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QEGS Music Curriculum Maps




In Music we QUESTION the very nature of human experience, striving to understand the connection between structure, language and emotional response. We EXPLORE the myriad possibilities inherent within musical language and strive to apply our knowledge across different genres. We GIVE students the opportunity to think creatively, respond to new ideas and help others to fulfil their potential. As a result we SUCCEED in creating the best foundation for creative minds to explore the world of the Arts, providing satisfaction, fulfilment, and a deep respect for human achievement in all its forms.

QEGS Year 7 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Rhythm Melody Instruments of the Orchestra Gamelan History of Pop Folk Music
Key concepts/ideas To introduce students to basic rhythm notation and to give them the skills to read and write rhythms. To introduce students to basic pitch notation and to give them the skills to read and write simple melodies. To name the most commonly heard musical instruments and identify them by sound. To learn and apply terms used to describe music. To investigate how music sounds outside of the Western Classical tradition. To learn how to work with others to create music. An overview of pop music from the 1950s to the present day, showing how evolving technology and changing preferences have affected the music we listen to today. Exploring the traditional music of the UK including English folk songs, jigs and reels.
Key skills Solo and group Performance Read and Perform Basic Rhythms Solo Performance Keyboard Skills Melody Composition Listening and Describing Music. Performance and composition tasks. Group performance and composition. Listening and Describing Music Performing in time to a beat (fluency) Group performance
Key terms/vocab Semibreve Minim Crotchet Quaver Semiquaver Rest Rhythm Pulse Beat Pitch (high and low) Note names (A, B, C, D, E, F, G) Treble Clef Tempo (Adagio, Andante, Allegro) Dynamics (Piano, Forte, Mezzo-Piano, Mezzo-Forte, Pianissimo, Fortissimo, Crescendo, Diminuendo) Instruments (Violin, Viola, Cello, Double Bass, Flute, Oboe, Clarinet, Bassoon, Trumpet, Trombone, French Horn, Tuba, Timpani, Xylophone, Glockenspiel, Cymbal) Gamelan Slendro Gong Metallaphone Drum Ostinato Rock and Roll Rock Anthem Ballad Singer-Songwriter Jig Reel Ballad
Independent learning/wider reading Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening.
Assessment Baseline assessment of knowledge and skills. Composition Assessment: Teacher assessment of a rhythm-based group composition. Performance Assessment: Teacher assessment of a keyboard performance piece Listening Assessment: Identification of instruments of the orchestra Holistic Assessment: Self-assessment of the skills covered in this topic. Performance Assessment: Peer assessment of the performance of a popular song on the Ukulele Performance Assessment: Teacher assessment of a group performance of a piece of folk music.
Careers links/Future Learning Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management

QEGS Year 8 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Samba Rhythms Four Chord Songs Dance Music EDM Blues & Jazz Reggae
Key concepts/ideas To play and compose more complex rhythms that include sounds that occur between the beats. To understand how major and minor chords are built and used to accompany a melody To explore and identify different aspects of rhythm and metre through dance music from around the world To explore and identify different aspects of rhythm and metre through dance music from around the world To investigate the history and evolution of jazz and how it has influenced modern pop music To combine the skills learned throughout Year 7 ad Year 8 to create a group performance for a live audience.
Key skills Solo performance Read and perform rhythm notation Solo performance Read and perform chord notation Identifying and performing music in various dance styles Using music technology to compose music Describing elements of jazz music, performing and improvising in the style Group performance Rehearsal skills
Key terms/vocab Dotted Rhythm On-beat and Off-beat Syncopation Bar Barline Surdo Repenique Agogo Bells Ganza Tambourim Call and response Main Groove Improvisation Chord/Triad Root Third Fifth Seventh Inversion Cadences Major Minor Rhythm Syncopation Oom pah pah Dotted rhythm Waltz Tango Jig Disco 2/4, 3/4, 4/4, 6/8 time signatures Introduction Verse Chorus Middle 8 Instrumental Outro Pre-chorus Bridge Synthesiser Digital Audio Workstation Samples Repetition Loop Reverb Automation Stereo / Panning Chord Bassline Improvisation Blues Scale Sharp Flat Syncopated Rhythm Riff Repetition Blue note Swing Rhythm Ensemble Fluency Skank chords Off beat
Independent learning/wider reading Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Students can use their class notebook resources to review work completed in lessons at home. Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. Homework tasks will be set in accordance with the QEGS homework policy. This will include a variety of activities such as wider listening, practice logs and knowledge retrieval/consolidation. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding.
Assessment Knowledge recall assessment Composition Assessment: Teacher assessment of a group Samba composition. Performance Assessment: Teacher assessment of the performance of a 4-chord song Listening Assessment: Teacher assessment of recognition of various dance music styles and their relevant musical features. Composition Assessment: Peer assessment of a composition in an EDM style Performance Assessment: Teacher assessment of a performance in a Jazz and Blues style Performance: Self/peer assessment of a group performance in a Reggae style
Careers links/Future Learning Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management

QEGS Year 9 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Disney Rhythms of the World Riff and Basslines Songwriting Film Music History of Classical Music Research Project
Key concepts/ideas To investigate how music sounds outside of the Western Classical tradition and how the music of Disney films is often influences by world music styles. Learning how modern songs are often built out of repeating riffs and chord patterns, students will explore a variety of riffs based on basslines, melodies and chord progressions. Students learn the art of writing their own song including how to come up with a catchy melody and how to create interesting accompaniments using chords and bass lines. Explore the ways in which music can be used to enhance the emotional or dramatic impact of storytelling as seen in the music of film soundtracks. To investigate the development of Western Classical Music from 1600 to the present day, identifying key features and composers of each of the main genres. Students choose a musical style or artist that interests them. Through a guided series of tasks, they plan and execute a research project culminating in a final presentation which includes elements of performance, listening and composition.
Key skills Keyboard performance, or performance using other instrumental resources Performance of music in a wide variety of pop and rock music styles Composition Combination of melody (Y7), chords (Y8) and bass (Y9) into one composition task. Conveying the meaning of text through music Using Music Technology to compose an original soundtrack to a given film clip. Identifying eras of music history by ear. Independent learning Composition Performance Listening Research
Key terms/vocab Primary Chords Triad Major Minor Scale Sharp Flat Syncopation Chromatic Call and Response Riff Bassline Melodic Harmonic Chord Progression Verse Chorus Middle 8 Instrumental Intro Outro Lyrics Tonality Harmony Melody Tempo Dynamics Genre Rhythm and Metre Structure Texture Instrumentation Ornamentation Renaissance Baroque Classical Romantic Serialism Minimalism Aleatoric Key terms will depend on the topic chosen by the student
Independent learning/wider reading Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening Using either an instrument at home, or a keyboard app available on mobile devices, students can complete independent practice of their music work. Students can complete independent research into the topic areas each half term. A homework task will be set once per half term to review key learning points from each topic. Co-curricular opportunities and peripatetic lessons provide an opportunity to develop their musical skills and understanding. Wider listening
Assessment Performance Assessment: Teacher assessment of a chosen performance piece Performance Assessment: Self-assessment of performance skills. Composition Assessment: Teacher assessment of song composition Composition Assessment: Peer-assessment of a composition using music technology. Listening Assessment: identifying musical periods and relevant musical elements No formal assessment: teacher will provide feedback on the final submitted project
Careers links/Future Learning Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management

QEGS Year 10 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Rhythms of the World Coursework Prep Concerto Through Time Coursework Prep Music for Media Coursework Prep Conventions of Pop Coursework Prep Exam-Style Questions Coursework Prep Feedback from Mock Exam Coursework Prep
Key concepts/ideas To be able to identify music from several different countries by ear. To be able to name the key features that identify a style of music. To complete composition exercises to prepare for coursework tasks. To be able to identify music from several different eras by ear. To be able to name the key features that identify a style of music. To complete composition exercises to prepare for coursework tasks. To identify and explain the ways in which music is used to enhance the telling of a story. To complete composition exercises to prepare for coursework tasks. To be able to identify music from several genres of pop by ear. To be able to name the key features that identify a style of music. To complete composition exercises to prepare for coursework tasks. To apply the knowledge of different musical styles in an exam context. To complete composition exercises to prepare for coursework tasks. To improve exam technique and listening skills To complete composition exercises to prepare for coursework tasks.
Key skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills
Key terms/vocab Key terms, features and instruments found in: Indian Classical Music Bhangra Mediterranean Music (Greek, Israeli, Palestinian) Samba Calypso African Drumming Key terms, features, instruments and composers of the concerto during the following eras: Baroque Classical Romantic The musical elements: Tonality Harmony Melody Tempo Dynamics Genre/Context Rhythm and Metre Texture Structure Ornamentation Instrumentation Key terms, features, technology and instruments found in: Rock and Roll Rock Anthems Ballads of the 1970s, 80s and 90s Solo Artists See Autumn/Spring See Autumn/Spring
Independent learning/wider reading Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice
Assessment Practice questions Verbal assessment Practice questions Verbal assessment Solo Performance Assessment 1 Practice questions Verbal assessment Practice questions Verbal assessment Ensemble Performance Assessment Progress exam Practice questions Verbal assessment Solo Performance Assessment 2 Composition Assessment
Careers links/Future Learning Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: A-Level Music, Music Technology, Music degree, Conservatoire or Music College Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management

QEGS Year 11 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic Rhythms of the World Conventions of Pop Coursework Concerto Through Time Music for Media Coursework Rhythms of the World Conventions of Pop Coursework Concerto Through Time Music for Media Coursework Revision Prepare for the June exam.
Key concepts/ideas To be able to identify music from several different countries by ear. To be able to identify music from several genres of pop by ear. To be able to name the key features that identify a style of music. To be able to identify music from several different eras by ear. To be able to name the key features that identify a style of music. To identify and explain the ways in which music is used to enhance the telling of a story. To be able to identify music from several different countries by ear. To be able to identify music from several genres of pop by ear. To be able to name the key features that identify a style of music. To be able to identify music from several different eras by ear. To be able to name the key features that identify a style of music. To identify and explain the ways in which music is used to enhance the telling of a story. Prepare for the June exam. Prepare for the June exam.
Key skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural Identification Revision Aural Identification Revision
Key terms/vocab Key terms, features and instruments found in: Indian Classical Music Bhangra Mediterranean Music (Greek, Israeli, Palestinian) Samba Calypso African Drumming Rock and Roll Rock Anthems Ballads of the 1970s, 80s and 90s Solo Artists Key terms, features, instruments and composers of the concerto during the following eras: Baroque Classical Romantic The musical elements: Tonality Harmony Melody Tempo Dynamics Genre/Context Rhythm and Metre Texture Structure Ornamentation Instrumentation Key terms, features and instruments found in: Indian Classical Music Bhangra Mediterranean Music (Greek, Israeli, Palestinian) Samba Calypso African Drumming Rock and Roll Rock Anthems Ballads of the 1970s, 80s and 90s Solo Artists Key terms, features, instruments and composers of the concerto during the following eras: Baroque Classical Romantic The musical elements: Tonality Harmony Melody Tempo Dynamics Genre/Context Rhythm and Metre Texture Structure Ornamentation Instrumentation See Autumn/Spring See Autumn/Spring
Independent learning/wider reading Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice Personal revision of key terms Purchase and use of OCR GCSE Music revision guide Compiling and listening to playlists Composition Practice (Friday after school co-curricular) Independent Performance Practice
Assessment Interim coursework deadlines (fortnightly) Practice questions Verbal assessment November Mock Interim coursework deadlines (fortnightly) Practice questions Verbal assessment Interim coursework deadlines (fortnightly) Practice questions Verbal assessment Interim coursework deadlines (fortnightly) Practice questions Verbal assessment Practice Questions Practice Questions
Careers links/Future Learning Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management Job roles: musician, performer, singer-songwriter, composer, conductor, music teacher, musicologist, music therapist Future Study: Year 9 Creative Option in Music, GCSE Music, A-Level Music, Music Technology, Music degree Employability skills: communication, teamwork, listening, resilience, resourcefulness, independence, problem-solving, leadership, self-management

QEGS Year 12 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic
Key concepts/ideas
Key skills
Key terms/vocab
Independent learning/wider reading
Assessment
Careers links/Future Learning

QEGS Year 13 Music Curriculum Map
Focus Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Topic
Key concepts/ideas
Key skills
Key terms/vocab
Independent learning/wider reading
Assessment
Careers links/Future Learning