Music
Welcome to the Music Department
“Where words fail, music speaks.”- Hans Christian Andersen
Head of Department:
Mr Appleman
e-mail: sappleman3.310@parkhighstanmore.org.uk
Introduction
In Music, we aim to foster a love for and understanding of music through a wide range of musical opportunities, leading to confident, successful, resilient and well-rounded students who are skilled performers, creative composers and astute listeners. This is demonstrated through a variety of topics exposing students to a range of styles and cultures that build upon students’ skills year on year. This, in turn, allows our students to contribute positively to society as responsible citizens. Students have access to music technology (Garage Band, Logic and Musescore) in order to further develop their knowledge, skills and understanding, particularly in the area of composing.
Music at Key Stage 3 and 4 encompasses the three core skills of Performing, Composing and Listening/Appraising ensuring that not only the specific components of the specifications are met but that students develop as all-round musicians.
Additionally, there is a rich and varied programme of extra-curricular activities and a comprehensive provision of instrumental lessons with over 90 students learning an instrument in school, often supported (i.e. funded) by the school. There are termly concerts (formal and informal) in addition to a range of special events in which students participate. These develop confidence, creativity and social skills as well as cultural capital. Students with an interest in studying music after Park High are thoroughly encouraged to do so.
Instrumental lesson form
Use the link on the right-hand side menu to apply for this.
Key Stage 3
Music is a creative subject and KS3 music gives the students an opportunity to develop skills such as performing, composing and appraising. Students will learn how to be independently creative, but also how to work effectively within a group.
Year 7
Students will start their musical journey with an introduction to music through exploring the Elements of Music, singing and the use of voice. They will create a short composition by experimenting with their voice which they will then perform. Following this, students will learn to read standard musical notation which will give Year 7s the necessary knowledge to enable them to develop keyboard skills. Further exploration of the Elements of Music through Renaissance and Baroque music will then be applied to music technology and the use of Logic. Ensemble skills will be developed throughout.
| Autumn | Spring | Summer |
|---|---|---|
|
Elements of Music |
Singing |
Ukelele |
|
Notation |
Keyboard Music |
Baroque Music |
Knowledge Organisers:
KS3 Assessment:
Home learning is allocated for each topic. This may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it complementing performance and composition in lesson.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Year 8
Year 8 begins by re-enforcing core skills learnt in Year 7 and then a composition project exploring Variation Form and Remix. Keyboard skills will be revisited with the opportunity to visit more complex pieces, extending students’ keyboard skills and musical understanding. This is followed by an in-depth look at conventions in film music, introducing Logic Pro, a professional-grade music technology suite, while learning about film music conventions. Students will use this knowledge by composing a piece of music to accompany a film scene.
| Autumn | Spring | Summer |
|---|---|---|
|
Variation Form/Remix |
Theory Essentials |
Film Music |
|
Core Music Skills |
Keyboard Music |
Logic Music Technology |
Knowledge Organisers:
KS3 Assessment:
Home learning is allocated for each topic. This may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it complementing performance and composition in lesson.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Year 9
Year 9 begins by learning about the development and conventions of Blues Music. Students will learn to perform melodic and accompanying customs of the style as well as opportunities for improvisation and to perform as a group. Researching different influential bands, students will learn to play different pieces of popular music, developing further their instrumental skills, leading to composing their own song. In the Summer Term, students will complete a further performance project based on Caribbean Music combining performance, composition and ensemble skills learnt through Key Stage 3.
| Autumn | Spring | Summer |
|---|---|---|
|
Blues Music: Core Elements |
Song-Writing: Composing |
Caribbean Music |
|
Blues Music: Extended Performance/Improvision |
Song-Writing: Performing |
Brining it All Together: Logic |
KS3 Assessment:
Home learning is allocated for each topic. This may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it complementing performance and composition in lesson.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Key Stage 4
Year 10
KS4 Assessment:
All students who follow this course will be given home learning weekly. Focus on Sound is used to support learning and will often be used for home learning. Wider reading is always useful either from the websites offered, the text book or as directed by their classroom teacher
GCSE Music 60% of the assessment is through Non-Examined Assessments, which consists of two compositions and two performances, one solo and one an ensemble. One composition and the solo performance should be completed by the end of the summer term in Year 10.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course worth 40%. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Year 11
KS4 Assessment:
All students who follow this course will be given home learning weekly. Focus on Sound is used to support learning and will often be used for home learning. Wider reading is always useful either from the websites offered, the text book or as directed by their classroom teacher
GCSE Music 60% of the assessment is through coursework which consists of two compositions and two performances, one solo and one an ensemble. One composition will be a set brief given in September of year 11. Eduqas will give a choice of 4 briefs and students must choose one to compose to.
In the Summer Term, each student will sit the final appraising exam which will consist of all elements taught throughout the course worth 40%. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Examination Board :
Course Specification:
Qualification obtained:
GCSE Music
Additional Information
Instrumental & Vocal lesson form
Useful Reading Material
WJEC/Eduqas GCSE Music written by Jan Richards
Grade 1 Theory in Practice ABRSM
WJEC/Edeqas GCSE Music Revision Guide By Jan Richards
WJEC/Eduqas GCSE Music Revision Guide (Syllabus 2016 onwards) Rhinegold
Step up to GCSE Music by Paul Terry
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