MUSIC CURRICULM MAP: KEY STAGE THREE:

YEAR SEVEN MUSIC CURRICULM MAP: KEY STAGE THREE: 2013-2015 ONE TWO THREE FOUR FIVE Understanding the elements of music Understanding rhythm and : Performing Understanding rhythm and : Composing Understanding creating moods with music Understanding how to use music technology for performances Learn about each element of and how it works in a piece of music Develop an understanding of the elements of music, including reading and using basic rhythm and Duration; Dynamics; Pitch; Tempo; Timbre; Texture; structure Listen to simple rhythm or, playing or singing it back from memory Identify instrument sounds Keeping a beat and staying in time with group Ensemble Performing: maintain individual parts within performances using the elements of music. taking a solo or leader role; responding to leader of the group Improvising rhythms in call and response structure Graphic score composition using elements of music Duration of notes in staff notation Graphic scores matching sound to symbol listen to and evaluate each others work and making improvements Learn how rehearsing and practicing can improve performance Further develop an understanding of reading & rhythm. Developing understanding of how to use keyboard skills to create an effective performance Pitch; Duration; tempo; dynamics; timbre Listen to simple rhythm and playing it back accurately Listen to simple note pattern and singing it back in tune from memory Sing in time and in tune as a group. Develop basic keyboard skills; finding the notes on the keyboard; reading the notes of the staff Reading basic staff notation: rhythm, ; 4 beats in a bar; treble clef listen to and evaluate each others work and making improvements Learn how to create a melody using basic composing skills Further develop an understanding of reading & rhythm, developing understanding of how to create an effective melody when composing Pitch; Duration; Structure; tempo; dynamics Listen to a simple melody singing it back in tune from memory Listen to simple phrase and improvising a suitable answer Performing compositions as a pair. Performing melodies as a group or taking a solo role Improvise melodies in question and answer form using the pentatonic scale Compose AABA melody Writing basic staff notation: based on and rhythm learned Comment on how a melody is created Learn how music is used to create a chosen atmosphere or emotion Develop an understanding of how chords and melodies are used to create an emotion or atmosphere Timbre; Pitch; Tempo; Dynamics; Texture; Listen to music using major; minor; discords and identify Listen to music and identifying how the elements are used Perform music using chords, flats and sharps Create group compositions on a chosen atmosphere. Reading and using sharps and flats to bring out the mood in music. Identify influences affecting the musical atmospheres Comment on how a chord is built Learn how sequencing software can be used as an effective process for performing and composing Develop an understanding of the key skills in using Cubase to record, edit and manipulate sounds for performing or composing Texture; timbre; Structure; dynamics; tempo; Listen to music created on a sequencer and identify the basic techniques used. Listen to and sing back the notes of a major scale and chord Realise a performance of popular music by recording, selecting, manipulating, editing and combining cells Reading, using and understanding the notations used in a key editor. Evaluate and discuss their own and others work, making improvements as they work. Form opinions on the use of technology in the music industry

YEAR EIGHT FOCUS MUSIC CURRICULM MAP: KEY STAGE THREE: 2013 2015 SIX SEVEN EIGHT NINE TEN Understanding the conventions of the twelve bar blues Learn how different cultures can influence each other s music. Develop understanding of the characteristics of blues music and its development into Rock n Roll Structure; texture; ; tempo; duration Listen to and sing back the notes of a major chord melodically and harmonically Listen to and play back swing and simple syncopated rhythms Learn to play 12 BB & walking bass Sing in the style of blues and rock n roll music Improvise melodic ideas using the pentatonic / blues scales with swing/syncopation Recognise and use the notes of a blues scale Read and write the notes of a major scale Revise simple rhythmic notation listen to, compare blues and discuss rock n roll songs using the elements Understanding structure Learn how structure is used in different genres of music making comparisons between Develop further understanding of using structure in music when composing Structure ;timbre ; duration; Maintain one vocal part independently and sing in harmony with another Identify the structure of music using letters of the alphabet Develop vocal techniques singing 2 part structured songs Compose a piece based on full and broken chords creating contrast within a choice of structure Identify, read and write simple intervals using a scale. Listen to and compare different genres of music and their structures. Understanding ground bass variations Learn how ground bass has been used and developed since 1600 Creating variations on a ground bass using elements of music appropriately and creatively. Pitch; duration; texture; timbre; tempo; dynamics Listen to and sing back 2 notes and identify the interval between Maintain individual parts within a performance of polyphonic music Realise a performance of polyphonic music Create variations on the e of Pachelbel s Canon ground bass Learn how to create parts that work well together Identify, read and write intervals with a semitone or tone between Develop skills in using different durations for different parts Listen to and comment on music of different genres that use a repeating bass line Evaluate, communicate Understanding the conventions of Reggae and Ska Continue to develop understanding of the way that different cultures influence each other. Develop understanding of the characteristics of Reggae music and it s development from African and Jamaican cultures Pitch, duration, tempo, timbre Continue to develop listening skills to and sing back 2 notes and identify the interval between Listen to and play back off beat rhythmic patterns Learn how to play off beat chords, hooks and riffs Rehearse and perform reggae and ska songs Continue to develop notation skills, by identifying, reading and writing intervals of major chords using a scale Read and write simple rhythmic rests Listen to, compare and comment on why Reggae music was created and how it has influenced other cultures. Understanding songs: Learn how popular musicians arrange and perform music Listen, copy; rehearse; arrange and perform a variety of popular songs. Structure; texture; ; timbre; duration; tempo Continue to develop vocal skills. Independently sing a harder vocal part, and learn how to sing in harmony in tune and accurately with another Perform accurately as a class and in groups develop skills; practice, rehearse and perform with awareness of different roles and contributions Identify simple chord symbols to realise an accompaniment evaluate, communicate and adapt ideas Listen to and identify the key elements of a song

YEAR NINE MUSIC CURRICULM MAP: KEY STAGE THREE: 2013 2015 Eleven Twelve Thirteen Fourteen Fifteen Understanding the music of Latin America: Tango and Salsa (GCSE project) Learn the characteristics of Tango and Salsa music Understanding how chords work in composition Explore the relationships of accompaniment, melody and bass parts to learn how chords notes are used to create a piece of music Understanding club dance (GCSE project) Learn how popular musicians compose club dance music And how to recognise the characteristics of club dance. Understanding song writing Learn how popular musicians compose songs and develop the skills needed Understanding music in the media: Compose music for film (GCSE project) Learn how soundtracks are created to enhance a scene. Analyse, perform and compose music in the style of Tango and Salsa Explore the relationship between the music and dance movements. Analyse how the notes of chords can be used to create an accompaniment, bass line and melody Perform a piece of music accurately within class and group context Create a successful club dance piece using cubase software using knowledge learned of the characteristics of club dance music, Create a song using skills developed from projects six, nine & ten. Compose, rehearse and perform songs in groups. Analyse and perform film music from a variety of film genres Create; record; refine compositions where a sense of time; place and/or mood are essential. FOCUS Revise aural skills learned in year 8: Singing a major scale. To listen to a play back rhythms. Learn how to sing back a minor scale develop skills; practice, rehearse and perform Latin American music with awareness of different roles and contributions create, improvise and extend own melodic ideas on a pentatonic scale Revise rhythmic and ed notation to be able to perform from given music Learn minor scale notation recall and identify sounds, developing an understanding of Latin American music Listen to, identify and sing back the root, 3 rd and fifth notes in a chord Sing back major and minor scales and arpeggios accurately Perform a part accurately as a class and in groups Create own compositions based on given chord pattern, adding a bass line and melodic hook. Revise the notes of a chord based on a major and minor scale and their chord symbols Analyse how a chord becomes an accompaniment, bass and melody Listen to, identify and sing a part accurately in simple 3 part harmony using the notes of the chords and arpeggios Present a realisation of a club dance composition on cubase. develop and extend own or given ideas using music technology Use the key editor Cubase to create, extend, manipulate and refine sounds Listening and exploring how samples are structured and developed within club dance Apply the skills learned in understanding 3 part harmony to create music where each part is in tune with the other. Further develop skills; practice, rehearse and perform with awareness of different roles and contributions. create, improvise and extend own ideas based on given lyrics and / or chord patterns Read and notate in popular music styles using chord symbols with bass note indications recall and identify sounds and their influences of songs on society Timbre; texture; ; dynamics; tempo; duration Apply the skills learned in understanding 3 part harmony to create music where each part is in tune with the other. practice, rehearse and perform an extract of film music develop and extend own ideas based on a given film extract using music technology To read staff notation to play an extract of film music Use the key editor Cubase to create, extend, manipulate and refine sounds exploring how ideas and emotions are conveyed in a range of film music.

KS3 PROJECT LINKS TO NATIONAL CURRICULUM PROGRAMMES OF STUDY 2013 2015 Pupils should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles. Year group Year 7 Year 8 Year 9 project 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 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; extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions use staff and other relevant notations appropriately 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, including 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 understanding of the music that they perform and to which they listen, and its history.