Music

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

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

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

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

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

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

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

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

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

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)

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)

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

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)

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

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

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

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

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

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

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

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

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'

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

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.

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

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

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
Protest Music - Creativity Developing vocal skills by learning to sing: ‘I Wish I Knew How It Would Feel To Be Free’ and ‘Masters of War’ Developing listening skills by analysing a different protest song each week Developing creative lyric writing and vocal skills through the creation of group raps in response to a groups chosen issue	Protest Music - Creativity Developing vocal skills by learning to sing: ‘I Wish I Knew How It Would Feel To Be Free’ and ‘Masters of War’ Developing listening skills by analysing a different protest song each week Developing creative lyric writing and vocal skills through the creation of group raps in response to a groups chosen issue

Summer 1

Summer 2

Protest Music - Creativity

Developing vocal skills by learning to sing: ‘I Wish I Knew How It Would Feel To Be Free’ and ‘Masters of War’
Developing listening skills by analysing a different protest song each week
Developing creative lyric writing and vocal skills through the creation of group raps in response to a groups chosen issue

Protest Music - Creativity

Developing vocal skills by learning to sing: ‘I Wish I Knew How It Would Feel To Be Free’ and ‘Masters of War’
Developing listening skills by analysing a different protest song each week
Developing creative lyric writing and vocal skills through the creation of group raps in response to a groups chosen issue

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

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
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

Spring 1

Spring 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

Summer 1	Summer 2
Dhol Drumming - Drumming & Rhythm Skills Developing rhythmic understanding and two-stick drumming skills by learning to perform: Dm Dm beat, click break, reverse break, click beat etc.	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

Dhol Drumming - Drumming & Rhythm Skills

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

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

All Year 9 subjects Next Year 9 subject - Art

Year 10 - Music

Autumn 1	Autumn 2
Appraising - Transition Course & AoS4: 'Toto's Africa' An introduction to the elements of music and a deep dive into the AoS 4 set work - Africa - by Toto 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 AoS3: Film Music How film music is created, developed and performed, and the impact this has on the audience 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

Autumn 1

Autumn 2

Appraising - Transition Course & AoS4: 'Toto's Africa'

An introduction to the elements of music and a deep dive into the AoS 4 set work - Africa - by Toto

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 AoS3: Film Music

How film music is created, developed and performed, and the impact this has on the audience

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 AoS3: Film Music Preparing for the 10 mark essay through film music 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 AoS1 - Set Work: Badinerie Bach A deep dive into the AoS 1 set work - Badinerie - by Bach 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

Spring 1

Spring 2

Appraising AoS3: Film Music

Preparing for the 10 mark essay through film music

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 AoS1 - Set Work: Badinerie Bach

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

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 AoS2: Jazz & Blues Looking at texture and sonority through a study of jazz and blues 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 AoS4: Popular Music Exploring the musical idioms associated with a variety of popular music 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

Summer 1

Summer 2

Appraising AoS2: Jazz & Blues

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

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 AoS4: Popular Music

Exploring the musical idioms associated with a variety of popular music

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 texture and sonority through a study of musical theatre and chamber music Composition: Brief Composition Establishing and developing a chord sequence Performance: recording 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: AoS1 Forms and Devices Looking at how musical forms and devices used by composers today have their origin in the Western Classical Tradition Composition: Brief Composition Writing and developing a melody to fit your chords Performance: recording 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

Autumn 1

Autumn 2

Appraising: AoS2 Music for Ensemble

Looking at texture and sonority through a study of musical theatre and chamber music

Composition: Brief Composition

Establishing and developing a chord sequence

Performance: recording 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: AoS1 Forms and Devices

Looking at how musical forms and devices used by composers today have their origin in the Western Classical Tradition

Composition: Brief Composition

Writing and developing a melody to fit your chords

Performance: recording 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 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 1,2, 3, 4 Revisiting and 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

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 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 1,2, 3, 4 Revisiting and 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: AoS 1,2, 3, 4 Revisiting and 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: AoS 1,2, 3, 4 Revisiting and 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 30 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

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 30 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 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 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 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

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 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 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 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

Summer 1	Summer 2
Appraising Lesson 1 & 2: AoS1 - AoS2 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: AoS1 - AoS2 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

Summer 1

Summer 2

Appraising

Lesson 1 & 2: AoS1 - AoS2 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: AoS1 - AoS2 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: AoS1 - 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: AoS1 - 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

Autumn 1

Autumn 2

Appraising

Lesson 1 & 2: AoS1 - 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: AoS1 - 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 Lesson 1 & 2: Recapping all AoS Lesson 3: General Listening Skills Development 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 Lesson 1 & 2: Recapping all AoS Lesson 3: General Listening Skills Development Revisiting the course content element by element Knowledge recall Exam technique Composition: Brief and Free Composition Finishing Touches Programme note and score completion. Responding to feedback

Spring 1

Spring 2

Appraising

Lesson 1 & 2: Recapping all AoS
Lesson 3: General Listening Skills Development
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

Lesson 1 & 2: Recapping all AoS
Lesson 3: General Listening Skills Development
Revisiting the course content element by element
Knowledge recall
Exam technique

Composition: Brief and Free Composition Finishing Touches

Programme note and score completion. Responding to feedback

Summer 1	Summer 2
Appraising Targeting all revision tasks over all AoS Revisiting the course content element by element Knowledge recall Exam technique Composition: Brief and Free Composition Finishing Touches Programme note and score completion. Responding to feedback	--

Summer 1

Summer 2

Appraising

Targeting all revision tasks over all AoS
Revisiting the course content element by element
Knowledge recall
Exam technique

Composition: Brief and Free Composition Finishing Touches

Programme note and score completion. Responding to feedback

--

All Year 13 subjects Next Year 13 subject - PSHE

Music

Reception - Music

Year 1 - Music

Year 2 - Music

Year 3 - Music

Year 4 - Music

Year 5 - Music

Year 6 - Music

Year 7 - Music

Year 8 - Music

Year 9 - Music

Year 10 - Music

Year 11 - Music

Year 12 - Music

Year 13 - Music

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Music

Reception - Music

Year 1 - Music

Year 2 - Music

Year 3 - Music

Year 4 - Music

Year 5 - Music

Year 6 - Music

Year 7 - Music

Year 8 - Music

Year 9 - Music

Year 10 - Music

Year 11 - Music

Year 12 - Music

Year 13 - Music