Music

Welcome to St Thomas More’s Music Department

Our Music Development Summary can be found here.

Curriculum Sequence

Please click on the icons below to view the curriculum sequence for each Key Stage.  The curriculum sequence will show you what students should know and be able to do in the subject, alongside the key ‘tier 3’ subject specific vocabulary that your child needs to understand to allow them to access the deeper curriculum.  The curriculum sequence also lists the ‘key assessment questions’ each term/half term that your child will be asked during assessments to help your child to prepare effectively, as well as the ‘disciplinary rigour’ which explains the methods, conventions, rules and practices that are specific to that subject.

Curriculum Intent:

Having the opportunity to study and explore music is not a privilege; it is a vital part of a broad and ambitious curriculum. St Thomas More Catholic Academy encourages its students to engage and enjoy learning music in its broadest sense. The skills developed in the music curriculum will help and impact on all areas of a child’s development. We believe that students deserve a broad and ambitious music curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Our music curriculum will give students the opportunity to continue the journey towards building a universal foundation of musical understanding. It is expected that students will arrive at Key Stage 3 having had some experience of performing, composing, and listening and will be able to music notation at a basic level. By the end of Key Stage 3 (Year 9), pupils will have gained a detailed and broad understand of the key component areas of music; performing, composing and appraising.

 

In Y7 students explore a fundamental understanding of music through singing, keyboard skills and listening and appraising music from historically important musical periods.

In Y8 students further develop their performance skills through development of keyboard and vocal skills, and exploration of other common musical instruments. Students learn to compose and appraise music in three key genres of music, studied again at KS4.

In Y9 students focus on developing essential skills required to become a successful GCSE musician. Students continue to develop their performance and composition skills, develop skills in music technology and deepen their understanding of how to effectively analyse and appraise music from a variety of genres.

 

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
  • What Makes a Good Song?
  • Popular Music Styles
  • Music Technology

In addition to these topics, students will continually work on developing key performance and composition skills, as well as fundamental knowledge of music.

KS4

There are currently two courses being delivered at KS4:

Year 10 are studying Eduqas GCSE Music (commenced September 2024)

Year 11 are studying Btec Tech Award in Music Practice (ending in July 2025)

For the newly delivered Eduqas GCSE Music, students are required to study and complete the following:

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.

 

 

For the outgoing Btec Tech Award in Music Practice, students in Y11 have to complete the following units:

Component 1: Exploring Music Products and Styles Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 12 hours of supervised assessment.

60 marks. Internally Assessed.

Component 2: Music Skills Development Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 15 hours of supervised assessment.

60 marks. Internally Assessed.

Component 3: Responding to a Music Brief Task set and marked by Pearson completed under supervised conditions. Learners will be given the set task in January, 12 weeks before the supervised assessment period, in order to carry out the development of creative ideas and rehearsal for the final music product. The set task will be completed in 3 hours within the period timetabled by Pearson.

60 marks. Externally Assessed.

KS5

From September 2024, 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 at St Thomas More Catholic Academy and Trinity Sixth Form complete the following units as part of this course:

 

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.

 

Curriculum Implementation

Teaching and learning at KS3 is delivered through whole class teaching, small group work, independent learning and practice, one to one support, and use of TEAMS. Performance pieces, composition tasks and theory work are ambitious for all learners and once baseline tests have been conducted, the progression works on the accumulation of skills. Retrieval practice is done in the department through instant starters, deeply marked work, deliberate practice of practical skills and DP assessments. Musical literacy is promoted through the use of keywords taught in lessons, included on knowledge notes and practice through regular engagement with Mapper.

At KS4 both courses require a fundamental understanding and good working knowledge of appraising, performing and composing music. Students will develop these key areas through teacher led activities including; individual and ensemble performance projects, composing using Sibelius software and whole class teaching of fundamental music theory and genre-specific concepts. Lesson and revision materials are regularly uploaded onto TEAMS for students to access, and key knowledge and subject-specific vocabulary is included on knowledge notes provided to students.

At KS5 students are expected to have higher levels of independence, particularly in relation to research tasks within individual units. Teachers develop students’ research skills through whole-class teaching and individualised feedback on draft assignments, as well as continuing the development of key music skills and knowledge. Students also undertake a large amount of teacher directed performance practice, both in ensembles and as soloists, with teachers constantly providing feedback and teaching of key skills to put on a successful performance. Again, lesson and revision materials are regularly uploaded onto TEAMS for students to access at all times.

 

Career Links

        

St Thomas More has its very own dedicated careers team.  To find out more about careers at St Thomas More, please click here. 

 

Tips and Advice

Students are expected to support their musical learning through engaging with Mapper as per their homework timetable for KS3. There is no expectation for students to own an instrument at KS3 level, but may wish to complete personal performance practice at home if this is an option for them. GCSE and Sixth Form students are expected to complete home learning and revision in a timely manner, using resources uploaded to TEAMS, recommended books and reading links, and completing personal practice on their chosen musical instrument or voice every week.

Further Information

St Thomas More Music Department has a broad and exciting extra-curricular offering which allows students to engage in music-making outside of the classroom, including involvement in performances and liturgical music throughout the year.

We currently offer the following activities:

  • Tuesday afterschool – STMCA Band
  • Wednesday lunchtime – Senior Choir (KS4/5)
  • Wednesday afterschool – Music Composition and Technology Boost
  • Thursday afterschool – Junior Choir (KS3)

In addition to our clubs, we also offer students the opportunity to book a practice room during lunchtime for individual or small group practice.

 

Subject Leader Information

For more information, or if you have any questions please use the contact details below.

Mrs I Howie, Subject Leader for Music – ihowie@stmca.org.uk

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