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Breadcrumb

  1. Home
  2. Curriculum
  3. Subjects
  4. Music

Music

Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
Year 13

Reception - Music

Autumn 1 Autumn 2

Me and My World - Rhythm

Developing a sense of pulse and rhythm through games that promote coordination of sound and movement 

Supreme Superheroes - Pitch

Developing a sense of pitch and vocal control through singing games 

Spring 1 Spring 2

Let's Pretend - Rhythm

Developing coordination and simple body percussion 

Get Growing - Pitch

Developing a sense of pitch and vocal control through singing in unison

Summer 1 Summer 2

Exciting Expeditions - Creativity

  • Developing musical creativity through simple rhymes and clapping games based around the topic 
  • Rhythmic skills also developed with chanting: Engine Engine No.9 

Amazing Animals - Creativity 

  • Developing musical creativity through a simple chanted chorus using rhymes and amazing animals topic 
  • Rhythmic skills also developed with Djembes tapping out rhythms to chorus - call and response 

All Reception subjects Next Reception subject -Art

Year 1 - Music

Autumn 1 Autumn 2

Into the Woods - Rhythm Karate

  • Developing a sense of pulse and rhythm through:  Stomping, Marching, Scuttling.
  • Add rhythm karate to movements: Tah, Teh-tey, Ta-ah, Tah-ah-ah-ah (Aural) 

Mind the Gap - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through the Market Place game (So, Mi, Do) and ‘where are my keys?’ 
  • Developing Pitch Kung Fu understanding of: Do, Mi, So 
Spring 1 Spring 2

The Magic Toymaker - Rhythm Karate

  • Developing a sense of pulse and rhythm through Djembe starters: follow the leader, call and response 
  • Developing Rhythm Karate understanding of: Tah, Teh-tey, Ta-ah, Tah-ah-ah-ah (Notation - single bar) 

From A to B - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through  African Rounds (unison or 2 parts) 
  • Call and Response 
  • Developing Pitch Kung Fu understanding of: Do, Re, Mi, So 
  • Unison - Call and Response, Rounds in unison 
Summer 1 Summer 2

Out of Africa - Creativity

  • Developing musical creativity through chanting topic keywords/phrases 
  • Carnival of the Animals 
  • Djembe call and response 

Seen and Not Heard - Creativity

  • Developing musical creativity through a complete class composition and align with Che Che Koolay  
  • Rhythmic skills also developed through call and response Djembe games 

All Year 1 subjects Next Year 1 subject - Art

Year 2 - Music

Autumn 1 Autumn 2

Superhumans - Rhythm Karate

  • Developing a sense of pulse and rhythm through: Stomping, Marching, Scuttling, Jump Jim Joe and Button Factory 
  • Developing Rhythm Karate understanding of:  Tah, Teh-tey, Ta-ah, Tah-ah-ah-ah (Notation - up to 4 bars) 

Are you Sitting Comfortably? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through: 
  • Developing Pitch Kung Fu understanding of: Do, Re, Mi, Fa So 
Spring 1 Spring 2

Young Entrepreneurs - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Ti Ka Ta Ka 

Time Travellers - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: Do, Re, Mi, Fa So, Do 
Summer 1 Summer 2

Roots, Shoots, Animals and Fruits - Creativity

  • Developing musical creativity through looking at how sound is used in stories/films

Oh I Do Like to Be Beside the Seaside - Creativity

  • Developing musical creativity through creating music in groups to match picture stories/images based on topic 

All Year 2 subjects Next Year 2 subject - Art

Year 3 - Music

Autumn 1 Autumn 2

Did Dinosaurs Exist? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Tah, Teh-tey, Ta-ah, Tah-ah-ah-ah, Ti Ka Ta Ka (Notation - up to 4 bars) 

Who Were the First People on Earth? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: full major scale (1) 
Spring 1 Spring 2

Who Were the Romans? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Treola 

How Do Magnetic Forces Help Us? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: Full major scale (2) 
Summer 1 Summer 2

Who Were the Anglo-Saxons? - Creativity

  • Developing musical creativity through analysing topic keywords and discussing song structure…create chorus and verse from keywords and chant rhythms 

How Does My Body Work? - Creativity

  • Developing musical creativity through adding simple pitch to class composition 

All Year 3 subjects Next Year 3 subject - Art

Year 4 - Music

Autumn 1 Autumn 2

What Happened in 1066? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Tah, Teh-tey, Ta-ah, Tah-ah-ah-ah, Ti Ka Ta Ka, Treola (Notation - up to 4 bars) 

Can You Hear Me? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: Full major scale (3) 
Spring 1 Spring 2

What are the Origins of Chocolate? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Dotted notes

How Useful is Electricity? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: Use pitch kung fu to sing simple ostinati under melodies 
Summer 1 Summer 2

Who Were the Tudors? - Creativity

  • Developing musical creativity by using topic keywords to create verse and chorus lyrics and then adding simple melodies as a class 

How Do I Keep Healthy? - Creativity 

  • Developing musical creativity through adding simple ostinato to the above composition to create a sense of harmony 

All Year 4 subjects Next Year 4 subject - Art

Year 5 - Music

Autumn 1 Autumn 2

What Are the States of Matter? - Rhythm Karate

  • Developing a sense of pulse and rhythm through: developing Rhythm Karate understanding of: Rests

What's Out of This World? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: Harmony on Dynamite verse and Express Yourself/Burn 
Spring 1 Spring 2

Who Were the Ancient Egyptians? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: Mixing notation with rests 

How Do We Grow and Change? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu
Summer 1 Summer 2

Who Were the Ancient Greeks? - Creativity

  • Developing musical creativity by using topic keywords to create verse and chorus lyrics and add simple harmonies using Pitch Kung Fu 

What Forces are Around Me? - Creativity

  • Developing musical creativity through adding ukulele chords/riffs to composition 

All Year 5 subjects Next Year 5 subject - Art

Year 6 - Music

Autumn 1 Autumn 2

Lights, Camera, Action! - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: syncopation, rests, dotted notes. 

Who Were the Greatest Inventors? -  Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu understanding of: minor scale - Carol of the Bells 
Spring 1 Spring 2

How Do I Look After Myself? - Rhythm Karate

  • Developing a sense of pulse and rhythm through developing Rhythm Karate understanding of: tied notes and use glocks to play rhythms on single pitch 

Who Are We and Where Do We Come From? - Pitch Kung Fu

  • Developing a sense of pitch and vocal control through developing Pitch Kung Fu
Summer 1 Summer 2

What was Ilford Like in the Past? - Creativity 

  • Developing musical creativity through using topic keywords to create verse, bridge and chorus and add harmonies and ostinato 

My Next Great Adventure! - Creativity 

  • Developing musical creativity by adding ukulele chords/riffs to composition and three-part harmony 

All Year 6 subjects Next Year 6 subject - Art

Year 7 - Music

Autumn 1 Autumn 2

Beatboxing - Vocal and Rhythm Skills

  • Developing rhythmic understanding and vocals skills through the performance of: ‘Boots ‘n’ Cats’ and ‘Baffle 2 B Clever’ 
  • And developing creativity through the composition of group 8 beat breaks 

Singing - Vocal Skills

  • Developing pitch understanding and vocal skills through the performance of: 'Mehndi Lega Ke Rakhna', 'Waka Waka', and 'Umoja'
Spring 1 Spring 2

Keyboard - Keyboard Skills & Theory

  • Developing keyboard skills by learning to perform: “Kids”, “Time to Tango”, “Havana”, “In the Hall of the Mountain King”
  • Developing a theoretical understanding of: notes on the stave (bass and treble clef), notes on the keyboard, and major and minor triads 

Keyboard - Keyboard Skills & Theory

  • Developing keyboard skills by learning to perform: “Kids”, “Time to Tango”, “Havana”, “In the Hall of the Mountain King”
  • Developing a theoretical understanding of: notes on the stave (bass and treble clef), notes on the keyboard, and major and minor triads 
Summer 1 Summer 2

Bucket Drumming - Drumming Skills and Rhythm

  • Developing rhythmic understanding and two-stick drumming skills by learning to perform: Dm Dm beat, click break, reverse break, click beat etc. 

Bucket Drumming - Drumming Skills and Rhythm

  • Developing rhythmic understanding and two-stick drumming skills by learning to perform: Dm Dm beat, click break, reverse break, click beat etc. 

All Year 7 subjects Next Year subject - Art

Year 8 - Music

Autumn 1 Autumn 2

Drumming (Djembe or Dhol) and Singing (Vocal Skills)

  • Developing rhythmic understanding and dhol/djembe technique by learning to perform
  • Dhol: Chaal and various breaks, cool beat, mega break etc. 
  • Djembe: Rhythm 1-4, master rhythm, call & response, wave break, pineapple break, etc. 
  • Developing vocal skills through learning to sing: Umoja 

Drumming (Djembe or Dhol) and Singing (Vocal Skills)

  • Developing rhythmic understanding and dhol/djembe technique by learning to perform
  • Dhol: Chaal and various breaks, cool beat, mega break etc. 
  • Djembe: Rhythm 1-4, master rhythm, call & response, wave break, pineapple break, etc. 
  • Developing vocal skills through learning to sing: Umoja 
Spring 1 Spring 2

Keyboard - Keyboard Skills & Theory

  • Developing keyboard skills by learning to perform: “Kids”, “Time to Tango”, “Havana”, “In the Hall of the Mountain King”
  • Developing a theoretical understanding of: notes on the stave (bass and treble clef), notes on the keyboard, and major and minor triads 

Keyboard - Keyboard Skills & Theory

  • Developing keyboard skills by learning to perform: “Kids”, “Time to Tango”, “Havana”, “In the Hall of the Mountain King”
  • Developing a theoretical understanding of: notes on the stave (bass and treble clef), notes on the keyboard, and major and minor triads 
Summer 1 Summer 2

The Rap Game - Creativity

  • Developing rapping skills by learning to:

  • Free style
  • Rap ‘My Shot’ from Hamilton
  • Compose and perform a group rap
  • Engage in ‘hype rap battles’.

The Rap Game - Creativity

  • Developing rapping skills by learning to:

  • Free style
  • Rap ‘My Shot’ from Hamilton
  • Compose and perform a group rap
  • Engage in ‘hype rap battles’.

All Year 8 subjects Next Year 8 subject - Art

Year 9 - Music

Autumn 1 Autumn 2

Remix - Music Production & Creativity

Developing music production skills and creativity through the creation of a remix of an existing popular song using the Logic Pro X software

Remix - Music Production & Creativity

Developing music production skills and creativity through the creation of a remix of an existing popular song using the Logic Pro X software

Spring 1 Spring 2

Drumming 3 - (Djembe or Dhol) 

Developing rhythmic understanding and dhol/djembe technique by learning to perform:

Dhol: Chaal and various breaks, cool beat, mega break etc.

Djembe: Rhythm 1-4, master rhythm, call & response, wave break, pineapple break, etc.

Drumming 3 - (Djembe or Dhol) 

Developing rhythmic understanding and dhol/djembe technique by learning to perform:

Dhol: Chaal and various breaks, cool beat, mega break etc.

Djembe: Rhythm 1-4, master rhythm, call & response, wave break, pineapple break, etc.

Summer 1 Summer 2

Band Project - All Routes of Progression

Developing general musicianship and ensemble skills through the performance of a chosen piece of rep to be performed by a mixed instrumental class ensemble.

Band Project - All Routes of Progression

Developing general musicianship and ensemble skills through the performance of a chosen piece of rep to be performed by a mixed instrumental class ensemble.

All Year 9 subjects Next Year 9 subject - Art

Year 10 - Music

Autumn 1 Autumn 2

Appraising: Film Music + the elements

  • An introduction to the elements of music and a deep dive into the AoS 3 – Film Music

Composition - Keyboard Skills & Theory Booster

  • A foundation keyboard skills and theory course

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice

Appraising: Film Music + extended answer preparation

  • How film music is created, developed and performed, and the impact this has on the audience + Preparing for the 10 mark essay through film music.

Composition - Free Composition

  • Establishing and developing your chord sequence

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice
Spring 1 Spring 2

Appraising: Jazz & Blues + instrumental techniques

  • Looking at texture and sonority through a study of jazz and blues

Composition - Free Composition

  • Writing a melody to fit your chords 

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice

Appraising: Set Work: Africa Toto

  • A deep dive into the AoS 4 set work ‘Africa’ by Toto.

Composition - Free Composition

  • Choosing a genre, choosing sonorities and refining your chords & melody

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice

 

Summer 1 Summer 2

Appraising: Set Work: Badinerie Bach

  • A deep dive into the AoS 1 set work - Badinerie - by Bach

Composition - Free Composition

  • Creating and developing idiomatic basslines and beats 

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice

Appraising: Set Work: Badinerie Bach + melodic dictation & cadence identification

  • A deep dive into the AoS 1 set work - Badinerie - by Bach + Developing our melodic dictation + cadence identification skills

Composition - Free Composition

  •  Creating countermelodies, developing texture and applying finishing touches 

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice 
  • Through a variety of pieces tailored to the students’ chosen instrument(s)/voice

All Year 10 subjects Next Year 10 subject - Art

Year 11 - Music

Autumn 1 Autumn 2

Appraising: AoS2 Music for Ensemble

  • Looking at instrumental & vocal techniques and sonority through a study of musical theatre and chamber music

Composition: Brief Composition

  • Brief comp: Establishing and developing a chord sequence

Performance: Recording solo and ensemble performances/sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

Appraising: AoS 4 – Popular Music

  • Exploring the musical idioms associated with a variety of popular music + Developing understanding of technology

Composition: Brief Composition

  • Writing and developing a melody to fit your chords

Performance: Recording solo and ensemble performances/sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

Spring 1 Spring 2

Appraising: AoS 1,2, 3, 4 Revisiting and Revision

  • Revisiting the course content element by element 
  • Knowledge recall 
  • Exam technique

Composition: Brief Composition

  • Creating countermelodies, developing texture and applying finishing touches 

Performance: Recording solo and ensemble performances/sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

Appraising: All AoS + Revision

  • Revisiting the course content element by element 
  • Knowledge recall 
  • Exam technique 

Composition: Brief Composition & Free Composition Finishing Touches

  • Log book and score completion
  • Responding to feedback
Summer 1 Summer 2

Appraising: All AoS + Revision

  • Revisiting the course content element by element 
  • Knowledge recall 
  • Exam technique 

Composition: Brief Composition & Free Composition Finishing Touches

  • Log book and score completion
  • Responding to feedback
 

All Year 11 subjects Next Year 11 subject - Art

Year 12 - Music

Autumn 1 Autumn 2

Appraising:

Lesson 1 & 2 - AoS 5 Jazz Music

Lesson 3 - General listening skills development

  • A deep dive into the given artists looking a key features element by element. 

  • An introduction to writing 10 mark answers

Composition: Free Composition

  • Establishing and developing your chord sequence 

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

Appraising:

Lesson 1 & 2 - AoS 5 Jazz Music

Lesson 3 - General listening skills development

  • A deep dive into the given artists looking a key features element by element. 

  • An introduction to writing 10 mark answers

Composition: Free Composition

  • Writing a melody to fit your chords

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

Spring 1 Spring 2

Appraising:

Lesson 1 & 2 - AoS 1 - Mozart Opera

Lesson 3 - General listening skills development + Baroque Concerto

  • Deep score analysis of the Marriage of Figaro + Baroque Concerto.

  • Looking into the effect of audience, time and place on how the set works were created, developed and performed how and why the music across the selected strand is differenthow the composer’s purpose and intention for the set works is reflected in their use of musical elements

Composition: Free Composition

  • Following your chosen individual pathway through a given compositional model - e.g. Large Jazz Ensemble, Computer Game Music, Anime, Funk etc.

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

Appraising:

Lesson 1 & 2 - AoS 1 - Mozart Opera

Lesson 3 - General listening skills development + Baroque Concerto

  • Deep score analysis of the Marriage of Figaro + Baroque Concerto.

  • Looking into the effect of audience, time and place on how the set works were created, developed and performed how and why the music across the selected strand is differenthow the composer’s purpose and intention for the set works is reflected in their use of musical elements

Composition: Free Composition

  • Following your chosen individual pathway through a given compositional model - e.g. Large Jazz Ensemble, Computer Game Music, Anime, Funk etc.

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

Summer 1 Summer 2

Appraising:

Lesson 1 & 2 - AoS 1 - AoS 2 Popular Music

Lesson 3 - General listening skills development + Baroque Concerto

  • AoS 2 - A deep dive into the given artists looking a key features element by element. 

  • AoS 1 - Deep score analysis of the given Baroque Concerto

  • Looking into the effect of audience, time and place on how the set works were created, developed and performed how and why the music across the selected strand is different how the composer’s purpose and intention for the set works is reflected in their use of musical elements

Composition: Free Composition

  • Following your chosen individual pathway through a given compositional model - e.g. Large Jazz Ensemble, Computer Game Music, Anime, Funk etc.

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

Appraising:

Lesson 1 & 2 - AoS 1 - AoS 2 Popular Music

Lesson 3 - General listening skills development + Baroque Concerto

  • AoS 2 - A deep dive into the given artists looking a key features element by element. 

  • AoS 1 - Deep score analysis of the given Baroque Concerto

  • Looking into the effect of audience, time and place on how the set works were created, developed and performed how and why the music across the selected strand is different how the composer’s purpose and intention for the set works is reflected in their use of musical elements

Composition: Free Composition

  • Following your chosen individual pathway through a given compositional model - e.g. Large Jazz Ensemble, Computer Game Music, Anime, Funk etc.

Performance - preparing students' solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice

  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

  • Through - A variety of pieces tailored to the students’ chosen instrument(s)/voice.

All Year 12 subjects Next Year 12 subject - PSHE

Year 13 - Music

Autumn 1 Autumn 2

Appraising:

Lesson 1 & 2 - AoS 1 - Romantic Piano Music

Lesson 3 - General listening skills development

  • Deep score analysis of the given Romantic Piano Music
  • Looking into the effect of audience, time and place on how the set works were created, developed and performed  
  • How and why the music across the selected strand is different  
  • How the composer’s purpose and intention for the set works is reflected in their use of musical elements 

Composition: Brief Composition

  • Choosing a brief
  • Establishing and developing a chord sequence

Performance - recording solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

Appraising:

Lesson 1 & 2 - AoS 1 - Romantic Piano Music

Lesson 3 - General listening skills development

  • Deep score analysis of the given Romantic Piano Music
  • Looking into the effect of audience, time and place on how the set works were created, developed and performed  
  • How and why the music across the selected strand is different  
  • How the composer’s purpose and intention for the set works is reflected in their use of musical elements 

Composition: Brief Composition

  • Writing and developing a melody to fit your chords

Performance - recording solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice
Spring 1 Spring 2

Appraising:

Revisiting Mozart

Lesson 1 & 2 - Recapping all AoS

Lesson 3 - General listening skills development

  • A deeper dive into Mozart Opera with detailed score analysis and a strong focus on knowledge recall.

  • Revisiting the course content element by element

  • Knowledge recall

  • Exam Technique

Composition: Brief Composition

  • Creating countermelodies, developing texture and applying finishing touches

Performance - recording solo & ensemble performances/ sequenced productions

  • Instrumental/Vocal: Students will learn to perform their two performance pieces on their chosen instrument/voice 
  • Production: Students will create two sequenced backing tracks and learn two accompanying live parts on their chosen instrument/voice

Appraising:

Revisiting Mozart

Lesson 1 & 2 - Recapping all AoS

Lesson 3 - General listening skills development

  • A deeper dive into Mozart Opera with detailed score analysis and a strong focus on knowledge recall.

  • Revisiting the course content element by element

  • Knowledge recall

  • Exam Technique

Composition: Brief & Free Composition Finishing Touches

  • Programme note and score completion. Responding to feedback.
Summer 1 Summer 2

Appraising: Targeted revision tasks over all AoS

  • A deeper dive into Mozart Opera with detailed score analysis and a strong focus on knowledge recall.

  • Revisiting the course content element by element

  • Knowledge recall

  • Exam Technique

Composition: Brief & Free Composition Finishing Touches

  • Programme note and score completion. Responding to feedback.
 

All Year 13 subjects Next Year 13 subject - PSHE

  • Modern Foreign Languages
  • Personal, Social, Health and Emotional Education (PSHE)
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