Music
Curriculum Sequence
Please click on the icons below to view the curriculum sequence for each Key Stage. The curriculum sequence will show you the big question students will be exploring, as well as the key content and ‘Tier 3’ subject-specific vocabulary that students need to understand in order to access the deeper curriculum for each term. There are also links to careers, Catholic Social Teaching, and opportunities through which you can enrich your child’s experience beyond the classroom as a family.
Curriculum Intent
Our curriculum has been carefully designed to foster a love of music in every pupil, whether they love to perform, compose, appraise or use technology to engage with music. Our KS3 curriculum has been designed to develop the essential skills and knowledge required to access music at KS4 and beyond, whilst supporting students in their musical journey regardless of their prior music education.
Through a carefully sequenced learning journey, students will develop the skills and knowledge to become confident musicians, whilst allowing them the freedom to explore their own personal creativity and musical tastes and interests.
Our curriculum is additionally supported by our wide range of extra curricular activities and peripatetic music provision, allowing all students to aspire to be more in music.
KS3
Throughout KS3 students develop Technical, Constructive and Expressive language, knowledge and skills that will enable them to effectively read notation, describe music, perform and compose. They will be encouraged to work both in groups and as an individual throughout the topics of work and be assessed in all three disciplines in music; performing, composing and appraising in line with the KS3 national curriculum guidelines.
Across the 3 years at KS3, students will study:
- Basics of musical pitch and notation
- Musical Elements – MAD T SHIRT
- Western Classical Tradition and Musical Timeline
- Blues and Jazz
- Reggae
- Film and Media Music
- Four Chord Songs
- Making Melodies
- Skills Showcase
In addition to these topics, students will continually work on developing key performance and composition skills, as well as fundamental knowledge of music required to successfully transition to GCSE at KS4.
KS4
At KS4, students study Eduqas GCSE in Music. This course offers a broad and coherent course of study which encourages leaners to:
- engage actively in the process of music study
- develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
- develop composing skills to organise musical ideas and make use of appropriate resources
- recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
- broaden musical experience and interests, develop imagination and foster creativity
- develop knowledge, understanding and skills needed to communicate effectively as musicians
- develop awareness of a variety of instruments, styles and approaches to performing and composing
- develop awareness of music technologies and their use in the creation and presentation of music
- recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
- develop as effective and independent learners with enquiring minds
- reflect upon and evaluate their own and others’ music
- engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.
KS5
St Thomas More Music Department are proud to be delivering the Cambridge Technical Extended Certificate in Performing Arts (Music). This is a level 3 music qualification, which is equivalent to one A-level. Students develop a wide range of academic, performance and professional skills during the course, which is delivered across five units that allow students to:
- understand the ways in which different art forms and styles have been combined.
- develop skills for a combined arts performance.
- rehearse and perform in a combined arts performance.
- reflect and evaluate their own developing skills
- demonstrate practical ideas in context.
- present and evaluate research findings.
- Know the defining features of a repertoire
- replicate key elements of repertoire.
- perform in specific styles from a repertoire.
- Understand the performing arts sector.
- Know the organisations and roles in the performing arts industry.
- Understand progression and opportunities in the performing arts sector.
- Understand how to plan and promote projects within the performing arts sector.
Curriculum Implementation
The teaching of music at St Thomas More is aligned with the three pillars of progression as described in the national curriculum. Technical skills including signing, instrumental performance, reading and writing musical notation. Constructive skills including composition, musical elements and using music software and technology to create music. Expressive skills including cultural, social and historical context of different styles of music, analysis of emotions within pieces of music and personal creativity.
The practical “hands-on” nature of music as a subject appeals to the majority of students, and allows students of all abilities to engage with the subject. Practical support and feedback during lessons allows all students, including SEND, to flourish and develop a love for the subject. In addition to curriculum music lessons, PP and SEND students are frequently further supported through peripatetic instrumental lessons, supporting musical development in a one-to-one or small group setting.
Music is a language in its own right, with students being taught to read notation and the associated tier three musical vocabulary from the first lesson in Year 7. The grouping of beats and rhythm reading requires students to use their knowledge of counting, multiplication, division and fractions, supporting the development of foundational maths skills.
End of Course Assessment
KS4 – Eduqas GCSE Music
| Component 1: Performing Total duration of performances: 4-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification | A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. |
| Component 2: Composing Total duration of compositions: 3-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification | Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief. |
| Component 3: Appraising Written examination: 1 hour 15 minutes (approximately) 40% of qualification | This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Two of the eight questions are based on extracts set by WJEC. |
KS5 – Cambridge Technical in Performing Arts (Level 3)
| Unit 4 – Combined Arts (Y12) | This is a mandatory internal unit (60 GLH). Learners are expected to: Understand the ways in which different art forms and styles have been combined. Be able to develop skills for a combined arts performance. Be able to rehearse and perform in a combined arts performance. Be able to evaluate combined arts. |
| Unit 3 – Influential Performance Practice (Y12) | This is a mandatory externally examined unit (60 GLH). Learners are expected to: Know the historical context of performance material. Understand the work of Practitioners. Be able to demonstrate practical ideas in context. Be able to present and evaluate research findings. |
| Unit 8 – Performing Repertoire (Y13) | This is an optional internally assessed unit (60 GLH). Learners are expected to: Know the defining features of a repertoire. Be able to develop skills required for a repertoire. Be able to replicate key elements of repertoire. Be able to perform from a repertoire. |
| Unit 1 – Prepare to work in the performing arts industry (Y13) | This is a mandatory externally examined unit (120 GLH). Learners are expected to: Understand the performing arts sector. Know the organisations and roles in the performing arts industry. Understand progression and opportunities in the performing arts sector. Be able to produce strategies for sustaining a freelance career. |
| Unit 2 – Proposal for a commissioning brief (Y13) | This is a mandatory externally examined unit (60 GLH). Learners are expected to: Understand the key features of projects specific to the industry. Be able to plan and develop a project from a commissioning brief. Know how to write a final proposal for a project. |
Tips and Advice
- Longton Library has recently received two brand new digital pianos for library members to use for personal practice. There are also guitars and a drum kit within a specialist studio room that are available for rehearsals and an iMac for recording music.
- Muse Score is a free online composition tool, similar to the software students in KS4 and KS5 use, that enables musicians to compose and export music in notation form: www.musescore.com
- BandLab is DAW students use during lessons from Year 8 onwards. Each student has a personal educational account, which allows them to complete projects set by their class teacher, and create their own projects: edu.bandlab.com
- BBC bitesize has excellent revision resources for Eduqas GCSE music: www.bbc.co.uk/bitesize/examspecs/zbmct39
- www.musictheory.net is a free music theory revision website that includes lessons, quizzes and games designed to develop theory skills essential to understanding music.
Further Information
Subject Leader Information
For more information or if you have any questions please use the contact details below.
Miss I Howie – Subject Leader ihowie@stmca.org.uk