Music:
Subject Information Overview
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Curriculum
Area Staff Curriculum
InformationCurriculum
OverviewExam information for GCSE
qualifications in this Subject AreaKnowledge
Organisers
Curriculum Area Staff
Heath Lanzillotti (CAL Music) |
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Should you require more information about this subject area please contact:
Name: Mr H Lanzillotti
Position: Curriculum Area Leader
Email: hl@selbyhigh.co.uk
Curriculum Information
The aim of the music curriculum at Selby High is to enable every student to develop an understanding and an appreciation for music across a range of styles and genres and to develop the core skills and knowledge needed to progress further if they choose. Using vocal and instrumental skills, students will study areas such as World Music, Minimalism, Musical Elements, Piano, Ukulele, Jazz/Blues and Film music. By actively participating in performing, singing, composing, studying, listening and analysing, our students will become open-minded and well-rounded musicians.
The music curriculum at Selby high aims to:
- Allow students to develop skills and confidence to play and perform music
- Bring students into closer contact with music by performing solo and in small ensembles
- Develop essential skills on instruments such as the piano and the guitar.
- Listen and appraise music – to support themselves and others in developing their musical talents and confidence with performing
- Compose, create and improvise – to demonstrate to students how to develop their listening, composing and performing skills
- Learn about notation and the musical elements - understanding the language of music
- Encourage every child to be a music reader- Instil a desire to ‘reach for the stars’ and achieve the highest possible standards
- Offer a variety of opportunities for students to perform in school and in the local community, increasing the opportunity for students to be an active citizen in their local community through music.
Throughout Key Stage 3 students will learn about the essential elements of music by engaging in a wide range of musical activities. Students will sing regularly in lessons, building vocal confidence as they move from Year 7 to 9. Students will develop practical instrumental skills on keyboard and Ukulele and they will be showcasing their skills in various performances throughout the year further building their confidence. As the course progresses in Y8, students will delve deeper into the elements and show a higher level of control and understanding when discussing, analysing and performing music. In Y9, students will work on a curriculum which builds on their learning from year 7 and 8 but also prepares them for their further studies in music should they opt to continue. The Btec curriculum focuses on skills development, understanding musical styles and responding to a music brief. Although unique to the Btec music course, these skills are universal and apply to all levels of musicianship.
CURRICULUM OVERVIEW
Below is a summary overview of the topics and their content that will be studied in each term by each year group. For more information about each topic, get your child to visit learning journeys and resources on the school online learning platform - Ready Steady Learn.
Year Group | Term 1 | Term 2 | Term 3 |
7 |
A1: Elements of Music Part 1
A2: Keyboard Skills
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Sp1: Guitar/Ukulele
Sp2: Instruments of the Orchestra
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Sum 1: World Music 1
Sum 2: Song writing
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Assessment details |
A1: Listening & Performing Assessment
A2: Solo performance assessment
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Sp1: Ensemble Performance Assessment
Sp2: Performance & Written Assessment
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Sum1: Written Assessment
Sum2: Comp/Perf Assessment
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8 |
A1: Elements of Music part 2
A2: Live Lounge / Cover Versions
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Sp1: Film Music / Music Sequencing
Sp2: American Music
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Sum1: Electronic Music
Sum2: World Music 2
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Assessment details |
A1: Listening & Performing Assessment
A2: Performance Assessment
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Sp1: Performing & Composing Assessment
Sp2: Performance Assessment
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Sum1: Performance Assessment
Sum2: Performance & Written Assessment
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9 |
Within Year 9 Performing Arts, students will gain experience of the skills and knowledge required for the BTEC courses at KS4. In term 1 students will learn about different styles and genres of music, drama and dance and create performance work inspired by different stimuli linked to Component 1 of the Btec specification. |
Students will learn about different roles and their responsibilities that exist within the world of performing arts in the development of a performance piece such as the set, costume, choreographer, lighting and sound designers. Students will study and analyse the key features of musical theatre and create their own performance work based on repertoire and key themes of a given musical theatre piece. Students will have the responsibility to decide on which key role they play within the creation of their piece and must contribute effectively to its development in readiness for their final assessed performance. |
Students will be given a creative assignment brief linked to the BTEC Tech Award Component 3. They will be challenged to develop their own ideas working successfully together in groups. Students will need to create their own performance pieces and justify their given choices to ensure that they are clear on the intention of their work. Students will present their ideas and perform their work to a selected audience. |
Assessment details |
Students will be assessed at the end of every term using an adapted version of the BTEC Tech assessment criteria. |
Students will be assessed at the end of every term using an adapted version of the BTEC Tech assessment criteria. |
Students will be assessed at the end of every term using an adapted version of the BTEC Tech assessment criteria. |
10 |
A1: Exploring Music Products & Styles A2: Exploring Music Products & Styles |
Sp1: Exploring Music Products & Styles Sp2: Music Skills Development |
Su1: Music Skills Development Su2: Music Skills Development |
Assessment details |
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Dec/Jan -
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May/June -
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11 |
A1: Responding to a Music Brief A2: Responding to a Music Brief |
Sp1: Responding to a music brief. Sp1: Responding to a music brief. |
External Assessment / Synoptic |
Assessment details |
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May/June - Learners will respond to the brief either as a music creator and producer, or as a music creator and performers. The brief will consist of a scenario that will include a list of ten pieces of music from a range of styles that the learners have covered in component 1. They will be required to use one of these in their final product. |
KNOWLEDGE ORGANISERS
A Knowledge Rich Curriculum at Selby High School
Research around memory suggests that if knowledge is studied once and not revisited or revised, it is not stored in the long-term memory. This means that after one lesson, or revising for one test, the knowledge will not be retained unless it is studied again. It won’t be recalled unless it is revisited frequently, which will embed it in the long term memory. In the long term this makes recall far easier. As part of home learning, students should be revising what they have been taught recently but also content they were taught previously. Therefore as part of our strategy to embed learning over time we have started to develop knowledge organisers across all year groups and curriculum areas. These will provide key content and knowledge allowing students to pre-learn and re-learn, a vital part of processing all the information required to be successful in the new style GCSE’s.
Instructions for using your knowledge organisers
KS3 = Years 7, 8 & 9
KS4 = Years 10 & 11
Below are the knowledge organisers for each topic in this subject. These knowledge organisers will become embedded in the Learning Journeys for each topic as they are created on Ready Steady Learn.
Year 7
Year 8 |
Exam information for GSCE qualifications in this subject area
Click each link below to view the full specification:
BTEC Tech Award in Music Practice
Component 1: Exploring Music Products and Styles
Component 2: Music Skills Development
Component 3: Responding to a Commercial Brief