Music

The music curriculum is designed to give all students the opportunity to develop their musical potential to its fullest, regardless of their background or musical experience.

Students will explore music as a means of self-expression, be creative, experience making music with others and develop subject specific knowledge and skills.

Please download our RFSS 24-25 Music Development Plan

Music Department – Overarching Curriculum Intent (June 2024) 

RFSS Curriculum Vision Statement: 

To cultivate a vibrant community of musicians who ignite their creative fire and confidently share their musical voices through exceptional performance. 

Music Curriculum in Context: 

Music Curriculum Intent: Performance and Creativity 

Our music curriculum fosters a lifelong love of music through performance and creativity. We aim to empower students to become confident and expressive musicians, capable of sharing their musical voice with the world. 

Curriculum Aims: 

  • Performance: We believe that all students can develop their performance skills, regardless of prior experience. Regular solo and ensemble performance opportunities will build confidence, stage presence, and musical communication skills. 

  • Creativity: We encourage students to explore their musical ideas, experiment with composition and improvisation, and express themselves through music. 

  • Musical Literacy: Students will develop a strong foundation in music theory, including aural skills, notation, and music history. This knowledge will underpin their performance and creative endeavors. 

  • Collaboration: Music is a social art form. Students will learn to collaborate effectively in ensembles, developing teamwork, communication, and active listening skills. 

Key Skills and Knowledge 

  • Performance Skills: Technique on chosen instrument(s), vocal technique (if applicable), stage presence, rehearsal strategies, performance etiquette. 

  • Creative Skills: Composition, improvisation, exploration of different musical styles and genres. 

  • Music Literacy: Music theory basics, notation (reading and writing), aural skills (sight-singing, ear training), music history. 

  • Ensemble Skills: Part-playing, following a conductor, maintaining balance and blend, group dynamics. 

Assessment 

Assessment will be a continuous process that focuses on both individual progress and ensemble development. It will include: 

  • Performance assessments: Solo and ensemble performances throughout the year, with self and peer evaluation. 

  • Composition/Improvisation projects: Creation and presentation of original musical work. 

  • Music theory and aural skills assessments: Written and practical tasks to measure understanding. 

Learning Environment 

The Music department has transformed the classrooms into four bespoke learning zones that are: 

  • Inclusive and supportive: We create a safe space where students feel comfortable taking risks, experimenting, and expressing themselves musically. 

  • Hands-on and engaging: Lessons will be interactive and student-centered, with a focus on active music-making and participation. 

  • Technology integration: Technology will be used to enhance learning, such as composing software, notation programs, and interactive music learning platforms. 

  • Performance opportunities: Students will have regular opportunities to perform in a variety of settings, both inside and outside the school community. 

Learning Zone 1 – Music practice rooms 

Learning Zone 2 – Music technology room  

Learning Zone 3 – Keyboard room 

Learning Zone 4 – Performance room 

6. Progression 

Our music curriculum fosters a love of learning through a progressive journey that ignites creativity and celebrates performance. We believe all students possess a musical voice, and our program empowers them to discover and express it with confidence. Progression is structured and signposted from year 7 through to the end of KS4 clearly building on prior knowledge and skills. 

7. Links to Wider Curriculum 

Music has strong links to other curriculum areas, such as: 

  • Mathematics: Through music theory concepts like rhythm and counting. 

  • English: Through exploring lyrics, storytelling through music, and music history. 

  • History and Culture: Through studying music from different cultures and eras. 

We will build these connections to create a holistic learning experience for students. 

8. Beyond the Classroom 

We encourage students to pursue their passion for music outside the classroom by: 

  • Joining the established school ensembles: Bands, choirs, orchestras, or other performance groups. 

  • Taking private lessons: To further develop their skills on a chosen instrument. 

  • Attending concerts and music events: To experience music live and broaden their musical horizons. 

This curriculum intent document provides a framework for a music program that prioritizes performance and creativity. It aims to ignite a passion for music in all students, empowering them to become confident and expressive musicians for life. 

Curriculum Outcome: 

A well-designed music curriculum should strive for a balance between performance and creativity. Here’s how these outcomes can be intertwined: 

Performance Outcomes: 

  • Technical Skills: Students demonstrate proficiency in playing instruments, singing, or using music technology. This includes accuracy, control, and proper technique. 

  • Ensemble Performance: Students collaborate effectively with others to create a unified musical experience. This involves listening, responding, and adapting to each other. 

  • Stage Presence: Students present themselves confidently and expressively during performances. This includes posture, facial expressions, and body language that enhance the music. 

  • Performance Repertoire: Students have a growing repertoire of pieces learned and performed at various levels of difficulty. 

Creative Outcomes: 

  • Improvisation: Students spontaneously create music based on existing musical ideas or structures. 

  • Composition: Students develop original musical pieces, demonstrating understanding of musical elements like melody, harmony, and rhythm. 

  • Musical Interpretation: Students creatively express their own ideas and feelings while performing existing pieces. This can involve dynamics, tempo, or phrasing choices. 

  • Arranging/Remixing: Students adapt existing pieces to create their own unique versions, showcasing understanding of musical structure and experimentation. 

  • Technology Integration: Students explore music technology (e.g., synthesizers, music production software) to create and manipulate music with originality. 

Weaving Performance and Creativity Together: 

  • Creative Performance Assignments: Students perform familiar pieces with their own creative choices, like improvised sections, unique arrangements, or movement incorporated into the music. 

  • Composition Performance: Students showcase their original compositions to an audience, gaining feedback and performance experience. 

  • Interactive Performances: Students engage the audience through improvisation, audience participation, or movement during the performance. 

  • Improvisation Challenges: Create performances based on prompts, themes, or audience suggestions, fostering creative thinking on the spot. 

What are they learning?

Music

Year 7

Students will develop their musical skills and knowledge through performing, composing and listening to music.

Topic 1: The Elements of Music

Students are introduced to the different musical elements developing their knowledge of musical vocabulary. They learn how to listen to music and apply the musical vocabulary.

Topic 2: Rhythm notation

Students start to learn to read music, starting with rhythm notation and dynamic symbols. They perform a piece of music reading from notation and work in groups to collaborate on a performance.

Topic 3: African Drumming

Students learn about the role of music in African culture, and the features of the music, including instruments. The students perform an African Drumming piece as a class and work in groups to compose their own African Drumming pieces on the Djembe.

Topic 4: Pitch Notation and Keyboard Skills

Students learn to read stave notation. They learn to play the keyboard and perform a piece on the keyboard reading from the music.

Topic 5: Music Technology

Students learn how to use Bandlab. They use it to create their own layered compositions.

Year 8

Students continue to develop their musical skills and knowledge through performing, composing and listening to music.

Topic 1: Blues

Students learn about the features of Blues music through performing, listening and improvising. They further develop their keyboard skills by learning to play a piece with two hands.

Topic 2: Music Technology

Students recap and further develop their skills in using Bandlab, using it to create a piece of Electronic Dance Music. They learn about the musical features, history and development of EDM through listening and research activities.

Topic 3: Dorian Music

Students develop their improvising and composing skills and learn to create riffs to fit with a given chord sequence. They revise the theory behind constructing chords.

Topic 4: Axis of Awesome

Performing and Composing Music based on the ‘Axis of Awesome’ Chord sequence, using chords I, IV, V, VI

Year 9

Topic 1: Film Music

In this topic, students study the techniques that film composers use in creating their film scores, through listening and practical activities. They compose their own piece of film music to fit with a given film clip.

Topic 2: Popular Music from 1950s to the present day.

This project focuses on specific styles of popular music. Students will learn about the history, development and features of the styles of music and will perform pieces in those styles both individually and in groups.

GCSE Music

Students study music through the three areas of performing, composing, listening and appraising. Students continue to create connections between the three areas of study, through the study of 8 Set Works.

Performing: Students continue to develop their personal performing skills with half termly performances in class. Students are also encouraged to perform in student recitals and concerts, to further build their confidence through this experience.

Composing: In Year 10, students work on their first piece of composition coursework. This is a free composition and can be created in any style of their choice, for any combination of instruments, and or voices.

Students continually develop and refine their work, producing their final recording and score at the end of Year 10.

In Year 11, students compose their second piece in response to a brief set by the exam board. Final recordings and scores are submitted by Easter of Year 11.

Listening and Appraising: Students develop their listening and appraising skills through the study of music across different styles and genres. They analyse 8 set works: Star Wars theme from A New Hope, Defying Gravity from Wicked, Purcell’s ‘Music for a While’, Bach’s Brandenburg Concerto No 5 Movement 3, ‘Release’, by Afro-Celt sound system, Beethoven’s Pathetique Piano sonata movement 1, Samba Em Preludio by Esperanza Spalding and Killer Queen by Queen.

Through the study of these pieces students develop their knowledge and understanding of musical elements, musical contexts and musical language. They make critical judgements about the repertoire and context of musical through the different areas of study.

Roadmap

NCFE Level1/2 Technical Award in Music Technology

There are 4 mandatory units.

Unit 1 – Using a digital audio workstation (DAW): 30 Guided Learning hours

Unit 2 – Creating music: 30 Guided Learning hours

Unit 3 – Studio recording: 40 Guided Learning hours

Unit 4 – Sound Creation: 40 Guided Learning hours

This qualification shows learners how to:

set up and use a Digital Audio Workstation (DAW)

Potential Careers relating to your subject

Performer/Artist / Orchestral Musician / Session Musician / Composer / Composer for Television and Film / Recording Engineer / Instrument Maker/Repairer / Acoustic Engineer / Music Journalism / Music Education / Music Therapy / Music Management / Music Librarian