Music GCSE Scheme of Work

Key Stage 4 3 Year SOW Component 1: Understanding Music 40% Component 2: Pering Music 30% Component 3: Composing Music 30% Castlebrook High School GCSE Music Scheme of Work Prior Learning: key stage 3: year7/8 Aims of the Music Curriculum at Castlebrook: 1) Successful learners, who enjoy learning, make progress and achieve their best in music. 2) Confident individuals, who are able to per, listen and compose safely and find healthy fulfillment from discussing creative ideas. 3) Responsible citizens who make a positive contribution to an increasing creative society. Key Skills: Literacy Numeracy Use of ICT Speaking (Appraising/ Evaluating) Listening Secondary SEAL: Social skills Self-awareness Motivation Empathy Managing Feelings VAK Learning: Visual Audio Kinesthetic Resources: Instruments keyboards, guitars, drum kits Mansucript paper Tab paper Sibelius GCSE revision/ areas of study guides Folders Course overview Spiritual, Moral, Social, Cultural Development and Awareness: Spiritual development - through developing pupils awareness of the power of music to take the listener out of the commonplace and helping pupils use music to express and reflect on their own thoughts and feelings. Moral development - through helping pupils exercise responsibility in the choices and decisions they and others make as part of the creative process, valuing their own and others work and recognising the effect of music [for example, its use in advertising and propaganda and its misuse in sound pollution] Social development - through helping pupils share music making and develop a sense of social cohesion, recognising the value of different contributions and their own responsibility to support and enrich the work of others and recognising the need for different roles in group perance. Cultural development - through helping pupils recognise how music influences, and reflects the way people think and feel, relating music to the time and place in which it was created and pered. Through analysing, evaluating and reflecting on music from contrasting traditions and identifying how and why some aspects change or stay the same. Every Child Matters: Be Healthy, Stay Safe, Enjoy & Achieve, Make a positive contribution, Achieve economic wellbeing

40% Component 1 Subject Content AOS1 Western Classical Tradition 1650-1910 Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. AOS2 Popular Music AOS3 Traditional Music AOS4 Western Classical Tradition since 1910 Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. Listening: Unfamiliar music Listen to these genres attentively and accurately describe musical elements, contexts and musical language. The Coronation Anthems and Oratorios of Handel. The Orchestra Music of Haydn, Mozart and Beethoven. The piano music of Chopin and Schumann. The Requiem of the late Romantic Period. Study Piece Haydn: Symphony 101 in D Major The Clock, Movt. 2 Music of Broadway 1950s to 1990s Rock Music of 1960s and 1970s Film and computer gaming music 1990a to present Pop music 990s to present Study Piece The Beatles: Sgt Pepper s Lonely Hearts Club Band With a Little Help from my Friends Within You, Without You Lucy in the Sky with Diamonds Blues Music Fusion music incorporating African and/or Caribbean music Contemporary Latin music Contemporary folk music of the British Isles Study Piece Santana: Supernatural Smooth Migra Love of my Life The orchestral music of Copland British music of Arnold, Britten, Maxwell-Davies and Tavener The orchestral music of Zoltan Kodaly and Bela Bartok Minimalist music of John Adams, Steve Reich and Terry Riley Study Piece Aaron Copland; Saturday Night Waltz and Hoedown from Rodeo. Component 1 Understanding Music 40% 96 marks/ Exam 1hour 30 mins Section A: Listening: Unfamiliar music Students must be able to listen attentively to unfamiliar music from all FOUR areas of study to identify and accurately describe musical elements, musical contexts and use musical language (including staff notation). Section B: Study Pieces For TWO areas of study (One of which must be AOS 1) and one other choice, students must also be able to critically appraise the music from the specified study pieces using knowledge and understanding of: Component 2 Pering Music 30% 72 marks/ NEA Students must be able to per live music using one or both of the following ways: Instrumental Production via technology One perance must be as a soloist (36 marks) One piece must be as part of an ensemble (36 marks at least 1 minute) Both lasting for a minimum of four minutes no maximum Students must be able to interpret relevant musical elements as appropriate

The effect of audience, time and place on how the study pieces were created, developed and pered. How and why the music across the selected areas of study u has changed over time. How the composer s purpose and intention for the study piece is reflected in their use of musical elements. Relevant musical vocabulary and terminology for the study pieces. Musical Elements/ Vocab and Terminology SEE MUSICAL ELEMENTS TABLE FOR RELEVANT AOS using resources and techniques as appropriate to communicate musical ideas with accuracy, expression and interpretation including phrasing and dynamics appropriate to the style of the music. In all cases the recording of perances must be accompanied by one or more documents: notated score, lead sheet, guide recording, (annotationproduction only) ALL PERFORMANCES MUST BE COMPLETED IN YEAR OF CERTIFICATION and marked by teachers, then externally moderated by AQA. Reading and Writing Staff Notation Must identify musical elements in table when reading short passages of unfamiliar music in staff notation of up to 12 bars. Students must be able to demonstrate the ability to write staff notation within short passages of 8 bars: melodically up to 4 #s and bs/ Rhythmically including simple and compound time. Chords Must learn major and minor chords and their associated symbols and be able to identify them In aural and written. Component 3 Composing Music 30% 72 marks/ NEA Personalised EAL Worksheets may be adapted to enable student to

Students must learn how to develop musical ideas, including extending and manipulating musical ideas, and compose music that is musically convincing through TWO compositions. One composition is in response to an externally set brief Composition 1 One composition is a free piece Composition 2 Together the compositions must last a combined time of three minutes or more. Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual student. Assessed on the students ability to demonstrate: Creative and effective selection and use of the musical elements Appropriate selection and use of musical elements (to the compositional intention) Technical and expressive control in the use of musical elements. Each composition MUST demonstrate selection and use of at least four types of musical element as follows: Students must be able to compose using methods appropriate to the style/ genre of their composition and use a combination of vocal/ instrumental/technology. This could include the use of score writing software, sequencing software, studio multi-tracking, hand written notation and working through improvisation. Students must write a programme note of approx. 150 words for each composition which clearly ins the assessor fo the compositional intention, including the intended audience/ occasion. Students must also identify the types of musical element selected and provide details of any software/ hardware used in the process. In all cases the audio recording of the composition and programme note must be accompanied by one of: staff notated score, lead sheet, aural guide. provision: work with dual languages SEN See differentiation AG&T Students who are more able and gifted and talented should be able to complete compositions with little direction from teacher. Students who are AGT will be able to develop perances and know how to improve their work with little input from the teacher. These students may be able to support other students and give constructive advice. AGT students will already have a good music ability, they may have had instrumental lessons or taught themselves, they will be able to understand key words and concepts for the listening element of the course, they may pick up the ideas more easily. Male/ Female Tasks that use varied learning styles

Course Assessment Objectives The assessment objectives will be assessed in the context of the subject content and skills. AO1: Per with technical control, expression and interpretation AO2: Compose and develop musical ideas with technical control and coherence AO3: Demonstrate and apply musical knowledge AO4: Use appraising skills to make evaluative and critical judgements about music Course Aims and Learning Outcomes Engage actively in the process of music study Develop pering skills individually and in groups to communicate musically with fluency and control of the resources used Develop composing skills to organise musical ideas and make use of appropriate resources Recognise links between the integrated activities of pering, composing and appraising and how these in the development of music Broaden musical experience and interests Develop imagination and foster creativity Develop knowledge, understanding and skills needed to communicate effectively as musicians Develop awareness of a variety of instruments, styles and approaches to pering and composing Develop awareness of music technologies and their use in the creation and presentation of music Recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology Develop as effective and independent learners with enquiring minds Reflect upon and evaluate their own and others music Engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development Use of additional adults Support pupils with SEN/ EAL or others who are struggling, support with handing out resources and any other necessary tasks requested by teacher. Homework Set each week for students to access and complete tasks of theory, pering and composing.

Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Know overview of the course and the expectations for the next 3 years 2 Develop pering skills within an ensemble establishing technical control, expression, 3 Develop pering skills 4 Know how to read music in bass and treble clef 5 Broaden musical knowledge and understanding of composers and musical styles 6 Develop pering skills 7 Develop pering skills Year 9 Autumn Half Term 1 Learning themes and suggested activities Hand out folders, books, cover sheet, element table, overview of course Go through specification and expectations Ensemble perances Look at assessment criteria Decide on songs and start rehearsing Ensemble perances continue rehearsing Recap on Stave and letter names in bass and treble clef Complete activities 1 & 2 in Step up to GCSE Music Research composers: Handel and Haydn Birth, Death, Musical Works, Style of Music include pictures Continue rehearsing ensemble perances Continue rehearsing ensemble perances Homework Instrument profile Finish activities 1 & 2 Finish research

8 Identify note values, ledger lines and dotted notes 9 Broaden musical knowledge and understanding of composers and musical styles 10 Develop pering skills 11 Broaden musical knowledge and understanding of composers and musical styles 12 Identify and understand bars, time signatures, anacrusis, semibreve rest 13 ENSEMBLE PERFORMANCES PRACTICE AND MAD 14 ENSEMBLE PERFORMANCE RECORDINGS 15 Know how to beam notes and group rests, identifying triplets 16 Identifying, listening to and appraising Orchestra music of Haydn, Mozart and Beethoven Identifying, listening to and appraising coronation anthems and oratorios Handel Theory: Ledger lines, time values, dotted notes Complete activities 3&4 Research composers: Mozart and Beethoven Birth, Death, Musical Works, Style of Music include pictures Continue rehearsing ensemble perances Research composers: Chopin & Schumann Birth, Death, Musical Works, Style of Music include pictures Theory: Bar lines, time signatures simple, anacrusis, semibreve rest Complete activity 5 Per as a group to the class: Peer and teacher assess, set MAD targets Ensemble Perances and recordings KPI 1 Theory: Beaming notes, grouping rests, triplets Complete activities 6 &7 Listening to orchestra music Discuss features, elements, listening Research how many composed, context Listening and watch coronation anthems Link to theory already learnt Research how many he composed, what for, context, basic descriptions, comment on musical elements Finish research Finish research Revision for KPI 1 theory test HALF- TERM HOMEWORK Finish research and create a fact file on orchestra music of these composers/ Listen to piano music of Chopin and Schumann Listening tasks based on Handel s coronation anthems and oratorios

17 KPI 1 MUSIC THEORY Theory test of all aspects learnt so far Ensemble and Theory to give overall KPI 1 level Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Develop solo pering skills establishing technical control, expression and interpretation 2 Identify time signatures in compound time 3 Identify through listening and describing with musical elements all types of Western Classical Music learnt 4 Develop solo pering skills establishing technical control, expression and interpretation 5 Know the degrees of the scale, differences between tones and semitones and know scale of C major 6 Develop solo pering skills establishing technical control, expression and Year 9 Autumn Half Term 2 Learning themes and suggested activities Students to work on individual perances on chosen instrument/ voice. Students to use assessment criteria to assist and support themselves and each other Learn how to identify compound and simple time signatures Practice adding note values and complete missing bar lines activity 8 Recap on all western classical, embed requiem and piano music completed for hwk. Listening questions, context questions exam style, generic features. Write notes and features that will be helpful for revision Continue rehearsing individual perances Through listening and perance explain tones, semitones, degrees of the scale and C major Write up in book Complete activities 9,10,11 Continue rehearsing individual perances Homework Research and listen to late romantic Requiems Finish revision notes Finish activities

interpretation 7 Broaden musical knowledge and understanding of composers and musical styles 8 Develop and compose rhythms in staff notation 9 Develop solo pering skills establishing technical control, expression and interpretation 10 Know the major key signatures with sharps Compose rhythms and write in notation accurately 11 SOLO PERFORMANCES PRACTICE AND MAD 12 Broaden musical knowledge and understanding of composers and musical styles 13 SOLO PERFORMANCE RECORDINGS KPI 2 14 Compose rhythms to lyrics successfully 15 Know the key signatures with flats 16 KPI 2 THEORY AND LISTENING Research features, composers of and listen to music of Broadway 1950s-1990s Recap on note values, rests, time signatures Students to compose interesting rhythms and write down using staff notation Aural identification on rhythms Continue rehearsing individual perances Students to write key signatures in books after teacher explanation Complete activity 14 Composing task finish rhythms? Per solos to the class: Peer and teacher assess, set MAD targets Research and listen to film and computer gaming music Listening element tasks Write up context Solo perances and recordings kpi 2 Students to compose rhythms (using natural rhythmic patterns) to own lyrics/ given lyrics including syncopation and interesting rhythms towards KPI 2 Students to write key signatures in books after explanation Complete activity 15 KPI 2 compose a short melody to lyrics/ rhythmic compositions using one of the more complex key signatures using a keyboard Theory and listening test on all elements and aspects learnt so far Accidentals Activity 12 & 13 Research and listen to 1960s/70s rock music Rehearse for KPI 2 recordings Finish rhythm compositions, prepare for KPI 2 theory and listening test

Solo perances, composing and exam result to give overall KPI 2 grade 17 KPI 2 COMPOSING Finish, record and hand in final lyric/ melody/ rhythmic compositions OVERALL KPI 2 grade 18 Broaden musical knowledge and understanding of composers and musical styles Research and listen to a variety of pop music 1990s to present Musical element test Feedback from KPI 2 MAD time 19 MAD MAD time Recap on all learnt since September, hand out Christmas holiday homework, group Christmas perances Xmas holiday homework Read circle of fifths and minor keys/ scales Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Know and understand minor keys, scales and circle of fifths 2 Extend KPI 2 compositions: lyrics, rhythms and melodies 3 Develop pering skills 4 Broaden musical knowledge and understanding of Year 9 Spring Half Term 1 Learning themes and suggested activities Teacher questioning -clarify homework understanding Complete activity 16 Per major/ minor scales on own instrument/ keyboard Aural learning Compose further lyrics, rhythms and melodies to KPI 2 composition Go through melody writing techniques Look at feedback from previous recording/ perance Areas need to develop Research blues music 1920-50 Listen to tracks, context and composers/ perers Homework Read and complete modes and other scales- Activity 17 Finish blues and complete contemporary latin music

composers and musical styles 5 Develop understanding and identify intervals by ear and notation 6 Develop pering skills 7 Understand and identify different types of chords in major keys, inversions, roman numerals 8 Consolidate understanding of chords 9 ENSEMBLE PERFORMANCES PRACTICE AND MAD 10 Understand and identify cadences aurally and through notation Teacher to explain Practice aural listening, give hints to working out Activity 18 Look at feedback from previous recording/ perance Areas need to develop Write up understanding of chords on staff notation, roman numerals, chord symbols, types and inversions Go through melodic decoration of chords Complete activity 19 Go back to compositions and add chords in the chosen key signature to lyric/ melodies/ rhythms Per to the class: Peer and teacher assess, set MAD targets Teacher to explain cadences and chord progressions/ recap on chords Complete activity 20 MAD to melodic, rhythmic, lyrics, chords so far on compositions to include cadences that make sense, add more chords. 11 ENSEMBLE RECORDINGS Record and per as a group 12 Consolidate understanding of cadences and chords, compose chord progressions to fit with melodies 13 Broaden musical knowledge and understanding of composers and musical styles Recap can listen to cadences, intervals, and chord progressions Finish off compositions started before KPI 2 and hand in. Research and listen to fusion music research Research and listen to Caribbean music

14 Broaden musical knowledge and understanding of composers and musical styles 15 Understand modulation and tonality Research and listen to folk music of Britain Teacher to explain Perance examples Look at case studies and complete activity 21 Finish research for homework Music GCSE Scheme of Work Year 9 Spring Half Term 2 Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Compose a short piece using rhythmic, melodic and harmony techniques learnt 2 Understand some simple structures, dynamics and common instrumentation Continue compositions 3 Develop solo pering skills establishing technical control, expression and interpretation 4 Broaden musical knowledge and understanding of composers and musical styles Learning themes and suggested activities Recap on modulation, cadences, all theory learnt Set task for composing style based on one the AOS Lyrics, rhythm, melody, harmony, instruments? Use Sibelius/ lead sheets/ Cubase?/ aural description Teacher to explain some simple combinations for instrumentation Musical styles, structures and dynamics Continue composing Rehearse for solo perances Research life and works of Aaron Copland Listen to examples 5 Compose a short piece using Continue composing short pieces to include all theory learnt Homework Individual perances Individual perances, composing

rhythmic, melodic and harmony techniques learnt Create a score using Sibelius, hand written, Cubase, aural description 6 Broaden musical knowledge and understanding of Research life and works of Minimalist composers Listen to examples composers and musical styles 7 Compose a short piece using rhythmic, melodic and harmony techniques learnt Continue composing short pieces to include all theory learnt Create a score using Sibelius, hand written, Cubase, aural description 8 INDIVIDUAL Solo perance recordings for KPI 3 PERFORMANCES RECORDINGS - KPI 3 9 Broaden musical knowledge Research life and works of Arnold and Britten and understanding of Listen to examples composers and musical styles 10 Broaden musical knowledge Research life and works of Maxwell-Davies and Taverner and understanding of Listen to examples composers and musical styles 11 Broaden musical knowledge Research life and works of Kodaly and Bartok and understanding of Listen to examples composers and musical styles 12 KPI 3 Theory and Listening COMPLETE THEORY AND LISTENING EXAM On all AOS 4 and elements, contexts HAND IN COMPOSING Individual perance, exam and composing to feed into KPI 3 Individual perances, composing Finish research, composing Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) Year 9 Summer Half Term 1 Learning themes and suggested activities Homework

1 MAD KPI 3 MAD and teacher feedback from KPI 3 Listening, composing, pering 2 Develop pering skills 3 TEMPO/RHYTHM/METRE tasks 4 Develop pering skills 5 TEMPO/RHYTHM/METRE tasks 6 Develop pering skills Look at feedback from previous recording/ perance Areas need to develop Recap on note values Explain dotted rhythms, scotch snap and anacrusis Look at feedback from previous recording/ perance Areas need to develop Explain regular time signatures simple/ compound and irregular time Look at feedback from previous recording/ perance Areas need to develop 7 TEMPO/RHYTHM/METRE Augmentation, Diminution, Hemiola Context questions based on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE) Context questions based on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE) Context questions based on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE)

tasks 8 Develop pering skills 9 TEMPO/RHYTHM/METRE tasks 10 TEMPO/RHYTHM/METRE Look at feedback from previous recording/ perance Areas need to develop Tempo Italian terms, BPM, Rubato and Pause Syncopation, Bi-rhythms, cross, polyrhythms, off beat, triplets Context questions based on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE) Music GCSE Scheme of Work 11 ENSEMBLE RECORDINGS Record and per as a group Context questions on AOS Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE) 12 TEMPO/RHYTHM/METRE Free, skank, bubble, clave, swing, shuffle, backbeat, groove

13 LISTENING AND THEORY TEST KPI 4 A selection of questions based on Tempo, Rhythm and Metre across all styles and AOS, Context question based on these elements Finish composing/ theory tasks/ listening Research areas of knowledge (Step up to GCSE) Music GCSE Scheme of Work Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Develop solo pering skills establishing technical control, expression and interpretation 2 MELODY 3 MELODY 4 Develop solo pering skills establishing technical control, expression and interpretation Year 9 Summer Half Term 2 Learning themes and suggested activities Rehearse for solo perances Understand intervals within Octave Diatonic and Chromatic Melodic movement step, leap, conjunct, disjunct, triadic, scalic, arpeggio, broken chords Rehearse for solo perances 5 MELODY Riff, ostinato, hook, motifs Homework Research areas of knowledge (Step up to GCSE) Research areas of knowledge (Step up to GCSE)

6 SOLO PERFORMANCE Per solos and record RECORDINGS KPI 4 7 COMPOSING KPI 4 Compose a short 1 minute piece using some of the rhythm, tempo, metre and melody techniques 8 COMPOSING KPI 4 Compose a short 1 minute piece using some of the rhythm, 9 MELODY 10 MELODY tempo, metre and melody techniques Ornamentation- acciaccatura, Appoggiatura, trills, mordents Pentatonic, wholetone, modal, major, minor 11 KPI 4 MAD MAD on knowledge test, listening and theory, composing, pering 12 MELODY Scat, Melisma, blues (notes composing task) 13 MELODY Passing notes, slides, pitch bend, gliss, portamento Activity 22 Knowledge Test Work on blues compositions to include blue notes, gliss, pitch bend, improvisation

14 MELODY 15 MELODY 16/17/18 Consolidation of all AOS and elements, composing techniques and perances Improvisation Phrasing and Articulation Detailed teacher feedback Self-evaluation of understanding pering, composing etc.

Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Consolidate understanding of genres AOS, Tempo rhythm metre and melody 2 Develop pering skills 3 HARMONY Year 10 Autumn Half Term 1 Learning themes and suggested activities Hand out folders, books, cover sheet, element table, overview of course if necessary Go through specification and expectations where up to in the course Recap on key words, elements, AOS styles, listening and composing tasks Look at feedback from log of perance Areas need to develop Chords in C all keys eventually Major/ minor/ Roman numerals Homework Perances Listening, context questions Theory Research

4 Develop pering skills 5 HARMONY 6 HARMONY 7 Develop pering skills 8 HARMONY 9 Develop pering skills 10 Compose a piece of music to a brief given by teacher, use Look at feedback from log of perance Areas need to develop Dominant 7 th Diatonic, chromatic Consonant, dissonant Cadences Identify aurally, compose and pering tasks Look at feedback from log of perance Areas need to develop Pedal, drone, chord symbols, stock chord progs. Look at feedback from log of perance Areas need to develop Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, Perances Listening, context questions Theory Research Music GCSE Scheme of Work

musical elements and AOS melody and harmony learnt 11 Develop pering skills Look at feedback from log of perance Areas need to develop 12 TONALITY Pentatonic, blues, modal, tonal ambiguity, wholetone? 13 HARMONY Circle of fifths Major and minor keys up to 4 #s and 4 bs 14 KPI 1 ENSEMBLE Per as a group and complete recordings, use PERFORMANCES assessment criteria to understand your current level 15 KPI 1 Practice exam Practice exam based on elements learnt and AOS 16 HARMONY Modulations 17 & 18 Compose a piece of music to Develop and compose a short piece of music to the set brief a brief given by teacher, use Use a variety of techniques based on Tempo, rhythm, metre, musical elements and AOS melody and harmony include changes of tonality/ learnt modulations Continue compositions Continue compositions

Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Recap and consolidate understanding of all elements 2 STRUCTURE 3 Develop solo pering skills establishing technical control, expression and interpretation 4 STRUCTURE 5 STRUCTURE Year 10 Autumn Half Term 2 Learning themes and suggested activities MAD from KPI 1 Practice questions and recap on all elements through listening, pering and short composing tasks Binary, ternary, sonata Listen to and composing task Rehearse for solo perances Rondo, arch shape, through composed Theme and variations Compose in a musical structure a short piece work towards for KPI 2, develop using elements, harmony, melody etc. Homework Solo perances Work on compositions for KPI 2 6 Develop solo pering Rehearse for solo perances Work on compositions and Music GCSE Scheme of Work

skills establishing technical control, expression and interpretation 7 STRUCTURE 8 Develop solo pering skills establishing technical control, expression and interpretation 9 STRUCTURE 10 STRUCTURE 11 STRUCTURE Ground bass, continuo, cyclic Rehearse for solo perances Cadenza, call and response Intro/ outro/ Verse and Chorus (break), drum fill Pop song 12/16 bar blues/ strophic perances Work on compositions, solo perances, revise for KPI 2 Revision for KPI 2 listening 12 Develop solo pering Rehearse for solo perances Revision for KPI 2 listening Music GCSE Scheme of Work

skills establishing technical control, expression and interpretation 13 SOLO PERFORMANCES KPI Per and record solo perances 2 14 LISTENING KPI 2 Mock exam based on all elements and AOS learnt so far, context questions 15 COMPOSING KPI 2 Simple composing task using structure, elements as started within class Finish off for homework Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Develop pering skills 2 TEXTURE 3 TEXTURE Year 10 Spring Half Term 1 Learning themes and suggested activities MAD from KPI 2 Look at feedback from log of perance Areas need to develop Harmonic, homophonic, chordal Compose hymn style -Bach Chorale Per, listen, compose Polyphonic, contrapuntal Per, listen, compose Homework Practice listening questions

4 Develop pering skills 5 TEXTURE 6 Develop pering skills 7 TEXTURE 8 Develop pering skills 9 TEXTURE 10 TEXTURE Look at feedback from log of perance Areas need to develop Imitative, Canonic, Antiponal Look at feedback from log of perance Areas need to develop Monophonic, melody with accompaniment Look at feedback from log of perance Areas need to develop Unison, Octaves, A Capella Layered/ Drones Context questions Composing task Listening questions, context, revise Music GCSE Scheme of Work

11 ENSEMBLE PERFORMANCES RECORDING Record group perances 12 LISTENING TEST Complete variety of questions based on elements, AOS, 13 Compose a piece of music to a brief given by teacher, use musical elements and AOS learnt 14 Compose a piece of music to a brief given by teacher, use musical elements and AOS learnt 15 Compose a piece of music to a brief given by teacher, use musical elements and AOS learnt context questions Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, melody and harmony include changes of tonality/ modulations, texture, structure Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, melody and harmony include changes of tonality/ modulations, texture, structure Develop and compose a short piece of music to the set brief Use a variety of techniques based on Tempo, rhythm, metre, melody and harmony include changes of tonality/ modulations, texture, structure Revise for listening test Composing for end of term hand in Year 10 Spring Half Term 2 Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) Learning themes and suggested activities 1 MAD on listening, MAD tasks composing, pering Recap and practice listening terms, composing, pering 2 Develop solo pering Rehearse for solo perances Homework Listening, context

skills establishing technical control, expression and interpretation 3 Identify and recognise aurally and visually different musical instruments 4 Identify and recognise aurally and visually different musical instruments 5 Develop solo pering skills establishing technical control, expression and interpretation 6 Identify and recognise aurally and visually different musical instruments 7 Develop solo pering skills establishing technical control, expression and interpretation 8 Identify and recognise aurally and visually different musical instruments 9 Develop solo pering skills establishing technical control, expression and interpretation 10 Identify and recognise aurally and visually different musical instruments 11 Identify and recognise aurally and visually different musical Families of instruments Woodwind, Strings, keys, Percussion, Brass All woodwind instruments classical, popular, world linked to AOS Rehearse for solo perances All brass instruments classical, popular, world linked to AOS Rehearse for solo perances All string instruments classical, popular, world linked to AOS Rehearse for solo perances All keyboard and percussion instruments classical, popular, world linked to AOS World instruments Pering Questions linked to instrumentation Pering Revision for listening exam

instruments 12 Identify and recognise aurally and visually different musical instruments and groups 13 Develop solo pering skills establishing technical control, expression and interpretation Chamber, symphony orchestras Concerto Rehearse for solo perances 14 SOLO RECORDINGS KPI 3 Record and per solos for KPI 3 15& 16 Understand vocal and instrumental techniques All instrumental techniques that can be used by perers of instrument or voice 17 Understand dynamics and articulation All dynamic symbols, markings, hairpins, articulation and how written on a score- listening tasks. 18 KPI 3 Listening exam All techniques, elements and AOS, context questions Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) Year 10 Summer Half Term 1 Learning themes and suggested activities 1 MAD KPI 3 MAD and teacher feedback from KPI 3 Listening, composing, pering 2 Start Free Composition Compose a successful piece of music to submit for Composing component choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Revision and pering Homework Listening and context questions

3 Free Composition Compose a successful piece of music to submit for Composing component 4 Free Composition Compose a successful piece of music to submit for Composing component 5 Free Composition Compose a successful piece of music to submit for Composing component Students to decide style, time signature and start creating ideas choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Decide on lyrics or not, rhythm elements, melody, tempo choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Solo perances

6 Free Composition Compose a successful piece of music to submit for Composing component 7 Free Composition Compose a successful piece of music to submit for Composing component 8 Free Composition Compose a successful piece Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Listening and context questions

of music to submit for Composing component 9 Free Composition Compose a successful piece of music to submit for Composing component 10 Develop pering skills 11 Develop pering skills 12 Develop pering skills Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements Look at feedback from log of perance Prepare for KPI 4 group Look at feedback from log of perance Prepare for KPI 4 group Look at feedback from log of perance Solo pering Solo pering

Prepare for KPI 4 group 13 Develop pering skills Look at feedback from log of perance Prepare for KPI 4 group 14 Develop solo pering Rehearse for solo perances skills establishing technical control, expression and interpretation 15 SOLO RECORDINGS KPI 4 Record and per solo perances Solo pering Lesson no (Split into 2 Week groups) Learning Objective (Outcomes on short term plan/ ppt) 1 Develop pering skills 2 ENSEMBLE PERFORMANCES KPI 4 3 Free Composition Compose a successful piece of music to submit for Composing component Year 10 Summer Half Term 2 Learning themes and suggested activities Look at feedback from log of perance Prepare for KPI 4 group Record and per KPI 4 Ensemble perances choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Composing Homework

4 Free Composition Compose a successful piece of music to submit for Composing component 5 Free Composition Compose a successful piece of music to submit for Composing component 6 Free Composition Compose a successful piece of music to submit for Composing component Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Develop compositions within own pace and styles developing the use of the elements choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Listening questions, context Listening questions

Develop compositions within own pace and styles developing the use of the elements 7 Revision for KPI 4 Listening Revise all areas, elements and types of questions Composing 8 KPI 4 Listening Exam Questions on all areas, elements, context, notation etc. 9 Free Composition Compose a successful piece of music to submit for Composing component choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Finish account and hand in draft PERFORM DRAFT AND WRITE A DETAILED ACCOUNT OF MUSIC 10 KPI 4 Feedback Feedback on perances, listening and composing MAD 11 Free Composition Compose a successful piece choice of music to submit for Composition must be at least 2 minutes long. Composing component Each composition MUST demonstrate selection and use of at Listening questions

12 Free Composition Compose a successful piece of music to submit for Composing component 13 Free Composition Compose a successful piece of music to submit for Composing component 14 Free Composition Compose a successful piece of music to submit for Composing component MAD and improve compositions prepare for final draft except some tweaks choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at MAD and improve compositions prepare for final draft except some tweaks choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at MAD and improve compositions prepare for final draft except some tweaks choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at Listening Questions

15 Free Composition Compose a successful piece of music to submit for Composing component 16 Free Composition Compose a successful piece of music to submit for Composing component MAD and improve compositions prepare for final draft except some tweaks choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at MAD and improve compositions prepare for final draft except some tweaks choice Composition must be at least 2 minutes long. Each composition MUST demonstrate selection and use of at MAD and improve compositions prepare for final draft except some tweaks 17/18 HAND IN REVISION FINAL DRAFT of compositions to be handed in (some tweaks left ok) Recap on all year, musical elements, listening questions, perances and progress