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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 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 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 Performance: Students record themselves clapping a rhythm from notation without having heard it before. Composition: Students write their own rhythm using the note values they have learned and can perform what they have written correctly. Listening: Students can listen to and repeat rhythms they hear being performed. Performance: Students record themselves playing a melody on the keyboard Composition: Students write their own melody combining their knowledge of pitch and rhythm notation. Listening: Students can spot the mistake in a written melody Performance: Students record a performance showcasing changes in tempo and/or dynamics. Composition: Students create a character theme based on Peter and the Wolf Listening: Students describe the tempo and dynamics of a piece of unfamiliar music, and can name the instruments that they hear. Performance: Students record a group performance of a gamelan piece. Composition: Students write and perform their own gamelan piece. Listening: Students can describe the elements of gamelan music heard in an unfamiliar recording Performance: Students play the melody of a pop song in time to a pre-recorded drumbeat. Composition: Students create their own melody for a pop song chorus based on given lyrics. Listening: Students can identify styles of pop music and can give reasons to support their decision. Performance: Students sing part of a folk song. Composition: Students write their own lyrics and melody to a ballad Listening: Students can identify which part of the UK a piece of music comes from and give reasons to support their answer.
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 Rhythm Harmony Dance Music Dance Music Blues & Jazz Band Project
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 rhythms Identifying and performing rhythms Describing elements of jazz music Group performance Rehearsal skills
Key terms/vocab Dotted Rhythm On-beat and Off-beat Syncopation Bar Barline Chord/Triad Root Third Fifth Seventh Inversion Cadences Time Signature Syncopation Time Signature Syncopation 12-bar Blues Walking Bass Swing Swung Quavers Ragtime Ensemble Fluency
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 Performance: Students record themselves clapping a rhythm from notation without having heard it before. Composition: Students write their own rhythm using the note values they have learned and can perform what they have written correctly. Listening: Students can listen to and repeat rhythms they hear being performed. Performance: Students record a performance of “The Four-Chord Song”. Composition: Students use their knowledge of chords to harmonise a given melody Listening: Students can identify major and minor chords, perfect and imperfect cadences by ear. Performance: Students record themselves using melodies and chords to perform in different dance styles. Composition: Students write and record their own piece of music in the style of one of the dances covered. Listening: Students can identify styles of dance music and give evidence to support their answer. Performance: Students record themselves using melodies and chords to perform in different dance styles. Composition: Students write and record their own piece of music in the style of one of the dances covered. Listening: Students can identify styles of dance music and give evidence to support their answer. Performance: Students record themselves performing a jazz piece featuring syncopation and swung rhythms. Composition: Students create their own improvised solo to incorporate into a pre-existing jazz piece. Listening: Students can identify styles of jazz music and give evidence to support their answer. Students perform in a “Battle of the Bands” at the end of term.
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 African Rhythms Bass Lines and Tonality Songwriting Film Music History of Classical Music Research Project
Key concepts/ideas To investigate how music sounds outside of the Western Classical tradition. To learn how to work with others to create music. Key signatures, the concept of tonality and how this is used to shape a piece of music. Using a bassline to add direction to a chord progression and structure to a piece of music. 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 Group performance Complex, multi-layered rhythmic patterns. Composition Composition Combination of melody (Y7), chords (Y8) and bass (Y9) into one composition task. Conveying the meaning of text through music Identify and describe features of a piece of music. Introduce the concept of musical tropes/stereotypes and how these can be used to tell a story through music Identifying eras of music history by ear. Independent learning Composition Performance Listening Research
Key terms/vocab Djembe Dun Dun Polyrhythm Cross-Rhythm Hemiola Bass Clef Ground Bass Key signature Modulation Cadence Verse Chorus 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 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments 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. 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. Investigate styles of music that use distinctive bass lines e.g. Baroque ground bass, Funk melodic bass. Explore the work of a named film composer and identify any common stylistic features across different films In-depth study of the development of a particular feature of Classical Music over time. For example, this could include the changes in musical notation or the development of keyboard instruments
Assessment Performance: Perform polyrhythms and cross-rhythms confidently and accurately Composition: Write a rhythm piece which includes elements of syncopation, polyrhythm and cross-rhythm Performance: Perform a melody and bass line or chords and bass line simultaneously (i.e. two-handed performance). Composition: Write a piece of music based upon a ground bass. Listening: Students can identify changes of key within a piece of music Performance: Students act as conductor/producer, rehearsing others to play their own song. Composition: Students create their own song (melody, chords and bass) based on given lyrics. Listening: Students comment on examples of song writing, describing which musical features are effective and why. Performance: Perform a piece of film music paying particular attention to tempo/dynamic/articulation markings to convey the story. Composition: Create a short film soundtrack that tells a story through music. Listening: Identify musical features and tropes and link them back to storytelling. Performance: Perform a piece of music in the Baroque, Classical or Romantic style, using appropriate performance technique. Composition: Create a series of short 20th century compositions exploring non-traditional methods. Listening: Identify musical eras by listening and give evidence to support the answer. Final project submission
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 Progress exam
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
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.
Key skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills Aural identification Composition skills 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
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
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
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

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