Music

Term 1:

Students will learn vocal skills and exercises and be able to create a whole class performance of a chosen song. There will be opportunities for students to sing solos and as part of small groups.

Enquiry Questions:

“How can I create the best vocal performance?”

Term 2:

To be able to play the keyboard accurately, students will learn how to read music notation. Using music notation, they will play “Walking in the Air” by the end of the term.

Enquiry Questions:

“How can you use notation to play a piece of music accurately?”

Term 3:

Rhythm is the next step to learning how to read music. We will look at music notation in more detail and learn how to play the cup song as well as sing as part of the ensemble.

Enquiry Questions:

“How can I work and develop further as part of an ensemble?”

Term 4:

Once you can read music and play accurately on the keyboard, you need to know of any additional symbols. The main ones are sharps and flats. Students will learn how to play “In the hall of the mountain king” using sharps and flats.

Enquiry Questions:

“What is the purpose of sharp and flat notes in music?”

Term 5:

An opportunity for students to create their own music. We will learn how music is used in adverts as well as learn how to compose a short piece of music. Students will then compose their own music to advertise a chosen product.

Enquiry Questions:

“How is music used in television adverts?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions: 

“How do music artists become famous?”

Term 1:

Students will learn how to play basic chords on keyboard and guitar and then develop these into more complex chords and learn how to play various songs.

Enquiry Questions: 

• “What does it take to be part of an instrumental band?”

Term 2:

Writing a song can be easy for some and complex for others. This term we will look at different ways in which we can write lyrics and write a complete song.

Enquiry Questions:

• “What English skills do I need to write songs?”

Term 3:

We don’t always need instruments to make music. This term we will look further at rhythm and be able to create a group piece of music using body percussion.

Enquiry Questions:

• “How can we make music without using any instruments?”

Term 4:

Once you can read music and play accurately on the keyboard, you need to know of any additional symbols. The main ones are sharps and flats. Students will learn how to play “In the hall of the mountain king” using sharps / flats

Enquiry Questions: 

• “What is the purpose of sharp and flat notes in music?”

Term 5:

Using skills learnt in Term 2, students will discover how a pop song is made and look to write their own pop song.

Enquiry Questions:

• “What makes a pop song? Can I compose my own pop song?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions: 

• “How do music artists become famous?”

Term 1:

What is Reggae music? Why is it different? We will learn the different instruments and musical techniques used in Reggae music to make it so distinctive and learn how to play the riff to “Three Little Birds” with bassline and chords.

Enquiry Questions:

• “How easy is it to identify a Reggae song? What is different?”

Term 2:

To be able to play the keyboard accurately, students will recap how to read music notation. Using music notation, they will play a chosen piece with their own ability.

Enquiry Questions:

• “How can you use notation to play a piece of music accurately?”

Term 3:

What is distinctive about Hip Hop music? How does it differ to other styles we have learnt so far? Students will study what makes Hip Hop music and learn how to play a piece of music of that style. Looking at different genres in more depth and making a performance as an ensemble/band will support students who want to take music as an option the following year.

Enquiry Questions:

• “What does it take to be part of an instrumental band?”

Term 4:

Different genres of films have different styles of music. But how can we tell what genre a film is just by listening to the music? We will look at film and music genres and how they are different and students will compose their own piece for a chosen genre of film.

Enquiry Questions:

• “How can we tell what genre a film is just by listening to the music?”

Term 5:

Students will recap music notation and develop their skills in playing keyboard by looking at classical pieces of music. Students will have a booklet they will choose their piece of music from and play according to their skills.

Enquiry Questions:

• “What does it take to be part of an instrumental band?”

Term 6:

Every music artist has a different story. We will look at how different artists became famous and then learn how to play a piece of music by that artist.

Enquiry Questions:

• “How do music artists become famous?”

In the course for BTEC Music Tech Award, the students have the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts.

Why study this course?

This is a hands-on course where students are able to be creative and choose the discipline they wish to work at. All students are given the opportunity to undertake workshops of all disciplines which they can then choose from.

What does this course lead to?

Having done this course you can go on to study music at sixth form and college. It can also lead to suitable apprenticeships.

Term 1, 2 & 3:

Students will explore the techniques used in the creation of different musical products and investigate the key features of different musical styles. 

Enquiry Questions:

• “How many different styles of music are there? Do I know them all?”
• “What musical elements, stylistic features and characteristics are used in different genres and how do these differ?”
• “What different music products are there in the industry and how can I produce my own product?

Term 4, 5 & 6:

Students will have the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement.

Enquiry Questions:

• “As a musician, what professional skills and techniques do I need? And how can I evidence that I possess these skills?
• “Which musical discipline is right for me and will best show off my skills?”

RSL Level 2 Certificate in Music for Performers / Technology qualification provides vocationally relevant units in popular music, which allow for progression into a higher level of study and/or the industry. They focus upon the recognition of achievement through the acquisition of knowledge and practical musical skills, as well as offering flexibility of unit selection.

Why study this course?

Students will have a chance to choose their discipline in performance or technology and learn skills in those disciplines further. 

What does this course lead to?

Having done this course you can go on to study music at sixth form and college. It can also lead to suitable apprenticeships.

Term 1& 2:

Students will be completing their second internal unit in either Instrumental Study (Performers) or Composing Music (Technology). Performance students will look at their instrument in more detail, learn how to look after it and how they can improve their playing of the instrument. Technicians will be composing a short piece of music using Logic Pro. They will be required to play in some instruments to ensure there is individuality in their compositions.

Enquiry Questions:

• Unit 204 - Instrumental Study - How does my instrument work?
• Unit 205 - Composing Music - What is my style? What will I compose?

Term 3 & 4:

Students will be completing their external controlled assessment in their chosen discipline.

Term 5 & 6:

Completing any unfinished work they may have left to do.

RSL Level 3 Subsidiary Diploma in Performance / Technology for Music Practitioners

Students complete a number of units adding up to 90 credits in their chosen discipline. Many units overlap which means that regardless of their discipline, they will be given opportunities to work on the tasks of the other discipline also. There is one external assessment, the format of which students will be familiar with as they will have completed a similar assessment in Year 11 (if they did music).

Topics covered can be (but are not limited to)

• Planning a Career in Music (Internal Core)
• Rehearsal Skills and Live Music Performance (External Core)
• Live Sound Recording and Sound Reinforcement (External Core)
• Music Video Production
• Songwriting
• Radio / Podcast Production
• Auditioning for Music
• Mixing for Surround Sound

Students completing this course could continue further study in university as well as apprenticeships which will be available to students who complete this course.

Term 1& 2: 

Year 12 - Planning a Career in Music - Students will start with their Internal Core coursework which is looking at their own skills in relation to their career goals. Students will complete a Skills Audit and look at two job roles and look into detail at how they can match their own skills to these chosen job roles. Radio / Podcast Production - Listening to and evaluating some radio podcasts will give students an idea of what they will need to include in their own podcast. They will practise their podcasts with various different topics.

Year 13 - Students will begin looking at what an audition looks like. They will evaluate their skills to fit that of someone who will be auditioning and will undertake an audition for a specific scenario.

Enquiry Questions:

Year 12

Planning a Career in Music - What do I have to do to achieve my career goals?

Radio / Podcast Production - To what extent are my interests engaging enough to be a successful podcast?

Year 13

Auditioning for Music - What will I need to do to pass an audition?

Music Video Production - How can I make an effective music video?

Term 3 & 4: 

Year 12 - External Assessment Mock - in line with the Year 13 Controlled Assessment

Year 13 - Students will be undertaking their external controlled assessment.

Term 5 & 6 : 

Year 12 - Music Video Production - Students will analyse some music videos and learn what makes an effective music video. In small groups they will plan their music video, undertake the video recording as well as the editing of their chosen music video. Songwriting - Some students may have already written songs, but do they start with lyrics or music? We will look at the different possibilities and students will have a chance to write their own songs in different styles. This is a fantastic opportunity to work with the English department in order to learn more about rhyming schemes and the hidden meaning behind songs / poems.

Year 13 - Students will complete any outstanding work - if any

Enquiry Questions:

Year 12

Music Video Production - How can I make an effective music video?

Songwriting - Can I write an effective song?