Music

Every pupil will:

• Learn the correct posture
• Demonstrate a minimum of 4 chords
• Develop their ability to play in time with others
• Perform a song with the chords they have learnt

Theory

Every pupil will:

• Be able to identify a range of note values
• Be able to dictate basic crotchet and quaver rhythms
• Have a basic understanding of pitch, rhythm, dynamics and tempo

Every pupil will:

Compose a piece of music in response to a composition brief, that demonstrates mood or atmosphere, explores contrast within a musical element and suitably responds to the brief.

Theory

Every pupil will:

• Be able to identify orchestral families: strings, brass, percussion, woodwind
• Be able to identify the following individual instruments by ear: violin, cello, flute, clarinet, trumpet, French horn and timpani
• Have a basic understanding of sonority and tonality

Every pupil will:

• Be able to identify the certain note values
• Be able to identify orchestral families and individual instruments
• Be able to recognise basic crotchet and quaver rhythms by ear
• Have a basic understanding of pitch, rhythm, dynamics, tempo, sonority and tempo
• Be able to read music and identify pitches from the treble clef

Every pupil will:

• Demonstrate a minimum of 6 chords
• Learn more complicated strumming patterns
• Perform a song with the chords and strumming patterns they have learnt

Theory

Every pupil will:

• Be able to dictate basic minim, crotchet, quaver and semiquaver rhythms
• Have an understanding of the term syncopation

Every pupil will:

Compose a piece of music in response to a composition brief, that demonstrates mood or atmosphere, explores contrast within a musical element and suitably responds to the brief.

Theory

Every pupil will:

• Be able to identify the following certain orchestral instruments by ear and have a basic understanding of structure

Every child will:

• Be able to identify note values
• Be able to identify orchestral families and individual instruments
• Be able to dictate basic crotchet and quaver rhythms
• Have a basic understanding of common musical elements and how they can change
• Be able to read music and identify pitches from the treble clef, as well as basic tab and chord notation
• Be able to work out major and minor chords

Every pupil will make an active contribution to a solo or ensemble performance in front of an audience, demonstrating an awareness of accuracy (of rhythm, pitch and tempo), control (Intonation, use of instrument, projection) and musicality (expression and communication).

Film Music

Every pupil will understand how composers use leitmotifs and develop a deeper understanding of key musical elements, and how composers use these to create mood and atmosphere, including harmony, metre, texture and instrumental techniques.

Musicals

Every pupil will consider the use of voice, understand the difference between a song and recitative and be able to identify solo, duet and trio ensembles.

Every child will compose a piece of music in response to a composition brief, that develops musical ideas, uses contrasting musical elements, effectively writes for their choice of instruments, is well organised and structured and suitably responds to the brief.

Music Theory

Learn how to identify time signatures, key signatures (up to four sharps and flats), dictate short melodic and rhythmic ideas and accidentals (sharp, flat and natural).

Pop Music

Every pupil will identify common structures, understand notation for popular chord inversions, understand cadences, common instrumentations and the use of technology and riffs.

Every pupil will understand the key features of the Baroque, Classical and Romantic genres, including composers, instrumentations and musical features.

Every pupil will make an active contribution to a solo or ensemble performance in front of an audience, demonstrating an awareness of accuracy (of rhythm, pitch and tempo), control (Intonation, use of instrument, projection) and musicality (expression and communication).

Pupils will also start taking peripatetic lessons on their chosen instruments, if they haven’t started already.

GCSE Set Works

To understand the key musical features of the GCSE set works Badinerie by J.S. Bach (final movement, Orchestral Suite No.2 in b minor) and Africa by

Toto.

Classical Devices and Structures

Learn how to identify musical devices including sequences, imitation, motifs, ostinatos and drones/pedals as well as binary, ternary, rondo and variation structures.

Jazz & Blues

• Identify key musical features of the blues and jazz genres, including 12 Bar Blues, improvisation and syncopation.
• Confidently discuss a variety of sonorities and textures, including instrumental techniques and monophonic, homophonic and polyphonic textures.

• Understand the key features of the Bhangra genre, including the Chaal rhythm, the dhol instrument and the use of microtones.
• Look at the use of technology in fusion genres, including synthesizers and sampling.

Every pupil will complete their performance coursework (1 solo and 1 ensemble performance) so that it can be graded and submitted to the exam board.

Composing

Every pupil will complete their composition coursework (1 free and 1 brief composition) so that it can be graded and submitted to the exam board.

GCSE Listening and Appraising Exam

To analyse 8 extracts of music including the set works (Badinerie by J.S. Bach and Africa by Toto) and answer a range of questions about their musical elements.