CCCS Music Mastery Skills and Knowledge for Progression

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1 Foundation (G-E/1-2) Candidates sing and/or play music with some fluency the resources used. They compose music which shows some ability to organise musical ideas and use resources in response to a brief. They describe musical features using a simple musical, make improvements to their own work and offer some justification of opinions expressed. CCCS Music Mastery Skills and Knowledge for Progression Intermediate (D-C/3-5) Candidates sing and/or play music with control, making expressive use of phrase and dynamics to the style and mood of the music. They compose music which shows ability to develop musical ideas, use conventions, explore the potential of musical s and resources and fulfils a brief. They make critical judgements about others music using a musical. AO1: skills: performing/realising with technical control, expression and interpretation. AO2: skills: creating and developing musical ideas with technical control and coherence. AO3: skills: analysing and evaluating music using musical terminology. Advanced stage (B-A*/6-9) Candidates explore the expressive potential of musical resources and conventions used in selected genres, and traditions. They sing and/or play music with a sense of style, command of the resources used and making gradations of tempo, dynamics and balance. They compose music which shows a coherent and development of musical ideas and consistency of style and fulfils a brief. They make critical judgements about others music using an accurate and extensive musical. Foundation (equivalent to E/2) Intermediate (equivalent to C/5) Advanced (equivalent to A*9) Perform simple pieces of music with some fluency and control, in a group and alone. Compose 2 short pieces of music in a simple, using the instruments and harmony in a functional manner. This is notated using staff notation. Describe the musical features of the pieces studied and justify their reasons. To notate key thematic material accurately from the set works. Perform music of grade 4 standard with control of intonation and rhythm, with some fluency and phrasing to the genre. Compose 2 pieces of music meeting a brief, using staff notation and standard conventions according to the genre. Include a variety of compositional devices to show some development of ideas. Describe the musical features of the pieces studied and justify their reasons. To identify stylistic features of key genres. To notate key thematic material accurately from the set works. Perform music of grade 4 standard or above, in a group and alone, with accuracy and fluency with attention paid to the stylistic features of the genre. Demonstrate excellent aural and ensemble skills in group performances, interacting and balancing the performance. Compose 2 pieces of music meeting a brief, using staff notation and standard conventions according to the genre. Include a variety of compositional devices to show development of ideas. Compose idiomatically for the instruments. Recognise and understand detailed musical features of the pieces studied and their context and be able to analyse them. Express this understanding using technical in both extended prose and shorter answers. To notate key thematic material accurately from the set works.

2 F1 white notes on the keyboard and perform using RH only. Is able to maintain a simple rhythm and basic pulse. stave and may notate pitches using these. Shows some note values. L Can describe music they hear and play using simple Dynamics, Pitch. F2 keyboard and play simple melodies with hands separate and triads with their RH. Is able to maintain a simple rhythm and basic pulse. and bass stave and can notate pitches using these. Good note values and use these to notate their ideas. L Can describe music they hear and play using simple Timbre and Duration. F3 keyboard and perform simple pieces with hands together, or with a simple LH. Grade 1 standard and above on their instrument. Is able to maintain a simple and compound rhythms and basic pulse. and bass stave with leger lines and can notate pitches using these. Good note values dotted rhythms and uses these to notate their ideas. and Texture. Is able to notate ideas in aural dictation tasks. I1 keyboard and perform simple pieces with hands together with a LH. Of Grade 2 standard and above on their own instrument. showing a basic writing and a basic harmony with primary chords. This can be notated on Sibelius. describe the others music. I2 P Can perform music with hands together, using faster note values and a wider range of notes involving changes in hand position. Includes a simple range of articulation and. Of Grade 3 standard or above on own instrument. showing a basic writing and a basic harmony with a range of chords. Interesting and rhythms are used. for more than 2 instruments, developing textures. This should be notated on Sibelius. I3 P Can perform music with hands together, using faster note values and a wider range of notes involving changes in hand position. Includes a wider range of articulation and. Of Grade 3/4 standard or above on own instrument. stylistically. showing a good writing using devices such as sequence, imitation, scalic. Shows a good harmony with a range of chords 7ths and styles. Interesting and rhythms are used such as triplets or swung rhythms. for more than 2 instruments, developing textures. This should be notated A1 4 and above. Fluent, rhythmic accuracy and dynamic contrast. grade 4/5 standard musical language. Strong all 12 set works A2 5 and above. Fluent, accurate and stylistic phrasing. Wider range of harmonies to include suspensions and modulations. grade 5 standard musical language. Strong all 12 set works Express this understanding using technical in both extended prose and A3 5 and above. Fluent, accurate and stylistic phrasing. Wider range of harmonies to include suspensions and modulations. A substantial composition with development of ideas and composing idiomatically for the instruments and genre. grade 5 standard musical language. Strong all 8/12 set works

3 describe the others music and identify areas for development and stylistic features. on Sibelius. L Can describe, compare and analyse music identify instruments and their. Can describe the others music and identify areas for development and stylistic features. Can notate the key melodic and rhythmic thematic material from the set pieces studied. shorter answers, presented neatly and in a clear. To notate key thematic material accurately from the set works. Express this understanding using technical in both extended prose and shorter answers, presented neatly and in a clear.

4 Music Curriculum Map Years 7-11 Pupils should be taught to: play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression improvise and compose; and extend and develop musical ideas by drawing on a range of musical s, styles, genres and traditions use staff and other relevant notations ly and accurately in a range of musical styles, genres and traditions identify and use the inter related dimensions of music expressively and with increasing sophistication, use of tonalities, different types of scales and other musical devices listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening the music that they perform and to which they listen, and its history. Y7 Y8 Y9 Y10 Ao3 Y11 Ao3 Singing Skills - name the notes in the C major scale (M) How to play the keyboard - identification of notes on the keyboard (M) - Reading music notation (M) - Correct hand positions Performance twice in Autumn term Musical s: and performing in Ternary Form composition of notation knowledge by writing their own composition - Musical futures - ensemble skills - performing skills - Staff notation reading and performing Programme Music Sorcerer s Apprentice - Identifying and using musical devices (M) - Notes on the bass stave (M) composition Music and War song writing - Notes on the stave ( leger lines) (M) - Notes of the triads of chords (M) composition/perform ance Music and War programmatic music - Notes of the stave (see above) composition/perform ance 20 th Century Minimalism composition using sequencing software/sibelius All set works from 9-1 spec studied with opportunities for performing and composition tasks. Homework Regular homework With Feedback given. Assessments No PPEs as a new spec so will create our own and use sample assessment material from EDEXCEL G4S for each set work over the two years: Listening questions Essays Analysis outlines Year 10 Baseline Purcell: Music for a While Beethoven: 1 st Movement from Piano Sonata no.8 in C minor Pathetique JS Bach: 3 rd Movement from Brandenburg Concerto no. 5 in D major Working on final compositions and performances. Revision of the set works in AO3. Homework Regular homework with exam past questions on sources. Feedback & explanation given. Assessments Mocks, PPEs are all using whole past papers. Revision Revision lessons & after school sessions. G4S for each set work over the two years: Listening questions Essays Analysis outlines GF Handel: Chorus: And the glory of the Lord from Messiah HWV56 WA Mozart: 1 st Mvt from Symphony no.40 in G minor K550 F Chopin: Prelude No. 15, in D flat major, op28 A Schoenberg: Peripetie from 5 Orchestral Pieces, op16 Singing Skills Keyboard skills Musical futures Blues Music blues notes, scales and chords (see below) Music and War song writing Film Music composition of film soundtrack (Leitmotif, underscore, sound effects, Mickeymousing) Schwartz: Defying Gravity Queen: Killer Queen John Williams: Main title/rebel blockade from Star Wars Episode IV a New Hope L Bernstein: Something s Coming from West Side Story S Reich: 3 rd Mvt (fast) from Electric

5 Singing Skills and performing Folk Music of the British Isles Keyboard chords/lh performance of the Dargason/other 6/8 folk piece - Notated rhythms in 6.8 time signatures (M) Blues Music blues notes, scales and chords - Notes of the blues scale, performed and notated (M) - Notes of the 12 bar blues, performed and notated (M) performance of Bad Beat Blues Composition Music Tech project sequencing/advertising tbc - Listening tasks Composition/arrangi ng task x2 World Music performance performance of song x2 (small groups) Afro Celt Sound System: Release Esperanza Spalding: Samba Em Preludio Counterpoint M Davis: All Blues from the album Kind of Blue J Buckley: Grace from the album Grace Moby: Why does my heart feel so bad? From the album Play Capercaillie: Chuir M Athair Mise Dhan Taigh Charraideach (Skye Waulking Song) from the album Nadurra Rag Desh Yiri

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