To develop students’ communication, collaboration, confidence, and creativity through engaging dance experiences, preparing them for successful lives and careers in a diverse and ever-changing world. We aim to encourage students to be risk takers, developing confidence and resilience. Our curriculum gives students the opportunity to fuel their creativity and broaden their understanding of the world we live in.
Curriculum outline
Students will study dance in KS3 on a carousel with drama and music. Throughout each year they will study one topic over a 12 week period in Year 7 and 8 and two topics over two 6 week periods. Year 7 students will look at composition and performance as a way to show their identity to an audience. Pupils will explore and develop communication and collaboration skills. In Year 8 pupils investigate how music can be used to communicate stories to an audience to broaden their creative-thinking skills as well as further improve their communication and collaborative skills. Finally in Year 9, students will undertake two modules. The first will focus on a remixing project while the second will encourage students to put together their creative thinking and communication skills to write and perform a rap. This prepares students for KS4 GCSE demands such as exploring music appraisal, developing performance skills and techniques and creating music to a brief. In addition students will develop confidence in performance skills, create music, and explore different styles and practitioners from around the world. This is an opportunity for all students to refine their creative-thinking skills in addition to mastering their collaborative and communication skills.
Inquiry Question: Art can be used to express identity to an audience to develop and build relationships.
Keyboard Skills
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
Criteria B-MADTSHIRT Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Rehearsing and Performance Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their performances
Introduction to Bandlab Education
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of music technology.
Criteria B-Music Technology Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Composing. Students will compose a piece of music using BandLab Education and play their piece in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their composition.
The Story of Music
Inquiry Question: Through composition art communicates a personal narrative.
Film Music
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
Criteria B-MADTSHIRT Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Rehearsing and Performance Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their performances
The Blues
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of blues music that they are exploring.
Criteria B-Music Technology Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Composing Students will compose a piece of music using BandLab Education and play their piece in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their composition.
Everything has Changed
Statement of Inquiry: Musical interpretation expresses to an audience an identity to build relationships.
Remixing
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of different styles, genres and skills they are exploring.
Criteria B-Music Technology Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Composing Students will compose a piece of music using BandLab Education and play their piece in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their composition.
Rap
Criteria A-Inquiry Students will complete a written assessment that demonstrates their understanding of blues music that they are exploring.
Criteria B-MADTSHIRT Skills Students will have their understanding of skills, and how to demonstrate them, assessed throughout the term.
Criteria C-Rehearsing and Performance Students will partake in performances of different genres to demonstrate their skills in/for different practices in front of each other as an audience.
Criteria D-Evaluation Students will evaluate their own development and how this development has contributed to the success of their performances
Internal Assessment
Students will explore work practically, developing performances, that they will develop, rehearse and evaluate in order to achieve the MYP grades.
Students will learn about each style and its origins, they will be assessed on this through written assessments in order to meet criteria A. Students will develop, rehearse and perform a piece of music/composition in order to meet criterias B and C. Students will include evaluations of their skills in order to meet criteria D.
Curriculum Related Expectations: MYP Performing Arts
Students will explore work practically, developing performances, that they will develop, rehearse and evaluate in order to achieve the MYP grades.
Students will learn about each style and its origins, they will be assessed on this through written assessments in order to meet criteria A. Students will develop, rehearse and perform a piece of music/composition in order to meet criterias B and C. Students will include evaluations of their skills in order to meet criteria D.
The Music department has developed a curriculum to further the skills that students have learnt at key stage three. Students will continue to work in ensembles but also develop independent study and personal musicianship honing in on key knowledge to master key skills when performing solo.
Curriculum Journey
In KS4, students will further their knowledge and understanding of Composition by creating two pieces: a Free Composition and a second piece based on an externally set stimulus (Set Brief). Students will document this process through a composing log, submitting fully notated scores and justification notes to encourage reflection on compositional devices.
Students will also continue to develop their practical Performing skills by preparing and recording a minimum of two contrasting pieces (solo and/or ensemble), focusing on technical control and expressive interpretation.
Alongside this, students will explore a range of musical styles through four Areas of Study (AoS), including Baroque forms, Ensemble music, Film Music, and Popular Music production techniques. Students will analyze professional set works (e.g., Bach’s Badinerie and Toto’s Africa) to understand musical construction and apply this knowledge in a 90-minute listening and written Appraising Examination in the Summer of Year 11.
By the end of KS4, students will have the knowledge and critical skills necessary for Level 3 Music courses (A-Level or BTEC) in KS5. They will be reflective about their compositional and performance processes, confident working collaboratively in ensemble performance, and skilled in analysing musical elements in both professional and original works.
Careers
Pupils studying Music will be well placed to pursue a career pathway in:
Musician
Sound Technician
Producer
Arts Therapist and Support Officer
Songwriter
(Youth, adult and community) Theatre Coordinator
Teaching/Private Tutoring
Film Composer
Music teacher/Instrumental music teacher
Assessment
Internal Assessment
External Assessment
Year 10
Components Two is assessed by the student’s teacher and moderated by an examiner. Students will be assessed on:
C2: Free Composition (15%) This is a piece of music composed by the students which follows a brief written by themselves.
Year 11
Components One and Two are assessed by the student’s teacher and moderated by an examiner. Students are assessed on the following two areas:
C1: Solo Performance & Ensemble Performance(30%) These are performances prepared and completed by the students both on their own and as a group.
C2: WJEC Composition (15%) This is a piece of music composed by the students which follows a brief written by the exam board.
Year 11 Component Three is an exam unit whereby students are assessed on their knowledge of four Areas of Study:
Component One: Solo Performance. Practically develop students’ skills and proficiency on an instrument.
Component Three: Music Appraisal Introduce students to the different elements of MADTSHIRT.
Module 2:
Component One: Ensemble Performance Practically develop students’ skills on an instrument, and how they can collaborate with others effectively.
Component Three: Music Appraisal
AOS4: Popular Music Develop an understanding of popular music: pop, rock and pop, bhangra and fusion (of different styles).
Module 3:
Component Two: Composition Free Brief Demonstrate practical understanding of the skills, techniques and approaches used by professionals to create performance.
Component Three: Music Appraisal
AOS3: Film Music Develop an understanding of film music including the use of timbre, tone colour and dynamics for effect.
Module 4:
Component Two: Composition Free Brief Demonstrate practical understanding of the skills, techniques and approaches used by professionals to create performance.
Component Three: Music Appraisal
AOS2: Ensemble Music Develop understanding of sonority and texture, including instrumental and vocal groupings as appropriate to their context.
Module 5:
Component Two: Composition Free Brief Demonstrate practical understanding of the skills, techniques and approaches used by professionals to create performance.
Component Three: Music Appraisal
AOS1: Musical forms and devices Develop an understanding of structural forms and devices across a variety of genres and styles from the Western Classical Tradition 1650-1910
Module 6:
Component One: Solo Performance Practically develop students’ skills and proficiency on an instrument.
Component Three: Music Appraisal
AOS1: Musical forms and devices Develop an understanding of structural forms and devices across a variety of genres and styles from the Western Classical Tradition 1650-1910
Module 1:
Component One: Solo Performance Practically develop students’ skills and proficiency on an instrument.
Component Three: Music Appraisal
All AOS revision
Module 2:
Component Two: Composition WJEC Brief Demonstrate practical understanding of the skills, techniques and approaches used by professionals to create performance.
Component Three: Music Appraisal
All AOS revision
Module 3:
Component Two: Composition WJEC Brief Demonstrate practical understanding of the skills, techniques and approaches used by professionals to create performance.
Component Three: Music Appraisal
All AOS revision
Module 4:
Component One: Ensemble Performance Practically develop students’ skills on an instrument, and how they can collaborate with others effectively.
Component Three: Music Appraisal
All AOS revision
Module 5:
Component Three: Music Appraisal
All AOS revisio
Curriculum Related Expectations: Key Stage Four (EDUQAS GCSE)
Students are expected to perform a minimum of two pieces (totaling 4-6 minutes), demonstrating technical control, fluency, and expression on their chosen instrument(s) or voice.
1.2
Students must include at least one ensemble performance of at least one minute, showcasing musical communication and interaction within a group setting.
1.3
Students are expected to select repertoire that is broadly equivalent to Grade 3 standard and ensure at least one piece links clearly to one of the four areas of study (Musical Forms and Devices, Music for Ensemble, Film Music, Popular Music).
1.4
Students should perform with clear interpretation of the musical score, conveying mood, character, and stylistic understanding appropriate to the chosen pieces.
1.5
Students are expected to provide accurate sheet music or a detailed lead sheet for all performances, ensuring all performance directions are clearly marked.
Students are expected to create two original compositions (totalling 3-6 minutes), with one piece responding effectively to a set brief provided by WJEC, demonstrating understanding of its requirements and context.
2.2
Students must create a second ‘free’ composition, for which they devise their own brief, clearly outlining the occasion, audience, or context, and any relevant musical details.
2.3
Students are expected to demonstrate creativity and the development of musical ideas throughout their compositions, using appropriate compositional devices and techniques.
2.4
Students should show technical control in their use of musical elements (melody, harmony, rhythm, texture, timbre, dynamics, tempo, form, and structure) to create coherent and stylistically appropriate pieces.
2.5
Students are expected to present a reflective log detailing their compositional process for one of their pieces, evaluating their initial ideas, creative choices, and the effectiveness of their use of musical elements.
Students are expected to identify, describe, and explain the use of musical elements (e.g., melody, articulation, harmony, rhythm, texture, timbre, dynamics, tempo, form, and structure) across a range of musical examples.
3.2
Students should demonstrate a comprehensive understanding of the four areas of study: Musical Forms and Devices (including Baroque, Classical, Romantic eras), Music for Ensemble (including Jazz, Blues, Musical Theatre, Chamber Music), Film Music, and Popular Music.
3.3
Students are expected to aurally identify and analyse musical features, forms, and devices within unfamiliar and set works, articulating their observations using appropriate musical terminology.
3.4
Students should be able to discuss and explain the social, historical, and cultural contexts of various musical genres and styles, and how these influence the music.Students should show technical control in their use of musical elements (melody, harmony, rhythm, texture, timbre, dynamics, tempo, form, and structure) to create coherent and stylistically appropriate pieces.
3.5
Students are expected to make informed and critical judgments about music, evaluating its effectiveness and impact based on their musical knowledge and understanding.
KS5: BTEC National Music Performance
Intent
At Leigh Academy Strood, we ignite the creative spark within every student, empowering them to become confident, collaborative communicators equipped to thrive in any future they choose.
To develop students’ communication, collaboration, confidence, and creativity through engaging musical experiences, preparing them for successful lives and careers in a diverse and ever-changing world.We aim to encourage students to be risk takers, developing confidence and resilience. Our curriculum gives students the opportunity to fuel their creativity, improve knowledge and musicality, and broaden their understanding of the world we live in.
Curriculum Journey
This course builds on the GCSE where pupils explored: composition, performance, listening and appraising skills while building knowledge of contrasting genres, styles, theory and traditions of music.
Learners completing their BTEC Nationals in Music Performance will be aiming to go on to employment, often via the stepping stone of higher education. The course consists of three mandatory units: Practical Music Theory and Harmony, Professional Practice in the Music Industry and Ensemble Music Performance, with an optional unit, to be confirmed when the cohort is known. This unit will play to the skills of the cohort. The optional units are: Composing Music, Music Performance Session Styles, Solo Performance or Improvising Music.
Careers
Pupils studying Music will be well placed to pursue a career pathway in:
Learning aim A: Examine the signs and symbols used in musical notation
Learning aim B: Explore the application of melodic composition based on musical elements
Learning aim C: Explore the application of chords and cadences for composition or arrangement
Learning aim D: Produce correct musical notation for performance
Optional unit to be confirmed and internally assessed
Unit 2: Professional Practice in the Music Industry
A task set and marked by Pearson and completed under supervised conditions in a two-week period timetabled by Pearson.
The supervised assessment period is five hours.
Written submission: 70 marks.
Unit 3: Ensemble Music Performance
A task set and marked by Pearson and completed under supervised conditions in a period timetabled by Pearson.
The supervised assessment period is two hours for the written activity. In addition, there is performance evidence that totals between approximately half an hour and three-quarters of an hour.
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