Music

Curriculum Intent

Music is a universal language that is heard all around us; it is the soundtrack to our lives and has the ability to add an extra dimension to any situation. It has the power to develop pupils emotionally as well as being proven to enhance academic development. The music curriculum at Corpus Christi is creative, collaborative, celebratory and challenging. It is designed to engage and inspire pupils and its overarching aim is to develop breadth of knowledge, skill and personal development. Music at Corpus Christi is designed to bring pupils together and allows pupils to express themselves and connect with people from a variety of backgrounds. Through practical group work pupils are encouraged to use and develop personal transferable life skills such as communication, teamwork, self-motivation, and organisation, that will enrich their lives no matter what their chosen pathway. They are also encouraged to develop problem solving techniques and resilience as well as developing physical dexterity and co-ordination. The curriculum at Corpus Christi is inclusive and accessible for everyone to be actively involved irrelevant of prior learning, background, or extra-curricular involvement. The combination of a diverse, quality-focused curriculum, and a rich extra-curricular culture arms pupils with a growth-based mindset. This gives pupils the opportunity to grow in confidence, creativity, and sense of achievement and enjoy social, emotional, and mental health benefits that come from a genuine enjoyment and love for music.

At Corpus Christi we are not solely striving to teach music to encourage pupils to go on to study music at further education, but also to develop a genuine love of music making. If our music making experiences encourage pupils at some point in their life to go and join a community ensemble, which will in turn give them social opportunities, or supports them in developing a hobby that improves their mental health or helps develop their confidence and self-belief then our intent is successful. Even though a career within the Music Industry may be the goal for some pupils, this is not the goal for other pupils, yet music can still contribute to their both their academic success and overall wellbeing.

Aims

The national curriculum for music aims to ensure that all pupils:

Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
Learn to sing and use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
Understand and explore how music is created, produced, and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Taking this into consideration, the music department at Corpus Christi believes pupils should meet these aims and explore their creativity through a variety of engaging, practical topics that have equal focus on knowledge, skill, analysis, and personal development. Our aim is for pupils to want to get involved, want to set themselves high expectations to succeed and engage in musical experiences they may not elsewhere get the opportunity to engage with. Our aim is to spark pupils’ interest, develop inquisitive, creative minds and give pupils the confidence to continue to explore breadth of music knowledge and skill well into their future.

Subject Content Key Stage 3

Pupils should consolidate and extended their knowledge and skills across a range of different musical settings. They will develop their theoretical music knowledge as well developing musical performance skills. Pupils should develop their teamwork and communication skills through ensemble music making and will have the opportunity to work both in small groups and as a whole class. Pupils will explore, compose, and perform music from different historical periods, genres, styles, and traditions (some of which include African Drumming, Samba, Blues, British Rock & Pop music, Rap and the Classical Orchestra). They will learn to play a variety of instruments, including keyboards, djembes, ukuleles, samba instruments, tuned percussion and their voices. Pupils will have the opportunity to use traditional acoustic instruments as well as exploring the use of music technology to create, record, and produce music. They should develop their understanding of the bigger picture of the music industry and how music is heard all around us. Pupils should develop their ability to be critical thinkers and be reflective practitioners of their own, and their peers, work. They should develop their ability to identify their own strengths and areas to develop from a given success criteria.

Pupils should be taught:

Knowledge – develop their theoretical musical knowledge including:

How to read and write music using staff notation.
How to follow expressive musical performance directions on sheet music.
How to read chord charts.
Key tier 3 terminology that overarches every scheme of work including the elements of music (rhythm, pulse, structure, timbre, texture and dynamics).
Context, origin and key features of a variety of genres and cultures including; African Drumming, Reggae, The Blues and Samba music.

Skills – develop their performance skills including:

Ability to keep a steady pulse and perform in time with other pupils.
Ability to apply theoretical knowledge of reading music to a practical, instrument-based task.
Ability to develop specific instrumental playing techniques. For example, finding notes on a keyboard, using the correct fingers, finding chords on the fretboard of a ukulele, developing strumming patterns, performing with correct technique on a djembe.
Ability to apply understanding of the elements of music to enhance a performance.
Ability to use transferable life skills to offer creative ideas to group work, have high expectations and self-motivate in order to use rehearsal time wisely.

Analysis and reflection – develop their ability to analyse and reflecting including:

Ability to offer creative ideas during group work and being able to make decisions.
Ability to offer constructive feedback to others based on a success criteria.
Ability to have own high expectations, resilience and own desire to succeed.
Ability to provide continuous formative self-reflection – analysing own progress by identifying own strengths and areas for development throughout the topic.
Providing summative end of topic self-reflection – analysing own progress by identifying own strengths and areas for development at the end of the topic and reflecting again both their own starting points and the given success criteria.

KS3 Overview

Year 7

Building My Musical Toolbox

To understand the difference between rhythm and pulse
To keep a steady pulse when performing
To know and why it is important to warm up the voice
To stand with good posture when singing
To understand how to breathe and use the diaphragm
To perform with good diction and projection
To perform as part of an ensemble with a steady pulse

Rhythm and Pulse… Stomp-style!

To understand the difference between rhythm and pulse
To understand the difference between note and beat
To be able to read and write note length durations
To be able to compose a 4 beat rhythm
To keep in time with a group, even during polyrhythms
To include changes of timbre
To include changes in dynamics
To organise the structure of a performance

Pitch and Keyboard Skills

To understand how to read the pitch of notes on a stave
To know how to find notes on a keyboard
To play a scale on keyboard
To understand the difference between melody & accompaniment
To play melody & accompaniment on keyboard with a partner
To play both melody & accompaniment on keyboard individually
To perform fluently on keyboard.

African Drumming

To hold the djembe correctly
To play 2 different sounds on the djembe
To include both call & response and polyrhythms in a performance
To keep in time with a group, even during polyrhythms
To include changes in dynamics
To organise the structure of a performance

Year 8

Let’s Samba!

To understand the context of Samba music
To recognise Samba instruments by look and sound
To play a Samba instrument with correct technique
To include all 3 sections in a Samba performance; Call & Response, Main Groove and Break.
To keep in time during a group performance, especially during polyrhythms
To include changes in dynamics
To organise the structure of a performance

Syncopate

To be able to read music notation on a stave
To understand what syncopation is
To understand how to find notes on tuned percussion instruments
To perform on a tuned percussion instrument with correct technique
To take part in a class performance
To perform accurately during a group performance, especially during polyrhythms
To include changes in dynamics

The Blues

To understand where Blues music originated from
To perform in time with a backing track
To play the 12-bar blues chord progression
To play the ‘Downbeat Blues’ melody on keyboard
To add improvisation to performance
To add changes of dynamics to performance
To organise the structure of a performance
To use Garageband to record and finalise performance

Ukulele and the 4-chord trick

To be able to read ukulele chord charts
To hold a ukulele correctly
To strum a ukulele with correct technique and follow strumming patterns
To be able to play 6 chords on the ukulele; C, Am, F, G, D Em
To perform in time with a backing track

Year 9

African Music- The Next Step

To be able to read music notation on a stave
To understand what syncopation is
To be able to find notes on tuned percussion instruments
To understand the difference between melody and accompaniment
To perform as part of a percussion performance with correct technique
To keep in time with a group, even during polyrhythms
To organise the structure of a performance

Reggae Release

To understand the key features of Reggae music
To develop ability to read notation on a stave
To perform Buffalo Soldier melody on the keyboard in time with a backing track
To play a Reggae accompaniment on keyboard in time with a backing track
To add changes of dynamics to performance
To use Garageband to record and finalise performance

Music for Film

To understand the purpose of film music
To understand the difference between diegetic and non-diegetic music
To understand what a leitmotif is
To compose a leitmotif appropriate for the scene
To compose a successful soundtrack that is appropriate to the film
To match the music to specific moments in the scene
To successfully layer tracks and change the texture
To explore the loops library and make good choices of instruments
To include changes of dynamics within soundtrack

The Rise of British Rock and Pop

To understand key features of music from each decade between 1950 and 1990.
To understand what Britpop is
To understand, and recognise, key instruments used in popular music and the roles of the instruments.
To understand how to build chords on the keyboard and read chord charts for ukulele
To perform the melody or accompaniment on ukulele or keyboard with accuracy
To perform with a steady pulse and keeping in time with a partner and/or backing track

KS4 Overview

Year 10

Term 1	Introduction · Basic theory · Compositional techniques · Introducing Soundtrap software · Mock compositions Unit 2 (Creating) · Unit 2 Task 1 (creative brief) · Begin Unit 2 Task 2 (development log)
Term 2	Unit 2 (Creating) · Continue Unit 2 Task 2 (development log) · Unit 2 Task 3 (presentation) · Unit 2 Task 4 (evaluation)
Term 3	Unit 1 (Performing) · Unit 1 Task 1a (initial research) · Unit 1 Task 1b (influence and impact) · Unit 1 Task 2 (rehearsal schedule) · Begin Unit 1 Task 3 (reflective journal)

Year 11

Term 1	Unit 1 (Performing) · Continue Unit 1 Task 3 (reflective journal) · Unit 1 Task 4 (performance) · Unit 1 Task 5 (evaluation) Unit 3 (Performing Arts in Practice) · Introductory learning
Term 2	Unit 3 (Performing Arts in Practice) · Discuss the brief in general terms, and how this could affect the outcomes. · Create ideas for proposal. · Unit 3 Task 1 · Unit 3 Task 2 · Unit 3 Task 3 · Unit 3 Task 4 · Unit 3 Task 5 · Unit 3 Task 6
Term 3	Unit 3 (Performing Arts in Practice) · Unit 3 Task 7

Reading

Reading opportunities must be set in line with the schools reading strategy (CARE). The music curriculum supports reading in the curriculum in a variety of ways the use of (and teacher modelling of) tier 3 vocabulary, an opportunity for pupils to be read to (for example when sharing unit learning outcomes or musical context), a differentiated consideration of reading ages when supplying resources and giving pupils the opportunity to read after expectations have been shared through modelling. The music curriculum also has high expectations that pupils answer questions in full sentences wherever appropriate, and pupils have the opportunity to have a second opportunity to answer a question once content of the answer is secure. A large part of reading in the music curriculum is in the form of reading music notation, a language in its own right. Pupils learn how to read this universal language and apply this knowledge to both practical tasks and knowledge checks. Pupils also learn how to read musical performance directions and expression in the form of musical symbols or Italian music terminology. Pupils are in mixed ability groups in music, so many strategies may need to be implemented for differentiation.

Assessment

At Corpus Christi, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. Subsequently, this will allow teachers to measure the progress made by pupils through the curriculum, in relation to learning outcomes set out in schemes of work. In measuring the extent to which pupils have acquired knowledge and a secure understanding, teachers will be able identify gaps in learning, to inform future teaching and planned interventions.

In the music department the Head of Music has a clear, shared rationale and ensures that assessments are checked and verified with their line manager. The Head of Music also ensures that there is a clear and shared rationale for the awarding of progress grades. This incorporates the use of formative assessment, enabling teachers to use their daily feedback through questioning, monitoring and marking, to inform decisions related to progress grades.

At Corpus Christi, all assessments in music are suitably challenging whilst meeting the needs of all pupils. In the music department suitable points for summative assessment are chosen by the Head of Music ensuring that they are embedded into the planned curriculum. As pupils are taught in mixed ability groups, adaptive teaching is essential to ensure that all pupils can demonstrate their understanding and can make outstanding progress through the curriculum.

The schemes of work allow teachers to frequently monitor pupil’s progression internally within the department, because pupils must demonstrate their learning and understanding in a practical way most lessons. Advantageously, this provides the teacher with a clear measurement of pupil achievement and their ability to perform, make and respond in relation to the progress pathway criteria and/or the KS4 mark scheme. Frequent monitoring will inform teacher planning or intervention strategies that need to be implemented so that pupils progress.

Assessment and self- evaluation during KS3 and 4 will be fluid as our pupils will be encouraged to become reflective practitioners. Self-reflection is taught in amongst the schemes of work and will allow pupils to observe modelled teacher reflection as well as give them opportunities to coach their peers in a constructively similar way. This will be overseen by the class teacher and modelled so that pupils can self-assess productively. Teacher assessment will inform planning in the curriculum and assessment cycles

In KS3 music pupils are assessed on both skill and knowledge for each topic and assessment is both formative and summative. Pupils are formatively assessed on their progress throughout the topic during practical work as well as through questioning and knowledge recap. For summative assessment, practical work builds to an end point (either a live performance or digital submission) and pupils complete a knowledge check test and reflection. The knowledge check test includes knowledge from the current topic as well as any previous topic and overarching musical theory knowledge previously covered.

When it comes to whole school data reporting, the school progress grade (1-4) is given based on a holistic approach from all topics completed so far that year. It considers practical attainment as well as pupil starting points therefore represents progress made to date.

Curriculum Impact

Peripatetic instrumental lessons are offered through Lancashire Music Service on a variety of instruments including piano, guitar, woodwind, string, singing and drums. Uptake of lessons is currently at its highest since 2014-15, with pupils having over 70 lessons each week.

The options process in Year 9 has seen an increase in pupils opting for music in KS4. Music now offers the Eduqas Technical Award in Performing Arts (Music Strand), which allows pupils to be creative in performing, composing and pitching ideas and allows them to research and document their journey through reflective written controlled assessment tasks throughout the 2-year course.

Uptake in extra-curricular music opportunities has increased. Pupils are involved in a wide range of activities including:

Choir (who also perform in whole school events and celebrations of Mass)
Weekly afterschool Mass (in collaboration with the Chaplaincy team)
Music Technology Club
KS4 Coursework Sessions
Seasonal Samba Band rehearsal leading up to Sports Day
Performing Arts Club (joint activity with Drama, who work together to put on the annual school show)

Music at KS3 offers an engaging and exciting curriculum that includes different cultures and styles. Pupils have the opportunity to use a wide range of instruments and equipment including:

A class set of djembes (African Drums)
A class set of ukuleles
A Samba band set
High quality keyboards
Mac computers and Garageband

For further information regarding our Music curriculum please contact:
Miss Lofthouse, email: slof@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.