|
Detail |
Information |
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Academic year that this summary covers |
2024 - 2025 |
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Date this summary was published |
June 2024 |
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Date this summary will be reviewed |
June 2025 |
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Name of the school music lead |
Mr Johny Thomson |
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Name of school leadership team member with responsibility for music (if different) |
Mrs Marta Gunner |
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Name of local music hub |
Cambridgeshire Music |
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Name of other music education organisation(s) (if partnership in place) |
The CAM Academy Trust |
This is a summary of how our school delivers music education to all our pupils across three areas – curriculum music, co-curricular provision and musical experiences – and what changes we are planning in future years. This information is to help pupils and parents or carers understand what our school offers and who we work with to support our pupils’ music education.
At MVC, the Key Stage 3 curriculum aims to introduce pupils to a broad range of music from a wide variety of historical and geographical contexts. In doing so, we aim to promote and develop a sense of cultural understanding and international mindedness in our students.
The Key Stage 3 topics covered also foster transferable skills such as listening, creative and critical thinking and the development of confidence in presenting and performing. These broad skills are then expanded upon at Key Stage 4.
Throughout KS3, pupils’ learning and assessment is centred around the three core areas of Music; these are comprehension, composing and performing.
Via a broad range of listening, creative and performing tasks based on a breadth of topics, pupils develop knowledge and skills progressively over time. The level of musical vocabulary and skills expected during lessons becomes gradually more challenging throughout the Key Stage.
In order to promote pupils’ memory of the content learned, language linked to the musical elements is continually used, paraphrased and referred back to, throughout the Key Stage.
In addition to summative assessments which take place at the end of each topic listed in the table below, the checking of learning takes place in every lesson through an ongoing dialogue between the teacher and pupils.
During listening based activities, differentiated and open questioning is regularly activated in order to check pupils’ comprehension of musical vocabulary. During practical based activities, constructive peer and teacher verbal feedback is engaged, with ‘What Went Well’ and ‘Even Better If’ based comments, in order to establish pupils’ areas for development/ next steps. In advance of all summative assessments, every pupil has the opportunity to gain feedback and develop their work.
The text in italics in the table below indicate where in the programmes of study the NC objectives are embedded.
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
|
Autumn – 1 |
Instruments of the Orchestra Pupils learn to recognise the sound, musical features of and styles associated with the core instruments of the string, brass, woodwind and percussion families. Pupils then apply their learning through creating and performing a motif play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
*Please find information about *Formative Assessment above Summative assessment (for Instruments of the Orchestra) Keyboard assessment (Practical) |
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Autumn – 2
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Introduction to World Music Pupils learn about the traditional musical instruments and musical features and characteristics associated with: Africa, India, Indonesia, China, Japan and Latin America Pupils also learn about the use of music in society, within each area/ culture. Pupils then apply their learning through creating a short piece of music inspired by each World Music area/ culture. improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices |
Keyboard assessment (Practical) |
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Spring – 1&2 |
Western Art Music Pupils learn a historical narrative of Western Art Music, including the great composers, instruments and styles associated within the Medieval, Renaissance, Baroque, Classical and Romantic eras. Pupils then apply their knowledge and understanding through a range of short composing tasks. listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Written test & Composing assessment |
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Summer – 1 |
Solo Musical Performance With the choice of singing or playing a musical instrument, pupils learn repertoire as homework, then perform during lessons. Constructive feedback (WWW EBI) is then shared, informing practice to be done in time for the next lesson. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Practical assessment |
|
Summer – 2 |
Introduction to Free Composition Building on their knowledge, understanding and skills developed earlier in the year, pupils create a short piece of music with one, complete and full section. (30 secs +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (or other instrument) assessment |
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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Autumn – 1 |
C Jam Blues Pupils learn how to play the C Blues scale in the right hand and primary (1, 4 & 5) chords in the left hand (the 12 bar Blues). Pupils then have the opportunity to improvise using these skills. improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (Practical) assessment |
|
Autumn – 2 |
Minimalism Pupils learn about the composers and musical features of contemporary classical music. (Reich/ Adams/ Richter). Pupils then practice rhythmic and structural conventions through creating their own ‘Minimalist’ style pieces. develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Keyboard and/or Percussion assessment |
|
Spring –1&2 |
Jazz Music Pupils learn a historical narrative of Jazz Music, including the influential pioneers, sounds, instruments and musical features associated with Early Jazz, Bebop, Modal, Latin and Modern Jazz genres. Pupils then create music building on skills developed during the Blues topic. listen with increasing discrimination to a wide range of music from great composers and musicians develop a deepening understanding of the music that they perform and to which they listen, and its history improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
|
Written test & Composing assessment |
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Summer – 1 |
Pop Music Band Project (1) Working in chosen/ guided ensemble groupings of 3 – 7, pupils learn beginner/ intermediate (differentiated) level song parts. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions |
Singing/ instrumental assessment |
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Summer – 2 |
Development of Free Composition Pupils create a piece in binary form. (45 secs +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions |
Keyboard (or other instrument) (Practical) assessment |
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Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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Autumn – 1&2 |
Film Music Pupils learn about the great film composers and listen to various extracts of ground-breaking and inspirational soundtracks. Pupils learn about soundtracks from the following genres: Horror Action Science Fiction Romantic THEN Pupils apply some of the musical/ theoretical concepts learned in devising their own, short film motif(s)/ soundtrack. develop a deepening understanding of the music that they perform and to which they listen, and its history listen with increasing discrimination to a wide range of music from great composers and musicians identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and tradition |
Keyboard (Practical) assessment |
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Spring – 1&2 |
Pop Music Pupils learn a historical narrative of 1960s – 2020’s Pop Music. Including, some famous and influential artists and bands, genres and subgenres as well as developments in music technology and the way/s music was and is now accessed. THEN Pop Music Band Project (2) Working in chosen/ guided ensemble groupings of 3 – 7, pupils learn intermediate/ advanced (differentiated) level song parts. play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions |
Written assessment & Singing/ Instrumental Assessment |
|
Summer –1&2 |
Consolidation of Free Composition Pupils create a piece in ternary form. (1 min +) improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression |
Keyboard (or other instrument) (Practical) assessment |
Homework set will be in the form of ‘flipped learning’, where pupil’s either listen to extracts of music relevant to their forthcoming lessons/ topics, or, to prepare ‘actual’ musical parts relevant to practical tasks based on relevant topics.
Homework for pupils learning to sing or play a musical instrument is differentiated but should be regular and often.
In OCR GCSE Music, we aim to develop the knowledge and skills needed to excel in the three core areas of the course syllabus. These are Performing, Composing and Listening & Appraising. In lessons, students learn about the musical instruments and features belonging to each area of study, including ‘The concerto through time, ‘Rhythms of the world’, ‘Film Music’ and ‘Pop Music.’ Students learn music theory and harmony skills and develop the ability to compose using Sibelius software. The Performance aspect of the course is mostly covered during one-to-one music instrument or singing lessons.
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Year |
Half term |
Topics studied; skills and knowledge |
How this will be assessed |
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10 |
Autumn - 1 |
The elements of Music The concerto though time, Rhythms of the world, Film music and Pop Music |
Quiz’s in lesson/ Teacher observation Quiz’s in lesson/ Teacher observation |
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Autumn - 2 |
Composing (practice attempt) Solo Performance mock (1) |
Graded using official GC’s Graded using official GC’s |
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Spring - 1 |
The concerto through time |
Listening paper marked at end of topic |
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Spring - 2 |
Rhythms of the world
Ensemble Performance mock (1) |
Listening paper marked at end of topic Graded using official GC’s |
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Summer - 1 |
‘Free’ Composing coursework (1) |
Official coursework |
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Summer - 2 |
‘Free Composing coursework (1) |
Official coursework |
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11 |
Autumn - 1 |
The concerto though time, Rhythms of the world, Film music and Pop Music |
Quiz’s in lesson/ Teacher observation |
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Autumn - 2 |
Composing coursework (2) (to a brief set by OCR) (2) Solo Performance mock (2) Listening and Appraising |
Official coursework (2)
Graded using official GC’s Full mock exam (90mins) |
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Spring - 1 |
The concerto though time, Rhythms of the world, Film music and Pop Music Ensemble Performance mock (2) |
‘Write a book’ Teacher assessed Graded using official GC’s |
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Spring - 2 |
Performance coursework (Solo and Ensemble) |
Official coursework (1 & 2) |
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|
Summer - 1 |
Final coursework amendments Listening and Appraising: Revision |
Official coursework (all) Quiz’s and Test papers |
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Summer - 2 |
Period of Formal Examinations |
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As an ongoing routine, pupils are expected to be completing the following:
Students who have access to the software needed from home are also strongly encouraged to practice composition (although the official coursework is completed as guided learning hours in music lessons).
Performing – Two music performances (one Solo; one Ensemble) internally assessed and externally moderated (30%)
Composing – Two music compositions (one ‘Free’; one ‘to a brief) internally assessed and externally moderated (30%)
Listening and Appraising – Summative Listening exam paper (90 mins) externally marked and moderated (40%)
An inclusive Choir, open to Years 7 – 11 is available to all pupils, on Wednesdays 15.00 – 16.00
(Directed by Mr Thomson)
An inclusive ensemble for all instrumental musicians, open to Years 7 – 11, is available on Tuesdays 15.00 – 16.00
(Directed by Mr Thomson)
MVC offers one-to-one music tuition in the following disciplines:
A brochure is available at reception or see Mr Thomson for more details.
GCSE Music students (in both Year 10 and 11) are strongly encouraged to take part and in some cases take a lead in either or both Choir and Show Band cocurricular clubs, both held at college.
Parents and carers can help pupils by encouraging them to practice their first study instrument or singing voice regularly, following guidance as instructed by their one-to-one music teacher.
Access to a laptop or desktop computer with some music composing software e.g. Sibelius is a plus but not essential for the completion of coursework requirements.
Students are encouraged to take part in various college and external performance events, including the Christmas Concert and Summer Concert events (large performances held at MVC).
Example Christmas Concert programme:
Melbourn Village College
The Moor, Melbourn
Royston SG8 6EF
Tel: 01763 223400
Email: office@melbournvc.org Absence: absence@melbournvc.org
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Melbourn Village College is an academy of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is at Comberton Village College, West Street, Comberton, Cambridgeshire, CB23 7DU
