Every pupil will:

• Learn the correct posture
• Demonstrate a minimum of 3 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
• Demonstrate the notes values they have learnt on Djembes to secure their understanding further

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 demonstrate a range of skills while learning a song as a whole class

• Ukulele skills
• Keyboard skills
• Listening skills
• Ensemble work
• Percussion skills

Every pupil will:

• Be able to demonstrate what a good keyboard posture looks like
• Develop their listening skills while learning film music melodies of varying difficulties
• Develop their fluency as they grow in confidence when performing melodies

Theory

Every pupil will:

• Be able to dictate basic minim, crotchet, quaver and semiquaver rhythms
• Have an understanding of the term syncopation
• Demonstrate the notes values they have learnt on Djembes to secure their understanding further

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 pupil will demonstrate a range of skills while learning a song as a whole class

• Ukulele skills
• Keyboard skills
• Listening skills
• Ensemble work
• Percussion skills

Every pupil will:

• Be able to demonstrate what a good keyboard posture looks like
• Develop their listening skills while learning film music melodies of varying difficulties
• Develop their fluency as they grow in confidence when performing melodies
• 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).

Every pupil will

– Every pupil will identify common structures and other features in popular music.

– 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.

Every pupil will demonstrate a range of skills while learning a song as a whole class

• Ukulele skills
• Keyboard skills
• Listening skills
• Ensemble work
• Percussion skills

Every pupil will complete their solo performance coursework so that it can be graded and submitted to the exam board. The performance will be marked on 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.

Composing coursework

Every pupil will complete their free composition coursework so that it can be graded and submitted to the exam board. The composition will be marked on an awareness of accuracy (of rhythm and pitch), control (technique and projection) and musicality (expression and communication).

Every pupils will analyse examples of film music, and describe and analyse the musical features they can hear and see in music scores.

GCSE Set Works

To analyse 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.

• 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.

Fusion

• 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.

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

Every pupil will complete their ensemble performance coursework so that it can be graded and submitted to the exam board. The performance will be marked on 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.

Composing coursework

Every pupil will complete their composition brief coursework so that it can be graded and submitted to the exam board. The composition will be marked on an awareness of accuracy (of rhythm and pitch), control (technique and projection) and musicality (expression and communication).

Exam preparation and revision

Pupils will:

– Revise all topics needed for the exam

– Practice the exam technique needed for certain types of exam questions (e.g. 10 mark extended question)

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 by listening to extracts and analysing music scores.