Music

Intent

In a world surrounded by music, which has links to both academic progress, social development and mental wellbeing, we strive to provide a rigorous musical education with a wide range of extra-curricular ensembles, musicals and instrumental opportunities.

We aim to develop students’ musical skills through a wide range of study, from the composing greats of Bach and Mozart to the rapidly changing Music Technology scene of the modern day. We aim to share and instil our love and passion of Music with the pupils, through engaging projects that focus on the main pillars of music education; performing; composing; listening and appraising.

We strive to provide students with a set of skills that prepare them to perform music fluently; compose music creatively; describe music accurately and prepare them for future study should they wish to pursue it.

We acknowledge that not all students are fortunate enough to experience the benefits of a good quality Music education at primary school and, those that do, have vastly different experiences. We therefore aim to provide inclusive activities, which support and involve students’ development of musical skills, regardless of their prior level of understanding. These activities focus around the musical elements (DR SMITH) which integrate throughout the main pillars of music education: Dynamics, Rhythm, Structure, Melody, Instrumentation, Texture and Harmony.

The Learning Journey

music learning journey.pdf

By the end of KS3 a student of Music will have:

• studied a wide variety of musical styles, including classical music and music technology.
• developed their theoretical and practical understanding of the main pillars of music education: performing, composing, listening and appraising.
• gained a skill set enabling them to play the keyboard/piano at a competent level, with an understanding behind the principles of reading music.
• an appreciation and enjoyment of music in multiple different styles.
• had the opportunity to operate industry level music production software and music publishing software.
• received a wide range of optional opportunities to further their learning, including instrumental lessons, extra-curricular ensembles and the chance to take part in school musicals.

By the end of KS4 a student of Music GCSE will have:

• developed a high level of understanding of the three disciplines in music: Listening, Composing and Performance.
• developed solo and ensemble performance skills, performing confidently with fluency and sense of style.
• developed compositional techniques to write both free compositions and brief compositions using a variety of musical elements.
• developed analytical and aural skills to recognise musical elements in both familiar and unfamiliar music.
• had experience in operating industry level software (Sibelius Ultimate).

By the end of KS4 a student of Music Technology NCFE will have:

• a detailed understanding of the styles of popular music since 1910 and the development of music technology alongside it.
• a completed portfolio of compositions and audio recordings.
• a competent understanding of a DAW (Reason 10) with problem solving abilities regarding the software.
• To be able to recognise musical technology features with confidence and to be able to justify with logical reasoning.
• had experience in operating industry level software (Reason 10) and hardware (Mixing desks/Microphones).

By the end of KS5 a student of Music A Level will have:

• developed an advanced level of understanding of the three disciplines in music: Listening, Composing and Performance.
• developed advanced solo performance skills, performing confidently with fluency, style and an awareness of how to construct a recital programme.
• developed compositional techniques to write both free compositions and brief compositions using a variety of musical elements and advanced harmony techniques.
• developed advanced analytical skills to recognise and find detailed compositional techniques within a score.
• developed aural skills to be able to accurately discuss familiar and unfamiliar music with regards to overall style and musical elements used.
• had experience in operating industry level software (Sibelius Ultimate).

By the end of KS5 a student of Music Technology A Level will have:

• developed a detailed understanding of the technological and musical developments within popular styles of music since 1910
• developed an awareness of how to plan, devise and deliver music technology based projects to meet industry relevant briefs.
• a competent understanding of how to use a recording a studio effectively, from management of the DAW to the practical application of recording equipment.
• be able to understand and explain the theory and physics behind electroacoustics.
• had experience in operating industry level software (Reason 10) and hardware (Mixing desks/Microphones).