Each topic studied in KS3 is designed to introduce or develop the relevant skills needed to support pupils in exploring music throughout the curriculum and independently. The topics selected are intended to highlight to pupils how musical styles are linked and influence one another and how the styles they listen to today are produced and performed. By investigating history, performance and composition, pupils are able to discover their talents and increase self-confidence, creativity and a sense of achievement.
The topics chosen will allow pupils to meet at least one of the National Curriculum aims:
- Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
- 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.
- Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, tempo, timbre, texture, structure, and appropriate musical notations.
YEar 7 curriculum
| Autumn 1 and 2 The Musical Elements | |
|---|---|
| Introduction to Key Skills | Pupils will explore key concepts from Primary school and introducing them to new knowledge. These topics include: The musical elements: the theory behind what creates music. The instruments of the orchestra: investigating the sounds and features of orchestral instruments. Reading rhythms: using body percussion to explore rhythms and write notation. Reading music: an introduction to reading sheet music using boomwhackers and keyboards to prepare pupils for future learning. Assessment: a knowledge and listening test. |
| KS3 National Curriculum Links | Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Develop a deepening understanding of the music that they perform and to which they listen and its history. |
| Careers | Music Teacher, Orchestra Conductor, Music Therapist, Music Critic |
| PSHE & Cultural Capital | L12. different types and patterns of work, including employment, self-employment. |
| Spring 1 and 2 Classical Keyboard | |
|---|---|
| Introduction to Key Skills | Pupils will start the term by recapping previous knowledge and develop their skills such as the following: notation, improving the hand technique and recognising accidentals through practicing short extracts of music. Pupils will then demonstrate all of these skills in their assessment piece ‘Fur Elise’ by Beethoven. Pupils will be assessed on their technique, fluency and accuracy in a solo performance. To further their knowledge, we will explore the main features of Classical Music and how knowing this context can influence our performances by including stylistic features in performances. Assessment: playing ‘Fur Elise’ on the keyboard. |
| KS3 National Curriculum Links | Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Listen with increasing discrimination to a wide range of music from great composers and musicians. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. |
| Careers | Orchestral Musician, Session Musician, Music Teacher, Private Instrumental Teacher, Musicologist, Rehearsal Accompanist |
| PSHE & Cultural Capital | L2. to review their strengths, interests, skills, qualities and values and how to develop them. |
| Summer 1 and 2 Pop Songwriting | |
|---|---|
| Introduction to Key Skills | Pupils will explore the construction and use of chords in Pop Music and how this is essential in creating structure and form in music. Using this knowledge, pupils will learn chords on a ukulele and create their own chord sequence using Pop conventions. Pupils will then examine song lyrics, highlighting what criteria is needed for successful lyrics. When combined, pupils will work in duets and combine lyrics and ukulele chords to create a verse and chords of their original Pop song. Assessment: written evidence and a performance of final Pop song. |
| KS3 National Curriculum Links | Improvise, compose, extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions. Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. |
| Careers | Singer, Songwriter, Band Member, Session Musician, Producer, Music Teacher, Private Music Teacher |
| PSHE & Cultural Capital | L2. to review their strengths, interests, skills, qualities and values and how to develop them |
