Year  7  –  Listening  to  music  is  integral   Year  8  -­‐  Listening  to  music  is   throughout  as  is  singing  and  aural   integral  throughout  as  is  singing   work     and  aural  work     African  Drumming   Samba   • Main  focus  is  on  rhythmic   • Developing  the  work   patterns  and  cycles,   started  with  the  African   ensemble  work,  composition,   Drumming.  More   balance,  structure,   complex  rhythmic   differences  in  texture.   patterns,  a  variety  of   instruments  with  very   • Key  concepts  taught  through   different  timbres,  more   practical  music  making:   complex  polyrhythmic   syncopation,  rhythmic  cycles,   sections,  samba   polyrhythms,  bars  and  metre,   structural  devices,   unison,  call  and  response.   • Keys  concepts  taught   • Assessment  carried  out   through  practical  music   through  video  of  first  lesson,   making:  syncopation,   halfway  through  and  final   rhythmic  cycles,   performance.  Students  take   polyrhythms,  2  bar  and  4   their  own  video  evidence   bar  rhythmic  patterns,   alongside  written  comments   accents,  triplets,  clave   every  lesson  and  store  on   rhythm   Showbie   • Assessment  as  African     Drumming   Carnival  of  the  Animals   • Main  focus  is  on  harmony   and  melodic  writing  and   musical  devices     • Key  concepts  taught  through   practical  music  making:   triads,  keys,  scales,  chord   numbering  (I  IV  V  etc),  notes   that  go  with  chords,  passing   notes,  bass  lines,  broken   chords     • Assessment  carried  out   through  video  of  first  lesson,   halfway  through  and  final   performance.  Students  take   their  own  video  evidence   alongside  written  comments   every  lesson  and  store  on   Showbie.  Written  up  on   Sibelius    

Year  9  –  Listening  to  music  is  integral   throughout  as  is  singing  and  aural   work    

Dance  Music/FLStudio   • Developing  the  rhythmic  work   carried  out  in  year  7  and  8.   Producing  an  authentic   sounding  dance  composition   using  the  software  FLStudio.   Rhythmic  patterns,   technology,  structural  devices,   riffs,  bass  lines,  simple  chord   progressions,  texture   • Key  concepts  taught  through   practical  music  making:  Build-­‐ up,  drop,  main  groove,   breakdown,  outro,  putting   sounds  together,  reverb,  echo,   panning,  etc,  how  to  create  a   bassline  and  chord   progression,  complex  rhythmic   patterns  that  get  built  up   • Assessment  through  feedback   throughout.  Final  piece   marked  using  GCSE  criteria   Minimalist     Songwriting   • Main  focus  is  on  creating   • Main  focus  is  on  starting  with   a  contrapuntal  texture   harmony  as  a  starting  point   using  repeated  melodic   using  a  4  chords  and  changing   patterns   the  order  of  these  in  the   chorus/middle  8   • Key  concepts  taught   through  practical  music   • Key  concepts  taught  through   making:  1,2  and  4  bar   practical  music  making:  4   riffs,  pedal  notes,  Dorian   chord  trick,  chords  that  ‘work   mode,  contrapuntal   together’  using  I  IV  V  etc,   texture,  unison,   tonality,  extended  chords,   augmentation,   bass  lines  working   diminution,  rhythmic   harmonically,  melodic  writing,   displacement   sequences,  melodic  structure,   pop  song  structure,  scanning   • Assessment  as  in  CotA   of  words   • Assessment  through  feedback   throughout  and  video   evidence.  Marked  to  GCSE   criteria  

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  EJAY/GarageBand   • Main  focus  is  using  samples   and  loops  creatively,   structure,  texture,  timbre,   technology   • Key  concepts  taught  through   practical  music  making:   Building  up  a  texture,  thick   and  thin  texture,  balanced   structure,  balancing  sounds.   • Assessment  through   feedback  throughout  and   final  track  produced        

Classical/Sibelius   Blues   • Main  focus  is  moving  on   • Main  focus  is  the  12  bar  blues   from  CotA  by  focusing   harmonic  structure  and   on  the  classical  concept   variations  to  it,  improvising   of  periodic  phrasing   over  this  using  different   producing  a  piece  of   improvising  tools,  vocal  call   authentic  classical  period   and  response   music  of  16  bars  using   • Key  concepts  taught  through   instruments  and  then   practical  music  making:  12  bar   onto  Sibelius   blues  harmonic  structure  and   • Key  concepts  taught   how  it  can  be  put  into  every   through  practical  music   key,  extended  chords  including   making:  Tonic,   7ths,  9ths,  major  7ths,  walking   dominant,  sub   bass  line,  blues  scale,   dominant,  major/minor   pentatonic  scale,  rhythmic   triads,  perfect  and   improvisation,  swung  rhythm     imperfect  cadences,   • Assessment  carried  out   diatonic  melodies,   through  video  of  first  lesson,   melodic  sequences,   halfway  through  and  final   alberti  bass,  broken   performance.  Students  take   chords   their  own  video  evidence   • Assessment  through   alongside  written  comments   feedback  throughout   every  lesson  and  store  on   and  final  Sibelius  score   Showbie.  Final  performance   produced   marked  using  GCSE  criteria    

Ukulele  –  4  chord   • Main  focus  is  harmony.   Triads  and  their  position,   inversions,  transposition,   extended  chords,  harmonic   rhythm,  tonality   • Key  concepts  taught  through   practical  music  making:   Numbering  of  chords,   different  keys,  major/minor   triads,  how  a  triad  remains   the  same  triad  when   inverted,  adding  to  triads   (7ths)  changing  the  harmony   every  bar,  half  bar,  2  bars   Assessment  carried  out   through  video  of  first  lesson,   halfway  through  and  final  

GarageBand/ternary   Arrangements   • Main  focus  is  on   • Main  focus  is  looking  at  how   structure  and  how  to  use   to  change  a  piece  of  music   compositional   that  builds  on  what  is  there   techniques  to  create   and  at  the  same  time  changes   contrast.   it   • Key  concepts  taught   • Key  concepts  taught  through   through  practical  music   practical  music  making:   making:  Tonality,   harmonic  structure  and   different  chord   changing  this  through   progression,  relative   extended  chords,  harmonic   minor,  tonic  minor,   rhythm,  different  chords,   structure,  developing   melodic  shape  and  how  to   return  to  A  section,   change/build  on  it,   different  rhythmic   instrumentation,  composing   patterns,  harmonic   string/brass  parts,  changing  a   rhythm,  melodic   bass  line,  rhythmic  patterns   sequences   • Assessment  through  feedback  

performance.  Students  take   their  own  video  evidence   alongside  written  comments   every  lesson  and  store  on   Showbie   •   Band  Project    

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Assessment  through   feedback  throughout.   Final  piece  marked  using   GCSE  criteria  

Band  Project  

throughout.  Final  piece   marked  using  GCSE  criteria  

Band  Project