Melodies based largely on diatonic and C major scales, chromatic notes and how this can change the mood of the music. Practical tasks will include playing short spy themes on the keyboard and learning to read chromatic notes in sheet music and find out where they are on the keyboard. Exploration of the advancements in technology and how this has impacted gaming music and the gaming industry. Understanding how changes to the Elements of Music can change the mood of a piece of music.

Social and cultural importance of the Beatles within pop culture. Conjunct and disjunct movement on keyboard, triadic chords, playing ‘Let it Be’ with chords and melody or bass line and melody.

Social and cultural development of Britpop in reaction to American Music and taking note of the local community. Listening tasks will show the progress and influence of musical styles on Britpop. Development of skills from last term using triadic skills to read a lead sheet for Wonderwall. Master broken chords for the Bridge section.

Listening tasks with a focus on the socio-cultural development of Blues Music and how this influenced other forms of popular music later on. Build on knowledge from Semester 5 in Year 7 when students looked at African Music. Practical tasks playing Jack-Ass Blues with a head melody, improvisation and the 12 bar blues.

Building on knowledge from Year 7 understanding the slave trade triangle and how this influenced music in Brazil. Understanding what life is like in Rio de Janeiro. Learn how to play bossa nova and some percussive call and and response rhythmic breaks.

Listening tasks – comparing and contrasting original Disney songs with a cover version pointing out how changes to the Elements of Music have changed the mood and intentions of the song. Practical tasks – learn to play the ukulele with four main chords.

A weekly listening task on learning about different careers in the film industry from composer, sound designer, Foley, and editing.  Development of career knowledge about the music industry in keeping with the Music BTEC at KS4. Composition tasks composing music to accompany a clip from Jaws and to develop the use of Accellerando, rallentando, crescendo, diminuendo, chromatic notes, dissonance, drone, pedal note to develop tension in the piece.  Interdisciplinary with Drama end of Year 8 and End of Year 9.

Recapping instruments of the orchestra – which ones sound triumphant and sinister. Major, minor and atonality. Learning iconic songs by Queen and the key techniques that define Glam Rock. Interdisciplinary with Drama and Dance end of Year 8 and End of Year 9.

Exploration of the development of dance music both socially and musically, and how this shaped the instrumentation, rhythmic features, and structure. 1920s Charleston, 1940s Swing, 1950s Rock’n’Roll, 1990s and electronic dance music. Music Technology effects and how this manipulates the sound and changes the timbre and structure of a dance track. Learn to play “Children” by Robert Miles authentically by learning the melody, with the addition of a techno beat, chords, and build the texture as the song develops.  Interdisciplinary with Dance.

Listening – cover versions of the same songs to appraise which elements of music have been altered each time to change the mood and style of the song. Links to the Sem 6 SOW in Year 8 and will link to Component 3 of the BTEC Tech Award.  Practical task – recreate a performance of “Somebody that I used To Know” by Gotye – this is part of the national programme “Musical Futures” and students should first learn the chords, bass line, drum part and melodic riff before performing these as small ensembles. 

Listening – how the elements of music are used to make a catchy and engaging theme song for sporting shows and games. Links to BTEC Music Component 1 – Exploring Musical styles and the relevance of music in different settings.  Practical – learn different sporting theme music on keyboard to test their rhythmic accuracy.

Exploration of the socio-political changes that led to the style of Reggae. Listening tasks will test appraising skills and also knowledge of socio-political climate at the time when Reggae became really popular. Practical – learn to play 3 Little Birds by Bob Marley learning the melody, chords, bassline and melodic riff to play as a soloist and as an ensemble when confident with the parts. This leads on from prior learning in Year 7 and 8 of different World Music styles. This also assists with Component 3 of the BTEC Music.

Exploration of the compositional devices used in fusions of World Music styles including the blend of instrumentation and styles including, Bodhran, kora, uilleann pipes, hurdy gurdy, fiddle, accordion, music technology effects such as looping, panning, delay, reverb, samba, bossa nova, virtuosa, dal segno etc.  Set works include Afro Celt Sound System:  Release and Samba Em Preludio by Esperanza Spalding.

Developing an understanding of concepts covered in Semesters 1 and 2 out of context and in a theoretical way to be able to recognise the devices back in context in unfamiliar listening tasks in readiness for the exam. Practice of listening tasks – AOS 2:  Vocal Music and AOS 4: Fusions.

Research on chosen style and compositional techniques. experimentation with appropriate instrumentation and techniques. Development of ideas showing clear reference to the style and AOS chosen.

Research on chosen style and compositional techniques. experimentation with appropriate instrumentation and techniques. Development of ideas showing clear reference to the style and AOS chosen.

Revision of 8 set works covered and creation of resources. Techniques include walking talking mock, student quiz master, unseen tests, and memory games. Completion of unfamiliar listening tasks and melodic dictation to prepare for the exam.

Use of the skills learned in Year 12 in theory, harmony and rhythm to compose a piece that showcases knowledge and understanding. Complex harmonies, key changes, complex time signatures, and syncopated rhythms should feature in the piece along with a range of dynamic and articulation markings.

Use of the skills learned in Year 12 in theory, harmony and rhythm to compose a piece that showcases knowledge and understanding. Complex harmonies, key changes, complex time signatures, and syncopated rhythms should feature in the piece along with a range of dynamic and articulation markings.

Extensive research on set brief. Research and analysis of what equipment is needed for the set brief event.  Rehearsals for unit 3 ensemble performance pieces. Development of ideas showing clear reference to the work of others. Production of planning logs, reflections logs and final evaluation.

Extensive research on set brief. Research and analysis of what equipment is needed for the set brief event.  Rehearsals for unit 3 ensemble performance pieces. Development of ideas showing clear reference to the work of others. Production of planning logs, reflections logs and final evaluation.