MUSIC VISION: Students studying Music develop a love for performing, composing, listening to a diverse range of musical genres thus gaining a deep musical understanding. This will enable them to confidently sing and play with fluency and expression and achieve a wealth of musical skills whilst acquiring a rich knowledge of music history and creative thinking. Music allows our students to flourish and become successful, creative musicians and critical thinkers whilst at School and beyond. Our musicians develop the skills of perseverance, resilience, respect, responsibility and tolerance through practise and regular performance opportunities. Music opens the doors to a breadth of exciting and empowering opportunities in our society such as Performer, Teacher, Recording Engineer, Conductor, Composer, DJ, Arranger, Promoter, Producer and Manager amongst many other highly regarded professions.
Autumn
Y 7 Rhythm & Pulse
Skills:
1.1 How to keep time
1.2 Rhythmic notation
1.3 Awareness of tempi
1.4 Simple and complex rhythms
1.5 How to play in an ensemble
1.6 Recognising basic rhythms (Aural)
1.7 Listening and appraising
Topics:
1.1 Samba
1.2 African drumming
1.3 Chair drumming
1.4 Rhythm grid
Breakdown of 10-week term
Practical (5 weeks)
1.1 Talking drums performance
1.2 Polyrhythmic piece
1.3 Body percussion piece
Melody
Skills:
1.1 Pitch awareness
1.2 Improvisation
1.3 Aural dictation (intervals)
1.4 How to create a melody
1.5 Improvement of piano technique
Topics:
1.1 Keyboard performance
1.2 Melody writing composition (defining features of a great melody)
Breakdown of 10-week term
Practical (5 weeks)
1.1 Ode to Joy / Fur Elise
Developing instrumental skills focusing on reading and applying
Harmony/Texture
Skills:
1.1 Understanding and playing major and minor chords
1.2 Mastering a range of instruments (Keyboard/ukulele/guitar/drum kit)
1.3 Understanding how to compose chord progressions
1.4 Understanding 7th chords
1.5 Recognise the various textures that are used in orchestral music
Timbre
Skills:
1.1 Recognise and understand different instruments of the orchestra
To be able to perform confidently on keyboard showing some technical skill and fluency.
To be able to sing in tune/parts within an ensemble with some expression and good technique
To be able to read a score (using staff notation) to perform or compose a piece of music.
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC: 2024-2025
1.4 Applying rhythmic skills using African Djembae drums and Samba drums to perform in ensembles.
1.5 Developing singing skills using the MMC advisory songs as well as other songs relevant to BV and the Crypt or seasonal celebration.
Composition & Aural (5 weeks)
1.1 Introduction to notation on a stave – using Focus on Sound in technology suite.
1.2 Composing using notationdevising rhythm grids for Djembae or Samba ensembles.
Listening and appraising
1.1 Developing listening and appraising skills by introducing the ‘MADTSHIRT’ acronym as a framework for critical analysis of music – addressing all of the key elements of music.
1.2 Peer assessment of composition and performances
– describing and analysing peer performances and compositions using specific musical terminology.
Literacy: musical keywords Music technology skills
Endpoints
Accurate recognition of instruments and instrumental groups
Confident understanding of the types of instrumental ensembles
Endpoints
Confident understanding of how to construct a triad chord
Aural ability to recognise major and minor harmonies
Creative ability to utilise effective chord progressions
End of Unit 2 Assessment week: February 9th
Performing Ode to Joy/Fur Elise/keyboard duet (extension)
Composing a great melody on Musescore
Understanding the construction and use of 7th chords
Confident performance of ‘Three Little Birds’ within a Class ensemble
Confident singing a melody and harmony line
END OF UNIT ASSESSMENT: JULY 5TH
Young Persons Guide to the Orchestra - listening test (week 8)
Instruments of the Orchestra listening (FOS)
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
MUSIC: 2024-2025
Composing: Rhythmic composition using Musescore 3 or Garageband using a rhythm grid (devised in performance class) to compose for Samba kit. (Peer assessed) Week 10
Listening: deliberate listening test focusing on rhythm and pulse primarily (Week 5)
End of unit assessment week: October 23rd
Performance: African drumming –perform own part within group task based upon rhythmic grid (teacher assessed)
Notation test (Focus on sound/theory worksheets from Musical contexts)
Composing: Rhythmic composition using Musescore 3 or Garageband using a rhythm grid (devised in performance class) to compose for Samba kit. (Peer assessed) Week 10
Listening: deliberate listening test focusing on rhythm and pulse primarily (Week 5)
ORCHESTRAL INSTRUMENT SMALL GROUP TASTER SESSIONS (20 MINS PER PRACTICAL LESSON) WHEN AVAILABLE
Answering a deliberate listening question with specific focus on melody
Focus on sound Lessons/TestsNote values, Treble and bass clef notation, time signatures,
Effective compositions using major and minor chord notes
END OF YEAR TERM
END OF UNIT ASSESSMENT: APRIL 26TH
Listening - deliberate listening to Major and Minor compositions, recognising chords and 7 the chords
Focus on Sound - Lessons & tests on harmony, chords, 7th chords
Composition variation in Major and Minor keys (Twinkle Twinkle)
Group performance of ‘Three Little Birds’. Well informed understanding of various textural types in compositions
Y 8 Melody. Harmony & Rhythm (Fanfares)
Skills:
1.1 Understanding primary chords
1.2 Developing understanding of staff notation
1.3 Developing instrumental skill and fluency on keyboard
1.4 How to play in an ensemble
1.5 Recognising different rhythms/dotted notes/triplets
1.6 Developing Listening and appraising skills and technical ability to identify the musical elements (understanding what makes a good melody, how rhythm and harmony are used in a piece of music)
1.7 Developing singing skills with a sense of ensemble and performance (phrasing/pitching/dynamics)
1.8 Developing compositional skills using chords, melodic development, staff notation and music technology
Topics:
1.1 Fanfare composition and performance (keyboards) - I Can Compose course
1.1 Pachelbel’s Canon - Learn how to compose variations in a piece of music using contrasts of texture, rhythm, tonality and tempo and compositional techniques
1.2 Developing instrumental skills and fluency keyboards by performing Pachelbel’s Canon in groups.
1.3 Learn how to improvise variations within a djembe ensemble
1.4 Developing singing skills with a sense of ensemble and performance (phrasing/pitching/dynamics)
1.5 Developing listening skills and the technical ability to recognise the key features/purpose of the music
Tonality, Improvisation, Chords (Blues and Jazz)
Skills:
1.1 Understanding of the 12 bar blues structure
1.2 Learning how to improvise using the Blues scale
1.3 Understanding the contextual features of the Blues/Jazz
1.4 Understanding chromaticism
1.5 Developing performance fluency on keyboards, ukuleles and guitars
1.6 Learning how to composing a piece in a Blues style using music technology (Garageband)
1.7 Learning to perform a piece of Ragtime using the keyboard
1.1 Developing performance ensemble skills and fluency, through Indian performance tasks
1.2 Developing an understanding of how texture is varied and used within this musical genre
1.3 Using dynamics and articulation to show contrast.
To be able to perform confidently on keyboard, ukulele and/or guitar/drum kit showing some technical skill and fluency
To be able to sing in tune/parts within an ensemble with some expression and good technique
Topics:
1.1 Sequencing Pachelbel’s Canon on musescore.
1.2 Rhythmic “theme and variations” improvisation ensembles task using Djembes
1.3 Aural perception tasks (melody dictation with wider intervals and more challenging rhythms)
Topics:
1.1 Performing the chords of the 12 bar blues (including sevenths), walking bass and syncopated patterns
1.2 Listening to a range of blues inspired pieces and understanding the stylistic features and context.
1.2 Performing “In the mood” in pairs on the keyboard
1.3 Performing “The Entertainer” and learning about the context of “Ragtime”
1.4 Aural perception tasks using the blues scale/melodic and rhythmic dictation using syncopation
1.5 Composing a blues inspired piece using Musescore
1.4 Utilising improvisation to develop a musical idea
1.5 Developing instrumental skills on keyboard and djembes
1.6 Learning and understanding the purpose and context of Indian Classical
1.7 Composing using Indian ragas and tala
Topics
1.1 Performing and improvising using the Vibhas (and related)
To be able to read a score (using staff notation and in some cases, tab/drum/graphi c notation) to perform or compose a piece of music.
To be able to listen to and appraise a piece of music in a variety of genres, using some technical vocabulary
To be able to understand how the elements of music are used.
To have
1.1 Rhythmic awareness and revisiting.
1.2 Instrumental skill: keyboard
1.3 Performing fanfares on the keyboard
1.4 Compose and improvise chord sequences & fanfares on the keyboard
1.5 Singing a range of songs (from MMC Y8)
1.6 Reading staff notation
Composition & Aural (5 weeks)
1.1 Composing a fanfare for ceremony. AABA structure, repetition, Call and response, imitation
1.2 Developing skills of Technology (using Musescore)
1.3 Composing a melody using root notes from primary chords and staff notation
1.4 Developing aural skills by writing down melodies using staff notation/using FOS lessons
Listening/appraising
1.5 Do it now/Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose)
1.4 – Listening tasks (including analysis of Mozart’s variations) and Y8 MMC listening list using MADSHIRT
Breakdown of 10-week term
Practical (5 weeks)
1.1 Pachelbel’s canon performance and variations on keyboard
1.2 Djembe ensembles including improvisation (creating variations to ostinato patterns/performance pieces)
1.3 Understanding the concept of “Ground bass”. Performing Pachebel’s Canon
1.4 Singing a range of songs (from MMC Y8)
Breakdown of 10-week term
Practical (5 weeks)
1.3 Performing a 12 bar blues chord pattern, seventh chords and walking bass on keyboards (plus ukuleles/guitar/drums if time)
1.4 Learning the blues scale in C major and then learning how to improvise over the chord pattern
1.5 Performing the 12 bar blues as a whole class
1.6 Singing a range of songs (from MMC Y8)
ragas using keyboards/untuned percussion
1.2 Listening to a range of Indian Classical music, understanding the structure, musical elements and purpose
1.3 Composing a piece using music technology and keyboards using raga/tala
developed a more advanced range of musicianship/the ory skills
To have improved and developed technical, constructive and expressive skills. To have become more “musical”
Composition & Aural (5 weeks)
1.1 Composing a set of Variations on Pachelbe’s Canon using a range of compositional techniques
1.2 Focus on sound – Focus on sound theory lessons (using MMC guidance for Y8)
1.3 Aural dictation (melodic dictation
1.4 Using Music technology (Musescore) to compose a set of variations
Listening/appraising
Composition & Aural (5 weeks)
1.7 Composing a blues inspired piece for piano, electric guitar, bass guitar and drum kit using Garageband. The composition will feature a range of Blues compositional features
1.8 Aural tasks featuring the blues scale (melody dictation/blues scale/syncopated rhythms)
Listening/appraising
1.9 Listening to a range of blues/jazz inspired pieces and developing the technical ability to recognise the key features
Breakdown of 10-week term
Practical (5 weeks)
1.1 Performing “Vibhas” raga on keyboards in four sections, using the Alap/Jhor/Jhalla/Gat structure and adding a Tala on untuned percussion (groups of 2)
1.4 Singing a range of songs (from MMC Y8)
Composition and Aural (5 weeks)
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
MUSIC: 2024-2025
1.6 Focus on sound theory lessons (using MMC guidance for Y8)
ENDPOINTS:
Ability to perform a fanfare on the keyboard with good fluency and technique
Ability to compose a fanfare using Musescore 4 and a range of techniques
Ability to recognise the key features of a fanfare through listening and also understand cultural importance.
Ability to develop instrumental and singing performance skills (both solo and ensemble)
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
1.5 Do it now/Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose)
1.6 Listening to examples of variations/ground bass and understanding the key compositional features
1.7 Focus on sound theory lessons (using MMC guidance for Y8)
1.10 Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose)
1.11 Focus on sound theory lessons (using MMC guidance for Y8)
ENDPOINTS:
Deep understanding of how structure, improvisation and chords are used within music
1.1 Composing a piece of Indian Classical inspired music using a raga/tala (keyboards/untuned percussion/music technology)
1.2 Aural tasks based upon Indian ragas
Listening/appraising
END OF UNIT ASSESSMENT: October 23rd
1.Performance progress on keyboard: fanfares
ENDPOINTS:
Ability to compose a piece using Variations on Musescore 4
Ability to perform a Theme and Variations on the keyboard
Ability to perform an instrumental part in a Ground Bass and understand how to develop a melody.
Ability to understand how the concept of variations work within a piece of music from the Classical period
Ability to improve and refine performance skills on keyboard and singing (solo/ensemble)
Ability to understand the role of music and the culture history of slavery/development of blues and jazz. Ability to perform a blues inspired piece of music using appropriate chord patterns and musical devices with fluency
Ability to improvise using the blues scale in an ensemble performance Ability to improve and refine performance skills on keyboard, ukulele and singing (solo/ensemble)
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
1.3 Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose)
1.4 Focus on sound theory lessons (using MMC guidance for Y8)
ENDPOINTS:
Deep understanding of how texture, articulation, dynamics are used within music
END OF UNIT ASSESSMENT: FEBRUARY 9TH
END OF UNIT ASSESSMENT: APRIL 26TH
1.Performance progress on keyboard/ukeleles: In the Mood/ The Entertainer
2.Blues composition (teacher assessed)
3.Listening tasks based on fanfares (student peer assessed)
Understanding of the role of Music in India, the cultural aspects, key features and instruments
Ability to perform a raga and a tala and use improvisation to compose a piece inspired by the main features of Indian Music Ability to use Music technology (Musescore 3)
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
MUSIC: 2024-2025
2.Fanfare composition (teacher assessed)
3.Listening tasks based on fanfares (student peer assessed)
3.Listening tasks based on variations (student peer assessed) FOS lessons
MID YEAR LISTENING EXAM (teacher assessed)
4.FOS lessons
PRESENTATION TO CLASS: THE DEVELOPMENT OF JAZZ
to compose an Indian piece of music
Ability to listen to an Indian piece of music and understand the key features using a more detailed technical vocabulary
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
END OF UNIT ASSESSMENT: JULY 5TH
Performance progress on keyboard: Indian raga End of Year exam (teacher assessed)
Listening tasks based on Indian classical music (student peer assessed)
Indian Classical/African drumming compositions (teacher assessed)
END OF YEAR SKILLS REVIEW AND UPDATED SKILLS TRACKER
FOS lessons
UNIT 1: Autumn UNIT 2: Autumn/Spring UNIT 3: SPRING/SUMMER UNIT 4: SUMMER Y 9 Film music (OCR GCSE Music: AOS 4: Film Music)
Skills:
1.1 Develop listening skills to understand how music is used in film using technical terminology
1.2 Developing skills to understand, compose and analyse leitmotifs
1.3 Developing the skills to perform more challenging film themes using more complex keyboard technique.
1.4 Will learn how to recognise textural changes in film music
1.5 Develop instrumental performance skills and fluency on keyboards, ukuleles, guitars and untuned percussion
1.6 Develop singing skills (accurate pitch/ensemble/fluency/expressio n) using MMC repertoire
1.7 Develop understanding of major/minor/chromatic chords/consonance/dissonance/ost inato
1.8 Learn how to compose a soundtrack to a piece of film, using music technology
Topics:
1.1 Just play – film music (game of thrones, pirates of the Caribbean, Halo)
1.2 Film music – Musical contexts
The Classical Period & Why Was Mozart a Genius? (OCR GCSE Music: AOS 2: Concerto through Time)
Skills:
1.1 Understand the main compositional features of the Classical period and Mozart
1.2 Developing the ability to compose in the Classical style (using a range of Mozart’s techniques: tonic/dominant/Alberti bass/modulation to dominant/cadences etc)
1.3 Developing more complex performance skills and fluency on the keyboard (both hands/more challenging rhythms/pitch range/chromaticism)
1.4 Developing more complex theory/harmonic skills
1.5 Developing the technical ability to listen to and appraise some more complex pieces with an understanding of purpose.
1.6 Develop singing skills (accurate pitch/ensemble/fluency/express ion) using MMC repertoire
Topics:
1.1 Performance “Eine kleine Nachtmusik”/”Welcome march”
What makes a good popular song? (OCR GCSE Music; AOS 5: Conventions of Pop)
Skills:
1.1 Understanding the key compositional features of what makes a good popular song
1.2 Developing the ability to compose a chord progression/melody in a popular style
1.3 Chords – extended and inversions
1.4 Bassline (harmony)
1.5 Developing more complex keyboard, ukulele or guitar performance skills using “Just play”
1.6 Developing the technical ability to listen to and appraise a range of popular songs from the Rock n roll period onwards with an understanding of purpose.
1.7 Develop singing skills (accurate pitch/ensemble/fluency/expression) using MMC repertoire
Video Game Music (OCR GCSE Music:AOS 4)
Skills:
1.1 Demonstrating the ability to perform a more challenging range of Video Game Themes on the keyboard showing good co-ordination, fluency and technique
1.2 Demonstrating the ability to listen to a variety of video game pieces and apply a more complex range of technical terminology and musical understanding
1.3 Demonstrating an understanding of how video game music is used to enhance the overall effect, action and outcome of a video game
Topics:
1.1 Performing own composition in “band” ensembles
1.2 Performing popular songs on keyboards, guitars and ukeleles (JustPlay)
Topics:
1.2 Composing a piece of Video Game music using a DAW or Musescore
1.3 Understanding the History, identity, purpose and context of Video game music
To have a detailed knowledge and understand of a range of Musical genres
To be able to perform in a variety of styles using instruments/ voices with fluency and mastery
To be able to compose in a range of styles using a range of composing techniques and Music software
To be able to listen to a wide variety of music and with a good understanding of technical vocabulary and confidence
To be able to demonstrate a high level of music theory skills.
To be able to demonstrate a secure and
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
1.3 Film composition
Breakdown of 10-week term
Practical (5 weeks)
1.1 Performance of Just Play film compositions “Game of thrones” plus revisiting “Pirates of the Caribbean” developing fluency and skill on ukulele/guitar/keyboard
1.2 Performance of “Halloween”/”Mission Impossible”/”James Bond”/”The Good, the bad and the ugly” developing keyboard fluency (both hands)
1.4 improvise melodies over chord patterns to fit chord sequences on the keyboard/while playing a film video
1.5 Reading staff notation with more complex rhythms/wider pitch range/time signatures and dynamics/ukulele/guitar TAB
1.6 Sing a range of songs (from MMC Y9) demonstrating expression, ability to maintain individual parts and good intonation
Composition & Aural (5 weeks)
1.1 Learn to compose a film soundtrack to a film video (Haunted House), using a range of compositional devices
on keyboards to develop understanding, expression and technical skills
1.2 Composing a welcome march in the style of Mozart/Salieri using Music technology
1.3 Improvising new musical ideas of chord patterns (in the Classical style; for example sequential patterns using arpeggios/scales)
1.3 Composing a popular song (with or without lyrics), featuring chord patterns, melody, bassline and rhythmic contrasts (keyboards and music technology)
1.4 Listening to a range of popular songs and understanding the key musical features, context and historical aspects
1.5 Completing FOS lessons on chords/band instruments/pop song structure
1.6 Completing aural perception tasks
1.4 Performing a range of Video Game themes/incidental music on the keyboard
Breakdown of 10-week term
Practical (5 weeks)
1.1 Performance of Tetrus/Super Mario/Baba Yeti and other video game themes
Breakdown of 10-week term
Practical (5 weeks)
1.1 Performing “Eine Kleine Nachtmusik” on the keyboard with both hands plus the “Welcome March” (extension “Sonata in C K425)
1.2 Developing skills to improve piano technique and fluency
1.3 Improvising using chord patterns and Classical techniques on the keyboard
1.4 Revisiting and refining Just Play film music ensemble performances from last term (Ukeleles/keyboards/guitars/unt uned percussion)
Composition & Aural (5 weeks)
1.1 Composition of a welcome March using Mozart/Classical period compositional techniques using music technology (Musescore)
Breakdown of 10-week term
Practical (5 weeks)
1.1 Performance of a range of popular songs – on ukuleles, keyboards and guitars, demonstrating the ability to play a more complex melodic line, riff, chords and bass lines
1.2 Singing a range of popular songs (and some from the MMC Y9 recommended list
Composition & Aural (5 weeks)
1.1 Composing chord sequences on the keyboard, ukulele or guitar in C, G or F major, A, E and D minor (and a contrasting chords sequence)
1.2 Composing melodic lines, possibly with lyrics and harmonic intention
1.3 Writing simple bass lines using the root note of each chord (adding rhythm and passing notes)
1.2 Singing a range of songs (including from Y9 MMC guidance) showing expression, good intonation and ability to sing in parts.
Composition and aural (5 weeks)
1.3 Composing a video game piece of music using music technology
1.5 Do it now/Listening starters in Computer room: using MMC Y9 list (developing detailed understanding of composing, performing and listening skills. To have improved and developed technical, constructive and expressive skills. To have become more “musical”
THE CRYPT SCHOOL:
PROGRAMME OF STUDY: MUSIC: 2024-2025
and music technology (either Musescore or Garageband)
1.2 Aural dictation using Musical Contexts exercises/FOS plus melody/bass/treble clef: wider intervals
Listening/Appraising (5 weeks)
1.1 Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/developing understanding/purpose) plus film music listening tasks from Musical Contexts
ENDPOINTS:
Deep understanding of the role of music in film and its importance.
Ability to perform a range of film themes and leitmotifs and develop performance skills (solo/ensemble)
Ability to compose a leitmotif and a soundtrack for a storyboard using Musescore 3 or Garageband, using a range of compositional techniques
Ability to listen to examples of film music, demonstrating an advanced technical vocabulary.
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
1.3 FOS theory lessons (following Y8 MMC guidance)
Listening/Appraising (5 weeks)
1.4 Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/developing understanding/purpose) plus analysis of Mozart’s style using a range of his pieces, including “Eine kleine Nachtmusik”, “Sonata in C” and Salieri’s “Welcome march”
END OF UNIT ASSESSMENT: FEBRUARY 9TH
1. Performance progress on Mozart keyboard pieces (student peer assessed)
2. Just play progress (student assessed)
3. “Welcome march” composition (teacher assessed)
4. FOS lessons
1.4 Composing a popular style song (with or without lyrics) on the keyboard/ukulele/voice/guitar using the features above.
1.5 Composing a popular style song using Music technology (Garageband)
1.6 Aural perception/melody/rhythmic recognition tasks using popular songs
Listening and appraising
1.7 Listening to a range of great popular songs from the rock n roll period up until the present day: analysing chord sequences, structure, hooks and riffs, basslines, melodic development and how instruments are used. (some from MMC Y9 guidance)
1.8 Analysing the purpose/context and evolution of the popular song since the 1950s
technical ability to recognise the musical elements/developing understanding/purpose ) plus analysis of video game pieces
1.7 Final FOS lessons to assess theory skills progress
ENDPOINTS:
Ability to perform a video game piece in an ensemble maintaining either a vocal or instrumental part with mastery, fluency and expression
Ability to understand the context/history of the Blues
Ability to recognise all the key features in Video game music pieces and details of performers.
PREPARATION FOR THE KS3 EXAM/REVISION OF THEORY/KEY SKILLS TAKES PLACE DURING THIS TERM
ENDPOINTS:
Deep musical understanding of “what makes a good popular song”
Ability to perform in an ensemble maintaining individual instrumental/vocal part
Ability to compose a Video game inspired piece with a good understanding of chords/blues scale/melodic shape and other features
Ability to demonstrate mastery/fluency (musicality)
Ability to sing a range of songs in parts with excellent expression and intonation
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC:
ENDPOINTS:
Deep understanding of Mozart’s compositional style/Classical period
END OF UNIT ASSESSMENT: October 23rd 2023
1. Performance progress of film themes on keyboards (student peer assessed)
2. Just play progress (student assessed)
3. Film music composition (teacher assessed)
4. Focus on sound lessons
Ability to perform at least two pieces by Mozart showing technical mastery/fluency on keyboards
Ability to compose a piece using a range of Mozart’s compositional techniques using improvisation and music technology
Ability to listen to examples of Mozart’s music/Classical period and recognise the key features using an advanced technical vocabulary
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
MID YEAR LISTENING EXAM
(teacher assessed)
Ability to compose a popular song using chords, melodic lines and a clear structure on keyboards/ukuleles/guitars
Ability to show mastery and instrumental skill.
Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression
END OF UNIT ASSESSMENT: JULY 1ST
1.Performance progress on keyboard/ukeleles: fanfares and Just Play (student assessed)
2.End of year exam (teacher assessed)
1.Performance progress on keyboard (teacher assessed)
3.Listening tasks based on Video game music (student peer assessed)
END OF UNIT ASSESSMENT: APRIL 26TH
1.Performance progress on keyboard/ukeleles: popular songs and Just Play (student peer assessed)
2.Popular song composition (teacher assessed)
3.Listening tasks based on popular songs (student peer assessed)
4.FOS lessons (self assessed)
SUMMER LISTENING/THEORY EXAM
(teacher assessed)
4. Video game inspired compositions (teacher assessed)
5. FOS lessons
Y10
OCR
THE CRYPT SCHOOL:
PROGRAMME OF STUDY: MUSIC: 2024-2025
Module: 1.1 – Area of Study 1 (My music)
Topics
1.1.1 – Developing instrumental skills
1.1.2 – Introduction to composition
1.1.3 – Listening and theory
End Point: Creative thinking. Performance skills Preliminary composing skills Theory and listening skills
Assessment 1Instrumental presentation
Assessed solo performance Notation/time signatures/key signatures/basic theory tests (using “Step Up to GCSE/Focus on Sound”)
Module: 1.2 – Area of Study 2 (Concerto through time)
Topics
1.2.1 – Concerto through time (study/listening)
1.2.2 – Composition exercises
1.2.3 – Solo performance
1.2.4 – Developing theory skills (intervals/cadences/ keys)
End Points: Prepare an expressive solo performance
Use a range of composing skills Develop theory skills Understand the development of the Concerto through time/detailed knowledge of Baroque/Classical/Ro mantic stylistic features. Assessment 3: Concerto through time exam style End of unit listening test Assessment 4: Theory tests (chords, intervals, modulation)/Short composition tasks
Module: 1.3 Area of Study 3 (Rhythms of the World)
To understand Areas of Study 1-5 and be able to answer Listening paper questions
To be able to prepare a solo/ensembl e performance
To be able to complete Learner Set brief composition To understand a range of Theory concepts/mus ical literacy skills
Y11 OCR
Module:2.1 Preparing for the mock: AOS 2/3 revision/board set brief composition/performing
. Topics
2.1.1 – Board set brief composition planning (choosing board set brief composition options from OCR)
2.1.2 – Revision on AOS 2 “Concerto through time”/Revision of “Rhythms of the world”
2.1.3 – Solo performance preparation (for mock in December)
2.1.4 – Ensemble performance
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC: 2024-2025
Assessment 5: Solo performance (with dynamics/expression ) (peer assessment of work) techniques to complete first draft of Learner Set brief composition
Assessment 6: Exam questions based upon “Rhythms of the world” End of unit test (sort/long answer questions)
Assessment 7: Learner set brief composition first draft
Assessment 8: Ensemble performance
Module: 2.2. Preparing for the mock: AOS 4/5 revision//board set brief composition/performin g
Topics
2.2.1 – Board set brief composition developing
2.2.2 – Revision on AOS 4 “Video game music/Film” and AOS 5
Assessment 9: Video Game/film music end of unit test/exam questions/aural tests (short/long answer questions)
Assessment 10: Solo and ensemble performances
Conventions of pop end of unit test/exam questions/aural/theo ry tests/revision (short/long answer questions)
Assessment 12: Completed first draft of learner set brief composition
Module: 2.3 Review of the mock. Developing coursework.
Topics
2.3.1 – Board set brief-developing using advanced composition techniques
2.3.2 – Learner set brief composition-review/ set targets to develop/refine
2.3.3 –Solo/ensemble performance refinement
Module: 2.4 Completing all coursework: refining performances/ completing compositions
Topics
2.5.1 – Learner set/board set brief compositions completion
2.5.2
Solo/ensemble
2.5.3 Listening paper practice/revision
End Points: Board/learner set brief compositions
Module: 2.5 Preparing for the Listening paper Topics
2.6.1 – Revision on all Areas of study. End Points
All skills required for GCSE Listening Paper; being able to delivery high scoring answers in all questions.
Assessment 8: Short/long answer questions on all Areas of study
Assessment 9: Use exam questions for all
GCSEs begin.
To have completed both learner/board set brief compositions To have performed solo/ ensemble performance pieces for exam To have completed full listening paper. To have completed
preparation (for mock in December)
End points: Board set brief (2nd composition) planning in place and first section composed. Revision on AOS 2 and 3(deep thinking and preparation for mock) Both performances chosen for mock Assessment 1: Exam questions/tests on AOS 2/3 for all PP grades
Assessment 2: Solo/ensemble performance for PP grades/Board set brief composition/first draft.
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC:
2024-2025
(aural/theory/short/lo ng answer questions)
End Points:
Board set brief composition first draft completed Solo/ensemble performances prepared Revision of all AOS and exam question practice
Assessment 3: Interim assessments on performing/compositio n
Board set brief/learner set brief compositions developed and refined Solo/ensemble performances prepared/refined Listening paper practice/exam question preparation continues
COMPOSITION
WORKSHOP 1 (Saturday 9-1)
Assessment 5: Exam (listening paper) practice throughout. Use exam questions for all assessments for PP grades, end of year exams etc.
Assessment 6: Solo/ensemble performances Board set brief/learner set brief drafts
completed and submitted Solo/Ensemble performances recorded and submitted Listening exam paper completed/ Revision techniques completed. MARCH 24TH RECITAL: performing both performances to parents (6.30-8.30) MARCH 25TH (approx.)
PERFORMANCE
EXAMINATION (all day in hall)
COMPOSITION WORKSHOP 2 (Saturday 9-1)
BOTH COMPOSITIONS
SUBMITTED: APRIL 2ND (approx.: end of term)
Interpret business data - financial, marketing and market
Interpret business ratios
assessments for PP grades, end of year exams etc. Aim to finish before the Easter holidays, perhaps one week after.
the full Music GCSE course. To have developed a wide range of performing, listening and composing skills.
Module:
3.1 Introduction to A Level music
3.2 Area of Study 1 “The Instrumental music of Mozart, Haydn and Beethoven”
Topics:
Introduction to harmony (keys, chords, cadences)
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC:
2024-2025
Assessment 7: Whole school
March mock exams full listening paper 1h30 mins/assessment of compositions and performances
Assessment 8: Exam style questions for all PP assessments and interim assessments on performances/ compositions
Module:
3.3 Area of Study 1 “The Instrumental music of Mozart, Haydn and Beethoven 2”
3.4 Composing at A Level standard.
Topics:
Module:
3.5 Area of Study 2 “Vocal Jazz”
3.6 Learner set brief composing/Technica l tasks
3.7 Harmony: chromatic chords (aug/dim/jazz extensions), two part aural dictation.
Module:
3.9 Area of Study
3 “The Development of Jazz”
3.10 Developing Learner set brief compositions
3.11 Harmony: advanced progressions/
Module:
3.12 Area of Study
3 “The Development of Jazz 2”
3.13 Completing Learner set brief compositions/rang e of technical tasks
Topics:
Module: Begin (Y13 Work)
3.14 Area of Study 5 “Programme Music”
3.15 Harmony/aural end of year revision
3.16 Development of learner set brief composition
Topics: To understand Areas of Study 1-5 and be able to answer listening exam questions. To have completed learner set
Introduction to aural perception
The Classical Period: Haydn, Mozart and Beethoven (Sonata form-sonata/symphony/ chamber music)
Composing: short composing tasks (rhythm, harmony, developing melody and texture; Classical Period)
Assessment 2: Presentations (oracy) on Haydn, Mozart and Haydn/research tasks on sonatas/symphonies
Assessment 3: Prepared solo recital (2 pieces).
End Points:
Understanding of Instrumental music of Haydn, Mozart and Beethoven and ability to analyse chamber sonatas and symphonies. Increase knowledge of harmony/chords and
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
MUSIC: 2024-2025
The Classical Period: Haydn, Mozart and Beethoven (String quartet/concerto and detailed learning about context and comparison exam questions
Introduction to AOS 1 Set work (different set work each year introduced by OCR)
Composing: further short composing tasks (rhythm, harmony, developing melody and texture; Classical Period)
Performing (building and developing the recital further)
Aural Perception: two part tests/harmony exercises
Assessment 3: Aural perception exercises/harmony exercises Comparison exam questions on two pieces.
AOS 1 10 mark questions
Assessment 4: Presentations (oracy) on String quartet/concerto Set work
Vocal Jazz; from Blues onwards (Billie Holliday, Frank Sinatra, Nat King Cole etc) History of vocal jazz. Introduction to Set work.
Preparing a full recital (12-14 minutes)
Completing a first draft of learner set brief composition. Developing harmony skills (writing harmonic progressions using more advanced chords and compositional techniques)
Assessment 5: In class WHOLE SCHOOL MOCKS –Listening Paper (AOS 1 and 2), Full recital, learner set brief composition draft.
Assessment 6:
Counterpoint/4 part harmony
Topics:
Development of Jazz (New Orleans, Swing, Bebop)
Developing learner set brief composition (adding advanced compositional techniques)
Assessment 7: Presentations (oracy) on New orleans/Swing/Be hop and case studies of pieces/performers Essay question (25 mark) on Jazz
Assessment 8: Learner set brief composition Harmony/aural tests/exam questions
Development of Jazz (Cool jazz, Jazz Rock fusion, Modern jazz and contemporary)
Completing a full first draft of the Learner set brief composition
Performance recital (different choice of pieces)
REVISION ON AOS 1 AND 2
Assessment 9:
Presentation on Cool Jazz, Modern and Jazz Rock fusion (oracy) and knowledge organisers on pieces and performers. Assessment 10: Exam Questions in preparation for Mock Exam on AOS 1,2,3. Submission of completed learner set brief composition for mock
Recital (pieces chosen for mock)
End Points:
Introduction to Programme Music (Mendelssohn: Hebrides/Programme symphony/symphonic poem)
WHOLE SCHOOL MOCK EXAMS in the HALL AND MUSIC ROOM
Assessment 11: Full A Level listening paper (2017)/ Full performance recital/Submission of learner set brief composition with improvements/refinem ents.
Followed by a week’s work experience
Note that this term is very disrupted due to mocks weeks, summer school and work experience for Year 12
End Points:
Ability to complete a full listening paper and understand all the challenges of the paper
Complete learner set brief composition Full performance recital completed brief composition To have completed full performance recital To have learnt and understood an advanced range of harmony skills, aural and theory.
Y13
Music
OCR
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC:
2024-2025
advanced harmonic devices.
Ability to prepare and deliver a performance at A Level standard.
Module:
3.17 AOS 5 Programme Music
3.18 Board set brief composition
Topics: Continuing AOS 5, Programme Music: Symphonic poem: Smetana, Liszt, Strauss and composers for piano
Choosing Board set brief composition (set by OCR) and beginning a first draft
Assessment 5: Short composition tasks
Prepared solo recital (2 pieces) on instrument of choice
End Points: Further developing understanding of Mozart, Haydn and Beethoven’s style/context/string quartets and concertos
Understanding and knowledge of AOS 1 Set work
Building a high level recital
Understanding how to complete A Level composition tasks
Module:
3.19 AOS 6 Innovations in Music.
3.20 Developing Board set brief composition
3.21 Producing an A grade performance recital
Topics:
AOS 6: Innovations in Music: Late Romanticism, Impressionism, Expressionism.
Developing Board set brief composition
Exam questions (10 mark) on AOS 2 and aural questions. Harmony test.
End Points: Create a Balanced Conclusion, Understand Structure for 25Mark Question
Performance recital
End Points: Understanding of key styles of early development of jazz Ability to answer longer aural/harmony tests
Developed Learner set brief composition Improved performing.
YEAR 12 STUDENTS TO PERFORM IN SPRING
CONCERT
Module:
3.22 AOS 6 Innovations in Music 2/Revision on AOS 1-5
3.23 Developing board set brief composition
3.24 Developing learner set brief composition
3.25 Preparing recital for exam
Topics:
Understanding of AOS 3 and detailed preparation/ revision for mock completed High level performance completed Learner set brief composition full draft completed.
Module:
3.26 Completing both compositions
3.27 Revising for the listening paper
3.28 preparing for the recital exam.
Topics: Completing BOTH compositions for submission on May 1st Preparing and refining performance
Revision and Exam Practice
Personalised Revision Plans for Students.
A-Levels Begin
Assessment: Complete another full listening paper. Complete a range of timed essay questions/mindma
Refining the full solo performance recital
Assessment 1: Essay question on Programme Music
Assessment 2: First draft of Board set brief composition Performance recital
End Points:
Be able to understand all key features, composers and styles of Programme music. Completed first draft on Board set brief composition High level performance recital completed
THE CRYPT SCHOOL: PROGRAMME OF STUDY:
MUSIC: 2024-2025
Improving an developing performance recital. Revision of AOS 3
Assessment 3: A Level Listening paper 2018 - MOCK
Assessment 4: Board set brief composition Full performance recital
End Points:
Be able to produce a high grade performance Completed first draft of Board set brief composition
Be able to complete a full Listening paper to a high standard.
Continue to study “Innovations in Music”: Minimalism, Modernism
Continue to develop both compositions Detailed revision on AOS 1-5 with exam preparation/class test/exam questions
Assessment 5: Presentation on Minimalism/Moderni sm
Revision presentations on AOS 1, 2 and 3
Assessment 6: Essay questions (25 mark) on AOS 3-5. Short 10 mark questions on AOS 1,2 and aural perception tests.
End Points:
Strategic Thinking, Constructing a reasoned argument, Calculating Key Numerical Data and applying in Context
recital for Exam on April 21st (approx. date)
Revising all areas of study and completing range of examination related essays, questions and aural perception tests for the Listening paper.
Assessment 7 & 8: WHOLE SCHOOL March assessments: A Level Listening Paper 2019
End Points: Both compositions submitted to a high standard. Performance recital completed All areas of study revised Robust revision for the listening paper completed.
ps and examination questions (Listening paper takes place in June)
End Points:
Ability to complete a full Listening paper to a high standard. All revision completed and each question type revised. All areas of study also revised in depth.
THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC: 2024-2025
Floreat Schola Cryptiensis
Students studying Music develop rich knowledge and a love of music developing a diverse range of performing, composing and appraising skills. Students utilise their skills in an applied context, which develops a love for learning through problem solving and achieving a wealth of transferable skills such as perseverance, resilience, confidence and tolerance through practice and regular classroom and concert performance opportunities. The discipline promotes critical thinking and evaluative skills that enables our Musicians to flourish, achieving outstanding, influential posts within School and society. Musical skills and a breadth of knowledge is the gatekeeper to a life of success as a performer, composer, teacher amongst many other influential professions. Music brings students together. They share the joy of making music together, respect and tolerance for each other’s opinions and abilities, supporting and appraising each other’s work, appraising music from around the world, improving mental health, confidence and a range of cross curricular benefits. Studying music from diverse cultures helps students to understand the role of music around the world.
