Curriculum Aims
Music is all around us. For some it is a way of motivating themselves, or relaxing after stressful times. For many it is a way expressing their innermost feelings and sharing their thoughts on the world. But for all of us, music is something we make choices about which often reflect the person we are. At Sandhurst School we believe the study of music is both an exciting and creative way for students to experience the rich cultural diversity and history of music we are lucky enough to share, as well as developing some key creative skills. Students will create music, often from scratch. They will perform it, both to their peers and in concerts, and they will work to try and understand what makes for effective musical impact. Through a vibrant and creative curriculum, students will explore the key musical ‘Elements’ and learn how to put these to good use, creating and performing a range of exciting musical pieces. As students’ progress through the key stage, the level of challenge and complexity will increase and it is our hope that students leave us having enjoyed a rich and diverse musical experience where they can talk articulately about music and their own musical choices as well as be able to arrange, compose and perform their own music to a high level.
KS3 Curriculum Summary
| Music | Autumn | Spring | Summer |
| Year 7 | Keyboard Skills 1 Piano Notation Melody Keyboard Music Theory Finger TechniqueKeyboard Skills 2 Building on Keyboard skills 1 Primary Chords Combining Primary Chords with a Melody Using Two Hands and Playing in Time |
Vocal Techniques and Ensemble Exploration of Voice and Vocal Skills Key Elements of MusicGuitar Skills Guitar Simple Melody Lines Simple Chord Structures |
Research Task Artist Study Musical Theatre |
| Assessment | Baseline test – key terms and definitions Holistic assessment of musical skill development. |
Holistic assessment of musical skill development – performance
Carousel assessment over 2 weeks where students peer assess their various skills development. |
Presentation on key points as well as performance skills. Holistic assessment of musical skill development |
| Year 8 | Poly-Rhythm Basics of Rhythm Layering Rhythms Body Percussion Drumming Techniques Major and Minor chords |
Protest Songs Purpose Behind Song Writing Creating Music with Intent Song Writing Creative task |
Film Music Conventions of Film Music How it Creates Tension Music research task |
| Assessment | Holistic assessment of musical skill development – composition task for poly-rhythm and 3 elements.
Performance of chord development focusing on ensemble and timing. |
Holistic assessment of musical skill development. Composing skills. | Creating music for a movie trailer. Mood and atmosphere. Understanding genre conventions. Holistic assessment of musical skill development through performance |
| Year 9 | Rap music and lyrics Lyrical Format of Rap Music Lyrics and Style Create Own Rap SongMusic in Advertising Understanding how music is used to create impact through a partnership competition with John Lewis |
Reggae and The Blues Practical DemonstrationResearch task Investigation of Careers in Music |
Modern Music Influences Across Genres Performing Work from Different Genres Cover Versions |
| Assessment | Analysing the suitability for purpose of music. Composition.
Holistic assessment of musical skill development – composition and performance. |
Holistic assessment of musical skill development – performance
Students assume the position of an event manager to create an imaginary music even such as a festival. Understanding of key roles. |
Holistic assessment of musical skill development – ensemble skills and performance. |
GCSE Music
Year 10 and 11 is a combination of developing an advanced understanding of musical theory and being able to put this in to practice through both performance and composing tasks. Students will work on a solo and ensemble performance on their chosen instrument, and will work to produce two pieces of composing coursework. Students will also spend significant amounts of time working on music theory and how this will need to be evidenced in their listening exam.
