Music

Please see our music development plan summary here.

Curriculum Map – Music Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Key Stage 3	Content	Skills
Year 7	Unit 1 The Elements A focus on the musical elements and using the elements during performance, composition and listening tasks. Unit 2 Ode to Joy A keyboard skills unit of work looking at basic keyboard skills and pitch and notation. Unit 3 Sing Up! A vocal unit of work focusing on the voice and vocal techniques. A look at different vocal groups ending in a vocal group performance. Unit 4 The Classics 1 A focus on the Classical composer Beethoven and a composition unit looking at ternary form. Unit 5 Ukulele Project A 5-week project learning the basics of playing ukulele and reading chord charts and TAB. Unit 6 Samba World music unit looking at the traditions and features of samba music.	P = Performance C = Composition A = Listening and Appraising E = Evaluation P.1 Understand how the voice work and sing accurately and fluently. P.2 Understand the basic techniques of keyboard playing focusing on hand position and using both hands fluently. P.3 Understand the basic techniques of Ukulele playing focusing on playing technique. P.4 Perform with understanding of phrase and structure. P.5 Provide contrast in performance by using musical elements. P.6 Perform in an ensemble with awareness of other performers. P.7 Interpret music from notation appropriate to the piece. P.8 Lead others in performance. C.1 Compose musical patterns within regular phrase structures within different meters. C.2 Understand the basics to creating good melodic phrases. C.3 Create music that accurately reflects the mood using musical elements effectively. C.4 Can adapt ideas within a group composition in a way that supports others. C.5 Represents musical ideas through notation. A.1 Recognise instruments used individually and together in Western Classical and a selection of other traditions. A.2 Memorise and dictate rhythmic and melodic shapes and patterns. A.3 Identify and compare features of music heard showing an understanding of musical elements. A.4 Recognise a range of musical structures in music heard. E.1 Evaluate own and others’ music using musical vocabulary. E.2 Revise and refine own work. E.3 Recognise and appreciate the characteristics of a range of great composers. E.4 Relate music to its historical and cultural context. E.5 Respond to music of others in an appropriate way.
Year 8	Unit 1 The Classics 2 A unit looking at composition using theme and variation. Using Frere Jacques as the main theme we will also look at the composer Mahler. Unit 2 Reggae World music unit looking at the traditions and features of Reggae music. A group performance of a Reggae piece brings together skills from year 7. Unit 3 Video Gaming With computer games becoming hugely popular and big business in this unit we explore the ‘Real life career’ of a music producer creating the music to accompany a video game. Unit 4 Rock School The ever-popular Rock school allows the students to work together to create bands. During this unit students develop their skills further in keyboard, ukulele, drums and vocal and study several pieces from this genre. Unit 5 The Blues During this unit students begin to look at the importance of the Blues in history and focus on the 12 Bar Blues and improvisation. Students will have the opportunity to listen to several Blues pieces and work together to put a final improvised performance together.	P.9 Sing fluently with a developing technique and strong sense of style. P.10 Further develop keyboard skills to include a moving left hand and changes in hand positions. P.11 Develop Ukulele skills further focusing on strumming patterns. P.12 Explore different vocal techniques. P.13 Hold and independent part in an ensemble. P.14 Perform following a range of stylistic conventions. P.15 Perform by ear and from notation focusing on stylistic intentions (Swing time and improvisation in Blues). P.16 Lead performances using a range of visual cues. C.6 Extend musical ideas using selected musical devices. C.7 Improvise confidently in different styles throughout the range of instruments. C.8 Select and use different chords, scales and texture with understanding of how they are constructed. C.9 Use chords in different ways. C. 10 Notate musical ideas accurately. C. 11 Choose and create suitable layers to represent characters or action and be able to explain how they link. C.12 Use technology to support the composition and realisation process. A.5 Recognise and compare different instruments and their function in Western Classical music and other traditions. A.6 Memorise and accurately reproduce rhythmic and melodic patterns. A.7 Identify and compare the use of musical devices across a range of styles and genres. A.8 Identify how music technology is used in different ways. A.9 Identify how music represents a certain character or action. E.6 Recognise and evaluate the use of musical devices in own and others’ work. E.7 Confidently and consistently use musical vocabulary when talking about music. E.8 Refine own performances based on accurate self-Assessment. E.9 Appreciate the contribution of a range of great composers to historical development of music. E.10 Justify choices and responses to music showing understanding of the musical devices used.
Year 9	Unit 1 – Rock and Roll During this unit, the students explore the feature of Rock and Roll and perform Hound Dog on Keyboard. Unit 2 – Conventions of pop (Performance) During this unit students work on developing their band skills further by performing a pop / Rock piece in small groups. They also look at the development of pop music over time. Unit 3 - Soundtracking During this unit student explore music to accompany films. We look at leitmotifs, underscoring and the features of the horror genre. Students work of Garage band to create the music to accompany ‘The Woman in Black’. Unit 4 – The Classics 3 During this unit students explore the orchestra further and develop their keyboard skills through performing a piece by Mozart. Unit 5 – Conventions of pop (composition) Everyone dreams of creating a number 1 hit! In this unit students experience the different stages to creating their song from chord progressions, bass lines, hooks and lyrics.	P.17 Perform musically in solo and ensemble context using a range of performance techniques. P.18 Perform with accuracy and expression appropriate to the style and musically in an ensemble. P.19 Perform accurately in an ensemble understanding how their part fits in and adapting own part to accommodate others. P.20 Develop keyboard skills further looking at different key signatures and keyboard functions. P.21 Perform by ear and from notation interpreting the stylistic detail idiomatically. C.13 Compose stylistic music typical of the given genre selecting and using melodic, harmonic and structural devices imaginatively. C.14 Improvise confidently and musically. C.15 Compose chord sequences and harmonising melodies. C.16 Develop independence in composing individually. C.17 Notate compositions using conventions relevant to the genre. C.18 Make effective use of technology to create and realise compositions. A.10 Recognise how musical resources have been used by specific performers and composers across a range of Western Classical and other styles of music. A.11 Memorise and dictate music pattern in the context of performed pieces. A.12 Identify the characteristic features of the music and how it links to the stimuli. A.13 Compare performances and interpretations of different artists. A.14 Identify the use of technology in creating and enhancing performances. E.11 Recognise and understand the stylistic impact of own and others’ work. E.12 Use terminology specific to the style and genre when evaluating and refining own and others’ work. E.13 Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary.
Key Stage 4 – GCSE Exam Board OCR
Year 10	Unit 1 – Performing Prepare 3 solo performances and develop skills in performance technique. Unit 2 – Composition Short workshops looking at compositional techniques in chord progressions, Bass lines, developing melodies and writing lyrics. Unit 3 – AOS 5 Conventions of pop Understand the main features and characteristics of pop music. During this unit, the students will study Rock and Roll, Pop Ballads, Rock anthems and solo artists. Unit 4 – AOS 4 Film music During this unit students study the impact music has on films and learn to analyse film music. They also study the purpose of film music through different genres.	P.22 Demonstrate an understanding of performing with accuracy and fluency P.23 Demonstrate an understanding of performing with technical control P.24 Demonstrate an understanding of performing musically and with appropriate expression and interpretation P.25 Understand and be able to perform confidently and stylishly. C.19 Develop their understanding of rhythm, melody, harmony, structure, and compositional devices through a variety of individual composition exercises. C.17 Notate compositions using conventions relevant to the genre. C.18 Make effective use of technology to create and realise compositions. A.15 Analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts, and musical language to make critical judgements about repertoire within the Areas of Study. A.16 Make critical judgements about music, using appropriate musical vocabulary A.17 Recognising and accurately using appropriate musical vocabulary and terminology related to the Areas of Study e.g., slide, repeats and stepwise. E.7 Confidently and consistently use musical vocabulary when talking about music. E.8 Refine own performances based on accurate self-Assessment.
Year 11	Unit 1 – Performing Prepare and record final solo performance and prepare an ensemble performance with at least one other player. Unit 2 – Composition Compose a piece of music to a defined Brief set by the exam board. Unit 3 – AOS 2 The Concerto through Time Understand the main features and characteristics of the Concerto. During this unit, the students will study the Baroque, Classical and Romantic period and examine how the orchestra and the concerto changed through these periods. Unit 4 – AOS 3 Rhythms of the World. Understand the main features and characteristics of music from around the world. During this unit, the students will study, perform and listen to music in the style of Bhangra, Calypso, Indian Classical, African drumming, Samba and Greek and Israeli	P.26 Practice a variety of pieces that develop their ensemble skills P.27 Demonstrate an understanding of interacting with other musicians and/or parts. P. 28 Understand and be able to perform confidently and stylishly with awareness of other performers in the ensemble. C.20 Demonstrate an understanding of how to compose appropriately to a defined brief C.21 Understand how to extend and manipulate musical ideas and devices to develop a composition. C.22 Be able to combine and develop various musical elements successfully within the composition using an appropriate structure to create a coherent piece. A. 18 Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). A.19 Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception E.7 Confidently and consistently use musical vocabulary when talking about music. E.8 Refine own performances based on accurate self-Assessment

Curriculum Plan – Music
Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Year 7	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
Unit 1 – The Elements
Lesson 1	To understand the meaning of each musical element.	Complete music survey.	Identify and compare features of music heard showing an understanding of musical elements. Critical thinking – describe what is heard using musical elements.
Lesson 2	To understand how the musical elements can change a performance.	Practice the definitions and spelling of each musical element.	Provide contrast in performance by using musical elements. Create music that accurately reflects the mood using musical elements effectively. Creativity – Creating music to reflect a certain mood.
Lesson 3	To know and recognise the shapes, names, and values of some musical rhythms.	Write down 10 rhythms for different objects around the house.	Memorise and dictate rhythmic and melodic shapes and patterns. Critical thinking – identifying musical patterns.
Lesson 4	Compose a rhythm grid showing understanding of note values.	Practice the rhythm grid ready to perform.	Compose musical patterns within regular phrase structures within different meters. Can adapt ideas within a group composition in a way that supports others. Creativity – Creating rhythms grids. Communication – working with others to ensure all lines are different and the rhythms fit well together.
Lesson 5	Perform the rhythm grid to the class, evaluating its success.	Revise musical elements and rhythms ready for the assessment.	Perform in an ensemble with awareness of other performers. Evaluate own and others’ music using musical vocabulary. Collaboration – working in a group to perform a rhythm grid. Communication – working with others to ensure the performance is accurate and in time.
Lesson 6	Assessment lesson.	Short assessment to assess the knowledge of musical elements and rhythms.	Revise and refine own work. Growth mindset – showing understanding of musical elements and rhythms.
Unit 2 – Ode to Joy
Lesson 1	Look at notation and where each note goes on the stave.	Written pitch exercise to complete.	Interpret music from notation appropriate to the piece. Growth mindset – showing understanding of notation and pitch.
Lesson 2	Identify rising and falling pitch.	Practice line 1 and 2 – focusing on correct hand position.	Understand the basic techniques of keyboard playing focusing on hand position and using both hands fluently. Growth mindset – showing resilience with a new skill. Communication – performing to an audience.
Lesson 3	How to add the left-hand line to the keyboard using Casio chords.	Fact file on Beethoven	Understand the basic techniques of keyboard playing focusing on hand position and using both hands fluently. Recognise and appreciate the characteristics of a range of great composers. Identify and compare features of music heard showing an understanding of musical elements. Growth mindset – showing resilience while practicing. Critical thinking -comparing music together.
Lesson 4	Identify the features found in ternary form.	Fact file on Beethoven	Perform with understanding of phrase and structure. Recognise a range of musical structures in music heard. Evaluate own and others’ music using musical vocabulary. Citizenship and collaboration – peer assessments
Lesson 5	What is conjunct and disjunct melodies?	Practice line 3	Perform with understanding of phrase and structure. Growth mindset – showing resilience while practicing.
Lesson 6	What makes a good performance?	Practice whole piece in preparation for Assessment.	Perform with understanding of phrase and structure. Provide contrast in performance by using musical elements. Evaluate own and others’ music using musical vocabulary. Communication – performing the piece to others
Lesson 7	Assessment Lessons	Practical Assessment to assess the keyboard. The focus will be on accurate playing of ode to joy and correct hand position.	Revise and refine own work. Growth mindset – showing understanding of the keyboard.
Lesson 8	Assessment Lessons
Unit 3 - Sing up!
Lesson 1	How your body works to create vocal sounds	Practice the techniques learnt in class.	Understand how the voice work and sing accurately and fluently. Growth mindset – showing resilience while learning a new technique.
Lesson 2	What are the different voices and their ranges.	Listen to the musical extract and answer the questions.	Identify and compare features of music heard showing an understanding of musical elements. Understand how the voice work and sing accurately and fluently. Growth mindset – showing resilience while learning a new technique.
Assessment 1 – A written assessment focusing on pitch, rhythm, and musical elements.
Lesson 3	Understanding A Cappella music	Practice the melody to stand by me.	Perform with understanding of phrase and structure. Perform in an ensemble with awareness of other performers. Identify and compare features of music heard showing an understanding of musical elements. Recognise and appreciate the characteristics of a range of great composers and styles of music. Collaboration – working as a group independently to rehearse the melody. Communication – working together, discussing ways to improve and helping each other.
Lesson 4	What is 2-part singing	Practice, using the backing track, both parts of stand by me.	Understand how the voice work and sing accurately and fluently. Perform with understanding of phrase and structure. Perform in an ensemble with awareness of other performers. Communications – working and listening to the other part to ensure good timing. Collaboration – working as a whole class and small group to fit the 2 parts together.
Lesson 5	What makes a good performance?	Practice your part to stand by me, focus on the techniques studied during this unit.	Provide contrast in performance by using musical elements. Perform in an ensemble with awareness of other performers. Lead others in performance. Evaluate own and others’ music using musical vocabulary. Respond to music of others in an appropriate way. Citizenship – Comment on other performances in a respectful and helpful way. Communication – working together as a group to refine performance.
Lesson 6	Assessment Lesson	Assessment lesson – Group performance in 2 parts of stand by me.	Revise and refine own work. Growth mindset – showing understanding of vocal techniques. Collaboration – working together to produce a 2-part vocal performance.
Unit 4 - Ukulele
Lesson 1	Understand the mechanics of the ukulele.	Revise through the mechanics of the ukulele.	Understand the basic techniques of Ukulele playing focusing on playing technique. Growth mindset – showing resilience when learning a new skill.
Lesson 2	What is a chord?	Chord worksheet	Interpret music from notation appropriate to the piece. Critical thinking – identifying the different chord patterns and relating that to the ukulele. Growth mindset – showing resilience when learning a new skill.
Lesson 3	Learning different strumming patterns.	Practice the different strumming patterns	Understand the basic techniques of Ukulele playing focusing on playing technique. Perform with understanding of phrase and structure. Memorise and dictate rhythmic and melodic shapes and patterns. Respond to music of others in an appropriate way. Communication – helping each other to ensure the chords are correct and refining work. Collaboration – playing as part of a group.
Lesson 4	Class performance	Listening exercise	Perform with understanding of phrase and structure. Respond to music of others in an appropriate way. Communication – working together as a whole class and smaller group. Collaboration – playing as part of a group.
Lesson 5	Assessment lesson	Assessment lesson – Demonstrate and understanding of chords and strumming and basic ukulele technique.	Revise and refine own work. Evaluate own and others’ music using musical vocabulary. Growth mindset – Demonstrating a new skill and progress made.
Unit 5 – Composing a melody
Lesson 1	What makes a good melody?	The orchestra – watch the video describing the orchestra.	Understand the basics to creating good melodic phrases. Recognise instruments used individually and together in Western Classical and a selection of other traditions. Creativity – create a new melody. Growth mindset – showing resilience when starting a new skill.
Lesson 2	How to develop a motif	The string family – complete the worksheet.	Compose musical patterns within regular phrase structures within different meters. Creativity – create a new melody. Growth mindset – showing resilience when starting a new skill.
Lesson 3	Exploring structures	The Brass Family – complete the worksheet	Compose musical patterns within regular phrase structures within different meters. Recognise a range of musical structures in music heard. Critical thinking – describe and give opinions on the structures of different piece – which ones are more effective?
Lesson 4	What is a musical score?	The Woodwind Family – complete the worksheet	Represents musical ideas through notation. Create music that accurately reflects the mood using musical elements effectively. Evaluate own and others’ music using musical vocabulary. Growth mindset – working on presentation and fine detail.
Lesson 5	Assessment lesson	The percussion family – complete the worksheet. Assessment lesson – Write up final composition.	Refine own work. Growth mindset – working on presentation and fine detail.
Unit 6 - Samba
Lesson 1	What are the main features of Samba music?	Rhythm worksheet	Recognise and appreciate the characteristics of a range of great composers and styles of music. Relate music to its historical and cultural context. Interpret music from notation appropriate to the piece. Growth mindset – showing resilience when starting a new skill.
Assessment window 2 – A focus on vocal music, rhythms, pitch, and musical elements.
Lesson 2	What are the main instruments found in Samba?	A fact file discussing the main features of Samba music.	Recognise instruments used individually and together in Western Classical and a selection of other traditions. Perform in an ensemble with awareness of other performers. Communication and collaboration – working together, listening to each other, and playing in time.
Lesson 3	Exploring improvisation	A fact file discussing the main features of Samba music.	Compose musical patterns within regular phrase structures within different meters. Growth mindset – persevering and keep working on the skill of improvising. Creativity – Creating new rhythmical ideas without preparation.
Lesson 4	What makes a good performance	Listening task – Listen to the samba piece and answer questions.	Respond to music of others in an appropriate way. Can adapt ideas within a group composition in a way that supports others. Communication and collaboration – working together, listening to each other, and playing in time.
Lesson 5	Assessment lesson	Assessment lesson – A group performance of a samba piece.	Refine own work. Communication and collaboration – working together, listening to each other, and playing in time.

Curriculum Plan – Music
Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Year 8	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
Unit 1 – Theme and Variation
Lesson 1	Understand the meaning of theme and Variation.	Practice Frere Jacques.	Further develop keyboard skills to include a moving left hand and changes in hand positions. Perform following a range of stylistic conventions. Memorise and accurately reproduce rhythmic and melodic patterns. Confidently and consistently use musical vocabulary when talking about music. Growth mindset – Show resilience when learning a new piece. Critical thinking – understand the difference between theme and variation.
Lesson 2	Keyboard skills – Theme and Variation performance, adding the left hand.	Practice Frere Jacques using left hand.	Further develop keyboard skills to include a moving left hand and changes in hand positions. Refine own performances based on accurate self-Assessment. Growth mindset – Show resilience when learning a new piece. Collaboration – working independently with a partner to perform Frere Jacques.
Lesson 3	Understand how different compositional devices impacts the theme.	Create a fact file on the composer Mahler.	Extend musical ideas using selected musical devices. Notate musical ideas accurately. Appreciate the contribution of a range of great composers to historical development of music. Justify choices and responses to music showing understanding of the musical devices used. Creativity – create variation using a range of devices.
Lesson 4	The effect a change in timbre has on the music.	Create a fact file on the composer Mahler.	Recognise and compare different instruments and their function in Western Classical music and other traditions. Extend musical ideas using selected musical devices. Critical thinker – explore different timbres. Creativity – Choosing the best sound for the variation.
Lesson 5	How variations have been used over different genres.	Listening task – complete the worksheet.	Identify and compare the use of musical devices across a range of styles and genres. Confidently and consistently use musical vocabulary when talking about music. Critical thinking – comparing music together.
Lesson 6	What makes a good performance	Revise for Assessment	Perform following a range of stylistic conventions. Recognise and evaluate the use of musical devices in own and others’ work. Refine own performances based on accurate self-Assessment. Growth mindset – preserver to produce the best performance.
Lesson 7	Assessment lessons	Assessment lesson – perform the theme Frere Jacques and then the variation which has been created.	Revise and refine own performance. Growth mindset – Demonstrating a new skill and progress made.
Lesson 8	Assessment lessons
Unit 2 - Reggae
Lesson 1	What is Reggae Music and where does it come from?	Research 5 facts about Reggae music.	Further develop keyboard skills to include a moving left hand and changes in hand positions. Confidently and consistently use musical vocabulary when talking about music. Critical thinker – Discuss and question the background and history of Reggae music.
Lesson 2	What is Syncopation?	Practice the keyboard part to Three little birds.	Further develop keyboard skills to include a moving left hand and changes in hand positions. Use chords in different ways. Refine own performances based on accurate self-Assessment. Develop Ukulele skills further focusing on strumming patterns. Growth mindset – show resilience and perseverance when practicing.
Lesson 3	Learning the song ‘Three little birds.	Practice the vocal part to Three little birds.	Explore different vocal techniques. Sing fluently with a developing technique and strong sense of style. Confidently and consistently use musical vocabulary when talking about music. Communication and collaboration – work together and listening to one another.
Lesson 4	How Reggae has changed over time	Listening Task - Complete the worksheet	Recognise and compare different instruments and their function in Western Classical music and other traditions. Confidently and consistently use musical vocabulary when talking about music. Critical thinker – classroom discussions.
Lesson 5	What makes a good performance	Practice performance piece.	Hold and independent part in an ensemble. Perform following a range of stylistic conventions. Lead performances using a range of visual cues. Refine own performances based on accurate self-Assessment. Communication and collaboration – working together as a group, refining work, being respectful of each other’s views.
Lesson 6	Assessment lesson	Assessment lesson – perform in a group the song Three little birds showing awareness of style, timing, and instrumental technique.	Revise and refine own performance. Growth mindset – Demonstrating a new skill and progress made.
Assessment Window 1 – A written assessment focusing on musical elements, vocal music and theme and variation.
Unit 3 – Video Gaming
Lesson 1	What is a leitmotif?	Choose a leitmotif from a video game and describe the music using musical elements.	Confidently and consistently use musical vocabulary when talking about music. Identify how music represents a certain character or action. Critical thinker – be able to justify and challenge ideas.
Lesson 2	Creating a leitmotif	Revise keywords.	Justify choices and responses to music showing understanding of the musical devices used. Identify how music technology is used in different ways. Creativity – use your imagination to a leitmotif for a fictional character.
Lesson 3	Synchronising music to action.	Listening task – complete worksheet.	Choose and create suitable layers to represent characters or action and be able to explain how they link. Recognise and evaluate the use of musical devices in own and others’ work. Communication and collaboration – working with a partner. Creativity – Choosing appropriate loops to create the right effect.
Lesson 4	The effect music has on the action on screen.	Research project – Research different video games and analyse the music using your musical elements. Which was your favourite and why?	Confidently and consistently use musical vocabulary when talking about music. Justify choices and responses to music showing understanding of the musical devices used. Critical thinking – Describe how the music represents the action on screen. Creativity – create own loops and synchronise them with the music.
Lesson 5	Planning your video game		Identify how music represents a certain character or action. Choose and create suitable layers to represent characters or action and be able to explain how they link. Communication and collaboration – working with a partner, discussing, and working together. Critical thinking – Describe how the music represents the action on screen. Creativity – create own loops and synchronise them with the music.
Lesson 6	Assessment lesson	Assessment lesson – compose music to accompany a video game, focus on the musical elements and action on screen.	Recognise and evaluate the use of musical devices in own and others’ work. Critical Thinking – Discuss the success of the video and how well the music represents it.
Lesson 7	Assessment lesson
Unit 4 – Rock School
Lesson 1	What is a chord?	Working out chords.	Select and use different chords, scales, and texture with understanding. Use chords in different ways. Growth mindset – showing resilience when learning new information.
Lesson 2	The role of the different instruments in a band.	Listening task – complete the questions.	Confidently and consistently use musical vocabulary when talking about music. Recognise and compare different instruments and their function in Western Classical music and other traditions. Critical thinking – listen, compare, and discuss different songs.
Lesson 3	The Voice – What is its role and the techniques used.	Practice the song Riptide.	Sing fluently with a developing technique and strong sense of style. Explore different vocal techniques. Perform by ear and from notation focusing on stylistic intentions (Swing time and improvisation in Blues). Communication and collaboration – working together as a whole class and small groups.
Lesson 4	The Guitar – What is its role and the techniques used.	5 facts about the guitar.	Develop Ukulele skills further focusing on strumming patterns. Use chords in different ways. Growth mindset – showing resilience. Communication and collaboration – putting the different roles together.
Lesson 5	The Drums – What is its role and the techniques used.	5 facts about the drums	Memorise and accurately reproduce rhythmic and melodic patterns. Growth mindset – showing resilience. Communication and collaboration – putting the different roles together.
Lesson 6	Keeping good time	Practice your part of the song Riptide.	Hold and independent part in an ensemble. Lead performances using a range of visual cues. Communication and collaboration – working together and listening to each other.
Lesson 7	What makes a good performance?		Identify and compare the use of musical devices across a range of styles and genres. Refine own performances based on accurate self-Assessment. Hold and independent part in an ensemble. Communication and collaboration – working together and listening to each other.
Assessment window 2 – Written assessment focusing on musical elements, video game music and pop
Lesson 8	Assessment lesson	Assessment lesson – A group performance of Riptide focusing on instrumental technique and timing.	Revise and refine own performance. Growth mindset – Demonstrating a new skill and progress made
Unit 5 - Blues
Lesson 1	What is the Blues?	5 facts about the Blues	Confidently and consistently use musical vocabulary when talking about music. Critical thinking – Discuss and answer questions about the Blues.
Lesson 2	What is the 12 Bar Blues?	Practice the 12 Bar Blues.	Select and use different chords, scales, and texture with understanding of how they are constructed. Further develop keyboard skills to include a moving left hand and changes in hand positions. Growth mindset – showing resilience when practicing.
Lesson 3	Learning to improvise	Practice improvising over the 12 Bar Blues backing.	Improvise confidently in different styles throughout the range of instruments. Select and use different chords, scales and texture with understanding of how they are constructed. Growth mindset – showing resilience and perseverance.
Lesson 4	What makes a good performance?	Fact file on the Blues.	Perform by ear and from notation focusing on stylistic intentions (Swing time and improvisation in Blues). Perform following a range of stylistic conventions. Communication and collaboration – working together to get the chords and melody in time.
Lesson 5	Assessment lesson	Assessment lesson – perform on the keyboard the 12 Bar Blues and demonstrate improvisation over the Blues scale.	Revise and refine own performance. Growth mindset – Demonstrating a new skill and progress made.

Curriculum Plan – Music
Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Year 9	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
Unit 1 – Rock and Roll
Lesson 1	Understand the main features found in Rock and Roll music.	5 facts about Rock and Roll music.	Develop keyboard skills further looking at different key signatures and keyboard functions. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Critical thinking – answer questions and develop an understanding of how Rock and Roll developed.
Lesson 2	Understand the meaning of swing rhythm.	Practice Hound dog melody.	Perform by ear and from notation interpreting the stylistic detail idiomatically. Growth mindset – showing resilience.
Lesson 3	How the 12 Bar Blues and melody fit together.	Practice Hound dog melody – add left hand chords.	Develop keyboard skills further looking at different key signatures and keyboard functions. Perform with accuracy and expression appropriate to the style and musically in an ensemble or as a soloist. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Growth mindset – showing resilience and perseverance. Collaboration – working with a partner and helping each other.
Lesson 4	Understand the keyboard functions and use them in a performance.	Listening Task – Compare the two rock and roll pieces.	Develop keyboard skills further looking at different key signatures and keyboard functions. Perform by ear and from notation interpreting the stylistic detail idiomatically. Communication and collaboration – listening skills and working together.
Lesson 5	How Rock and Roll developed over time	Revise in preparation for Assessment window 1	Compare performances and interpretations of different artists. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Critical thinking – comparing the features of different pieces.
Assessment Window 1 – A written assessment focusing on musical elements
Lesson 6	What makes a good performance?	Practice Hound dog melody.	Perform musically in solo and ensemble context using a range of performance techniques. Recognise and understand the stylistic impact of own and others’ work. Refine own performances based on accurate self-Assessment. Communication and collaboration – working together. Growth mindset – showing resilience when practicing.
Lesson 7	Assessment lesson	Assessment lesson – An individual keyboard performance of Hound dog.	Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience and perseverance.
Lesson 8	Assessment lesson
Unit 2 – Conventions of pop
Lesson 1	What are the main features of pop music and how has the music changed over time.	Prepare resources for performance piece – lyrics, chords, backing track.	Recognise how musical resources have been used by specific performers and composers across a range of Western Classical and other styles of music. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary. Critical thinking – giving views, listening to other and analysing different songs.
Lesson 2	Learn about the impact of the British Invasion.	5 facts about the Beatles	Use terminology specific to the style and genre when evaluating and refining own and others’ work. Perform and practice by ear and from notation interpreting the stylistic detail idiomatically. Critical thinking – giving views, listening to other and analysing different songs. Collaboration – working together to choose a performance piece.
Lesson 3	Learn about the main features found in Rock Anthems 1970 / 1980.	Listening task – Listen to the track and answer the questions.	Memorise and dictate music pattern in the context of performed pieces. Recognise and understand the stylistic impact of own and others’ work. Perform musically in solo and ensemble context using a range of performance techniques. Identify and compare the use of musical devices across a range of styles and genres. Critical thinking – giving views, listening to other and analysing different songs. Growth mindset – showing resilience when practicing.
Lesson 4	Explore the different types of rock music.	Practice performance piece	Perform with accuracy and expression appropriate to the style and musically in an ensemble or as a soloist. Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary. Critical thinking – giving views, listening to other and analysing different songs. Communication and collaboration – working together to practice performance piece.
Lesson 5	Keeping good time	Practice performance piece	Perform accurately in an ensemble understanding how their part fits in and adapting own part to accommodate others. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Communication and collaboration – working together to practice performance piece.
Lesson 6	The main features of pop ballads	Fact file – Create a fact file of your favourite artist.	Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary. Identify and compare the use of musical devices across a range of styles and genres. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Critical thinking – giving views, listening to other and analysing different songs. Communication and collaboration – working together to practice performance piece.
Lesson 7	The solo Artist	Fact file – Create a fact file of your favourite artist.	Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary. Compare performances and interpretations of different artists. Use terminology specific to the style and genre when evaluating and refining own and others’ work. Critical thinking – giving views, listening to other and analysing different songs. Communication and collaboration – working together to practice performance piece.
Lesson 8	What makes a good performance? Examine what are the strengths and weaknesses of a good performance.	Practice performance piece.	Use terminology specific to the style and genre when evaluating and refining own and others’ work. Perform accurately in an ensemble understanding how their part fits in and adapting own part to accommodate others. Critical thinking – reviewing and evaluating different performances.
Lesson 9	Assessment lesson	Assessment lesson – A group performance of a pop song focusing on timing and instrumental technique.	Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience and perseverance.
Lesson 10	Assessment lesson
Unit 3 – Film Music
Lesson 1	Exploring leitmotifs in film music	Choose a leitmotif and write down the main features using musical elements.	Identify the characteristic features of the music and how it links to the stimuli. Identify the use of technology in creating and enhancing performances. Critical thinking – giving views, listening to other and analysing different motifs.
Lesson 2	Creating a leitmotif for the woman in black	Practice the leitmotif ready to record.	Compose stylistic music typical of the given genre selecting and using melodic, harmonic, and structural devices imaginatively. Make effective use of technology to create and realise compositions. Creativity – creating own leitmotif.
Lesson 3	Synchronising music to action	Listening Task – Listen to the track and answer the questions.	Identify the characteristic features of the music and how it links to the stimuli. Identify the use of technology in creating and enhancing performances. Creativity – Creating own leitmotif. Collaboration – working as a pair.
Lesson 4	The features of Horror music	Revise for assessment window 2	Compose stylistic music typical of the given genre selecting and using melodic, harmonic, and structural devices imaginatively. Improvise confidently and musically. Identify the characteristic features of the music and how it links to the stimuli. Critical thinking – giving views, listening to other and analysing different pieces.
Assessment window 2 – A written assessment focusing on musical elements and pop music
Lesson 5	Creating a cue sheet	Fact files on a film composer	Identify the characteristic features of the music and how it links to the stimuli. Notate compositions using conventions relevant to the genre. Creativity – using the features studied to underscore the film.
Lesson 6	The job of a film composer	Fact files on a film composer	Identify the characteristic features of the music and how it links to the stimuli. Notate compositions using conventions relevant to the genre. Make effective use of technology to create and realise compositions. Creativity – using the features studied to underscore the film. Communication and collaboration – working as a pair on the final realisation.
Lesson 7	Assessment lesson	Assessment lesson – a composition to accompany a clip from the Woman in Black.	Refine own composition based on accurate self-Assessment. Growth mindset – showing resilience and perseverance.
Lesson 8	Assessment lesson
Unit 4 – Song writing
Lesson 1	What is a chord progression?	Chord worksheet	Compose chord sequences and harmonising melodies. Notate compositions using conventions relevant to the genre. Creativity – creating a chord progression.
Lesson 2	Performing a chord progression	Practice chord progression	Memorise and dictate music pattern in the context of performed pieces. Improvise confidently and musically. Develop keyboard / guitar skills further looking at different key signatures and keyboard functions. Develop independence in composing individually. Creativity – how to perform the chord progression. Growth mindset – show resilience when trying different ideas.
Lesson 3	Creating a Bass Riff	Practice Bass and chords together.	Compose stylistic music typical of the given genre selecting and using melodic, harmonic, and structural devices imaginatively. Memorise and dictate music pattern in the context of performed pieces. Creativity – how to create a bass line. Growth mindset – show resilience when trying different ideas.
Lesson 4	What makes good lyrics?	Complete 1 verse and chorus – focus on the techniques from the lesson.	Recognise and understand the stylistic impact of own and others’ work. Articulate informed preferences for musical styles and artists using correct and a range of musical vocabulary. Improvise confidently and musically. Creativity – creating meaningful and catchy lyrics. Growth mindset – show resilience and preserver even when it gets difficult.
Lesson 5	What is a musical hook?	Listening task – listen to the track and answer the questions.	Compose stylistic music typical of the given genre selecting and using melodic, harmonic, and structural devices imaginatively. Memorise and dictate music pattern in the context of performed pieces. Creativity – Create a musical hook using correct features.
Lesson 6	Creating a number 1 hit!	Practice your part for the composition.	Perform musically in solo and ensemble context using a range of performance techniques. Compose stylistic music typical of the given genre selecting and using melodic, harmonic, and structural devices imaginatively. Notate compositions using conventions relevant to the genre. Communication and collaboration – working together to perform all the parts. Growth mindset – show resilience when practicing.
Lesson 7	What makes a good performance?	Practice your part for the composition.	Perform with accuracy and expression appropriate to the style and musically in an ensemble or as a soloist. Perform accurately in an ensemble understanding how their part fits in and adapting own part to accommodate others. Perform by ear and from notation interpreting the stylistic detail idiomatically. Use terminology specific to the style and genre when evaluating and refining own and others’ work. working together to perform all the parts. Growth mindset – show resilience when practicing.
Lesson 8	Assessment lesson	Assessment lesson – A group or individual performance of your own composition.	Refine own composition based on accurate self-Assessment. Growth mindset – showing resilience and perseverance.
Lesson 9	Assessment lesson

Curriculum Plan – GCSE Music OCR
Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Year 10	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
AOS2 – Concerto through time
Lesson 1	Introduction to the orchestra	Revise through the instruments of the orchestra.	Analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts, and musical language to make critical judgements about repertoire within the Areas of Study. Make critical judgements about music, using appropriate musical vocabulary. Recognising and accurately using appropriate musical vocabulary and terminology related to the Areas of Study e.g., slide, repeats and stepwise. Confidently and consistently use musical vocabulary when talking about music. Critical thinking – Analyse music, discuss and compare different pieces together. Growth mindset – show resilience when learning new styles and instruments.
Lesson 2	Identifying instruments of the orchestra	Complete instrument test online.
Lesson 3	What are the main features of the concerto grosso?	Listening to a concerto grosso
Lesson 4	The Harpsichord
Lesson 5	Identifying features in baroque concerto Grosso.	Worksheet – answer the questions
Lesson 6	The solo concerto
Lesson 7	Listening to Vivaldi’s four seasons – Identifying baroque features.	Listening task – listen to Summer and winter from Vivaldi’s four seasons.
Lesson 8	Exam Questions – The Baroque Concerto	Complete an extended writing question.
Lesson 9	The Classical Concerto – How did the concerto develop?
Lesson 10	What is a cadenza?	Listening task – listening and describing cadenzas.
Lesson 11	Exam Technique – The Classical Concerto
Lesson 12	The Classical Concerto – Completing the extended writing question.	Revise through the classical concerto
Lesson 13	The Romantic Concerto- How did the concert develop?
Lesson 14	Listening to Mendelsohn’s Violin Concerto	Listening task – listen to the rest of the concerto and describe the features of the romantic concerto.
Lesson 15	Comparing the concerto from different periods.	Using the information from the lesson, complete an extended writing question.
Lesson 16	Exam technique – Answering questions on the concerto.	Revise through romantic concertos.
AOS5 – Conventions of pop
Lesson 1	Exploring rock and roll music.		Analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts, and musical language to make critical judgements about repertoire within the Areas of Study. Make critical judgements about music, using appropriate musical vocabulary. Recognising and accurately using appropriate musical vocabulary and terminology related to the Areas of Study e.g., slide, repeats and stepwise. Confidently and consistently use musical vocabulary when talking about music. Critical thinking – analyse and answer questions relating to different pop styles. Compare songs together and make judgements.
Lesson 2	Comparing rock and roll pieces together.	Choose 2 rock and roll pieces and write a paragraph comparing them together.
Lesson 3	What are the main features of rock anthems?
Lesson 4	Exploring different guitar techniques.	Listen to different guitar techniques and become familiar with the sound they make.
Lesson 5	Comparing rock anthems together	Choose 2 rock anthems and write a paragraph comparing them together.
Lesson 5	What are the features of pop ballads?
Lesson 6	Exploring different vocal techniques.	Listen to different vocal techniques and become familiar with the sound they make.
Lesson 7	Exploring different solo artists.
Lesson 8	Comparing solo artists together.	Choose 2 solo artists and write a paragraph comparing them together. Talk about their voice, style of music, and analyse some of their songs.
Lesson 9	Exam technique – answering question on the conventions of pop.	Revise through the conventions of pop.
AOS4 – Film Music
Lesson 1	The importance of music in films and how it is created.	Question 1 in Film music homework booklet.	Analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts, and musical language to make critical judgements about repertoire within the Areas of Study. Make critical judgements about music, using appropriate musical vocabulary. Recognising and accurately using appropriate musical vocabulary and terminology related to the Areas of Study e.g., slide, repeats and stepwise. Confidently and consistently use musical vocabulary when talking about music. Critical thinking – analyse and answer questions relating to different pop styles. Compare songs together and make judgements.
Lesson 2	Exploring leitmotifs	Question 2 in film music homework booklet.
Lesson 3	How to use your musical elements when describing music.	Question 3 and 4 in film music homework booklet.
Lesson 4	How to use your musical elements when describing music.	Question 5 in film music homework booklet.
Lesson 5	Synchronising music with action.	Question 6 and 7 in film music homework booklet.
Lesson 6	Score reading	Question 8 in film music homework booklet.
Lesson 7	Create your own listening question	Question 9and 10 in film music homework booklet.
Lesson 8	Exam technique – answering question on film music.	Revise through film music.
NEA – solo performance
Lesson 1	What is a solo performance?	It is important to practice on a regular basis. We would recommend 30 – 60 minutes each week on top of classroom practice and 1:1 lessons.	Demonstrate an understanding of performing with accuracy and fluency. Demonstrate an understanding of performing with technical control. Demonstrate an understanding of performing musically and with appropriate expression and interpretation. Understand and be able to perform confidently and stylishly. Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience when practicing.
Lesson 2	Choosing a suitable piece
Lesson 3	Individual practice
Lesson 4	Individual practice
Lesson 5	Looking at dynamics and expression
Lesson 6	Individual practice
Lesson 7	Assessment lesson	Assessment lesson – Record solo performance and hand in all resources (Printed music / professional recordings)
NEA – Ensemble performance
Lesson 1	What is an ensemble?	It is important to practice on a regular basis. We would recommend 30 – 60 minutes each week on top of classroom practice and 1:1 lessons.	Practice a variety of pieces that develop their ensemble skills. Demonstrate an understanding of interacting with other musicians and/or parts. Understand and be able to perform confidently and stylishly with awareness of other performers in the ensemble. Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience when practicing. Communication and collaboration – working with others.
Lesson 2	Choosing a suitable piece and instrumentation.
Lesson 3	Individual practice
Lesson 4	Ensemble practice
Lesson 5	Ensemble practice
Lesson 6	What makes a good performance?
Lesson 7	Assessment lesson	Assessment lesson – Record ensemble performance and hand in all resources (Printed music / professional recordings)
NEA – 2^nd solo performance
Lesson 1	Choosing a suitable piece	It is important to practice on a regular basis. We would recommend 30 – 60 minutes each week on top of classroom practice and 1:1 lessons.	Demonstrate an understanding of performing with accuracy and fluency. Demonstrate an understanding of performing with technical control. Demonstrate an understanding of performing musically and with appropriate expression and interpretation. Understand and be able to perform confidently and stylishly. Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience when practicing.
Lesson 2	Individual practice
Lesson 3	Individual practice
Lesson 4	Looking at dynamics and expression
Lesson 5	Individual practice
Lesson 6	Assessment lesson	Assessment lesson – Record solo performance and hand in all resources (Printed music / professional recordings)
NEA – Free composition
Lesson 1	Exploring chords and keys	Experiment and gain ideas for your composition. Explore the techniques studied in class.	Develop their understanding of rhythm, melody, harmony, structure, and compositional devices through a variety of individual composition exercises. Notate compositions using conventions relevant to the genre. Make effective use of technology to create and realise compositions. Refine own composition based on accurate self-Assessment. Creativity – Exploring and experimenting to create a composition to a chosen Brief. Growth mindset – resilience and perseverance when things go wrong, to complete a long task over several weeks.
Lesson 2	Creating a chord progression
Lesson 3	Creating interesting bass lines
Lesson 4	Melody writing – how to create a melody
Lesson 5	Developing ideas
Lesson 6	Writing a composition Brief
Lesson 7	Writing a composition Brief
Lesson 8	Controlled Assessment -compose a free composition.	No work can be completed on compositions out of the classroom during the controlled assessment period.
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19	Assessment lesson	Assessment Lesson – hand in composition in recorded and written format.
Week 13 and 14 – Assessment window 1 – Written assessment looking at The Baroque concerto and Conventions of pop.
Week 28 and 29 – Assessment window 2 – Written assessment looking at AOS2 Concerto through time, AOS5 Conventions of pop and AOS4 Film music.

Curriculum Plan – GCSE Music OCR
Intent At Burton Borough School the intention is that students gain a firm understanding of what music is through performing, composing, and listening and appraising across a wide variety of historical periods, styles, and musical genres. Our music curriculum will also give students the opportunity to understand how music can support the development of life skills, such as confidence, self-awareness, perseverance, and discipline and provide a holistic experience that they can take beyond their musical studies.
Year 11	Subject Content	Homework and Assessments	Subject Skills and 21^st Century Soft Skills
Lesson 1	What are the main features of Samba music?		Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 2	Samba Performance – Learn about samba instruments.	Listening task – listening to the piece and answer the questions.
Lesson 3	Exam technique – answering questions on samba music.	Complete the worksheet on samba.
Lesson 4	What are the main features of calypso music?	Listening task – listening to the piece and answer the questions.
Lesson 5	Performing a calypso piece.	Listening task – listening to the piece and answer the questions.
Lesson 6	Exam technique – answering questions on calypso music.	Complete the worksheet on calypso music.
Lesson 7	What are the main features of Indian classical music?	Listening task – listening to the piece and answer the questions.	Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 8	Identifying the instruments in Indian classical music.	Complete the Indian classical music booklet.
Lesson 9	What is the structure of Indian classical music?	Complete the Indian classical music booklet.
Lesson 10	Exam technique - Comparing Indian classical pieces together.	Revise Indian classical music features.
Lesson 11	Exam technique – Answer questions based on Indian classical music.
Lesson 12	What are the features of bhangra music?	Complete the bhangra booklet. Answer the questions and complete the research,
Lesson 13	Listening to bhangra music.
Lesson 14	Comparing a traditional bhangra with modern bhangra.
Lesson 15	Comparing the difference between Indian classical music and bhangra.
Lesson 16	Revision work on the Calypso, samba, Indian classical and bhangra.	Where in the world booklet – complete the questions.	Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 17	Revision work on the Calypso, samba, Indian classical and bhangra.	Assessment lesson – exam questions on AOS3.
Lesson 18	What are the features of Greek music?	Complete the Mediterranean booklet. Answer the questions and complete the research,	Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 19	Identifying the main instruments used.
Lesson 20	What are the main features of Palestinian and Israeli music?
Lesson 21	Exam technique – answering questions on Eastern Mediterranean music.
Lesson 22	What are the main features of African Drumming?	Complete the African drumming booklet. Answer the questions and complete the research,	Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 23	Performing an African drumming piece.
Lesson 24	Exam technique – answering questions on African drumming music.	Where in the world – part 2 booklet.
Revision lessons
Lesson 1	The concerto through time	Complete extended writing question on concerto through time	Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception. Confidently and consistently use musical vocabulary when talking about music. Demonstrate an understanding of interacting with other musicians and/or parts. Critical thinking – answer questions, analyse pieces, make critical judgements.
Lesson 2	Score writing	Answer 2 score writing questions.
Lesson 3	Conventions of pop	Answer 2 exam questions based on AOS5.
Lesson 4	Practicing the extended writing question	Individual revision
Lesson 5	Practicing the comparison question.
Lesson 6	Practicing the dictation question.
NEA - Performance
Lesson 1	Solo performance – what makes a good performance?	Individual practice.	Demonstrate an understanding of performing with accuracy and fluency. Demonstrate an understanding of performing with technical control. Demonstrate an understanding of performing musically and with appropriate expression and interpretation. Understand and be able to perform confidently and stylishly. Refine own performances based on accurate self-Assessment. Growth mindset – showing resilience when practicing.
Lesson 2	Solo performance practice	Individual practice.
Lesson 3	Assessment lesson	Assessment lesson – Record solo performance and hand in all resources (Printed music / professional recordings)
Lesson 4	Choosing an ensemble	Listen to lots of examples of pieces, print all resources needed (lyrics, chords).	Practice a variety of pieces that develop their ensemble skills. Demonstrate an understanding of interacting with other musicians and/or parts. Understand and be able to perform confidently and stylishly with awareness of other performers in the ensemble. Refine own performances based on accurate self and peer-Assessment. Growth mindset – resilience when learning a new piece. Communication and collaboration – working together in a group.
Lesson 5	Individual practice – securing own part.	Individual practice.
Lesson 6	Individual practice – securing own part.	Individual practice.
Lesson 7	Working in an ensemble – Timing.	Individual practice.
Lesson 8	Working in an ensemble – Balance.	Individual practice.
Lesson 9	Working in an ensemble – expression and dynamics.	Individual practice.
Lesson 10	Ensemble performance - final preparation.	Individual practice.
Lesson 11	Ensemble performance – final preparation.	Individual practice.
Lesson 12	Assessment lesson.	Assessment lesson – Record ensemble performance and hand in all resources (Printed music / professional recordings)
NEA - Composition
Lesson 1	Choosing a brief.	Listen to different pieces in the chosen style, write down the main features and most successful parts.	Demonstrate an understanding of how to compose appropriately to a defined brief. Understand how to extend and manipulate musical ideas and devices to develop a composition. Be able to combine and develop various musical elements successfully within the composition using an appropriate structure to create a coherent piece. Use knowledge and understanding of musical elements, musical contexts, and musical language to analyse unfamiliar music (i.e., individual pieces of music that have not been stipulated within the specification). Growth mindset -showing resilience and perseverance when things get difficult. Creativity – creating a piece of music from a set brief.
Lesson 2	Experimenting with different ideas.
Lesson 3	Controlled assessment – composing a piece to a given brief.	No work can be completed on compositions out of the classroom during the controlled assessment period.
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12	Assessment lesson	Assessment Lesson – hand in composition in recorded and written format.

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Curriculum Map – Music