Psalm 104: 33 I will sing to the Lord all my life; I will sing to my God as long as I live.

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1 Music Curriculum Introduction If music began in the heart of God it is fitting that it should be offered back to Him. [God] will rejoice over you with singing. Zephaniah 3:17 Music is referred to many times throughout the scriptures and musical instruments are rightfully used to praise the Creator. Psalm 92: v1-3 NIV It is good to praise the Lord and make music to your name O Most High, to proclaim your love in the morning and your faithfulness at night, to the music of the tenstringed lyre and the melody of the harp. Psalm 104: 33 I will sing to the Lord all my life; I will sing to my God as long as I live. Psalm 146: 2 I will praise the Lord all of my life; I will sing praise to my God as long as I live. Psalm 100:2 Worship the Lord with gladness; come before him with joyful songs. Psalm 147:1 How good it is to sing praises to our God, how pleasant and fitting to praise him! Psalm 42: 8 By day the Lord directs his love, at night his song is with me a prayer to the God of my life. Psalm 33:2 Praise the Lord with the harp; make music to him on the ten-stringed lyre. Sing to him a new song; play skilfully, and shout for joy. Psalm 150:3-6 Praise him with the sounding of the trumpet, praise him with the harp and lyre, praise him with timbrel and dancing, praise him with the strings and pipe, praise him with the clash of cymbals, praise him with resounding cymbals. Let everything that has breath praise the LORD.

2 Over-arching aims That Christ may be seen in all we, do and thereby to recommend Christ to the students. To foster enjoyment of music in every child. To enable each child to reach their own potential in performance, composition and listening regardless of ability. To develop skills which are not specific to music such as team work, creative thinking and respect for other cultures.

3 Schemes of Work Aims The aims of the course are based on the National Curriculum aims: Key concepts Performing, composing and listening Participating, collaborating and working with others Understanding musical traditions Engaging with and analysing music from a wide range of musical contexts Using music creatively and in combination with other art forms Communicating through music Key processes Performing, composing and listening sing in solo or group contexts, developing vocal techniques perform using instrument-specific techniques practise, rehearse and perform with awareness of other performers, the audience and venue create, develop and extend musical ideas within a variety of musical structures, styles, genres and traditions listen with discrimination to identify musical elements, devices, tonalities and structures. Reviewing and evaluating analyse, review, evaluate and compare pieces of music identify music of different styles, genres and traditions communicate ideas about music, using musical vocabulary adapt and improve their own and others work. Range and content performance in a range of contexts a range of live and recorded music a range of classical and popular traditions staff notation and other relevant notations consideration of contextual influences the use of music technologies the music industry and property rights. Curriculum opportunities develop individual performance skills develop listening and aural perception skills develop compositional skills work with a range of musicians and attend live musical performances

4 build on their own interests and skills and develop music leadership skills make links between music and other subjects. GCSE Music Course (AQA syllabus) Years The 5 Areas of Study for the course are: * Rhythm/Metre * Harmony/Tonality * Texture/Melody * Timbre/Dynamics * Structure/Form, These are taught through the following strands of learning: * The Western Classical Tradition * Popular Music of the 20th and 21st Centuries * World Music Unit 1: Listening to and Appraising Music 20% 1 hour written examination 80 marks externally assessed Candidates explore 5 Areas of Study through 3 strands of learning. Assessment is through a terminal examination marked by AQA examiners. Candidates respond to questions based on short musical excerpts drawing on music from all five Areas of Study. Recorded excerpts of music are provided on a CD. There will be objective tests, structured responses and extended response questions. Unit 2: Composing and Appraising Music 20% Up to 20 hours supervised time for the composition and 2 hours controlled time for the appraisal 40 marks externally assessed 1) Candidates compose one piece of music which explores two or more of the five Areas of Study and links to one of the 3 strands announced annually by AQA (10%) 2) Candidates appraise the process and outcome (l0%) Unit 3: Performing Music 40% Controlled Assessment 60 marks internally assessed and externally moderated Candidates offer one individual performance and one group performance. The recordings can be made at any time during the course. Unit 4: Composing Music 20% 25 hours Controlled Assessment 30 marks internally assessed and externally moderated Candidates compose one piece of music which explores two or more of the 5 Areas of Study in any style or genre of the candidate's choosing.

5 Year 11 Scheme of work - for accelerated GCSE course Autumn 1 Moderated composition unit 4 Areas of study Autumn 2 The strands Areas of study Spring 1 Moderated composition unit 2 Spring 2 Moderated composition unit 2 Composition appraisal Performance Summer 1 Revision Year Scheme of work - for 2 year GCSE course Autumn 1 How to compose inc Who s missing? and Drone + improvisation Areas of study and core workbook Autumn 2 Small composition from Core book The strands Areas of study and core workbook Spring 1 Look at other people s compositions. Write a song. - pinpoint areas to work on

6 Spring 2 Theme and variations Enjoy composing - try out new forms and styles, using different instruments, new keys and key signatures Work on areas pinpointed in listening Summer 1 Moderated composition unit 4 Performance exam Summer 2 Revision Exam Autumn 1 Finish moderated composition unit 4 Investigating your strand Autumn 2 Composition unit 2 Spring 1 Composition unit 2 Spring 2 Composition Appraisal Performance recording Summer 1 Revision

7 Years 7-9 Scheme of work Year 7 Year 8 Year 9 Autumn 1 Day and Night music Scales Film music Autumn 2 Rhythm and pulse Composing Popular song Spring 3 Voice Programme music Indian music Form/Structure Samba Music and space Summer 4 Chinese music Jazz improvisation Variations

8 Resources - lesson ideas and resources - National Curriculum - music theory lessons and exercises - lesson ideas and resources New Music Matters teachers manuals, text books and aural CDs Music Matters teachers manuals and tapes Pitched and unpitched classroom percussion instruments Electronic keyboards, pianos and guitars Music stands CD/tape player itunes Sibelius Computers with headphones, speakers, and printer GCSE specific resources - AQA music GCSE

9 AQA GCSE music specification AQA GCSE music listening tests AQA GCSE music listening tests teachers guide AQA GCSE music Revsion Guide GCP GCSE Music AQA Specification Areas of Study GCP GCSE Music Core Content The Revision Guide GCP GCSE Music Core Content The Workbook GCP GCSE Music Core Content Answer Book AQA GCSE Music (text books) Assessment Purpose of the assessment Provide individual feedback and targets based on lesson objectives so that the pupil knows what to do next on a weekly basis Provide an overall judgement about how the pupil is progressing against national curriculum levels or GCSE grades at the end of each term Ways to gather the evidence needed to support assessment assessing learning as it s happening through observation, discussion and questioning peer assessment self-assessment sampling a range of work over a period of time short focused tasks or tests Attention should also be given to musical achievements other than those in the classroom, such as instrumental lessons, concerts and performances. The form the assessment outcome will take A weekly target An end of term National Curriculum level or GCSE grade National Curriculum levels Level 4 Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from simple notations, they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an

10 appropriate musical vocabulary. They suggest improvements to their own and others work, commenting on how intentions have been achieved. Level 5 Pupils identify and explore musical devices and how music reflects time, place and culture. They perform significant parts from memory and from notations, with awareness of their own contribution such as leading others, taking a solo part or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations, and compose music for different occasions using appropriate musical devices. They analyse and compare musical features. They evaluate how venue, occasion and purpose affect the way music is created, performed and heard. They refine and improve their work. Level 6 Pupils identify and explore the different processes and contexts of selected musical styles, genres and traditions. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different styles and genres, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. They make improvements to their own and others work in the light of the chosen style. Level 7 Pupils discriminate between and explore musical conventions in, and influences on, selected styles, genres and traditions. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds. They adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, styles, genres and traditions. They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others work. Level 8 Pupils discriminate between and exploit the characteristics and expressive potential of selected musical resources, styles, genres and traditions. They perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations. They both follow and challenge conventions. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and making and justifying their own judgements. Exceptional performance Pupils discriminate between and develop different interpretations. They express their own ideas and feelings in a developing personal style, exploiting instrumental and/or vocal possibilities. They give convincing performances and demonstrate empathy with other performers. They produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality. They

11 discriminate and comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers. For GCSE requirements see AQA GCSE Music specification