Key Stage 3 Programme of study 2019-20 - Sir James Smith's

Key Stage 3 Programme of study 2019-20

Music

Year Autumn-term Spring-term Summer-term

7

Music for

Seasons:

Autumn

Graphic Score

Ternary Form

Group

composition

and

performance

Keyboard skills

Right hand melodies

Sharps and flats/music

notation/triad chords

Introduction to

Garageband

Theme Tunes

Music ICT

MIDI recording

and editing

/song

structure

Stand by Me

Ensemble

Performance

Rap Project

Lyric writing.

Composition

and

performance

I’m yours

Ukulele and

vocal

performance

8

Pachelbel’s

Canon

Group

performance

and

arrangement.

Ground Bass

TV adverts

Composing music

Recording sound fx

Arrangement in

Garageband

Instrumental

skills

Folk Music

Solo

performance

Students

choose a piece

to work on to

develop

individual

instrumental

skills

Reggae

Three little

Birds

Theme and

Variation

Compose a

piece based on

a popular

theme

Pop Song

writing

Group song

writing with

performance

9

The Blues

12 bar blues

chord

progression

Blues scale,

improvisation

Walking bass

Dance music

Record and arrange

electronic dance music.

structure/samples/loops

and fx

History of Pop:

The Beatles

Whole class

performance

of a classic

Beatles song

‘Let it Be’

Music for film

Soundtrack

Composition

and

arrangement

Control of

automation in

Garageband

and effects

4 chord pop

song

arrangements

Arrangements

of pop song

using ICT

Cover version

Plan and

rehearse music

to perform in a

final class

concert

Music

Step Strand 1

Performing and Practicing

(Double weighting)

Strand 2

Composing and Technology

(Single weighting)

Strand 3

Listening and understanding

(Single weighting)

9

All of the below and… can demonstrate outstanding performance skills, showing high levels of confidence and technical ability on main instrument.

can collaborate effectively with other performers, showing the ability to direct an ensemble.

can perform extended pieces of music in different styles using the relevant notation.

has a confident performance style and stage presence. can show responsibility for own learning and progress with a clear practice routine.

can make an excellent contribution to a group task, adapting to fit different roles and collaborating effectively with others.

All of the below and… can create extended, memorable compositions with a sense of direction and shape, considering style and overall impact.

can explore more advanced techniques to suit the style and genre of their compositions.

can start to use advanced editing and mixing tools within audio software to manipulate both audio and MIDI data.

All of the below and… can discriminate between a range of musical styles and genres, commenting on the relationship between the music and its cultural context.

has an excellent knowledge of musical terms and can use them to give detailed descriptions of the music heard.

8

All of the below and… can play more challenging parts on the keyboard, following more complex rhythms and playing more than one part.

is sensitive to their role in the group and can make appropriate adjustments to their part, taking the lead where appropriate.

can show ability to read musical notation coherently. is flexible and prepared to change role or ideas to improve the group’s work.

can lead and direct a group where necessary. organises additional rehearsals with others

All of the below and… can adapt, develop and discard musical ideas to suit the style of a composition.

can put melody and chords together in an effective way to fit the style of own composition.

can compose in a range of different musical styles. can produce a basic mix and export in a readable file format within audio software

All of the below and… can write accurate descriptions of music heard, using technical vocabulary to give detailed answers.

can evaluate the overall success of a piece of work and refine it to make it more stylistically appropriate.

7

All of the below and… can sing alone showing good overall technique. can fit chords and a melody together on the keyboard. can support and lead other performers in keeping a part going and playing it accurately.

can play from a musical score without the notes written on to assist.

can respond positively and constructively to feedback from a teacher or another student.

can support others in composing parts of the group piece.

All of the below and… can develop own musical ideas in a composition. can make imaginative use of chords in composition and fit them together with a melody.

can use notation accurately to plan, revise and record work. can edit audio recordings/loops to create new material competently and creatively within audio software

All of the below and… can describe and compare the features of different styles of music, using key words and musical terms.

can evaluate how the mood or atmosphere of a piece of music has been achieved, using musical terms accurately.

can recognise and correct mistakes within a group’s performance.

6 All of the below and… can sing alone with fluency, accuracy and confidence. can play a range of chords on the keyboard including extended chords.

can coordinate their part with the other performer(s), considering timing.

knows the notes on a musical stave (treble clef) without note names

can plan own work to ensure the best use of time. can make a significant contribution to a group task.

All of the below and… can create a melody which has a sense of balance and shape. can compose pieces showing a good sense of proportion and balance.

can make effective use of chords in composition. can select appropriate instrumental sounds in an imaginative way. can choose and control appropriate acoustic effects within audio software (reverb and delay)

All of the below and… can recognise and describe different styles of music, using appropriate vocabulary.

can explore the contexts, origins and traditions of different musical styles.

can evaluate own work and set realistic targets for improving it.

Step Strand 1

Performing and Practicing

(Double weighting)

Strand 2

Composing and Technology

(Single weighting)

Strand 3

Listening and understanding

(Single weighting)

5

All of the below and… can sing with expression and clear diction. can perform a melody fluently and accurately on the keyboard or tuned percussion/instrument.

can play both major and minor triad chords on the keyboard.

can read fairly accurately from a score with note names (both Treble and Bass Clef) and know the notes of the keyboard without support.

can work efficiently to ensure work is completed on time. can work fairly and cooperatively with others.

All of the below and… can improvise a more complex rhythmic or melodic idea. can use structure imaginatively to create an effective composition.

can select chords for own composition in a logical way. can use tempo and changes in dynamics effectively. Able to use automation to manipulate textures and vary instrument tone within audio software.

can record in real-time audio competently within audio software

All of the below and… can identify some different styles of music and their features.

can recognise the number of beats in a bar in a piece of music.

can describe how the mood or atmosphere of a piece of music has been created, using musical terms.

can recognise sharp and flat notes whilst tuning and are able to adjust them with a tuner independently

4

All of the below and… can sing in tune and with expression. can perform a simple melody with reasonable fluency and accuracy.

can play some triad chords on the keyboard. can keep own part going in a group performance. knows the notes of the keyboard with the aid of a note guide.

can show awareness of the needs of others in a group task. can share a range of ideas in group tasks.

All of the below and… can improvise a simple new rhythmic or melodic idea. can create longer compositions showing a good sense of structure.

can compose a piece with several layers of different repeating patterns.

can select instrumental sounds in a creative way. can control and edit dynamics/sound placement using automation within audio software

All of the below and… is confident in recognising and naming musical instruments by their sounds.

can recognise different time signatures 2, 3 and 4 beats in a bar.

can suggest improvements to their own and others’ work. can recognise sharp and flat notes whilst tuning and are able to adjust them with a tuner with support

3

All of the below and… can sing in tune with reasonable fluency. can perform simple parts on the keyboard (note guide, one finger) and tuned percussion.

can keep in time with others playing the same part. can perform from memory and from simple notations. can organise themselves to start work promptly. can share own ideas in group tasks.

All of the below and… can alter a repeating rhythmic pattern to vary it. can create simple compositions which show a sense of structure.

can put two ostinato patterns together to create a simple texture.

can use simple notation to plan and record work. Can record and edit MIDI notes within audio software

All of the below and… can recognise a variety of different instrument sounds, knowing instrument families.

can correctly use a range of simple musical terms (pentatonic, ostinato, melody).

can identify where member of a group (including themselves) has made a mistake in a performance.

can tune their instrument with a tuner with support

2

All of the below and… can sing in a small group with good accuracy of pitch. can perform simple patterns on untuned percussion. can show that they understand what a steady pulse means. can work within a given time allocation within a lesson. can make some contributions to group tasks.

All of the below and… can add new pitches to a repeating rhythm that has been learned.

can make use of a given structure in a composition. can select different instrument sounds for a composition. can combine basic ‘Apple Loops’ within audio software that work together within genre

All of the below and… can recognise a range of instrumental sounds. can correctly use some simple musical terms (percussion, pitch, rhythm).

can make simple improvements to own work in response to teacher feedback.

can hear when notes are out of tune

1

Can… sing a simple melody in a teacher-led ensemble. repeat simple patterns (clapping/untuned percussion). follow basic instructions for whole class and small group tasks.

listen to others’ ideas.

Can… order known sounds in a creative way. show awareness of the need for contrast in musical compositions.

show the difference between loud and soft sounds. can choose sounds/loops that fit together in audio software

Can… recognise some simple instrument sounds. recognise high and low sounds. identify contrasts in mood in music and describe them in a basic way.

Year 7. Music for Seasons & Keyboard Skills Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs

• By the end of this unit all students will

know:

• How to read and write a graphic score

• How to identify and use structure in their

compositions

• How to work together as a musical

ensemble to compose and perform

• How to create a piece of music to depict a

mood/emotion/season

• Basic right-hand keyboard skills

• To read and write in the Treble Clef

• Basic chords: major and minor triads

• How to describe musical elements

• Exploring ICT to create music

Week 1 - Introduction to the musical elements

Week 2 – Describing music

Week 3 - Understanding Graphic scores: reading and

writing: Rhythm/Pitch/Dynamics

Week 4 – Composition: exploring ICT to create melodies:

(Chrome music lab)

Week 5 – What is structure and why is it important in

music?

Week 6 – Performing: Autumn Leaves Graphic score

Week 7 – Keyboard Skills 1: Introducing the Treble Clef and

the Right-Hand

Week 8 – Keyboard Skills 2: right hand melody practice

Week 9 – Keyboard Skills 3: chords: major/minor

Week 10 – Keyboard Skills 4: Left hand chords.

Week 11 – Keyboard Skills 5: Playing and performing

melodies: Christmas Carols and tunes

Week 12 – Christmas Karaoke: perform and sing!

Strand 1: Performing and Practicing

Steps 1-3: Can perform individually/as a group, basic melodies/rhythms

on tuned and untuned percussion; leading to simple parts on the

keyboard in the right hand.

Strand 2: Composing and Technology

Steps 1-3: Can order sounds in a creative way, adding structure and

different instrumental sounds. Can create ostinato patterns and use

simple notation to plan and record work.

Strand 3: Listening and Understanding

Steps 1-3: Can recognise: a range of instrumental sounds, changes in

pitch, contrasting moods and describe them, use simple musical terms

to describe music. Are able to identify: when notes are wrong/out of

tune and if a member of the group has made a mistake in the

performance.

Key Vocabulary Links with other subjects Links to careers

Dynamics

Melody

Harmony

Texture

Structure:

Binary/Ternary

Pitch

Duration

Tempo:

Allegro/Andante/Lento

Timbre

Treble Clef

Bass Clef

Instrumentation

Rhythm

Tonality: Major/Minor

Pulse/Beat

Time Signature

Sharp

Flat

Scale

Ostinato

Creative: Art, Drama

Maths: Sequencing

PE: Co-ordination and

dexterity

English

Musician: performer

Composer: TV/Film/Games

Teacher

Performance Artist

Medicine

Artist

Producer

Singer

Songwriter

Music Therapist

Music Journalist

Music Critic

Program Director

Music Director

Conductor

Music Blogger

Enrichment Opportunities/ clubs in the local

area

Wider reading/ video/ website links Extension Opportunities

Why not join a school ensemble or club:

Choir, Rock School, School Production?

Take part in a Concert, Carol Service, Live

Lounge performances.

Local Town bands, choirs and amateur

dramatic groups: e.g Starmakers

Go to a concert/gig/festival

Youtube: basic introduction and starter lessons for all

instruments

https://www.bbc.com/bitesize look up music KS3

https://musiclab.chromeexperiments.com/Experiments for

online music fun!

www.cornwallmusicservicetrust.org for instrumental

lessons.

Take up a musical instrument: sign up for lessons in school via

www.cornwallmusicservicetrust.org

Explore Garageband on our Apple Mac suite to create your own music

Year 7. Garageband & Ensemble Skills Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


know:

• How to record and edit notes in

Garageband

• How to identify and use structure in their

compositions

• How to add different textures.

• How to add and program the ‘Drummer

track’

• Improve right-hand keyboard skills through

playing popular Theme Tunes

• How to rehearse as an ensemble

• How to learn an individual part and fit it

together with a group

• How to evaluate your own and each other’s

performances

Week 1 - Introduction to the Garageband Software

Week 2 – Setting up song structures

Week 3 – Melody recording and editing MIDI

Week 4 – Adding textures and instruments

Week 5 – The ‘Drummer Track’ - programming

Week 6 – Listen and evaluate pieces

Week 7 – Standby Me: Singing

Week 8 – Doo-Wop Chord Sequence and Bassline

Week 9 – Ensemble 1: Part rehearsal

Week 10 – Ensemble 2: As a group rehearsal

Week 11 – Perform and evaluate Stand By Me


Steps 1-4: Can sing as a class/small group with reasonable fluency and

in tune. Can keep their own part going in a group performance.


Steps 1-3: Can combine apple loops together and program Drummer

Track. Can record and edit MIDI notes within audio software


Steps 1-4: Can suggest improvements to own and others work. Is able

to recognise a range of instrument sounds and their family.


MIDI

Piano Roll

Edit Window

Arrange Window

Copy/Paste key

commands

Pop Song Structure:

Intro/ Verse / Chorus /

Outro

Melody and

Accompaniment

Timbre / Instrumentation

Chord Sequence

Doo-wop

Major / Minor triad

Vocals

Bassline Riff

Texture / Layers


Maths:

Sequencing/Programming


dexterity

History: 1950’s culture

Musician: performer


Teacher

Performance Artist

Medicine

Artist

Producer

Singer

Songwriter

Music Therapist

Music Journalist

Music Critic

Program Director

Music Director

Conductor

Music Blogger


area










instruments



online music fun!


lessons.

https://www.hooktheory.com/ explore chords sequences

and how they connect all songs




Create your own group and rehearse at lunchtime in the WE2 practice

rooms.

Year 7. Rap Project & Ukulele Skills Objectives of the unit Key Themes/ concepts Key Skills/ Assessment Criteria linked to STEPs


know:

• A basic History of Rap music

• How to identify rhythms in words and

create a ‘flow’

• How to create balanced phrase lengths

• How to write lyrics for a Rap song

• How to fit lyrics to a ‘Beat’

• The parts of a Ukulele

• How to tune the Ukulele

• 4 or more chord shapes

• How to play in time with a whole class and

sing

• Basic strumming patterns

Week 1 - Introduction Rap music

Week 2 – Rhyme and Rhythm

Week 3 – Writing lyrics – phrase lengths and balance

Week 4 – Adding a beat and a hook

Week 5 – Practice, Practice, Practice

Week 6 – Listen to Performance and evaluate Raps

Week 7 – Ukulele – introduction and tuning

Week 8 – 4 chords! Play-along session

Week 9 – Whole class rehearsal (4 songs)

Week 10 – Small Ensemble rehearsal (choose 1 of the 4

songs)

Week 11 – Perform and evaluate Ukulele song


Steps 1-4: Can sing as a class/small group with reasonable fluency and

in tune. Can keep their own part going in a group performance and

stay in time. Can organise themselves to start work promptly. Can sing

in tune and with expression


Steps 1-3: Can create a simple composition with a sense of structure.

Can alter a repeating pattern to vary it.


Steps 1-4: Can tune their instrument, recognising sharp and flat notes

with teacher support. Can recognise the number of beats in a bar.


Beat

Pulse

Flow

Hip-hop

Groove

Loop

Sample

Pop Song Structure:

Intro/ Verse / Chorus /

Outro

Time signature

Phrase length

Tempo

Ukulele

Tuning Pegs

Sound Hole

Strings

Neck

Body

Frets/Fretboard


English: poetry


dexterity

History: 1980’s Rap/hip-hop

culture and it’s impact.

Musician: performer


Teacher

Performance Artist

Medicine

Artist

Producer

Singer

Songwriter

Music Therapist

Music Journalist

Music Critic

Program Director

Music Director

Conductor

Music Blogger


area










instruments



online music fun!


lessons.

https://www.hooktheory.com/ explore chords sequences

and how they connect all songs




Create your own group and rehearse at lunchtime in the WE2 practice

rooms.

Documents

Key Stage 3 Programme of study 2019-20 - Sir James Smith's