Name of Head of Department
Ms S Mitchell, BA (Hons), QTS
Statement of Intent
Music is all around us at all stages of our lives (starting with the nursery rhymes we sing to our babies). It is the soundtrack to our lives and is a valuable subject for all students to study whether they are a gifted musician or have never engaged in music outside of school. Music connects us through people and places in our ever-changing world. It is creative, collaborative, celebratory and challenging. At DHSG, music brings the school community together through singing, ensemble playing, experimenting with the creative process and, through the love of listening to friends and fellow pupils, performing. The sheer joy of music making can feed the soul of the school community.
Music’s place in education at DHSG has important wider benefits for personal and social development building confidence, self-esteem, sense of achievement and an ability to relate to others. Music develops the ability to think academically, emotionally, physically and spiritually.
We believe that students deserve a broad and ambitious Music curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Music is integral to our lives and our Music curriculum develops students’ ability to understand and engage with Music. Through our curriculum and extracurricular activities we aim to:
- develop a thorough understanding of music, through performing, composing, listening and appraising;
- develop self-confidence and a sense of achievement through performance, both through curriculum lessons and extracurricular participation;
- encourage creativity through composition;
- understand the complexities of music through analysis of a wide range of genres from different musical and cultural perspectives;
- understand how music can support the development of life skills, such as confidence, self-awareness, perseverance and discipline and provide a holistic experience that students can take beyond their musical studies;
- develop the cross-curricular skills of problem-solving, perseverance, diligence, team work, time management, organisation, responsibility and cultural history.
Key stage 3 (Year 7 and 8)
We have designed a curriculum that is based on the New Model Music Curriculum released by the DfE and the recommendations of the National Curriculum for Music.
Our Key Stage 3 curriculum builds on prior experience of primary music. In Years 7 and 8 (Key Stage 3) students study Music for one hour per week allowing them to further develop their performing, composing and listening skills at a pace suitable to the individual learner through clearly scaffolded, sequenced tasks. Year 7 starts with a bridging project containing a range of activities designed to enable the teacher to gain an insight into students’ existing musical skills and knowledge whilst providing a foundation for further development throughout the key stage. Students are encouraged to develop their own musical interests and skills, promoting confidence and ownership of their work in collaboration with others whilst celebrating each other’s musical strengths and skills. Our curriculum provides opportunities for students to develop as vocalists and instrumentalists whilst developing their understanding of a range of musical contexts and styles, musical notations and musical elements (inter related dimensions).
Key stage 4 (Year 9, 10 and 11)
Our Key Stage 4 Music curriculum prepares students for the Edexcel GCSE Music examination and further study if they choose to continue their musical education beyond the age of 16.
Full details of the specification and assessment criteria can be found on the Edexcel website GCSE Music Specification
Curriculum Programmes of Study
|
Year |
Cycle | Content |
|---|---|---|
|
Year 7 |
Cycle 1 |
Introduction to Music at DHSG Singing Samba; Introduction to the keyboard; Introduction to structure – Love Me Tender (Samba, Structure) Christmas song arrangement; Vocal warm-ups and simple partner songs; Sing songs for carol service; Introduction to music theory (song arrangement) |
|
Cycle 2 |
Arriba! (Latin American Music) Canon (Canon in D - Pachabel) |
|
|
Cycle 3 |
Just Play (Musical futures) (Band work - Pop and Rock) Bamboo, Tamboo, Three Little Birds and Riptide, (Reggae and Pop) |
|
|
Year 8
|
Cycle 1 |
“In The Hall of the Mountain King” (Romantic Music) Feelin’ Blue (Blues) |
|
Cycle 2 |
Musical Theatre “I Dreamer a Dream” – class orchestra (Musical Theatre) Songwriting - composing |
|
|
Cycle 3 |
Film Music Composing and Individual and paired work “Walking on the Moon” (Modes in Pop) |
|
|
Year 9 |
Cycle 1 |
Introduction to the course Revision of Elements of Music; Rhythmic notation; Structure; Texture; Timbre; Rhythm; Metre; Intervals; Conjunct/disjunct melodies Dynamics; Rhythmic notation; Key signatures; Melody; Articulation; Phrasing; Introduction to musical dictation; Tempo; Harmony Introduction to history/periods of Music |
|
Cycle 2 |
Cadences Primary triads Explore pieces in genres related to the set works from Area of Study 1 – Instrumental Music Area of Study 1 – Instrumental Music Explore pieces in genres related to the set works from Area of Study 1 Comparison questions relating to this Area of Study Dictation exercises relating to this Area of Study. Introduction to Area of Study 1: Instrumental Music 1700-1820 Bach: Brandenburg Concerto No.5 in D Major (3rd mov.) Area of Study 1: Instrumental Music 1700-1820 Beethoven: Piano Sonata No.8 in C minor op.13 ‘Pathetique’ (1st movement) |
|
|
Cycle 3 |
Area of Study 2 – Vocal Music Explore pieces in genres related to the set works from Area of Study 2 Comparison questions relating to this Area of Study Dictation exercises relating to this Area of Study Area of Study 2 – Explore pieces in genres related to the set works from Area of Study 2 Comparison and dictation questions relating to this Area of Study Introduction to Area of Study 2: Vocal music Purcell: ‘Music for a While’ Freddie Mercury: ‘Killer Queen’ (from Queen album Sheer Heart Attack) |
|
|
Year 10 |
Cycle 1 |
Introduction to Musical Theatre Sample questions (focusing on Area of Study 1) General dictation exercises Area of Study 3 – Wider listening and comparison questions Introduction to Area of Study 3: Music for stage and screen Schwartz: ‘Defying Gravity’ (from the musical ‘Wicked’) Introduction to Film Music Sample questions (focusing on Area of Study 2) Dictation exercises – Area of Study 3 Music for stage and screen Area of Study 3 – wider listening and comparison questions Area of Study 3: Music for stage and screen John Williams: ‘Main Title’/’Rebel Blockade Runner’ (from Star Wars: Episode IV – A New Hope) |
|
Cycle 2 |
Introduction to Fusions Sample questions (focusing on Area of Study 3) General dictation exercises and dictation exercises based on ‘Release’ Area of Study 4 – wider listening and comparison questions Introduction to Area of Study 4: Fusions Afro Celt Sound System ’Release’ (from the album volume 2: Release) Introduction to Samba music Sample questions (focusing on Area of Study 4) Dictation exercises Area of Study 4 – wider listening and comparison questions Area of Study 4: Fusions ‘Samba Em Preludio’ performed by Epseranza Spalding (from the album Esperanza) |
|
|
Cycle 3 |
Dictation questions and past exam questions focusing on Area of Study 1 – Instrumental Music Dictation questions and past exam questions focusing on Area of Study 2 – Vocal Music Section B comparison questions |
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|
Year 11 |
Cycle 1 |
Listening to music – general appraising questions Listening to music – general appraising questions Revision of Area of Study 1 set works: Revision of Area of Study 2 set works: Revision of Area of Study 3 set works: |
|
Cycle 2 |
Work through sample/past papers Revision of Area of Study 4 set works: Revise all set works |
|
|
Cycle 3 |
Work through sample/past papers Further revision for all set works |
Extracurricular activities
The extensive extracurricular music programme enables and supports musicianship in students of varying abilities, giving opportunities for students to experience a wide variety of genres and musical ensembles. As well as all-inclusive ensembles for mixed ability students who want the enjoyment of performing with others and developing their musical skills, such as Junior Choir, Senior Choir, Band Club, String Group and Orchestra, we also offer students the chance to audition for more advanced musical groups such as the Chamber Choir. Throughout each academic year there are a range of performance opportunities for these ensemble groups as well as opportunities for students to perform as a soloist or part of a small group. The bi-annual school Musical Theatre production is a joint performing arts project which stretches and challenges students; either by performing in the production band (for students Grade 5+ on their instrument) or by auditioning to be a member of the cast, where cast members and musicians develop their performance skills and professionalism. These clubs/events are not only to encourage enjoyment in the arts but also provide opportunities for students to learn about professional expectations and performance discipline. In addition to a range of extracurricular groups students also have the opportunity to take part in regular theatre visits and workshops arranged by the department.
