Aims:

• To enjoy a range of music making, and to explore a variety of modes for musical expression
• To learn a new musical instrument as part of the Arts College 'Year 7 Band Project'
• To recognise instrumental timbre, time and place besides being able to describe how moods and emotions are created within a musical score
• To respond individually and within a group to a variety of creative stimuli

• To appreciate ICT within the subject and its musical enhancing possibilities

Assessment:

Each of the six units listed above produces a separate national curriculum grade. Over the course of the year students have ample opportunity to demonstrate their ability in every aspect of the subject. Naturally all students have 'preferred' activities and all assessments are brought together to determine the overall level of achievement for the year.

Homework:

Work is set almost every lesson, to complement and extend the classroom experience. Each published half-term unit contains details of all homework set in advance. Tasks set can be varied and students should work on their music for about half an hour a week outside school. Work is nearly always due by the next lesson and if extra help is required Mr Belbin is available at morning break time or at 3.20pm. Sometimes a keyboard may be required for practical homework tasks. If students do not have one at home the department is open at morning breaks to allow students to complete set tasks. Other tasks during the year will be revision homework set in Unit 5 for the Year 7 Listening Examination during the summer term.

Grouping Arrangements:

 Taught in sets

 Additional Information:

All students within the year group are capable of tackling every class activity and homework task. Enthusiasm and energy are important attributes for all our students in a subject that is both practical and academic. The department believes strongly that all students are capable of achieving significant levels of musical expression whatever their overall level of ability.

 YEAR 7

Music Rationale

Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual's identity and positive interaction with music can develop pupils' competence as learners and increase their self-esteem.

Music brings together intellect and feeling andenables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.

Music education encourages active involvement in different forms ofmusic-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils' development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils' ability to work with others in a group context.

Music learning develops pupils' critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgements about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfillment.

 2009 - 2010

Manuscript Paper

Summary Music Units 1and 5 

Unit 1 Learning Objectives

Unit 2 Learning Objectives

Unit 3

Unit 3a Learning Objectives

Unit 3b Learning Objectives

Autumn Homework Uinit 1 and 2

Spring Homework Uinit 3

Music National Curriculum Overview

1. Key concepts

There are a number of key concepts that underpin the study of music. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.

1.1 Integration of practice

Developing knowledge, skills and understanding through the integration of performing, composing and listening.

Participating, collaborating and working with others as musicians, adapting to different musical roles and respecting the values and benefits others bring to musical learning.

1.2 Cultural understanding

Understanding musical traditions and the part music plays in national and global culture and in personal identity.

Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures.

1.3 Critical understanding

Engaging with and analysing music, developing views and justifying opinions.

Drawing on experience of a wide range of musical contexts and styles to inform judgements.

1.4 Creativity

Using existing musical knowledge, skills and understanding for new purposes and in new contexts.

Exploring ways music can be combined with other art forms and other subject disciplines.

1.5 Communication

Exploring how thoughts, feelings, ideas and emotions can be expressed through music.

These are the essential skills and processes in music that pupils need to learn to make progress.

2.1 Performing, Composing and Listening

Pupils should be able to:

• sing in solo or group contexts, developing vocal techniques and musical expression
• perform with control of instrument-specific techniques and musical expression
• practise, rehearse and perform with awareness of different parts, the roles and contributions of different members of the group, the audience and venue
• create, develop and extend musical ideas by selecting and combining resources within musical structures, styles, genres and traditions
• improvise, explore and develop musical ideas when performing
• listen with discrimination and internalise and recall sounds
• identify the expressive use of musical elements, devices, tonalities and structures.

2.2 Reviewing and Evaluating

Pupils should be able to:

• analyse, review, evaluate and compare pieces of music
• identify conventions and contextual influences in music of different styles, genres and traditions
• communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions
• adapt their own musical ideas and refine and improve their own and others' work.

3. Range and Content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

The study of music should include:

• performance activities in a range of contexts within and beyond the classroom
• a range of live and recorded music from different times and cultures
• a range of classical and popular traditions and current trends in music that reflect cultural diversity and a global dimension
• staff notation and other relevant notations in a range of musical styles, genres and traditions
• consideration of contextual influences that affect the way music is created, performed and heard
• the use of music technologies to create, manipulate and refine sounds
• the role of music and musicians in society, of the music industry and of artistic and intellectual property rights

4. Curriculum Opportunities

During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum should provide opportunities for pupils to:

• develop individual performance skills, both vocal and instrumental, including the use of music technology
• develop listening and aural perception skills in practical activities, including composing and performing
• develop creative and compositional skills, including songwriting, arranging and improvising
• work with a range of musicians and watch and listen to live musical performances where possible, to extend their musical learning CIMA/Gifted Parents/A.I.R.
• work individually, in musical groups of different sizes and as a class
• build on their own interests and skills, taking on different roles and responsibilities and developing music leadership skills
• make links between music and other subjects and areas of the curriculum.