Programme of Study and Success Criteria for Key Stage 3 - MUSIC

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1 Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programmes of Study Year 7 Unit 1 Understanding the elements of music 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 pitch Duration; Dynamics; Pitch; Tempo; Timbre; Texture; structure Listen to simple rhythm or pitch, playing or singing it back from memory Identify instrument sounds Keeping a beat and staying in time with group Ensemble : 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 1: Spelling elements keywords 2: understanding elements 3: learning progress statement Success Criteria Year 7 Project 1 Elements A simple tune/part played fluently Clap pulse. Recognise one note and sing back Clap basic rhythm Sing back notes of major scale or notes of a simple song Clap back dotted rhythms Clap simple rhythms Sing in 2 part harmony A Simple idea using simple rhythms and a few different pitches. A good idea with interesting/complex rhythms and carefully chosen pitches Add in a range of dynamics Use 2 or more complicated rhythms together. Every part is in time Apprising Talk about music using basic facts (e.g. louder, quieter) Talk about music using keywords (e.g. dynamics, pitch, duration and

2 Unit 2 Tempo) Make judgements on how well a piece is played or how it can be improved. Understanding rhythm and pitch: Learn how rehearsing and practicing can improve performance Further develop an understanding of reading pitch & 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, pitch; 4 beats in a bar; treble clef listen to and evaluate each others work and making improvements 1: Beethoven 2: note lengths & pitch 1 3: learning progress statement Unit 3 Understanding rhythm and pitch: Learn how to create a melody using basic composing skills Further develop an understanding of reading pitch & 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 compositions as a pair. melodies as a group or taking a solo role Apprising Project 2 Clap back rhythms using ¼, ½, 1 and 2 beat notes. Sing a simple tune from memory. Sing back a note of a chord in harmony. Find the notes C, D, E, F and G on the keyboard Find a different voice Play along with a style in time. Play a simple melody using my right hand with correct fingers Play a simple melody fluently and accurately with my right hand Play a basic accompaniment with my left hand Play a challenging piece with my right hand Play a challenging piece with left hand accompaniment. Talk about music using basic facts (e.g. louder, quieter) Talk about music using keywords (e.g. dynamics, pitch, duration and Tempo, accuracy, fluency) Make judgements on how well a piece is played or how it can be improved. Project 3 - I can create a basic pattern using 1 beat notes. A simple idea with simple rhythms and a few different pitches. A good idea with interesting rhythms and a few chosen pitches.

3 Improvise melodies in question and answer form using the pentatonic scale Compose AABA melody Writing basic staff notation: based on pitch and rhythm learned Comment on how a melody is created 1: note lengths and pitch 2 2: understanding chords 3: learning progress statement An excellent idea with complex rhythms and wide range of pitches. I can add a range of dynamics I can create a basic accompaniment using 1 or 2 notes or chords. I can create a simple accompaniment using 3-4 chords, played either in blocks or broken chords. I can form a simple structure to my piece e.g. AB or ABA I can form a more complex structure ABACA and extend my ideas. Every part we create is in tune and in time. Unit 4 Understanding creating moods with music 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 them 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 1: elements mood listening 2: learning progress statement Unit 5 Understanding how to use music technology for performances 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, Apprising I can analyse compositions and comment using keywords (e.g. steps/leaps, Pitch, dynamics, structure, tempo). I can make critical judgements on the effectiveness of a composition. Project 4 Music Technology I can set up Cubase and Soundation accurately. I can Edit, Cut and Duplicate samples. Record parts in to Cubase using a keyboard I can use the editor screen to input notes to form part of a piece. I can use the editor screen to input notes accurately on multiple part to form a piece. Using technology I can create a basic sequence Using technology I can create a more complex sequence Using technology I can create a difficult sequence I can recreate or compose a simple piece using Cubase or Soundation I can compose a drum pattern using music technology I can compose a bass line using music technology. I can compose a basic chord sequence using music technology. I can compose a basic melodic part using music technology.

4 edit and manipulate sounds for performing or composing Texture; timbre; Structure; dynamics; tempo; pitch 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 1: Technology FX meanings 2: learning progress statement I can choose appropriate musical instruments/sounds using music technology. I can ensure that the parts fit together musically. Apprising I can identify the basic parts in a piece of music technology (drums, bass, and melody). I can identify the roles of the parts in a piece of music technology. I can identify different style of music technology. I can identify basic effects used in club dance (Reverb, delay). Project 5 Atmospheric Music I can sing back the notes of a song in a minor key I can sing back the notes of a song in a major key Play a simple melody using my right hand with correct fingers Play a simple melody fluently and accurately with my right hand Play a basic accompaniment with my left hand Play a challenging piece with my right hand Play a challenging piece with left hand accompaniment. A simple idea using simple rhythms based on a chosen stimulus. Add a range of dynamics to my idea Create a basic accompaniment to my ideas using 1 or 2 chords Create an interesting accompaniment to my idea using 3 or more chords. Compose in a major or minor key to a given stimulus. Compose an interesting contrasting idea to add to and extend my original idea. Structure my piece coherently to fit my stimulus.

5 Year 8 Unit 6 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; pitch; 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 1:Blues history & artists 2: keywords & instruments 3: Learning progress statement Unit 7 Apprising Talk about music in basic facts (e.g. louder, quieter) Talk about music using keywords (e.g. dynamics, tempo, pitch) Constructively comment, analyse and compare atmospheric music. Discuss how the elements of music can show a time, place or mood. Year 8 Project 6 The Blues Perform a basic part of a blues piece. Play a challenging part with syncopation fluently and in time. Play a difficult syncopated part fluently, with awareness of phrasing and dynamics. Play the 12 bar blues chord sequence Play the 12 bar blues chords fluently Play a simple walking bass line. Play a more complex walking bass line in time with the chords. Clap back rhythms using dotted and swing rhythms. Indentify and compare a normal scale and blues scale. Sing back a simple blues or jazz piece Sing back a more complex blues or jazz piece. Use a Blues scale or Blues Pentatonic scale to improvise a basic idea. I can improvise a simple idea using simple rhythms I can improvise a more complex part using interesting rhythms I can improvise over a blues accompaniment. Talk about blues music in basic term.

6 Understanding structure Learn how structure is used in different genres of music making comparisons between them Develop further understanding of using structure in music when composing Structure ;timbre ; duration; pitch 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. 1: notation 3 2: Learning progress statement Unit 8 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 them Maintain individual parts within a performance of polyphonic music Realise a performance of polyphonic music Create variations on the theme 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 them Develop skills in using different durations for different parts Listen to and comment on music of different genres that use a Analyse the parts of the blues in more detail using keywords. Indentify the instruments use in various blues setups. Constructively comment, analyse and compare a range of blues music. Project 7 Ground Bass Perform a simple part from a ground bass piece Perform a more complex part from a ground bass piece fluently Perform a difficult part from a ground bass piece fluently with an awareness of dynamics and phrasing. Compose a simple piece with a ground bass Compose a more complex ground bass with interesting rhythms and various pitches. Compose a difficult ground bass with multiple parts containing complex rhythms and various pitches. Structure, arrange and extend your piece to AB or ABA form. Listen and compare a range of ground bass music using basic terms Analyse ground bass music using keywords Comment constructively on the use of a ground bass in different genres and styles. Project 8 - Structure Perform a simple piece in AB form Perform a more complex piece in ABA form accurately

7 repeating bass line Evaluate, communicate 1: Pachelbel & baroque 2: learning progress statement Unit 9 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 them 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. 1: Artists 2: History 3: learning progress statement Unit 10 Understanding song writing Learn how popular musicians compose songs and develop the skills needed Perform a difficult piece in ABA or Rondo form fluently and accurately. Compose a simple piece in AB form Compose a more complex piece in ABA or Rondo form with interesting rhythms and different pitches. Compose a difficult piece in ABA or Rondo form, with a range of dynamics, contrasting ideas Talk about various structures in music in simple terms. Analyse and indentify the structure of music from different genres. Comment on the structure of music using keywords. Project 9 Reggae and Ska Perform a basic part of a reggae or ska piece. Play a challenging part with syncopation fluently and in time. Play a difficult syncopated part fluently, with awareness of phrasing and dynamics. Play an on beat reggae or ska rhythm accurately Play an offbeat reggae or ska rhythm accurately and in time. Play and combine on and offbeat rhythms with a reggae melody. Sing back a reggae or ska song with awareness of correct pitching. Create a simple reggae or ska sequence using technology. Create a challenging reggae or ska sequence using technology Create a difficult reggae or ska sequence using technology. Talk about reggae and ska using basic facts (e.g. is gets louder)

8 Create a song using skills developed from projects six, nine & ten. Compose, rehearse and perform songs in groups. Structure; texture; timbre; duration; tempo; dynamics; pitch 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 evaluate, communicate and adapt ideas Listen to and identify the key elements of a song 1: Notation 4 chords & symbols 2: listening key features 3: learning progress statement Compare different pieces of reggae or ska using basic keywords (tempo, Dynamics, pitch) Discuss how the elements of music are used to show the theme of a reggae song Analyse and compare music using keywords and clear descriptions (e.g. dynamics, structure, pitch, texture, timbre and tempo). Project 10 Song Writing Perform a simple part from an existing song Perform a more complex part from an existing song Perform a simple chord sequence from an existing song accurately Perform a more complex chord sequence from an existing song fluently Perform parts of my song Perform all parts of my song accurately. Perform all parts of my song accurately, fluently and some lyrics. Perform more complex parts of my song accurately, fluently with lyrics that combine well. Create a simple rhythm or part with a few different pitches for my song. Create a simple chord progression for my song. Create simple chords and melody that fit together for my song. Create a simple bass line that fits in with the style of your song. Create simple lyrics to accompany my chords and melody. Create a more complex chords sequence and melody that fit together. Create an interesting bass line. Create well thought out and coherent lyrics for my song.

9 Year 9 Talk about song using basic facts. Compare different song using basic keywords Analyse and compare songs using keywords giving clear descriptions. Discuss how songs might influence your own composing. Year 9 Unit 11 Understanding songs and how chords work in composition Learn how popular musicians arrange and perform music Explore the relationships of accompaniment, melody and bass parts to learn how chords notes are used to create a piece of music 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 Listen, copy; rehearse; arrange and perform a variety of popular songs. Structure; texture; timbre; duration; tempo; dynamics; pitch 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 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 a part accurately as a class and in groups develop skills; practice, rehearse and perform with awareness of different roles and contributions create, improvise and extend own melodic ideas on a pentatonic scale Create own compositions based on given chord pattern, adding a bass line and melodic hook. Revise rhythmic and pitched notation to be able to perform from Project 11 Songs and Chords Perform a basic chord progression from an existing song Perform a basic chord progression from an existing song accurately and fluently. Perform a more complex chords progression from an existing song Perform a more complex chords progression from an existing song accurately and fluently. Perform the basic parts from an existing song. Perform the parts from a more complex song accurately and fluently. Create and play a basic chord progression with my right hand. Create and play a basic chord progression with my right hand with a basic bass line with my left hand Create simple rhythmic patterns for my chord progression Create and play a more complex chord progression fluently with my right hand. Create and play a more complex chord progression fluently with my right hand adding in a basic left hand bass line. Create a complex rhythmic idea for my chord progression.

10 given music Identify simple chord symbols to realise an accompaniment Learn minor scale notation 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 1: Notation 5 & advanced chords 2: learning progress statement Unit 12 Understanding club dance (GCSE project) Learn how popular musicians compose club dance music And how to recognise the characteristics of club dance. Create a successful club dance piece using cubase software using knowledge learned of the characteristics of club dance music, Structure; texture; timbre; duration; tempo; dynamics; pitch 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 1:History of club dance 2: learning progress statement Unit 13 Learn how soundtracks are created to enhance a scene. Talk about song using basic facts. Compare different song using basic keywords Analyse and compare songs using keywords giving clear descriptions. Discuss how songs might influence your own composing. Project 12 Club Dance Perform a basic part of a club dance piece. Play a challenging part with syncopation fluently and in time. Play a difficult syncopated part fluently, with awareness of phrasing and dynamics. Play a more complex club dance line in time with the chords. Create a simple club dance sequence using technology. Create a challenging club dance sequence using technology Create a difficult club dance sequence using technology. Create a simple rhythm drum pattern for my club dance track. Create a simple chord progression for my club dance track. Create simple chords and melody that fit together with my club dance track. Create a simple bass line that fits in with the style of my club dance track. Create a more complex chords sequence and melody that fit together. Create an interesting bass line. Create a defined structure for my track in cubase. Create a structured piece of coherent club dance using Soundation. Compare different pieces and styles of club dance using basic keywords (tempo, Dynamics, pitch)

11 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. Timbre; texture; pitch; 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. 1: Film composers 2: learning progress statement Discuss how the elements of music are used to show the theme of a club dance Analyse and compare music using keywords and clear descriptions (e.g. dynamics, structure, pitch, texture, timbre and tempo). Indentify basic effects used in club dance tracks (e.g. reverb, Filters, delay) Project 13 Film Music Perform a basic piece of film music Play a challenging piece of film music with accuracy. Play a difficult piece of film fluently, with awareness of phrasing and dynamics. Play a piece of film music adding a left hand part. Create an existing basic film score using technology. Create an existing complex film score using technology. Create an existing difficult film score using technology. Create and play/sequence a basic melody with my right hand for a film stimulus. Create and play/sequence a basic chord progression for a film stimulus. Create and play/sequence a basic bass line for a film stimulus. Create and play/sequence a complex melody with my right hand for a film stimulus. Create and play/sequence a complex chord progression (3+ chords) for a film stimulus. Create and play/sequence a complex bass line for a film stimulus. Show an awareness of appropriate instrumentation for my film choice. Create basic rhythmic ideas for my film stimulus Create complex rhythmic idea for my film stimulus

12 Ensure my composition links with the on screen action. Talk about film music using basic facts (e.g. louder, quieter) Talk about film music using keywords (e.g. dynamics, tempo, pitch) Constructively comment, analyse and compare film music. Discuss how the elements of music can show a time, place or mood in a piece of film. Indentify different instruments within pieces of film music. Discuss the different roles of instruments within film music and how their use relates to the film, character, scene or mood. (E.g. fanfare, dreamy, smooth, creepy). Articulate how my music links with a film stimulus.

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