Music
CURRICULUM INTENT
The music department at Sunbury Manor aims to provide an enriching curriculum, developing students confidence in performing, creativity through composition, and inspiring a curiosity to further understand and appreciate a diverse range of music. We want to help students develop a lifelong appreciation of music as listeners, performers, and composers.
Students are expected to be actively involved across different forms of creating and performing music. Across each scheme students will develop a range of transferable skills which could be applied to any future career, from developing teamwork skills, to problem solving.
At KS3 students study music for one 50-minute lesson per week. Whatever musical experience a student has had at primary school, we aim to build on this with a strongly based practical course where singing, playing instruments such as keyboards, ukuleles, guitars, and drumkits; composing and improvising are deeply embedded. Students in Year 7 build foundational skills in performing and composing across a diverse range of styles of music from Samba to Classical music. Students in Years 8 and 9 build on these skills with a greater focus on students leading their own ensembles, and creating their own compositions from writing their own protest song to composing a piece of music to reflect a film clip.
As an inclusive school we encourage any students with a passion for music to develop their skills further in KS4 through our Music GCSE. Students study the eduqas GCSE music course which challenges students to develop their performance skills and compositional skills, with all students submitting two compositions as part of their coursework.
We have a range of extra-curricular activities on offer from our school choir to individual bands for each year group. We highly encourage students to get involved and develop lifelong friendships and increase their confidence across a range of performance opportunities from school concerts to visiting local community centers. At Sunbury Manor we run a Musical each year alongside the Drama department, this is an exciting opportunity each year for students to develop their performance skills across both departments.
At Sunbury Manor we aim to provide students with the opportunity to see live performances by professionals. Whether this be visiting the West End or asking local musicians to run workshops.
The music department at Sunbury Manor School comprises of two well-resourced teaching rooms for whole class teaching and practice rooms for individual/ group work.
The music staff are made up of 2 specialised music teachers who deliver all KS3 and GCSE music lessons. The school also collaborates with a local peripatetic music provider, who offer specialist instrumental lessons to students who want to develop their personal skills on a chosen instrument.
Please click on the expandable sections below for more details including the curriculum overview and specification.
Music Curriculum Overview
Year 7
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Topic |
Rhythm |
Pitch |
Harmony |
Classical Fusion |
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Learning Objectives |
To be able to accurately and fluently perform and compose a variety of rhythms. To be able to recognise rhythmic notation (Crotchets, Quavers, Minims and Semi-quavers, Rests). |
To be able to accurately and fluently perform as part of an ensemble. To apply key musical terminology to listening examples.
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To be able to perform Country Roads accurately and fluently on the keyboard, using both hands. To be able to accurately read treble staff notation. To apply key musical terminology to listening examples. |
To be able to accurately and fluently perform riffs on the keyboard. To be able to compose an effective riff. To apply key musical terminology to listening examples. |
To be able to perform 4 basic Chords accurately and fluently on the Ukulele, in time with an ensemble. To apply key musical terminology to listening examples.
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To be able to perform Für Elise on the keyboards accurately and fluently. To understand how to use technology to facilitate composition. To apply key musical terminology to listening examples. |
Year 8
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Topic |
Ostinatos |
Programme Music |
West African Drumming |
Blues |
Band Skills |
Protest Music |
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Learning Objectives |
To be able to accurately and fluently perform an ostinato as part of an ensemble. To be able to compose a piece of Sci-Fi music using ostinatos. To be able to apply listening skills to minimalist examples of music. |
To be able to compose a piece of programme music. To be able to identify instruments of the Orchestra and apply key terminology to listening examples of programme music. |
To be able to accurately and fluently perform rhythms as part of a Djembe ensemble. To be able to improvise and compose rhythms using the Djembe drum. To be able to apply listening skills to West African music. |
To be able to compose and perform a song in the style of Blues music as part of a band. To be able to apply listening skills to blues music. |
To be able to accurately and fluently perform a pop song in time with your band. To be able to apply listening skills to pop songs. |
To be able to perform your part of a protest song accurately, fluently and in time with your band. To be able to compose and perform their own protest song. To be able to apply listening skills to protest songs.
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Year 9
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Topic |
Uk Pop 60s- Present |
Musical Theatre |
Songwriting |
Fusion |
Film Music |
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Learning Objectives
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To be able to accurately and fluently perform as part of band a UK pop song. To apply listening skills to UK pop from the 60s to present. |
To be able to accurately and fluently perform a musical theatre song in time with a band. To apply listening skills to musical theatre songs. |
To be able to compose a Pop song. To be able to perform their own song as part of band in time with each other. To apply listening skills to a variety of songs.
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To apply listening skills to a variety of musical styles from various different cultures. To be able to compose a piece of music which students feels reflects their identity. |
To be able to compose a piece of film music to reflect the actions and emotions in a selected film clip. To apply listening skills to film music. |
To be able to accurately and fluently perform a piece of music used in a film in time with a band. To apply listening skills to film music. |
Year 10
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Topic |
MADTSHIRTT Preparation for performance component of the GCSE. |
MADTSHIRTT and Notation Preparation for performance component of the GCSE. Develop Composition Skills |
AOS 4: Popular Music Preparation for performance component of the GCSE. Develop Composition Skills |
AOS 4: Set Work Africa by Toto Preparation for performance component of the GCSE. Develop Composition Skills |
AOS 1: Musical forms and Devices, and Set work Badinerie by Bach Preparation for performance component of the GCSE. Preparation for the Free Composition. |
AOS 2: Ensemble Music Preparation for performance component of the GCSE. Start Free Composition |
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Learning Objectives |
To be able to define and apply key terminology on each area of MADTHISRTT to a range of listening examples. To develop performance skills in preparation for a solo performance. |
To be able to define and apply key terminology on each area of MADTHISRTT to a range of listening examples. To develop performance skills in preparation for a solo performance. To understand how to compose a melody and add harmony. |
To be able to define and identify key features of Popular music from 1960’s to present day. To continue developing performance skills in preparation for a solo performance. To understand how to create contrasting sections in music. |
To be able to listen to Africa and identify key features on each area of MADTSHIRTT. To be able to recall key points on the composition of Africa. To continue developing performance skills in preparation for a solo performance. To continue developing composition skills with a focus on avoiding repetition, texture, dynamics, articulation and structure. |
To be able to identify forms and devices used in Baroque, Classical and Romantic music. To be able to listen to Badinerie and identify key features on each area of MADTHISRTT. To be able to recall key points on the composition of Badinerie. To apply key terminology on each area of MADTSHIRTT to popular music listening examples. To be able to identify key popular musical features in listening examples. To continue developing performance skills in preparation for a solo performance. To start preparation for free composition. |
To be able to define and identify key features of ensemble music : blues, jazz, musical theatre and string quartets.
To continue developing performance skills in preparation for a solo performance.
To start composing for free composition, worth 15% of GCSE. |
Year 11
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Topic |
AOS 3: Film Music To prepare for performance in Autumn 2. To finish free composition started in Summer year 10. |
Set Works: Badinerie by Bach and Africa by Toto To record at least one performance towards performance coursework. To start brief composition. |
Revision of AOS 1,2,3,4 To prepare for next performance towards performance coursework. To continue developing brief composition. |
Revision of Set Works All performance and composition coursework must be submitted during this half term. |
Revision of all Areas of Study and Set Works in Preparation for Summer Exam |
N/A |
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Learning Objectives |
To recall prior knowledge on MADTSHIRTT and apply to AOS 3. To prepare for solo performance in autumn 2. To ensure free composition is completed. |
To revisit and analyse further the two set works. To be able to identify key musical features used in film music. Record at least one performance towards performance section of the coursework. To start brief composition. |
To recall prior knowledge and apply to listening examples for AOS 1,2,3,4 and set works. To address areas identified as a weakness in year 11 mock. To record final performances towards performance section of the course. To continue developing brief composition. |
To be able to answer example listening questions on each area of study and set works. To ensure all coursework is completed and meet requirements set by the exam board. |
To be able to answer example listening questions on each area of study and set works.
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GCSE Specification
Key Stage 4 Specification
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Subject Leader: |
Miss H Bishop
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Contact:
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Exam Specification: |
WJEC EDUQAS GCSE (9-1) in Music
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QN Code: |
601/8131/X
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The music GCSE will motivate and stretch students of all abilities, equipping them with the skills and experience to succeed at GCSE and go on to further study if they wish. The GCSE course appreciates all styles and genres, skills and instruments, catering for different learning styles and musical tastes.
Summary of course content
During GCSE Music pupils’ study three musical disciplines, composing 30%, listening 40% and performing 30%. The GCSE course is largely comprised of coursework 60% with 40% of the overall grade gained from a one hour and 15 minutes listening exam.
Listening
Students have to study two set musical pieces from four different musical traditions, analyse and dissect the musical elements and contexts in which the pieces have been composed. To do this, pupils will learn how to read basic staff notation, identify key signatures and critically listen to unfamiliar music.
Performing
Students are required to perform at least four minutes of music on a chosen instrument that also includes the voice. During class time pupils will have the opportunity to rehearse and refine their performance skills. Students should also take an active interest in rehearsing outside of the classroom.
Composing
Pupils have the opportunity to study a variety of compositional techniques and from their research and learning, produce two compositions one from a set brief and one free choice. Compositions will be either written down using staff notation, lead sheets and chord diagrams, or produced using Cubase software.
The Music GCSE is perfect for those students who enjoy practical music making and are open to learning about compositional techniques and analysing sound in a critical manner.
Assessment
This qualification is linear which means that students will sit all their exams and submit all their non-exam assessment at the end of the course. Over the two years in key stage 4, pupils will build up a body of knowledge on musical history, notation and theory. This will form the basis for an exam paper centred on listening exercises and written questions using excerpts of music.
Elsewhere pupils will have the opportunity to refine their performance skills on a chosen instrument including vocals. Pupils will need to perform at least four minutes of music, one of which must be as part of an ensemble.
For the composing element of this course pupils are required to produce two compositions over the two-year course. One, from a set brief, the other as a free composition. Pupils will notate, use chord diagrams, record and annotate these compositions.
What type of activities take place in lessons?
During the GCSE, some lessons will be practical based and others will be more theoretical. Students will be required to listen attentively to unfamiliar music from all four areas of study, describe musical elements, musical contexts and use musical language (including staff notation).
Area of study 1: Musical Forms and Devices
Area of study 2: Music for Ensemble
Area of study 3: Film Music
Area of study 4: Popular music
In practical lessons students need to engage in independent and high-quality rehearsal, preparing two pieces of music for their portfolio. Students need to rehearse out of the class as well as within lessons to hone their personal musical skill.
For GCSE Music composition, pupils will learn score writing and use software to realise their compositional ideas. Pupils will learn about various compositional techniques and will apply knowledge gained from the listening aspect of this course into practice.
What type of homework tasks will be set?
- Instrumental rehearsal (at least 15 minutes per day recommended).
- Research.
- Compositional tasks
- Writing up or completing class work.
- Listening and musical comprehension.
- Revision
Access to a computer at home can be helpful but if this is not possible, students must be prepared to spend some extra time completing work at lunchtime or after school.
How will it help me in the future?
GCSE music gives you a fantastic opportunity to learn more about something that is a major part of all our lives; whether you go onto study music at a higher level or not, you will develop skills that will remain with you for life and mean you can understand, appreciate and enjoy music in all its forms.
Music is recognised as a challenging but enjoyable subject. This subject leads well into Music A Level, Music Technology A Level or the BTEC level 3, but you might just see it as a way of studying something creative and varied at Key Stage 4. If you are interested in music and music performance, this is the course for you!
How will this course build on what I have studied in Year 9?
Music at Key Stage 4 centres on performance composition and listening. You will further analyse music and gain the knowledge to reinforce your existing practical skill set. If you have enjoyed the band skills modules you may enjoy this course, if you have enjoyed listening to music and want to know how it is made you will enjoy this course.
What skills will I develop?
Musicians are recognised as being well-rounded people who can work independently and are able to persevere at a skill. Making music develops your teamwork skills and allows you to explore your creativity.
You will also gain the skills required to read music as a creative language and convey your musical ideas to others through notation and practical theoretical application.
Music Development Plan
Please click on the link below to view our Music Development Plan.