.Apply key music terminology To develop your listening and appraising skills  
SKILLS DEVELOPED(Include any trips and visits.) Further develop composition skills and ensemble skills. Further develop composition skills and ICT skills. Further develop IT skills using garageband.  Further develop IT skills using garageband.
ASSESSMENTS(Minimum two per half term, with focussed marking.) 1. Recorded performance2. Self-assessment  1. Recorded performance2. Self-assessment  1. Recorded performance2. Self-assessment  1. Recorded performance2. Self-assessment 
HOME LEARNING(To be made available via Century Tech; one per week.) Individual research.  Individual research.  Individual research.  Individual research. 
SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps)  Understanding of composition  Understanding of composition The basic features of garageband Advanced understanding of garageband
SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) Developing student’s creativity for further projects and layering the skills needed for the final project.   Developing student’s creativity, and compositional skills – enabling them to be GCSE ready. Link to Computer Science through using the software GarageBand.  Links to Dance and Performing arts. Also links to music technology and ICT.
CAREERS LINKS(How might this benefit them in the future?) Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning. Develop communication skills and team work. Independent learning.