Subject Overview

The Music Department at Oriel High School is a thriving and dynamic area of the school providing students with a high quality music education alongside an array of extra-curricular activities and performance opportunities. With a team of dedicated music teachers, each an expert in their own specialist discipline, bespoke education can be provided for each individual student. We also boast a vibrant team of peripatetic staff who support all areas of the curriculum.

We have a proven history of high quality provision for GCSE, A-Level and BTEC Music students including dedicated concert evenings, workshops and specialist sessions after school. In addition to this we also have a thriving Music Technology course at Key Stage 4 and Key Stage 5, which prepares students for life in the music industry. These students are always involved in the sound and lighting side of all concerts as well as being given ‘real life’ opportunities to develop their skills. As part of our philosophy, we regularly perform and work with our feeder schools.

Key Stage 3

Below is an overview of the topics we teach throughout each year group:

Year 7

Autumn I	Spring I	Summer I
Musical Elements - Key Elements of Music: Tempo, Texture, Tonality, Articulation, Dynamics, Pitch, Pulse, Melody, Rhythm - Learning Rhythm notation through use of Kodaly strategies - What is a contrast in music? - Sight singing intro - Singing and performing 'By the Waters' to demonstrate understanding of reading notation and sight singing	The Orchestra, Musical Eras and Genres - Composers of the baroque, classical and romantic historical periods - Musical instrumental families and how to recognise them - Which instruments are in each family? - What is timbre? - What are the key characteristics of the three musical eras and how do we recognise them by listening? - Key composers: Mozart and Saint-Saens	African Music - Research projects on African music, history, geography and culture - Djembe workshop, using Toto Africa - Che Che Kule - perform a traditional song on Djembes, from Ghana, to demonstrate call and response - Class assessment: In groups, compose and perform an African piece, demonstrating the use of Call and Response, Ostinato and 2 contrasting sections Assessment Point 2: End of year quiz, demonstrating understanding of all key terms
Autumn II	Spring II	Summer II
Notation and Composing with the Elements - Understanding how to read notes of the treble and bass clef - Keyboard basics (with hands together) - Chord Basics (Major and Minor) - Performing on keyboards using simple chords as a background - Applying concepts such as Tonality, Texture and Structure into Composition and Performance work - Understand concept of Ostinato and how to compose using one - Assessment Point 1: Composing a piece using the keyboards that reflects both ostinato and contrasting musical elements.	Programme Music and further Composition - Introduction to Programme Music and research projects - Listening and Appraising set work 'Carnival of the Animals' - Concept of Leitmotif and how it is applied in music for film, games, TV - Compose a Leitmotif (using Ostinato concepts and framework) - Compose music to a set brief or visual stimulus	Band Projects - Achy Breaky Heart Listening Activity and Introduction to lyrics - Introduction to the Ukelele - Learn the chords, either on Ukelele or Keyboards - Cover Songs listening and comparison activities, to practice and apply appraisal skills - Whole class sing along with lyrics - Rehearse full song in groups of 4 Assessment: Performance of band projects (singing and playing) and written evaluation on Word document

Year 8

Autumn I	Spring I	Summer I
World Music - Reintroduce elements of music and instrument families - Indian Music Research Projects (Instruments culture and history) - Listening activities using describing music charts - complete on Word - The Raga: Intro and how to compose one - Raga composition projects on GarageBand	Samba / Blues / Rock and Roll - Round off Samba work - Students to put their own Samba performances together using instruments - Blues research projects (instruments, history and culture) - Blues listening activity using describing music charts - Intro to 12 bar blues and perform on keyboards Class assessment: 12 Bar Blues compose and perform task	Rise of Popular Music - Pop Research Projects (Historic timeline, Pop music roots, instruments, key artists, different sub-genres) - What makes a good Pop song? Focus on structure, chords, lyrics riffs and hooks - Pop listening activities - Composing a basic riff Assessment Point 2: End of year listening quiz
Autumn II	Spring II	Summer II
World Music - Raga to Rio - Complete Indian Compositions - Samba research projects (instruments, culture and history) - Listening Activities using describing music charts - complete on Word - Compose a Samba inspired piece on GarageBand - needs to feature 3 Samba instruments and must include 5 tracks Assessment Point 1: Samba performance project - Mas Que Nada - learn the riff on keyboards and play with chords	Reggae and Composition Projects - Intro to Reggae and research projects (instruments, culture, characteristics history) - Singing and listening task (3 Little Birds, Bob Marley) - Demonstrate syncopation (offbeat rhythms) - Recap chords / Major / Minor - Class assessment: Reggae composition projects, Compose and perform a Reggae song, including your own lyrics	Band Projects - Blinding Lights by The Weeknd - Introduce the song - Whole class sing along/learn lyrics - Learn the riff - Learn the chords (Em, Bm, D, A) - Band planning lesson - planning sheets - Appraising and Listening practice using describing music charts Class Assessment: Perform Blinding Lights, should include singing and use at least 2 instruments

Year 9

Autumn I	Spring I	Summer I
What makes a good song? - Listening activities - Re-introduce concept of riffs and hooks - How to compose a riff with accompaniment (use concept of Ostinato) - Logic Pro tutorial - Practice composing a riff to a set brief - Demonstrate chords and recap major/minor - Refresh knowledge of instruments and advanced musical elements	Mash up Project - Logic Pro - Introduce concept of mash ups, remixes and cover songs: what is the difference? - Listening activities around above concepts - Logic Pro: how to mix, splice and mash up - Mash up projects - students should select minimum of 3 tracks, to then splice (cut up) and build their own song (minimum 3 minutes long) in Logic Pro Written evaluation of the process used, using key terminology	Scoring for Trailers - Logic Pro recap: how to use for film scores - Appraise 4 scenes from contrasting movies and use describing music charts - complete on a Word document - Introduce trailer scoring task - work in pairs - Create storyboard for chosen trailer Assessment Point 2: Compose a score to chosen trailer, including use of FX, folie and underscore. Written evaluation and peer assessments
Autumn II	Spring II	Summer II
What makes a good song 2 - Advanced tutorials of Logic Pro - Compose your own Pop song in groups of 4-5 - Perform your pop song (in groups) - requires instruments, riff, lyrics, verse chorus structure, OR 'Somebody that I used to know by Gotye' Assessment Point 1: Performance based assessment and individual written evaluations using music terminology	Music for Digital Media - Research Projects, Film composers, key soundtracks, history of film, techniques used, use of technology - Mickey Mousing, Leitmotif and key film/game music techniques - Listening activity - Star Wars or similar - Writing a storyboard (discuss timings/hit points, etc.) Assessment: Use Logic Pro to compose to a visual stimulus; a short 1-minute piece reflecting the characteristics of one of 5 prescribed visual themes	This half term. students will have two options: Option 1: Independent Learning Projects Students choose to complete a minimum of 4 music related tasks from a list of 20 by the end of term, which all reflect and implement their prior learning throughout KS3. These will be saved to their individual computer drives. Option 2: Step up to GCSE Alternatively, students who have opted for GCSE Music can follow a 'Step up to GCSE' program, where we start to introduce the key concepts of the course ahead.

Students are provided with worksheets for each unit and the opportunity to play various instruments. Students are assessed throughout the unit on their understanding of the context, listening and performing skills. We perform regularly in lessons to determine students understanding of the unit.

Key Stage 4

Music GCSE

In Key Stage 4 the students follow the Eduqas GCSE syllabus.

http://www.eduqas.co.uk/qualifications/music/gcse/

GCSE Music provides students with the opportunity to study both classical, popular and world music genres, looking not only at the integral elements of each type of music, but also providing an awareness and understanding of the social, cultural and traditions of each genre and style. The course is very practical based and allows students to fully develop their skills in composition, performing and application of music technology. We are fortunate enough to offer students full use of our Apple Mac suite, purpose built recording studio and use of software such as MuseScore and Logic Pro.

GCSE Music enables students to extend existing skills in music as well as widen their appreciation of different musical traditions and to see where it is relevant in today’s wide and varied music industry. The main “Areas of Study” for GCSE Music are:

· Musical Forms and Devices

· Music for Ensemble

· Film Music

· Popular Music We do not currently offer Music Technology as a GCSE option but the use and application of music technology skills, is fully integrated into the teaching of GCSE Music.

Component 1	Performing	30%	You must perform 1 ensemble and then a second performance of either a solo or another ensemble. The performances have to add up to 4 – 6 minutes combined. It is teacher examined and then moderated.
Component 2	Compositing	30%	You must compose 2 pieces of music. One piece is to a brief set by the exam board, the other is in the style of your choice. Both compositions must last 3 – 6 minutes. It is teacher examined and then moderated by the exam board.
Component 3	Exam	40%	The Appraising exam lasts for 1 hour and 15 minutes. You are assessed on 4 areas of study: AOS1 – Musical Forms and Devices AOS2 – Music for Enseble AOS3 – Film Music AOS4 – Popular Music Within this there are 2 set works you have to learn. The set work for AOS1 is Badinerie, from the Orchestral Suite No 2. in B minor by J.S. Bach. The set work for AOS4 is Africa by Toto. The rest of the exam is unheard but will test your understanding of the musical elements, your listening skills and your general theory.

Peripatetic Music Lessons

All students in every key stage have the opportunity to learn a musical instrument or to participate in singing lessons. Peripatetic music teachers from West Sussex Music offer a wide range of musical opportunities and further details about the cost of these lessons and how to apply can be found at:

West Sussex Music

Students who study an instrument will be encouraged to use it within the school curriculum and enhance their studies further by following a very individual learning journey throughout their music lessons. We currently offer lessons in voice, piano and guitar.

Learning Outside the Classroom

Extra-Curricular

Extra-curricular activities are a very important part of the life of the Music Department. We hold regular concerts both within and outside of school. In recent years we have been able to give our students the opportunity to tour to Disneyland Paris and Belgium and we work hard to ensure that students are able to experience an array of professional music productions, work with and visit music professionals.