Music Programme of Study

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Vision: Floreat Schola Cryptiensis Students studying Music develop a love for performing, composing, listening to a diverse range of musical genres thus gaining a deep musical understanding. This will enable them to confidently sing and play with fluency and expression and achieve a wealth of musical skills whilst acquiring a rich knowledge of music history and creative thinking. Music allows our students to flourish and become successful, creative musicians and critical thinkers whilst at School and beyond. Our musicians develop the skills of perseverance, resilience, respect, responsibility and tolerance through practise and regular performance opportunities. Music opens the doors to a breadth of exciting and empowering opportunities in our society such as Performer, Teacher, Recording Engineer, Conductor, Composer, DJ, Arranger, Promoter, Producer and Manager amongst many other highly regarded professions.

Our curriculum is based around the three “Pillars of Progression” which link together to create “musical understanding” Technical (developing competence in controlling sound: instrumental/vocal with music technology: using the communication systems of staff notation/Tablature.

Developing performance skills) Constructive (developing knowledge of the musical elements and their interrelated dimensions in music. Develop the skills of improvisation and composition to construct music) Expressive (developing musical quality and creativity. Using the musical elements to refine performances. Developing knowledge of musical meaning across the world and time) BIG IDEAS: Here are our core values/practices: ENSEMBLE: Exploring all music anthentically through the vehicle of ensemble MASTERY: Progressing towards technical, academic and creative excellence, where every mistake is an opportunity to learn COMMUNITY: Music making for purpose: promoting social inclusion ,developing community empowerment and living well CREATIVITY: Pushing the boundaries of music making and celebrating self and group expression FLOW: Reaching a state of unconscious competence where knowing the music is in you SHOWING PROGRESS AND PROGRESSION: 1. Students video progress at the beginning, interim and end of performance tasks (student assessed) 2. Students upload their performances and compositions onto Google Classroom for feedback (tracking progress) 3. Students complete their self-assessment/skills progress sheet at the end of each unit ASSESSMENT Teachers give constant “live” feedback during each lesson. Students peer assess their work, set targets and assess progress each lesson. Teachers assess at least one piece of work per term, giving written feedback and targets.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 This is a spiral curriculum with clear progression. There are 4 units of work over one academic year. This enables more time to be spent practising, refining and developing skills. Our philosophy is “Do less, better”. Skills are revisited to improve and develop understanding further. Topics link to prior learning. More rigorous feedback is given and the opportunity for all students to explore the topics in more depth. The curriculum builds on the culminative development of skills over the whole of KS3.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Y 7

Autumn

Autumn/Winter

Spring

Spring/Summer

Rhythm & Pulse

Melody

Harmony

Texture

Skills: 1.1 How to keep time 1.2 Rhythmic notation 1.3 Awareness of tempi 1.4 Simple and complex rhythms 1.5 How to play in an ensemble 1.6 Recognising basic rhythms (Aural) 1.7 Listening and appraising

Skills: 1.1 Pitch awareness 1.2 Improvisation 1.3 Aural dictation (intervals) 1.4 How to understand graphic scores 1.5 How to create a melody 1.6 Improvement of piano technique

Skills: 1.1 Understanding and playing major and minor chords 1.2 Mastering a range of instruments (Keyboard/ukulele/guitar/drum kit) 1.3 Understanding how to compose chord progressions 1.4 understanding 7th chords

Skills: 1.1 Recognise and understand different instruments of the orchestra 1.2 Understand how texture is used in different musical cultures 1.3 Recognise the various textures that are used in orchestral music 1.4 Learn to compose a piece using a variety of different textures 1.5 Develop performing skills

Topics: 1.1 Samba 1.2 African drumming 1.3 Chair drumming 1.4 Rhythm grid

Topics: 1.1 Keyboard performance 1.2 Binary composition 1.3 Graphic scores

Topics: 1.1 Sonority city 1.2 Folk music 1.3 Textural composition

Breakdown of 10-week term

Breakdown of 10-week term

Practical (5 weeks) 1.1 Talking drums performance 1.2 Polyrhythmic piece 1.3 Body percussion piece 1.4 Applying rhythmic skills using African Djembae drums and Samba drums to perform in ensembles.

1.5 Developing singing skills using the MMC advisory songs as well as other songs relevant to BV and the Crypt or seasonal celebration.

Practical (5 weeks) 1.1 Love me tender performance (AABA) 1.2 Graphic score 1.3 Developing instrumental skills focusing on reading and applying notation understanding (on the keyboard/ukulele/guitar/dru m kit)

Topics: 1.1 Just play – game of thrones 1.2 Twinkle twinkle little star composition 1.3 Early one morning (folk unit – MC) 1.4 Singing in harmony 1.5 Revisiting rhythm, melody, texture, structure, meter, pulse

Composition & Aural (5 weeks) 1.1 Introduction to notation on a stave – using Focus on Sound

1.4 Developing ensemble skills playing parts, understanding where Melody and harmony appear.

1.5 Developing confident

Breakdown of 9-week term Practical (5 weeks) 1.1 Just play – game of thrones 1.2 addressing more complex chords, minor chords and 7th chords. Confident understanding of how to construct a triad chord

Breakdown of 9-week term Practical (5 weeks) 1.1 Folk music performance showcasing textural layers and how to build texture in a piece of music Performance of a folk music piece as a class ensemble (eg Wellerman song)

Singing harmonies – recognising chord notes – 3rd apart. Confident singing a melody and harmony line

1.2 Perform relevant melodic or harmony notes on instruments which are appropriate to the genre.

1.2 Singing from the MMC -

1.3 Distinguish the difference between

End of year points To be able to perform confidently on keyboard, ukulele and/or guitar/drum kit showing some technical skill and fluency To be able to sing in tune/parts within an ensemble with some expression and good technique To be able to read a score (using staff notation and in some cases, tab/drum/grap hic notation) to perform or compose a piece of music.

To be able to listen to and appraise a piece of music in a variety of genres, using some technical vocabulary To be able to understand how the elements of music are used.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 in technology suite.

1.2 Composing using notationdevising rhythm grids for Djembae or Samba ensembles.

Listening and appraising 1.1 Developing listening and appraising skills by introducing the ‘MADTSHIRT’ acronym as a framework for critical analysis of music – addressing all of the key elements of music.

1.2 Peer assessment of composition and performances – describing and analysing peer performances and compositions using specific musical terminology.

1.3 Listening exercises Fanfares: Fanfare of the Common Man and Olympic fanfare (week 5)

and critical performers Composition & Aural (5 weeks) 1.1 Binary composition 1.2 Focus on sound – theory 1.3 Aural dictation 1.4 Introduction to Muse score 1.5 Deliberate listening 1.6 Understanding the notes of Treble clef through practise of Focus on Sound (listening and theory) and application on Musescore software.

Talk 4 learning/Oracy: questioning/peer assessing/discussion Metacognition: planning/organising performances Collaboration: Teamwork

Talk 4 learning/Oracy: questioning/peer assessing/discussion

Composition & Aural (4 weeks) 1.1 Twinkle twinkle composition – major or minor version with the chords chosen by students 1.2 recognising major, minor and 7th chords.

1.3 looking at intervals and what combinations can be used for effect. .

families of instruments (String/Wind/Brass/Percussion)

Composition & Aural (4 weeks) 1.1 Determine whether a piece is Monophonic, Homophonic, Polyphonic or Heterophonic following explanation 1.2 Compose in either a Homophonic or Polyphonic style (On Musescore)

Talk 4 learning/Oracy: questioning/peer assessing/discussion Metacognition: planning/organising performances

1.3 Analyse texture in varying styles of music - eg. Orchestral, Folk, Words music through deliberate listening.

Collaboration: Teamwork

Talk 4 learning/Oracy: questioning/peer assessing/discussion

Feedback: whole class/peer assessment/skills trackers

Metacognition: planning/organising performances

Literacy: musical keywords

Collaboration: Teamwork

Music technology skills

Feedback: whole class/peer assessment/skills trackers

Feedback: whole class/peer assessment/skills trackers

Literacy: musical keywords

Literacy: musical keywords

Music technology skills

Metacognition: planning/organising performances

Endpoints

Collaboration: Teamwork

Confident understanding of how to

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Feedback: whole class/peer assessment/skills trackers Literacy: musical keywords Music technology skills

Endpoints: Developed Rhythmic skills Basic Notation skills Singing skills Group performances – Samba and Djembae Rhythmic compositions – using Musescore Music technology skills Listening skills and understanding the elements of music Performance: African drumming – perform own part within group task based upon rhythmic grid (teacher assessed) (Week 10) Notation test (Focus on sound/theory worksheets from Musical contexts) (Week 5) Composing: Rhythmic composition using Musescore 3 or Garageband using a rhythm grid (devised in performance

construct a triad chord Endpoints:

Aural ability to recognise major and minor harmonies

Endpoints

Creative ability to utilise effective chord progressions

Accurate recognition of instruments and instrumental groups

Understanding the construction ad use of 7th chords

Confident understanding of the types of instrumental ensembles

Confident performance of ‘Game of Thrones’ within a Class ensemble

Well informed understanding of various textural types in compositions

Respond to a Graphic score

Confident singing a melody and harmony line

A successful composition using a defined texture

Developed singing skills reading from notation.

Effective compositions using major and minor chord notes

Performance of a folk music piece

Ability to perform fluently on two or more instruments, reading notation from the treble clef.

Improved performance confidence Ability to maintain own part within a class ensemble

Recognising Melody and harmony parts through deliberate listening Aural dictation exercise completed with confidence

End of term 2 assessment: Performing own part in a class performance (Love me Tender AABA piece) (Week 10)

Composing a Binary melodic line on Musescore with given choice of harmony chords (week 10)

End of term 3 assessment:

Listening - deliberate listening to Major and Minor compositions, recognising chords and 7 the chords (Week 5)

End of term 4 assessment

Performance of a folk music piece as a class ensemble (eg Wellerman song) (Week 8)

Focus on Sound - Lessons & tests on harmony, chords, 7th chords (Week 5)

Composition variation in Major and Minor keys (Twinkle Twinkle) (week 10)

Listening exercises - Fanfares: Fanfare of the Common Man and Olympic fanfare (week 5)

Young Persons Guide to the Orchestra -

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 class) to compose for Samba kit. (Peer assessed) Week 10 Listening: deliberate listening test focusing on rhythm and pulse primarily (Week 5)

listening test (week 8) Answering a deliberate listening question with specific focus on melody (Week 5)

Group performance of ‘Game of Thrones (week 10)

Composing - Polyphonic or Homophonic composition on Musescore (Week 8)

End of term 1 assessment: Performance: African drumming – perform own part within group task based upon rhythmic grid (teacher assessed)

END OF SUMMER TERM

Focus on sound Lessons/Tests - Note values, Treble and bass clef notation, time signatures,

WRITTEN TEST (theory/listening)

(Week 10) Notation test (Focus on sound/theory worksheets from Musical contexts) (Week 5) Composing: Rhythmic composition using Musescore 3 or Garageband using a rhythm grid (devised in performance class) to compose for Samba kit. (Peer assessed) Week 10

Aural dictation test (week 5) DECEMBER: WRITTEN TEST ~(THEORY/LISTENING)

Listening: deliberate listening test focusing on rhythm and pulse primarily (Week 5)

Y 8

Melody. Harmony & Rhythm (Fanfares) Skills: 1.1 Understanding primary chords 1.2 Developing understanding

Variations. Structure, Melody, Improvisation (Variations) Skills: 1.1 Learn how to compose variations in a piece of music

Tonality, Improvisation, Chords (Blues and Jazz) Skills: 1.1 Understanding of the 12 bar blues structure 1.2 Learning how to improvise using

Texture, Timbre, Articulation, Dynamics, Polyrhythms (Indian Classical Music/African Drumming) Skills: 1.1 Developing performance ensemble skills and fluency, through Indian

To be able to perform confidently on keyboard, ukulele and/or guitar/drum kit showing some

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 of staff/Tab notation 1.3 Developing instrumental skill and fluency on keyboard/ukulele/guitar/untun ed percussion 1.5 How to play in an ensemble 1.6 Recognising different rhythms/dotted notes/triplets 1.7 Developing Listening and appraising skills and technical ability to identify the musical elements (understanding what makes a good melody, how rhythm and harmony are used in a piece of music) 1.8 Developing singing skills with a sense of ensemble and performance (phrasing/pitching/dynamics) 1.9 Developing compositional skills using chords, melodic development, staff notation and music technology Topics: 1.1 Fanfare composition and performance (keyboards) 1.2 Just Play – use of chords and melody, timing and pulse/instrumental performance skill 1.3 Chair drumming/classroom rhythms with untuned percussion 1.4 Aural dictation and MADTSHIRT listening.

Breakdown of 10-week term Practical (5 weeks) 1.1 Rhythmic awareness and revisiting.

using contrasts of texture, rhythm, tonality and tempo and compositional techniques 1.2 Developing instrumental skills and fluency on ukulele/guitar/untuned percussion and keyboards by performing themes/variations 1.3 Learn how to improvise variations within a djembe ensemble 1.4 Developing singing skills with a sense of ensemble and performance (phrasing/pitching/dynamics) 1.5 Developing listening skills and the technical ability to recognise the key features/purpose of the music 1.6 Revising “Just play” ensemble performance pieces to refine and improve.

Topics: 1.1 “Twinkle Twinkle little star”performance/compositio n task using keyboards and Music technology 1.2 “Faded” Keyboard performance/variations task 1.3 Rhythmic “theme and variations” improvisation ensembles task using Djembes 1.3 Aural perception tasks (melody dictation with wider intervals and more challenging rhythms) 1.4 – Listening tasks (including analysis of

the Blues scale 1.3 Understanding the contextual features of the Blues/Jazz 1.4 Understanding chromaticism 1.5 Developing performance fluency on keyboards, ukuleles and guitars 1.6 Learning how to composing a piece in a Blues style using music technology (Garageband) 1.7 Learning to perform a piece of Ragtime using the keyboard Topics: 1.1 Performing the chords of the 12 bar blues (including sevenths), walking bass and syncopated patterns 1.2 Listening to a range of blues inspired pieces and understanding the stylistic features and context.

1.2 Performing “In the mood” in pairs on the keyboard 1.3 Performing “The Entertainer” and learning about the context of “Ragtime” 1.4 Aural perception tasks using the blues scale/melodic and rhythmic dictation using syncopation 1.5 Composing a blues inspired piece using a DAW (Garageband) 1.6 Revising “Just play” ensemble performance pieces to refine and improve.

and African performance tasks 1.2 Developing an understanding of how texture is varied and used within these two musical genres 1.3 Developing an understanding of how polyrhythms are used to create repetition and contrast in music 1.4 Using dynamics and articulation to show contrast.

1.5 Utilising improvisation to develop a musical idea 1.6 Developing instrumental skills on keyboard and djembes 1.7 Learning and understanding the purpose and context of Indian Classical and African drumming 1.8 Composing using Indian ragas and African rhythms Topics 1.1 Performing and improvising using the Vibhas (and related) ragas using keyboards/untuned percussion 1.2 Performing and improvising using the African “call and response” rhythm grid and the “African Hatsiatsia" 1.3 Listening to a range of Indian Classical music and African drumming pieces, understanding the structure, musical elements and purpose 1.4 Composing a piece using music technology and keyboards using raga/tala/African polyrhythms/rhythm grids 1.6 Revising “Just play” ensemble performance pieces to refine and improve.

Breakdown of 10-week term Practical (5 weeks)

Breakdown of 10-week term

technical skill and fluency To be able to sing in tune/parts within an ensemble with some expression and good technique To be able to read a score (using staff notation and in some cases, tab/drum/grap hic notation) to perform or compose a piece of music.

To be able to listen to and appraise a piece of music in a variety of genres, using some technical vocabulary To be able to understand how the elements of music are used.

To have developed a more advanced range of musicianship/t heory skills To have improved and developed technical,

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 1.2 Instrumental skill: keyboard/ukulele/untuned percussion 1.3 Performing fanfares on the keyboard 1.4 Compose chord sequences on the ukulele/keyboard or guitar 1.5 Just play lessons/In the hall of the mountain king practical ensemble performance.

1.6 Singing a range of songs (from MMC Y8) 1.7 Reading staff notation/ukulele/guitar TAB ORCHESTRAL INSTRUMENT SMALL GROUP TASTER SESSIONS (20 MINS PER PRACTICAL LESSON) WHEN AVAILABLE Composition & Aural (5 weeks) 1.1 Composing a fanfare for ceremony. AABA structure, repetition, Call and response, imitation 1.2 Developing skills of Technology (using Musescore/Garageband) 1.3 Composing a melody using root notes from primary chords and staff notation 1.4 Developing aural skills by writing down melodies using staff notation/using FOS lessons Listening/appraising 1.5 Do it now/Listening starters: using MMC Y8 list

Mozart’s variations) and Y8 MMC listening list using MADSHIRT Breakdown of 10-week term Practical (5 weeks) 1.1 “Twinkle Twinkle little star” performance and variations on keyboard 1.2 Djembe ensembles including improvisation (creating variations to ostinato patterns/performance pieces) 1.3 “Faded” theme performance and improvising variations on the keyboard.

1.4 Revisiting and refining Just play lessons/In the hall of the mountain king/Game of Thrones (refine ensembles) 1.5 Understanding the concept of “Ground bass”.

Performing Pachebel’s Canon 1.5 Singing a range of songs (from MMC Y8)

ORCHESTRAL INSTRUMENT SMALL GROUP TASTER SESSIONS (20 MINS PER PRACTICAL LESSON) WHEN AVAILABLE Composition & Aural (5 weeks) 1.1 Composing a set of

1.3 Performing a 12 bar blues chord pattern, seventh chords and walking bass on keyboards (plus ukuleles/guitar/drums if time) 1.4 Learning the blues scale in C major and then learning how to improvise over the chord pattern 1.5 Performing the 12 bar blues as a whole class 1.7 Revisiting and refining Just play lessons/In the hall of the mountain king/Game of Thrones (refine ensembles) 1.4 Singing a range of songs (from MMC Y8)

Composition & Aural (5 weeks) 1.6 Composing a blues inspired piece for piano, electric guitar, bass guitar and drum kit using Garageband. The composition will feature a range of Blues compositional features 1.7 Aural tasks featuring the blues scale (melody dictation/blues scale/syncopated rhythms) Listening/appraising 1.8 Listening to a range of blues/jazz inspired pieces and developing the technical ability to recognise the key features 1.9 Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose) 1.10 Focus on sound theory

1.1

1.2

1.3

1.4 Y8)

Practical (5 weeks) Performing “Vibhas” raga on keyboards in four sections, using the Alap/Jhor/Jhalla/Gat structure and adding a Tala on untuned percussion (groups of 2) Performing “African call and response rhythms” and “African Hatsiatsia" in groups of 4, showing excellent fluency, ensemble, expression, timing and use of dynamics.

Revisiting and refining “Just play” ensemble performance pieces to refine and improve. (add another new piece if time) Singing a range of songs (from MMC

Composition and Aural (5 weeks) 1.1 Composing a piece of Indian Classical inspired music using a raga/tala (keyboards/untuned percussion/music technology) 1.2 Composing a piece of African Drumming using a rhythm grid (Djembes) 1.3 Aural tasks based upon rhythms and Indian ragas Listening/appraising 1.4 Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose) 1.5 Focus on sound theory lessons (using MMC guidance for Y8) ENDPOINTS: Deep understanding of how texture,

constructive and expressive skills. To have become more “musical”

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 (developing technical ability to recognise the musical elements/developing understanding/purpose) 1.6 Focus on sound theory lessons (using MMC guidance for Y8) ENDPOINTS: Ability to perform a fanfare on the keyboard with good fluency and technique Ability to compose a fanfare using Musescore 3 and a range of techniques Ability to recognise the key features of a fanfare through listening and also understand cultural importance.

Ability to develop instrumental and singing performance skills (both solo and ensemble) Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

END OF TERM 1 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: fanfares

Variations on “Twinkle Twinkle little star” using a range of compositional techniques 1.2 Focus on sound – Focus on sound theory lessons (using MMC guidance for Y8) 1.3 Composition of a Ground bass and variations 1.3 Aural dictation (melodic dictation 1.4 Using Music technology (Musescore and Garageband) to compose a set of variations Listening/appraising 1.5 Do it now/Listening starters: using MMC Y8 list (developing technical ability to recognise the musical elements/developing understanding/purpose) 1.6 Listening to examples of variations/ground bass and understanding the key compositional features 1.7 Focus on sound theory lessons (using MMC guidance for Y8) ENDPOINTS: Ability to compose a piece using Variations on Musescore 3 Ability to perform a Theme and Variations on the keyboard Ability to perform an

lessons (using MMC guidance for Y8) ENDPOINTS: Deep understanding of how structure, improvisation and chords are used within music Ability to understand the role of music and the culture history of slavery/development of blues and jazz.

Ability to perform a blues inspired piece of music using appropriate chord patterns and musical devices with fluency Ability to improvise using the blues scale in an ensemble performance Ability to improve and refine performance skills on keyboard, ukulele and singing (solo/ensemble) Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

END OF TERM 3 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: fanfares and Just PLay (student assessed) 2.Blues composition (teacher assessed) 3.Listening tasks based on fanfares (student peer assessed) 4.FOS lessons END OF TERM 4 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: 2.Just Play progress so far (teacher assessed)

articulation, dynamics and polyrhythms are used within music Understanding of the role of Music in India and Africa, the cultural aspects, key features and instruments Ability to perform a raga and a tala and use improvisation to compose a piece inspired by the main features of Indian Music Ability to perform, improvise and compose an African inspired percussion piece Ability to use Music technology (Musescore 3) to compose an Indian piece of music Ability to listen to an Indian piece of music and understand the key features using a more detailed technical vocabulary loo Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

END OF TERM 5 ASSESSMENT: Performance progress on keyboard/ukeleles: fanfares and Just PLay (student assessed) End of Year exam (teacher assessed) END OF TERM 6 ASSESSMENT: Performance progress on keyboard/ukeleles: Just Play progress so far (teacher assessed) Listening tasks based on fanfares (student peer assessed)

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 and Just Play (student assessed) 2.Fanfare composition (teacher assessed) 3.Listening tasks based on fanfares (student peer assessed) 4.FOS lessons

instrumental part in a Ground Bass and understand how to develop a melody.

Ability to understand how the concept of variations work within a piece of music from the Classical period Ability to improve and refine performance skills on keyboard, ukulele and singing (solo/ensemble)

3.Listening tasks based on fanfares (student peer assessed) 4.FOS lessons SUMMER LISTENING/THEORY EXAM (teacher assessed)

Indian Classical/African drumming compositions (teacher assessed) END OF YEAR SKILLS REVIEW AND UPDATED SKILLS TRACKER FOS lessons

END OF TERM 2 ASSESSMENT: 1.Performance progress on keyboards/ukuleles: Just Play and Variations performance pieces (students assessed) 2.Variations composition (teacher assessed 3.Listening tasks based on variations (student peer assessed) FOS lessons MID YEAR LISTENING EXAM (teacher assessed) Y 9

UNIT 1: Autumn Film music (OCR GCSE Music: AOS 4: Film Music) Skills: 1.1 Develop listening skills to understand how music is used in film using technical terminology 1.2 Developing skills to

UNIT 2: Autumn/Spring The Classical Period & Why Was Mozart a Genius?

Stormzy vs Mozart? (OCR GCSE Music: AOS 2: Concerto through Time) Skills: 1.1 Understand the main compositional features of the

UNIT 3: SPRING/SUMMER What makes a good popular song?

(OCR GCSE Music; AOS 5: Conventions of Pop) Skills: 1.1 Understanding the key compositional features of what makes a good popular song 1.2 Developing the ability to

UNIT 4: SUMMER Blues Culmination Project (This Blues project forms part of the end of KS3 skills assessment) Skills: 1.1 Demonstrating the ability to perform a blues inspired piece “C Jam Blues” on

To have a detailed knowledge and understand of a range of Musical genres To be able to perform in a variety of

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 understand, compose and analyse leitmotifs 1.3 Developing the skills to perform more challenging film themes using more complex keyboard technique.

1.4 Will learn how to recognise textural changes in film music 1.5 Develop instrumental performance skills and fluency on keyboards, ukuleles, guitars and untuned percussion 1.6 Develop singing skills (accurate pitch/ensemble/fluency/expres sion) using MMC repertoire 1.7 Develop understanding of major/minor/chromatic chords/consonance/dissonance /ostinato 1.8 Learn how to compose a soundtrack to a piece of film, using music technology Topics: 1.1 Just play – film music (game of thrones, pirates of the Caribbean, Halo) 1.2 Film music – Musical contexts 1.3 Film composition Breakdown of 10-week term Practical (5 weeks) 1.1 Performance of Just Play film compositions “Game of thrones” plus revisiting “Pirates of the Caribbean” developing fluency and skill on ukulele/guitar/keyboard

Classical period and Mozart 1.2 Developing the ability to compose in the Classical style (using a range of Mozart’s techniques: tonic/dominant/Alberti bass/modulation to dominant/cadences etc) 1.3 Developing more complex performance skills and fluency on the keyboard (both hands/more challenging rhythms/pitch range/chromaticism) 1.4 Developing more complex theory/harmonic skills 1.5 Developing the technical ability to listen to and appraise some more complex pieces with an understanding of purpose.

1.6 Develop singing skills (accurate pitch/ensemble/fluency/expr ession) using MMC repertoire Topics: 1.1 Performance “Eine kleine Nachtmusik”/”Welcome march” on keyboards to develop understanding, expression and technical skills 1.2 Composing a welcome march in the style of Mozart/Salieri using Music technology 1.3 Improvising new musical ideas of chord patterns (in the Classical style; for example sequential patterns

compose a chord progression/melody in a popular style 1.3 Chords – extended and inversions 1.4 Bassline (harmony) 1.5 Developing more complex keyboard, ukulele or guitar performance skills using “Just play” 1.6 Developing the technical ability to listen to and appraise a range of popular songs from the Rock n roll period onwards with an understanding of purpose.

1.7 Develop singing skills (accurate pitch/ensemble/fluency/expression ) using MMC repertoire

Topics: 1.1 Performing “Stand by me” in “band” ensembles 1.2 Performing a range of popular songs on keyboards, guitars and ukeleles 1.3 Developing “Just play” skills on instruments by performing “Africa” “Eye of the tiger” and “Thriller” 1.4 Composing a popular song (with or without lyrics), featuring chord patterns, melody, bassline and rhythmic contrasts (keyboards and music technology) 1.5 Listening to a range of popular songs and understanding the key musical features, context and historical aspects 1.6 Completing FOS lessons on chords/band instruments/pop song

keyboards showing fluency and a range of features (12 bar chords/walking bass/riff/improvisation/blues scale/extended chords) 1.2 Demonstrating the ability to listen to a variety of blues inspired pieces and apply a more complex range of technical terminology and musical understanding 1.3 Demonstrating an understanding of the history, context, identity and purpose of the blues Topics: 1.2 Composing/improvising using the Blues (a blues inspired piece for keyboards/voice/ukuleles and Garageband or Musescore) 1.3 Understanding the History, identity, purpose and context of the Blues 1.3 Listening to a variety of blues inspired pieces, demonstrating a high level of technical ability to identify the musical elements Breakdown of 10-week term Practical (5 weeks) 1.1 Performance of “C jam blues” /Revisiting “In the mood” from Y8/”Hound dog” (Rock n roll using blues chord progression) (keyboards/ukuleles/voices/guitar/b ass/drums) demonstrating a high level of instrumental fluency, ensemble and expression 1.2 Singing a range of Blues songs (including from Y9 MMC guidance) showing expression, good intonation and ability to sing in parts.

styles using instruments/ voices with fluency and mastery To be able to compose in a range of styles using a range of composing techniques and Music software To be able to listen to a wide variety of music and with a good understanding of technical vocabulary and confidence To be able to demonstrate a high level of music theory skills.

To be able to demonstrate a secure and detailed understanding of composing, performing and listening skills.

To have improved and developed technical, constructive and expressive skills. To have become more

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 1.2 Performance of “Halloween”/”Mission Impossible”/”James Bond”/”The Good, the bad and the ugly” developing keyboard fluency (both hands) 1.4 improvise melodies over chord patterns to fit chord sequences on the keyboard/while playing a film video 1.5 Reading staff notation with more complex rhythms/wider pitch range/time signatures and dynamics/ukulele/guitar TAB 1.6 Sing a range of songs (from MMC Y9) demonstrating expression, ability to maintain individual parts and good intonation 1.7 Using Djembes to compose/improvise atmospheric short film music

Composition & Aural (5 weeks) 1.1 Learn to compose a film soundtrack to a film video, using a range of compositional devices and music technology (either Musescore or Garageband) 1.2 Aural dictation using Musical Contexts exercises/FOS plus melody/bass/treble clef: wider intervals

using arpeggios/scales) 1.4 Comparing Stormzy’s music with Mozart looking at the key musical elements of contemporary music with the music of the Classical period.

structure 1.7 Completing aural perception tasks

Breakdown of 10-week term

Practical (5 weeks) 1.1 Performance of “Stand by me” (ensemble task: keyboard/ukulele/guitar/bass/dru ms/vocals) 1.2 Performance of a range of popular songs – on ukuleles, keyboards and guitars, demonstrating the ability to play a more complex melodic line, riff, chords and bass lines 1.3 Performance of Just play “Thriller medley”/”Africa”/”Eye of the tiger” demonstrating a high level of fluency on keyboards, ukuleles, guitar and/or percussion 1.4 Singing a range of popular songs (and some from the MMC Y9 recommended list

Practical (5 weeks) 1.1 Performing “Eine Kleine Nachtmusik” on the keyboard with both hands plus the “Welcome March” (extension “Sonata in C K425) 1.2 Developing skills to improve piano technique and fluency 1.3 Improvising using chord patterns and Classical techniques on the keyboard 1.4 Revisiting and refining Just Play film music ensemble performances from last term (Ukeleles/keyboards/guitars/ untuned percussion) 1.5 Performing at least one song by Stormzy on the keyboard, looking at chord construction and comparing with Mozart Composition & Aural (5 weeks) 1.1 Composition of a welcome March using Mozart/Classical period compositional techniques using music technology

Breakdown of 10-week term

Composition & Aural (5 weeks) 1.1 Composing chord sequences on the keyboard, ukulele or guitar in C, G or F major, A, E and D minor (and a contrasting chords sequence) 1.2 Composing melodic lines, possibly with lyrics and harmonic intention 1.3 Writing simple bass lines using the root note of each chord (adding rhythm and passing notes) 1.4 Composing a popular style song

1.3 Just play-final performance of ensemble pieces learnt over the year (refining/revisiting) for final assessment of performance skills progress Composition and aural (5 weeks) 1.4 Composing a blues inspired piece using vocals, keyboards, ukuleles, guitars and percussion 1.5 Aural perception: melody/chords/blues scale tasks: dictation Listening and appraising 1.6 Do it now/Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/developing understanding/purpose) plus analysis of pieces such as “Nobody loves you when you are down and out”, “God bless the child” and “C jam blues”.

1.7 Final FOS lessons to assess theory skills progress ENDPOINTS: Ability to perform a blues inspired piece in an ensemble maintaining either a vocal or instrumental part with mastery, fluency and expression Ability to understand the context/history of the Blues Ability to recognise all the key features in Blues pieces and details of performers.

Ability to compose a blues inspired piece with a good understanding of

“musical”

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Listening/Appraising (5 weeks) 1.1 Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/developing understanding/purpose) plus film music listening tasks from Musical Contexts ENDPOINTS: Deep understanding of the role of music in film and its importance.

Ability to perform a range of film themes and leitmotifs and develop performance skills (solo/ensemble) Ability to compose a leitmotif and a soundtrack for a storyboard using Musescore 3 or Garageband, using a range of compositional techniques Ability to listen to examples of film music, demonstrating an advanced technical vocabulary.

Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

END OF TERM 1 ASSESSMENT: 1. Performance progress

(Musescore) 1.2 Aural perception exercises (using Mozart’s melodies: aural dictation 1.3 FOS theory lessons (following Y8 MMC guidance) 1.4 Listening/Appraising (5 weeks)

(with or without lyrics) on the keyboard/ukulele/voice/guitar using the features above.

1.5 Composing a popular style song using Music technology (Garageband) 1.6 Aural perception/melody/rhythmic recognition tasks using popular songs

1.5 Listening starters in Computer room: using MMC Y9 list (developing technical ability to recognise the musical elements/developing understanding/purpose) plus analysis of Mozart’s style using a range of his pieces, including “Eine kleine Nachtmusik”, “Sonata in C” and Salieri’s “Welcome march” 1.6 Listening to three Stormzy songs and comparing them with two Mozart pieces

Listening and appraising 1.7 Listening to a range of great popular songs from the rock n roll period up until the present day: analysing chord sequences, structure, hooks and riffs, basslines, melodic development and how instruments are used. (some from MMC Y9 guidance) 1.8 Analysing the purpose/context and evolution of the popular song since the 1950s

END OF TERM 2 ASSESSMENT 1. Performance progress on Mozart keyboard pieces (student peer assessed) 2. Just play progress (student assessed) 3. “Welcome march” composition (teacher assessed) 4. FOS lessons

ENDPOINTS: Deep musical understanding of “what makes a good popular song” Ability to perform “Stand by me” in an ensemble maintaining individual instrumental/vocal part Ability to compose a popular song using chords, melodic lines and a clear structure on keyboards/ukuleles/guitars Ability to show mastery and

PREPARATION FOR THE KS3 EXAM/REVISION OF THEORY/KEY SKILLS TAKES PLACE DURING THIS TERM

chords/blues scale/melodic shape and other features Ability to demonstrate mastery/fluency (musicality) Ability to sing a range of songs in parts with excellent expression and intonation END OF TERM 5 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: fanfares and Just Play (student assessed) 2.End of year exam (teacher assessed) END OF TERM 6 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: Just Play progress so far (teacher assessed) 3.Listening tasks based on the Blues (student peer assessed) 4. Blues inspired compositions (teacher assessed) 5. Performance progress on blues pieces (C Jam Blues) (student peer assessed) 5. FOS lessons

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 of film themes on keyboards (student peer assessed) 2. Just play progress (student assessed) 3. Film music composition (teacher assessed) 4. Focus on sound lessons

ENDPOINTS: Deep understanding of Mozart’s compositional style/Classical period Ability to perform at least two pieces by Mozart showing technical mastery/fluency on keyboards Ability to compose a piece using a range of Mozart’s compositional techniques using improvisation and music technology Ability to listen to examples of Mozart’s music/Classical period and recognise the key features using an advanced technical vocabulary Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

MID YEAR LISTENING EXAM (teacher assessed)

instrumental skill.

Ability to sing a range of songs in parts with increasing technical skills, secure intonation and expression

END OF TERM 3 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: popular songs and Just PLay (student peer assessed) 2.Popular song composition (teacher assessed) 3.Listening tasks based on popular songs (student peer assessed) 4.FOS lessons END OF TERM 4 ASSESSMENT: 1.Performance progress on keyboard/ukeleles: 2.Just Play progress so far (teacher assessed) 3.Listening tasks based on popular songs (student peer assessed) 4.FOS lessons SUMMER LISTENING/THEORY EXAM (teacher assessed)

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Y10 OCR

Module: 1.1 – Area of Study 1 (My music) Topics 1.1.1 – Developing instrumental skills 1.1.2 – Introduction to composition 1.1.3 – Listening and theory

Module: 1.2 – Area of Study 2 (Concerto through time)

Creative thinking.

Performance skills Preliminary composing skills Theory and listening skills

Assessment 1 Instrumental presentation

Assessed solo performance Notation/time signatures/key signatures/basic theory tests (using “Step Up to

Module: 1.4 Area of Study 4 (Video Game and Film Music)

Module: 1.5 – Area of Study 5 (Conventions of Pop)

Topics 1.2.1 – Concerto through time (study/listening) 1.2.2 – Composition exercises 1.2.3 – Solo performance

End Point:

Module: 1.3 Area of Study 3 (Rhythms of the World)

1.2.4 – Developing theory skills (intervals/cadences/ keys)

Topics Topics

Topics

Topics

1.3.1 – Indian/Bhangra

1.4.1 – Video Game/Film Music (performing/listening )

1.5.1 – Rock n roll of the 1950s/1960s

(performing/ listening) 1.3.2 – Greek/Palestinian/Isr aeli (performing/listening )

1.4.2– Developing learner set brief composition

Prepare an expressive solo performance

1.3.3. – Samba/Calypso/Afric an Drumming (performing/listening )

Use a range of composing skills

1.3.4-Ensemble Performance

Develop theory skills

1.3.5-Theory/ composing skills (modulation/other clefs/aural tests)

1.4.5 – Theory (revision so far/aural tests)

1.3.6-Learner Set brief composition

End Points:

End Points:

Understand the development of the Concerto through time/detailed knowledge of Baroque/Classical/Ro mantic stylistic features.

Assessment 3: Concerto through time exam style End

Module:1.6 – Revision/review of the year

End Points:

1.4.3 – Solo/ensemble performance refining 1.4.4 – Advanced composing techniques

1.5.2 – Rock anthems/pop ballads of the 1970s/80s/90s

1.5.3 – Developing learner set brief composition 1.5.4 – Preparing performances for the year 10 exam 1.5.5-Revision on all styles covered over the year.

End Points:

Understanding Video game/film music and be able to answer exam questions.

Understanding “Conventions of pop” and their stylistic features and being able to answer exam questions

Prepare a high level

Developing a finished

1.6.1 – Revision of AOS 2,3,4,5 1.6.2 – Completing Learner set brief composition (for submission to OCRyear 11 term 5) 1.6.3 – Solo/ensemble performance refining 1.6.4-theory/aural skills revision (using Focus on Sound)

Concert visit/trip (TBC) June 2023 – to enable students to attend a concert/workshop with professional musicians

Assessment 13: Learner set brief composition-final assessment.

To understand Areas of Study 1-5 and be able to answer Listening paper questions To be able to prepare a solo/ensemble performance To be able to complete Learner Set brief composition To understand a range of Theory concepts/musi cal literacy skills

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 GCSE/Focus on Sound”)

of unit listening test Assessment 4: Theory tests (chords, intervals, modulation)/Short composition tasks Assessment 5: Solo performance (with dynamics/expression) (peer assessment of work)

Perform a high quality ensemble performance Understand all key features of “Rhythms of the world” and be able to answer exam questions Use a range of compositional techniques to complete first draft of Learner Set brief composition

Assessment 6: Exam questions based upon “Rhythms of the world” End of unit test (sort/long answer questions)

solo/ensemble performance

first draft of learner set brief composition

Be able to complete advanced aural tests

Performing a very high level solo/ensemble performance

Be able to develop learner set brief composition using more advanced composing techniques.

Assessment 14: End of Year assessment – Complete Exam paper/ performance assessment/review

Preparing for Yr 10 exam.

Assessment 11: Assessment 9: Video Game/film music end of unit test/exam questions/aural tests (short/long answer questions)

Conventions of pop end of unit test/exam questions/aural/theo ry tests/revision (short/long answer questions)

Assessment 10: Solo and ensemble performances

Assessment 12:

Assessment 7: Learner set brief composition first draft

Completed first draft of learner set brief composition

Assessment 8: Ensemble performance

Y11

Module:2.1 Preparing

Module: 2.2. Preparing

Module: 2.3 Review

Module: 2.4

Module: 2.5

To have

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 OCR

for the mock: AOS 2/3 revision/board set brief composition/performing.

Topics 2.1.1 – Board set brief composition planning (choosing board set brief composition options from OCR) 2.1.2 – Revision on AOS 2 “Concerto through time”/Revision of “Rhythms of the world” 2.1.3 – Solo performance preparation (for mock in December) 2.1.4 – Ensemble performance preparation (for mock in December)

for the mock: AOS 4/5 revision//board set brief composition/performin g

of the mock.

Developing coursework.

Topics

2.3.1 – Board set brief-developing using advanced composition techniques

2.2.1 – Board set brief composition developing 2.2.2 – Revision on AOS 4 “Video game music/Film” and AOS 5 “Conventions of Pop” 2.2.3 – Solo/ensemble performance developing/preparing.

2.2.4 – Exam paper practice (aural/theory/short/lo ng answer questions)

End points: nd

Board set brief (2 composition) planning in place and first section composed.

End Points: Board set brief composition first draft completed

Revision on AOS 2 and 3(deep thinking and preparation for mock)

Solo/ensemble performances prepared

Both performances chosen for mock

Revision of all AOS and exam question practice

Assessment 1: Exam questions/tests on AOS 2/3 for all PP grades

Assessment 3: Interim assessments on

Topics

2.3.2 – Learner set brief compositionreview/set targets to develop/refine 2.3.3 – Solo/ensemble performance refinement

Completing all coursework: refining performances/

Preparing for the Listening paper

completing compositions

2.6.1 – Revision on all Areas of study.

Topics

End Points

2.5.1 – Learner set/board set brief compositions completion

All skills required for GCSE Listening Paper; being able to delivery high scoring answers in all questions.

2.5.2 Solo/ensemble 2.5.3 Listening paper practice/revision End Points:

End Points: Board set brief/learner set brief compositions developed and refined Solo/ensemble performances prepared/refined Listening paper practice/exam question preparation continues

Topics

Assessment 8: Short/long answer questions on all Areas of study

Board/learner set brief compositions completed and submitted

Assessment 9: Use exam questions for all assessments for PP grades, end of year exams etc.

Solo/Ensemble performances recorded and submitted

Aim to finish before the Easter holidays, perhaps one week after.

Listening exam paper completed/ Revision techniques completed.

MARCH 24TH RECITAL:

completed both learner/board set brief compositions GCSEs begin.

To have performed solo/ ensemble performance pieces for exam To have completed full listening paper.

To have completed the full Music GCSE course.

To have developed a wide range of performing, listening and composing skills.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Assessment 2: Solo/ensemble performance for PP grades/Board set brief composition/first draft.

performing/compositio n

Assessment 4: Mock Exams (Both compositions submitted/solo/ensem bles/ Complete listening paper)

COMPOSITION WORKSHOP 1 (Saturday 9-1)

Assessment 5: Exam (listening paper) practice throughout.

Use exam questions for all assessments for PP grades, end of year exams etc.

Assessment 6: Solo/ensemble performances Board set brief/learner set brief drafts

performing both performances to parents (6.308.30) MARCH 25TH (approx.)

PERFORMANCE EXAMINATION (all day in hall) COMPOSITION WORKSHOP 2 (Saturday 9-1)

BOTH COMPOSITIONS SUBMITTED: APRIL 2ND (approx.: end of term) Interpret business data - financial, marketing and market Interpret business ratios

Assessment 7: Whole school March mock exams full listening paper 1h30 mins/assessment of compositions

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 and performances

Assessment 8: Exam style questions for all PP assessments and interim assessments on performances/ compositions Y12 A Leve l

Module:

Module:

Module:

Module:

Module:

3.1 Introduction to A Level music

3.5 Area of Study 2 “Vocal Jazz”

OCR

3.2 Area of Study 1 “The Instrumental music of Mozart, Haydn and Beethoven”

3.3 Area of Study 1 “The Instrumental music of Mozart, Haydn and Beethoven 2”

3.9 Area of Study 3 “The Development of Jazz”

3.12 Area of Study 3 “The Development of Jazz 2”

3.10 Developing Learner set brief compositions

3.13 Completing Learner set brief compositions/rang e of technical tasks

3.4 Composing at A Level standard.

Topics: Introduction to harmony (keys, chords, cadences) Introduction to aural perception The Classical Period: Haydn, Mozart and Beethoven (Sonata formsonata/symphony/ chamber music) Composing: short composing tasks

Topics: The Classical Period: Haydn, Mozart and Beethoven (String quartet/concerto and detailed learning about context and comparison exam questions Introduction to AOS 1 Set work (different set work each year

3.6 Learner set brief composing/Technica l tasks 3.7 Harmony: chromatic chords (aug/dim/jazz extensions), two part aural dictation.

3.8 Listening examination preparation (exam questions)

Topics: Area of study 2: Vocal Jazz; from Blues onwards (Billie Holliday, Frank Sinatra, Nat King

3.11 Harmony: advanced progressions/ Counterpoint/4 part harmony

Topics:

Topics:

Development of Jazz (Cool jazz, Jazz Rock fusion, Modern jazz and contemporary)

Development of Jazz (New Orleans, Swing, Bebop)

Completing a full first draft of the Learner set brief composition

Developing learner set brief

Performance recital (different

Module: Begin (Y13 Work) 3.14 Area of Study 5 “Programme Music” 3.15 Harmony/aural end of year revision 3.16 Development of learner set brief composition

Topics: Introduction to Programme Music (Mendelssohn: Hebrides/Programme symphony/symphonic poem)

WHOLE SCHOOL MOCK EXAMS in the HALL AND MUSIC ROOM

To understand Areas of Study 1-5 and be able to answer listening exam questions.

To have completed learner set brief composition To have completed full performance recital To have learnt and understood an advanced range of

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 (rhythm, harmony, developing melody and texture; Classical Period) Performing (the recital)

Assessment 1: Aural perception exercises/harmony exercises

Assessment 2: Presentations (oracy) on Haydn, Mozart and Haydn/research tasks on sonatas/symphonies

Assessment 3: Prepared solo recital (2 pieces).

introduced by OCR) Composing: further short composing tasks (rhythm, harmony, developing melody and texture; Classical Period) Performing (building and developing the recital further) Aural Perception: two part tests/harmony exercises

Assessment 3: Aural perception exercises/harmony exercises Comparison exam questions on two pieces.

AOS 1 10 mark questions

End Points: Understanding of Instrumental music of Haydn, Mozart and Beethoven and ability to analyse chamber sonatas and symphonies.

Increase knowledge of harmony/chords and

Assessment 4: Presentations (oracy) on String quartet/concerto Set work

Cole etc) History of vocal jazz.

Introduction to Set work.

Preparing a full recital (12-14 minutes) Completing a first draft of learner set brief composition.

Developing harmony skills (writing harmonic progressions using more advanced chords and compositional techniques)

Assessment 5: In class WHOLE SCHOOL MOCKS – Listening Paper (AOS 1 and 2), Full recital, learner set brief composition draft.

Assessment 6: Exam questions (10 mark) on AOS 2 and aural questions.

composition (adding advanced compositional techniques) Developing harmony skills Improving and developing performing skills Aural perception; longer progressions/melo dy/

choice of pieces) REVISION ON AOS 1 AND 2

Assessment 9: Presentation on Cool Jazz, Modern and Jazz Rock fusion (oracy) and knowledge organisers on pieces and performers.

Assessment 11: Full A Level listening paper (2017)/ Full performance recital/Submission of learner set brief composition with improvements/refinem ents.

Followed by a week’s work experience

rhythm Assessment 7: Presentations (oracy) on New orleans/Swing/Be hop and case studies of pieces/performers Essay question (25 mark) on Jazz

Assessment 8: Learner set brief composition Harmony/aural tests/exam questions Performance

Assessment 10: Exam Questions in preparation for Mock Exam on AOS 1,2,3.

Submission of completed learner set brief composition for mock Recital (pieces chosen for mock)

End Points: Understanding of AOS 3 and detailed

Note that this term is very disrupted due to mocks weeks, summer school and work experience for Year 12

End Points: Ability to complete a full listening paper and understand all the challenges of the paper Complete learner set brief composition Full performance recital completed

harmony skills, aural and theory.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 advanced harmonic devices.

Ability to prepare and deliver a performance at A Level standard.

Assessment 5:

Harmony test.

Short composition tasks

End Points:

Prepared solo recital (2 pieces) on instrument of choice

Create a Balanced Conclusion, Understand Structure for 25Mark Question

End Points:

Understanding of key styles of early development of jazz

Module:

Module:

Module:

Module:

3.17 AOS 5 Programme Music

3.19 AOS 6 Innovations in Music.

3.26 Completing both compositions

3.18 Board set brief composition

3.20 Developing Board set brief composition

3.22 AOS 6 Innovations in Music 2/Revision on AOS 15

Topics: Continuing AOS 5, Programme Music:

High level performance completed Learner set brief composition full draft completed.

YEAR 12 STUDENTS TO PERFORM IN SPRING CONCERT

Understanding how to complete A Level composition tasks

3.21 Producing an A grade performance recital

for mock completed

Improved performing.

Building a high level recital

OCR

End Points:

Developed Learner set brief composition

Understanding and knowledge of AOS 1 Set work

Y13

preparation/ revision

Ability to answer longer aural/harmony tests

Further developing understanding of Mozart, Haydn and Beethoven’s style/context/string quartets and concertos

Music

recital

3.23 Developing board set brief composition 3.24 Developing learner set brief

3.27 Revising for the listening paper 3.28 preparing for the recital exam.

A-Levels Begin Revision and Exam Practice

Personalised Revision Plans for Students.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 Symphonic poem: Smetana, Liszt, Strauss and composers for piano

Choosing Board set brief composition (set by OCR) and beginning a first draft

Refining the full solo performance recital

Topics:

composition

Topics:

AOS 6: Innovations in Music: Late Romanticism, Impressionism, Expressionism.

3.25 Preparing recital for exam

Completing BOTH compositions for submission on May 1st

Developing Board set brief composition

Topics:

Improving an developing performance recital.

Revision of AOS 3

Assessment 1: Essay question on Programme Music

Assessment 3: A Level Listening paper 2018 - MOCK

Continue to study “Innovations in Music”: Minimalism, Modernism Continue to develop both compositions Detailed revision on AOS 1-5 with exam preparation/class test/exam questions

Assessment 2: First draft of Board set brief composition Performance recital

Assessment 4: Board set brief composition

Be able to understand all key features, composers and styles of Programme music.

Completed first draft on Board set brief

Revising all areas of study and completing range of examination related essays, questions and aural perception tests for the Listening paper.

Assessment 5:

Full performance recital

Presentation on Minimalism/Moderni sm

End Points:

Revision presentations on AOS 1, 2 and 3

Be able to produce a high grade performance

Assessment 6:

Completed first draft of Board set brief

Essay questions (25 mark) on AOS 3-5.

End Points:

Preparing and refining performance recital for Exam on April 21st (approx. date)

Assessment 7 & 8: WHOLE SCHOOL March assessments: A Level Listening Paper 2019

End Points: Both compositions submitted to a

Assessment: Complete another full listening paper. Complete a range of timed essay questions/mindma ps and examination questions (Listening paper takes place in June)

End Points: Ability to complete a full Listening paper to a high standard.

All revision completed and each question type revised. All areas of study also revised in depth.

THE CRYPT SCHOOL: PROGRAMME OF STUDY: MUSIC, 2022-2023 composition

composition

High level performance recital completed

Be able to complete a full Listening paper to a high standard.

Short 10 mark questions on AOS 1,2 and aural perception tests.

high standard.

Performance recital completed All areas of study revised

End Points: Strategic Thinking, Constructing a reasoned argument, Calculating Key Numerical Data and applying in Context

Robust revision for the listening paper completed.

Floreat Schola Cryptiensis Students studying Music develop rich knowledge and a love of music developing a diverse range of performing, composing and appraising skills. Students utilise their skills in an applied context, which develops a love for learning through problem solving and achieving a wealth of transferable skills such as perseverance, resilience, confidence and tolerance through practice and regular classroom and concert performance opportunities. The discipline promotes critical thinking and evaluative skills that enables our Musicians to flourish, achieving outstanding, influential posts within School and society. Musical skills and a breadth of knowledge is the gatekeeper to a life of success as a performer, composer, teacher amongst many other influential professions. Music brings students together. They share the joy of making music together, respect and tolerance for each other’s opinions and abilities, supporting and appraising each other’s work, appraising music from around the world, improving mental health, confidence and a range of cross curricular benefits. Studying music from diverse cultures helps students to understand the role of music around the world.