Year 11 Music

Our curriculum journey is sequenced to impart the knowledge necessary for successful application of the topic taught. Retrieval across units is a priority, this refreshes and embeds the information previously taught and builds upon it. Students experience development in a range of knowledge classes.

‘Tacit’ knowledge which is gained through experience and immersion within a task or topic.

‘Declarative’ knowledge which pulls upon the facts and information stored.

‘Procedural’ knowledge that is exercised through the opportunity to perform and demonstrate expression and creativity.

To exercise this knowledge students are provided with regular opportunities to implement their skills and understanding practically. Topics across the curriculum all reflect aspects of the three learning focuses – Listening and Appraising, Performance and Composition.

We believe our curriculum demonstrates and promotes skills of a wider nature outside of the music classroom, students are taught the value of being part of an equal team within group work, where each person has a specific and essential role. Through the very nature of learning new practical skills inevitably comes the requirement to strive to succeed through independent practice and focussed dedication. We believe this skill is valuable within many aspects of social development.

As a department our focus is to teach knowledge based theories which can be demonstrated and enhanced through practical implementation. Our students are challenged and inspired to question theories taught for clarification, this can prompt reflection and adaptation to teaching methods and strategies.

Music demands high levels of problem solving, we provide students with the tools and methods to create and perform their own music and inspire them with a broad range of styles and genres. We assess through observation, verbal questioning and written evidence. Open ended, and hinge questioning is used to lead students to recap and explore a greater depth of musical appreciation.

Students learn the key musical devices and common structures through time. Characteristics of how musical eras are developed is taught focusing on the Baroque, Classical and Romantic era. Students analyse the set work ‘Badinerie’ by J.S Bach.

Listening and appraising, short exam style questions. Set work analysis requires exploration of harmonic structure, instrumental textures and stylistic features.

Students demonstrate their understanding through regular listening assessments. Composition ideas are shared and discussed. Peer assessment and discussions are encouraged.

Students learn methods and strategies to improve their melodic and rhythmic dictation skills. Knowledge organisers and spot revision tests are used to gauge areas which require support.

Students practise short exam style questions. Composition lessons are used to continue developing the composition set to a brief and feedback is provided. Analysis and solo performance mock exams are completed.

Analysis Mock, Solo Performance mock provides data to focus areas for development.

Students learn methods and strategies to improve their skills in all areas in preparation for the listening exam. Knowledge organisers and spot revision tests are used to gauge areas which require support.

Students practise short exam style questions. Composition lessons are used to continue developing the composition set to a brief and feedback is provided. Last minute preparation for solo and ensemble performance exams is prioritised.

Short exam style questions provide data to focus areas for development. Students progress in solo and ensemble performance is monitored and verbal feedback provided in accordance with the mark scheme.

Students are made aware of all paperwork required for submission. Students are provided with a date for their final performance exams. Revision for analysis exam.

Solo and ensemble final exams take place. Composition to a set brief is refined and completed. Weekly after school sessions for coursework support are available if required.

Solo and ensemble final exams take place. Composition to a set brief is refined and completed. Weekly after school sessions for coursework support are available if required. Feedback is provided for any final adjustments.

All areas of study are revised, teachers ensure all information required for the exam and revision has been covered and students are aware of how to prepare for this.

Students partake in the practise of exam style questions in preparation for the listening and appraising exam.

Regular exam style questions are completed during lessons providing data for areas which require further support. Each student is given specific targets and suggestions for further learning.