Music

Term 1:

Students will learn vocal skills and exercises and be able to create a whole class performance of a chosen song. There will be opportunities for students to sing solos and as part of small groups.

Enquiry Questions:

“How can I create the best vocal performance?”

Term 2:

To be able to play the keyboard accurately, students will learn how to read music notation. Using music notation, they will play “Walking in the Air” by the end of the term.

Enquiry Questions:

“How can you use notation to play a piece of music accurately?”

Term 3:

Rhythm is the next step to learning how to read music. We will look at music notation in more detail and learn how to play the cup song as well as sing as part of the ensemble.

Enquiry Questions:

“How can I work and develop further as part of an ensemble?”

Term 4:

Once you can read music and play accurately on the keyboard, you need to know of any additional symbols. The main ones are sharps and flats. Students will learn how to play “In the hall of the mountain king” using sharps and flats.

Enquiry Questions:

“What is the purpose of sharp and flat notes in music?”

Term 5:

An opportunity for students to create their own music. We will learn how music is used in adverts as well as learn how to compose a short piece of music. Students will then compose their own music to advertise a chosen product.

Enquiry Questions:

“How is music used in television adverts?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions: 

“How do music artists become famous?”

Term 1:

Students will learn how to play basic chords on keyboard and guitar and then develop these into more complex chords and learn how to play various songs.

Enquiry Questions: 

• “What does it take to be part of an instrumental band?”

Term 2:

Writing a song can be easy for some and complex for others. This term we will look at different ways in which we can write lyrics and write a complete song.

Enquiry Questions:

• “What English skills do I need to write songs?”

Term 3:

We don’t always need instruments to make music. This term we will look further at rhythm and be able to create a group piece of music using body percussion.

Enquiry Questions:

• “How can we make music without using any instruments?”

Term 4:

Once you can read music and play accurately on the keyboard, you need to know of any additional symbols. The main ones are sharps and flats. Students will learn how to play “In the hall of the mountain king” using sharps / flats

Enquiry Questions: 

• “What is the purpose of sharp and flat notes in music?”

Term 5:

Using skills learnt in Term 2, students will discover how a pop song is made and look to write their own pop song.

Enquiry Questions:

• “What makes a pop song? Can I compose my own pop song?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions: 

• “How do music artists become famous?”

Term 1:

What is Reggae music? Why is it different? We will learn the different instruments and musical techniques used in Reggae music to make it so distinctive and learn how to play the riff to “Three Little Birds” with bassline and chords.

Enquiry Questions:

• “How easy is it to identify a Reggae song? What is different?”

Term 2:

To be able to play the keyboard accurately, students will recap how to read music notation. Using music notation, they will play a chosen piece with their own ability.

Enquiry Questions:

• “How can you use notation to play a piece of music accurately?”

Term 3:

What is distinctive about Hip Hop music? How does it differ to other styles we have learnt so far? Students will study what makes Hip Hop music and learn how to play a piece of music of that style. Looking at different genres in more depth and making a performance as an ensemble/band will support students who want to take music as an option the following year.

Enquiry Questions:

• “What does it take to be part of an instrumental band?”

Term 4:

Different genres of films have different styles of music. But how can we tell what genre a film is just by listening to the music? We will look at film and music genres and how they are different and students will compose their own piece for a chosen genre of film.

Enquiry Questions:

• “How can we tell what genre a film is just by listening to the music?”

Term 5:

Students will recap music notation and develop their skills in playing keyboard by looking at classical pieces of music. Students will have a booklet they will choose their piece of music from and play according to their skills.

Enquiry Questions:

• “What does it take to be part of an instrumental band?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions:

• “How do music artists become famous?”

EDUQAS GCSE Music

Term 1: Area of Study 1: Musical Forms and Devices
Terminology 
Binary Form
Ternary Form 
Repetition, contrast, sequence, ornamentation, ostinato, conjunct/disjunct movement, regular phrasing, syncopation 
Features of effective melodies, relationship between melody and chords 
Simple chord progressions including cadences 
Diatonic harmony
Keys and simple modulation to V / relative min
Use and description of musical elements
Aural, notation and listening skills 

Enquiry Question: “Does the way a song is structured, really have any meaning to it?”

Term 2: Area of Study 4: Popular Music 
Terminology 
Rock/pop stylistic features 
Verse/Chorus form 
32 bar song form 
Middle 8, bridge, intro/outro, instrumental break 
Rock and pop instrumentation 
Acoustic / amplified 
Melody and lyric-writing 
Primary and secondary chords, cadences, standard chord progressions, power chords 
Rhythmic features e.g. syncopation, driving rhythms 
Keys and modulation 
Describing a piece using musical elements and related vocab 
Aural, notation and listening skills

Enquiry Question: “Is all popular music the same as the music currently released?”

Term 3: Area of Study 2: Music for Ensemble (Jazz)
Terminology 
Texture: 
monophonic
homophonic
polyphonic
unison
imitation
call and response
solo, countermelody
layers 
Sonority: instrumental and vocal performance techniques e.g. scat, muted, 
Describing music using elements and related vocab 
Aural, notation and listening skills

Enquiry Question: “An ensemble means we perform as a group. How is a jazz performance different to other ensemble performances?”

Term 4: Area of Study 3: Film Music 
Terminology 
Leitmotif 
Theme and motif 
Chromatic movement, dissonance, atonality 
Underscore 
Diegetic / non-diegetic 

Enquiry Question: “How are all elements of music and music techniques used to create music for films?”

Term 5: Area of Study 2: Music for Ensemble
Terminology 
Texture: 
monophonic
homophonic
polyphonic
unison
imitation
canon
countermelody
Accompaniment patterns 
Sonority: writing for piano, string techniques e.g. arco, pizz, double stopping, divisi, tremolo 
Describing music using elements and related vocab 
Aural, notation and listening skills 

Enquiry Question: “How is chamber music ensembles different to those we looked at earlier in jazz music?”

Term 6: Revision & Mock Exams

Enquiry Question: “How can I best revise for my music exam?”

EDUQAS GCSE Music

Term 1 & 2: Students will have the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement.

Enquiry Questions: 

“As a musician, what professional skills and techniques do I need? And how can I evidence that I possess these skills?”

“Which musical discipline is right for me and will best show off my skills?”

Term 3, 4 & 5: Students will be aware of different genres and will be able to create a reimagined interpretation of music in a different style to the original.

Enquiry Questions: 

“How well do I need to know a musical style to be able to recreate a song in its style?”

“How can I make my interpretation of a song fit the style using the elements of music?”

RSL Level 3 Subsidiary Diploma in Performance / Technology for Music Practitioners

Students complete a number of units adding up to 90 credits in their chosen discipline. Many units overlap which means that regardless of their discipline, they will be given opportunities to work on the tasks of the other discipline also. There is one external assessment, the format of which students will be familiar with as they will have completed a similar assessment in Year 11 (if they did music).

Topics covered can be (but are not limited to)

• Planning a Career in Music (Internal Core)
• Rehearsal Skills and Live Music Performance (External Core)
• Live Sound Recording and Sound Reinforcement (External Core)
• Music Video Production
• Songwriting
• Radio / Podcast Production
• Auditioning for Music
• Mixing for Surround Sound

Students completing this course could continue further study in university as well as apprenticeships which will be available to students who complete this course.

Term 1& 2: 

Year 12 - Planning a Career in Music - Students will start with their Internal Core coursework which is looking at their own skills in relation to their career goals. Students will complete a Skills Audit and look at two job roles and look into detail at how they can match their own skills to these chosen job roles. Radio / Podcast Production - Listening to and evaluating some radio podcasts will give students an idea of what they will need to include in their own podcast. They will practise their podcasts with various different topics.

Year 13 - Students will begin looking at what an audition looks like. They will evaluate their skills to fit that of someone who will be auditioning and will undertake an audition for a specific scenario.

Enquiry Questions:

Year 12

Planning a Career in Music - What do I have to do to achieve my career goals?

Radio / Podcast Production - To what extent are my interests engaging enough to be a successful podcast?

Year 13

Auditioning for Music - What will I need to do to pass an audition?

Music Video Production - How can I make an effective music video?

Term 3 & 4: 

Year 12 - External Assessment Mock - in line with the Year 13 Controlled Assessment

Year 13 - Students will be undertaking their external controlled assessment.

Term 5 & 6 : 

Year 12 - Music Video Production - Students will analyse some music videos and learn what makes an effective music video. In small groups they will plan their music video, undertake the video recording as well as the editing of their chosen music video. Songwriting - Some students may have already written songs, but do they start with lyrics or music? We will look at the different possibilities and students will have a chance to write their own songs in different styles. This is a fantastic opportunity to work with the English department in order to learn more about rhyming schemes and the hidden meaning behind songs / poems.

Year 13 - Students will complete any outstanding work - if any

Enquiry Questions:

Year 12

Music Video Production - How can I make an effective music video?

Songwriting - Can I write an effective song?