Music

Confidence

KS3:

• Overall KS3 Scheme of Learning is shared with department staff, all lessons are provided with key words. Teaching staff have discretion to develop or use their own musical examples and Teaching and Learning activities.
• Teaching staff use data to inform planning and teaching to ensure that all students are challenged and able to access learning.
• Throughout the Scheme of Learning lessons will include elements of Performing Music, Composing Music and Understanding Music. Musical learning at KS3 is often built around six main strands, which are interrelated and overlapping. These are:
  • singing
  • composing
  • improvising
  • playing
  • critical engagement,
  • social, moral, spiritual, and cultural
• Teachers use a range of targeted questioning techniques and activities to develop students oracy, particularly using key vocabulary.
• Musicality is the foundation of every lesson. Each student may have a different musical journey and this will be obvious.
• A large portion of many lessons is centred around Informal and Formal learning where students may be given independent rehearsal time. Teacher will monitor, facilitate, coach etc dependant of the requirements of the musician.
• Students and staff take the use of musical equipment safely and make time for the set up/break down of rehearsal spaces.
• Staff support, challenge, and encourage pupils to bring in their musical skills and enthusiasm from beyond the classroom.
• Formal written home learning is not set, however practice and attendance at extracurricular to develop musicianship is.  

KS4:

• Teaching staff follow the AQA GCSE Specification and an agreed long-term plan with department head.
• Teaching staff use data to inform planning and teaching to ensure that all students are challenged and able to access learning.
• Lessons may be completely dedicated to coursework components. Teaching staff will monitor, coach, facilitate and lead dependant on the stage of individual learners. Reflective practice is completed at the end of each session to develop oracy and written aspect with key vocabulary.
• PINS is used minimum of every 8 lessons in line with Teaching and Learning policies. Teachers have discretion to explore interesting methods of assessment for formative assessment for Learning.

Formal summative assessments include a marked sheet clearly using PINS and the specification criteria.

Ambition

KS3:

Each Scheme of Learning has an activity centred around Focus on Your Future.  These are built into the PowerPoint slides used in our lessons.

KS4:

Students explore composers, artists, performers as part of their curriculum in the Understanding Music Component.  Staff also run an annual trip (sometimes bi-annually) either providing the experience of being a live gigging musician or going to watch live musicians in performance.

Communication

KS3:

Students explore a set of key words each Scheme of Learning, which is developed through Oracy, small written tasks, Self/Peer Assessment Tasks and Reflective writing at the end.  There is a strong emphasis on being able to communicate the understanding of a key word through musical examples.

KS4:

Key words from KS3 are built upon and developed to a more formal use in coursework.  Students currently learn Set Works on the AQA specification where they must show an understanding of the music in a written capacity. There are two eight-mark questions in the paper where we particular focus on written prose and SPAG.  During practical components we encourage students to be reflective learners and again engage in use of key vocabulary.  Smaller activities are developed for the learning of musical theory and key vocabulary which often include an element of Reading, presentation, oracy and written work.