Year 7 Curriculum Overview Baseline assessment. Understanding Music Rhythm. Elements of Music: Tempo, Texture, Structure, Rhythm, Dynamics. Baseline Assessment Performing Rhythms Composing Rhythms Performance Understanding Music Keyboard. Elements of Music: Pitch, Rhythm, Melody, Tempo, Structure, Tempo. Musical Ensembles. Elements of Music: Tempo, Dynamics, Rhythm, Pitch, Melody, Texture, Structure, Tonality, Instrumentation. Music and the Media. Elements of Music: Tonality, Tempo, Pitch, Melody, Dynamics, Instrumentation. Ensemble skills Performance Reggae. Elements of Music: Genre, instrumentation, Rhythm, Structure, Tonality. The Blues and its influences. Elements of Music: Genre, instrumentation, Pitch, Structure, Tempo, Rhythm, Melody. Improvisation
Year 8 Curriculum Overview Beyond the Blues. Elements of Music: Genre, Instrumentation, Tonality, Tempo, Structure, Rhythm, Melody, Dynamics. Riffs. Elements of Music: Genre, Rhythm, Pitch, Melody, Instrumentation, Tempo, Dynamics. Musical Ensembles/Song writing. Elements of Music: Genre, Melody, Instrumentation, Rhythm, Pitch, Tonality, Tempo, Structure. Listening Skills
Year 9 Curriculum Overview Component 1: AoS 1,2,3,4. Riffs, Ostinati and Loops. Riffs in Rock and Blues, Riffs in Caribbean, Ostinati in Minimalism, Ostinati and Variation. AoS2 (Popular Music). Set works from Sgt Pepper s Lonely Hearts Club Band - The Beatles - With A Little Help From My Friends. Component 1: AoS 1,2,3,4. Texture. Homophonic Texture in Baroque AoS1, Accompanied Melody texture in Folk AoS3, Accompanied Melody texture in Pop AoS2, Contrapuntal texture in Rock AoS2, Contrapuntal Texture in 20 th Century orchestral AoS4. Aos2 (Popular Music). Set work from Sgt Pepper s Lonely Hearts Club Band - The Beatles - Lucy In The Sky With Diamonds. Component 1: AoS 1,2,3,4. Sequence. Vocal sequence in pop AoS2, Sequence in Musicals AoS2, Sequence in Sonata AoS4, Sequence in Cuban Music AoS3, Sequence in Piano Music AoS1. Aos2 (Popular Music). Set work from Sgt Pepper s Lonely Hearts Club Band - The Beatles - Within You, Without You. With a Little help from my friends. Various riffs/ostinato. Composing riffs one bar, slow tempo, one chord, minor. Two bar medium tempo, three chords, minor. Three note bass riff, melodic counter riff, skank beat. Technology layering/canon/contrapuntal additive Extended ostinato. Lucy in the Sky with Diamonds. Homophonic/chordal writing. Melodic writing. Melodic canon writing. Imitative diatonic/non-diatonic writing. Within You, Without You. Simple melodic sequence with step movement over one chord and/or pedal. Melodic sequence over I, VI, IV, V chord progression in compound time. Four note sequential figure over syncopated backing adding ornamentation (change of metre). Technology sequence Am/G/F/E with sequential melodic figures above. Technology sequential figure over student broken chord accompaniment patterns.
Year 10 Curriculum Overview Learning aim A Understanding different types of organisations that make up the music industry. Learning aim B Use your music performance skills within rehearsals and performances. Learning aims A and B. Learning aim B Use your performance skills within rehearsal and performance. Learning aims A and B. Learning aim A Plan, develop and deliver a music product.
Year 11 Curriculum Overview Learning aim A Understanding different types of organisations that make up the music industry. Learning aim B Use your music performance skills within rehearsals and performances. Unit 2 Managing a Music Product Learning aim A Plan, develop and deliver a music product. Learning aim B Promote a Music Product. Learning aim C Review the management of a music product. Unit 4 Introducing Music Composition. Learning aim A Explore creative stimuli to meet the brief. Learning aim B Develop, extend and shape music for performances. Learning aim B Promote a Music Product. Learning aim C Review the management of a music product. Unit 4 Introducing Music Composition. Learning aim B Develop, extend and shape music for performances. Learning aim C Present compositions appropriately. Mock examination. Observations. Observations, promotional material. Response to the product. Assessment of stimuli and melodic ideas. Assessment of Harmonic ideas. Observations, promotional material. Response to the product. Assessment of stimuli and melodic ideas. Assessment of Harmonic ideas. Assessment of musical ideas with relation to clarity, accuracy and format.