Head of Department
Ms Graham
Mr Hughes
Primary
We believe that music is an essential learning experience for all pupils that strongly supports pupils’ well-being and well-roundedness. It develops pupils’ cognitive and processing skills, sense of timing, fine motor skills and listening skills. Professional musicians come in to teach the lessons, modelling both the technical skill and enthusiasm needed to fully learn and enjoy music.
In EYFS and KS1, pupils develop their voices with a focus on rhythmic and melodic phrases.
In year 3 and 4, pupils learn how to play the djembe drums with a focus on understanding bass and tone.
In year 5 and 6, pupils learn to play the ukulele with a focus on learning specific chords.
Year 1
Autumn 1 | Autumn 2 |
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Establishing Musicianship Skills
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Spring 1 | Spring 2 |
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Exploring Musicianship – Rhythm
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Exploring Musicianship – Pitch
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Summer 1 | Summer 2 |
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Let’s Get Creative
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Performance
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Year 2
Autumn 1 | Autumn 2 |
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Establishing Musicianship Skills
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Spring 1 | Spring 2 |
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Exploring Musicianship – Rhythm
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Exploring Musicianship – Pitch
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Summer 1 | Summer 2 |
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Let’s Get Creative
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Performance
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Year 3
Autumn 1 | Autumn 2 |
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Introducing Treble Clef Notation
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Introducing Bass Clef Notation
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Spring 1 | Spring 2 |
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C Major
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A Minor
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Summer 1 | Summer 2 |
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Staccato and Legato
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Performance Preparation and Assessment
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Year 4
Autumn 1 | Autumn 2 |
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Reviews of First Year
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G Major by ear
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Spring 1 | Spring 2 |
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C Major scale
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Major and Minors
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Summer 1 | Summer 2 |
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Composition
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Performance Preparation and Assessment
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Year 5
Autumn 1 | Autumn 2 |
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Open Strings
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Introducing Chords
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Spring 1 | Spring 2 |
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New Chords
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New Chords
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Summer 1 | Summer 2 |
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Creative Project
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Performance Preparation and Assessment
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Year 6
Autumn 1 | Autumn 2 |
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Introduce The Three-Chord Trick
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Exploring New Repertoire
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Spring 1 | Spring 2 |
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New Chords
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New Chords
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Summer 1 | Summer 2 |
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Creative Project (Song Writing)
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Performance Preparation and Assessment
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Secondary
At Ark Academy the Music curriculum at KS3 has been created to ensure that students develop the knowledge, understanding and skills required to become performers and / or composers of the future. Students receive a traditional music education learning how to appreciate contrasted musical genres, composers and Artists. Students perform music individually and in groups and frequently within a whole class ensemble performance. Composition takes place live as well using imacs. This however is also extended through the use of music technology, studio techniques and awareness of ‘The Music Industry.’
With advances in music technology, digital music platforms the internet and compositional programmes such as Garage band, Ableton, Pro Tools and Logic etc we move into a world of Digital Music, music online and Music in the Media. (Film, Advertising and the Digital Concert Hall)
The KS4 Eduqas specification allows our GCSE students to extend their experience performing (solo and ensemble) and composing music (in multiple genres) to a higher level as well as appraising / evaluating music with greater depth of understanding. In the specification appraising is divided into 4 main sections: 1. Music for Ensemble, The Baroque, Classical and Romantic Era and Musical Theatre 2. Film music and the Film Industry 3. Pop and Rock Music 4. Bhangra and World Fusion. At KS5 the AQA specification enables our A-level students to fully develop their performance skills in the preparation for a recital performance at grade 8 equivalent for 10mins. Compositions are also much advanced eg composing music for a film or a Jazz Ensemble.
The syllabus comprises traditional compulsory areas of study as well as option blocks. Compulsory areas 1. Baroque Concerto 2. Mozart Opera 3. Romantic piano music. Options include the study and ananalysis of Pop music, Music in the Media, Music for theatre, Jazz Artists, Contemporary music and Art Music from 1910.
Year 7
Autumn 1 | Autumn 2 |
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Why does rhythmic accompaniment vary within musical genres? Work Songs 'Bring Me Little Water Sylvie' |
Latin America 'Lazy Latin' |
Spring 1 | Spring 2 |
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What is the purpose of Western Classical Music tradition? March and Waltz The Saint Go Marching In |
Classical Music Beethoven Haydn Mozart and Instruments of the orchestra 'Ode To Joy' |
Summer 1 | Summer 2 |
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How do we rehearse a band and develop ensemble skills? Music that uses the Penatonic Scale |
Band Musicianship Reggae Music 'One Love' |
Year 8
Autumn 1 | Autumn 2 |
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How is rhythmic accompaniment used and developed in contrased musical genres? Afican Drumming Playing techniques and rhythm |
Minimalism Patterns, repetition, Ostinato |
Spring 1 | Spring 2 |
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How is music varied in relation to context? Baroque Music Theme and Varitation |
Film Music Action, Horror, Sci-Fi |
Summer 1 | Summer 2 |
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How is harmony used within the contex of a Blues/Jazz band? Blues and Jazz Melody improvisation |
Band Musicianship Ensemble skills |
Year 9
Autumn 1 | Autumn 2 |
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What is a musical subgenre? Britpop |
Motown Fusion, bands, ensemble skills |
Spring 1 | Spring 2 |
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What are the advantages and disadvantages of live and pre-recorded music? Film Music 2 |
Elvis and The Beatles Image, culture, time, place Ensemble skills |
Summer 1 | Summer 2 |
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How are song and rap lyrics created within a specific musical genre? Hip Hop |
Band Musicianship Ensemble skills |
Year 10
Autumn 1 | Autumn 2 |
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How is variation created within recurring musical structures? Baroque Music |
Blues and Jazz Improvisation skills Performance and Composition |
Spring 1 | Spring 2 |
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What are the similarities and differences between music for stage and music for screen? Film Music |
Musicals Grease, Phantom of the Opera, Wicked Performance and Composition |
Summer 1 | Summer 2 |
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In what way are ethnic and orchestra instruments used with theses musical genres? Pop and Rock |
Bhangra and Fusions World Music Performance and Composition |
Year 11
Autumn 1 | Autumn 2 |
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How do cultural influences affect the way music sounds? Classical Music |
Welsh Folk Music Instruments used and Folk Traditions |
Spring 1 | Spring 2 |
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How to we create music which expresses a number of human emotions? The Romantic Period |
Revision of Units Practise Papers Essay Writing Exam Techniques |
Summer 1 | Summer 2 |
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How to we rehearse /submit our coursework pieces and prepare for the final Exam? Revision of Units |
Coursework Submission Final Examination |
Year 12
Autumn 1 | Autumn 2 |
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How was music composed within the traditions of the Baroque Concerto? The Baroque Concerto |
The Baroque Concerto Vivaldi Performance and Composition |
Spring 1 | Spring 2 |
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What are the main features of Classical Opera? Mozart Opera |
Mozart Opera Act 1 No. 5-9 Performance and Composition |
Summer 1 | Summer 2 |
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How did the Romanic piano movement express many contrasted human emotions? Romantic Piano Music |
Romantic Piano Music Brahms Ballade in G minor Grieg Norwegian March and Notturno Performance and Composition |
Year 13
Autumn 1 | Autumn 2 |
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How did Blues and Jazz music develop throughout geographic and historic context? Jazz and Blues |
Jazz and Blues Miles Davis Pat Metheny Gwilym Simcock Performance and Composition |
Spring 1 | Spring 2 |
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How is music used to enhance comuper games and films? Music in the Media |
Music in the Media Han Zimmer Thomas Newman Performance and Composition |
Summer 1 | Summer 2 |
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Revision of Topics Past Papers Essay Writing Exam Techniques Performance and Composition |
Revision of Topics Past Papers Essay Writing Exam Techniques Performance and Composition |