Music
2024/2025 Teaching staff: Dr O Brignall and Mr A McNamara.
Follow us on Twitter @musicatOakwood
Music is a thriving part of Oakwood School both as part of the curriculum and through a diverse range of extra curricula activities. Music is a great subject for developing many important life skills including teamwork, resilience and creativity and we hope that, through our subject, all students develop their self-confidence, creativity and passion for the music.
At Oakwood we pride ourselves on making music accessible to all our students and aspire to create a range of musical opportunities that cater for every student’s needs and interests. We have several formal and informal performances opportunities throughout the year and a range of visiting instrumental teachers.
Oakwood School – Curriculum Overview
| Faculty | Creative Arts |
|---|---|
| Head of Faculty | Mr R Hughes Contact for more details of Creative Arts curriculum |
Download the Pathway Doctument below:
Oakwood School – Curriculum Overview
|
|
| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question
|
|
|
|
In year 8 we continue to develop our key practical skills with new challenges on the keyboard including independent hands and improvisation.
We develop plucked string playing, moving from ukulele to guitar, embedding key knowledge of chords and harmony along the way.
Building on the work done in year 7 we re-visit MADTSHIRT in more detail, with more listening and practical applications and more explicit vocabulary.
We also begin to look at music history with a critical eye, tackling key discussions of race and gender within the music industry.
|
| Content covered
| Chord Sequences Exploring a famous chord sequence, through one song (Stand by Me Ben E King)
Looking at how the bassline can add an important component to a song
Further embedding MADTSHIRT as vocabulary to describe musical elements
Further developing keyboard technique, focusing on 5 finger moving part in the left hand (bassline), playing together with chords in the right hand.
Developing listening skills, introducing compare and contrast questions looking at cover versions – further embedding musical describing language (MADTSHIRT)
Introducing a composing element – writing a bassline for the four-chord trick – embedding chord and harmony theory
Pop Songs 1 Building on Y8 Unit 1 – continue to develop knowledge of how chord sequences are put together. – inversions, extensions, broken chords
Focus on chords in left hand and melodies in right hand – coordination.
Continue to work on time keeping, fluency and opportunities to sing
| Guitars Moving understanding of chord sequences from Unit 1 and 2 to the guitar
Listening work around guitar type instruments – banjo, bass, acoustic, electric, distortion, pitch bend etc
Develop coordination, finger strength and dexterity. Picking strumming and transitions
Building on prior knowledge of tablature and chord grids
Play in time with others and backing track – using Sam Smith (from Ukuleles) as a starting song
Look at how riffs are formed
African Drumming Composing own call and response and polyrhythm cycle
Improvising rhythmic patterns
Develop inner ear (aural learning skills) – call and response
Recall and develop use of key words associated with rhythm – polyrhythm, syncopation, cross rhythms
Learn about African instruments and musical culture – Djembe, Kora, etc
Continue to develop sense of pulse and ability to count through music – time keeping skills
Continue to work on coordination and dexterity skills
| The Blues, Jazz and Rock and Roll Build on African unit – history of slavery and cultural influence found in the Blues and Jazz
Listening skills around the Blues – specific instruments, swung rhythms, 12 bar structure, walking bass lines, etc
Work on improvisation skills
Walking bass line, chord sequences, melodies, swung rhythms.
Coordination and time keeping skills
| ||
| Assessment
| Practical assessment of both units, with a focus on coordination and playing in time/with accuracy | Guitars Practical assessment, looking at grasping the physical basics of guitar playing (very different from piano) and continuing to assess playing in time/with accuracy.
African Drumming Written assessment, recall of instruments and their cultural/musical significance. | The Blues, Jazz and Rock and Roll Practical assessment, playing fluently with both hands, walking bassline and chords. This includes an improvisation component.
| ||
| Literacy focus
| Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.
Focus on Melody, Harmony and Structure words (MADTSHIRT) | Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on written activities.
Focus on Articulation, Dynamics Harmony (Guitars)
Texture, Tempo/Time and Rhythm (African Drumming)
| Embedding tier three (subject specific) vocabulary in written and spoken answers, with a renewed focus on listening activities and discussion activities.
Focus on Melody, Texture, Instruments | ||
| Opportunities (links to careers/EDI/PSHCE)
| Careers – Looking at ‘The Songwriter’ or ‘composer’ as career option, what the day to day life of a songwriter entails, including the pro’s and challenges of such a career
EDI – This term focuses on music by two important Black Singers/Songwriters. This sets the tone for the rest of our year, looking at the pan-African/African-American influence on all pop music | Careers – Looking at the career of a professional performer and the kind of dedication required/the life you can expect to lead. De-romanticising the notion of ‘famous performer’ but also encouraging those that can see it as an option.
EDI – Tackling the issue of colonisation of the musical narrative, looking at the beautiful and varied history of west-african percussion music and breaking down colonial ideas of ‘musical superiority’ (e.g. Classical music being ‘superior’ to other styles/genres) | Careers – The Musical academic or historian as career – exploring what it means to be a musical historian, what kind of difficulties you might come up against (changing ideas around language etc).
EDI – This carries on from the previous term, looking explicitly at the ‘whitewashing’ of blues into Rock n Roll and looking at some very influential female blues artists that have fallen into obscurity. | ||
| National Curriculum links / GCSE connections | Quotes from the NC
Chord Sequences play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
develop a deepening understanding of the music that they perform and to which they listen, and its history.
Pop Songs 1 play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
| Quotes from the NC
Guitars use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
African Drumming styles, genres and traditions
develop a deepening understanding of the music that they perform and to which they listen, and its history
improvise and compose
| Quotes from the NC
The Blues, Jazz and Rock and Roll styles, genres and traditions
listen with increasing discrimination to a wide range of music from great composers and musicians
improvise and compose; and extend and develop musical ideas
identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
|
|
|
| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question
|
|
|
|
In year 9 we continue our critical appreciation of key genres and historical issues within music, looking at more disparate, yet related musical cultures.
The links and introduction to the work we do at GCSE are also more obvious here, with specific units designed to provide a smoother transition for any students choosing music at KS4. This includes building on the MADTSHIRT language bank, adding many more specific terms.
The students have more opportunities to develop and finesse their performance skills, especially on the keyboards. We want every year 9 student to end their time at KS3 with a confident grasp of the keyboard, regardless of their options choices for GCSE.
|
| Content covered
| Reggae Focus on influential genre of music, exploring the origins, cultural and musical significance of Reggae music.
Introducing key elements ‘the backbeat’ and looking at socially conscious lyrical content
Further development of keyboard technique, playing bassline and chords on the backbeat (2&4 or the offbeat), increasing capacity for coordination on the keyboards.
Singing woven in as part of the unit. All to sing the main chorus and verse lines for Three Little Birds, acting as singers during class performances.
More complex listening activities, requiring detailed use of MADTSHIRT descriptors and clearer instrument knowledge.
Pop Songs 2 Listen to a range of songs with a focus on how riffs are used to ‘hook listeners in’
Listening focus on sonorities, instrumental techniques, digital effects
Building on previous keyboard and guitar units – focus on riffs and hooks. Some more complex (faster) rhythmic and melodic patterns
Mixed ensemble skills – opportunity to perform in groups across a range of instruments
Compose own riffs on the keyboard – focus on syncopation and the pentatonic scale.
| Film Music Developing the correct use of musical vocabulary (MADTSHIRT) and ‘how’ the element is used to add to the emotional meaning of the film – this is a skill needed for the 10 mark question in the GCSE music exam
Study of motifs and other compositional devices such as pedal notes, controlled dissonance, cross rhythms etc.
Compose own music for film
Learn a series of famous motifs and themes on the keyboard
Continue to embed keyboard skills
| Samba Cultural study of Brazilian Samba, links to Africa unit and Reggae unit
Develop knowledge of a wider range of percussion instruments
Develop ensemble playing skills especially time keeping skills- hold down individual part as part of a group polyrhythm
Develop aural learning skills – most of the content taught through call and response
Opportunities to improvise/compose own polyrhythms and call and response patterns
Pop Songs 3 Using Don’t Stop Believing by Journey to look at Riffs, melody lines and chords
Performing in groups and as a whole class.
Pupils consolidate all keyboard technique learned thus far in KS3, looking at a piano riff (right hand) and chords in the left hand.
Pupils sing and perform together in groups and with backing tracks, improving their sense of ensemble and timing.
The bassline adds extra challenge as a stretch task, looking at tied notes and offbeat rhythms.
| ||
| Assessment
| Reggae Practical assessment, with a focus on coordination, ensemble skills and musicianship
Pop Songs 2 Practical assessment with a dual focus, firstly the performance of several ‘key’ riffs, also the technical control of compositional elements in the students composed riffs. | Film Music Listening and Written assessment with focus on MADTSHIRT recall | Samba Drumming Written assessment, recall of instruments and their musical significance within the samba ensemble.
Pop Songs 3 Practical assessment, playing fluently with both hands working independently (bassline and riff)
| ||
| Literacy focus
| Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.
| Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.
Introducing the ‘10 mark question’ at GCSE – writing fuller sentences and paragraphs about the music. | Embedding tier three (subject specific) vocabulary in written and spoken answers, with a specific focus on listening activities.
| ||
| Opportunities (links to careers/EDI/PSHCE)
| Careers: Working for a Record label – what skills would you need to work in A&R or in publishing? How important would it be to have strong musical knowledge to take on this professional role?
EDI: We look at Reggae culture, including Rastafarianism, Pan-African culture and touch on subjects including drugs in music and religion in music. | Careers: Working in a recording studio as an engineer. Many of the pieces of film music that we have looked at over the unit would have been recorded in huge studios but there are small bedroom studios out there too – what would be the day to day life of a recording engineer?
EDI: The film music unit presents an opportunity to talk about the disparity of gender equality within the music industry – much of the music we know is very male-centric. There is hope though, and we look at several female composers. | Careers: Arts in the broader community – we look at possible jobs that might be interesting to those students that want to put back into their community
EDI: Samba and much of Brazilian musical culture is (as with Blues and Reggae) a result of the transatlantic slave trade. We discuss again the effects on the world that the slave trade had, especially western pop music and beyond. | ||
| National Curriculum links / GCSE connections | Quotes from the NC
Reggae listen with increasing discrimination to a wide range of music from great composers and musicians
play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
develop a deepening understanding of the music that they perform and to which they listen, and its history
Pop Songs 2 use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
perform confidently in a range of solo and ensemble
improvise and compose; and extend and develop musical ideas
identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
| Quotes from the NC
Film Music styles, genres and traditions
listen with increasing discrimination to a wide range of music from great composers and musicians
develop a deepening understanding of the music that they perform and to which they listen, and its history.
Link to GCSE Unit used as introduction to Eduqas ‘10 Mark Question’ which requires careful listening skills and a good grasp of tier 3 vocabulary. | Quotes from the NC
Samba Drumming styles, genres and traditions
listen with increasing discrimination to a wide range of music from great composers and musicians
develop a deepening understanding of the music that they perform and to which they listen, and its history
perform confidently in a range of solo and ensemble
Pop Songs 3 use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
perform confidently in a range of solo and ensemble
identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
|
|
|
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | Rationale |
| Year 10 | Topic Area/Key Question
| Composition, Listening and Performance | Composition, Listening and Performance | Focus on composition and listening | Composition, Listening and Performance | Focus on performing | Composition, Listening and Performance | Year 10 is our opportunity to develop and embed the skills needed to be successful in music GCSE
We focus on 3 main areas:
Listening and theory skills
Developing and building on key vocabulary learnt through KS3. How to use it correctly in detail and in response to music
Developing understanding of notation theory with a focus on aural dictation, the treble clef notes and key signature recognition
Developing understating of a wide variety of different musical styles and which features to listen out for in each
Developing understanding of ‘what is expected’ from you in the music exam through in class tests, practice questions and mock papers
Performance skills
Developing our ability to play our instruments/voice to a high degree of accuracy, both as a soloist and in an ensemble.
Compositional skills
Developing our composition skills in a range of styles whilst focusing on the music the student prefers. Working on core compositional skills such as building a chord sequence, developing melodic ideas and creating contrasting sections
|
| Content covered
| Overview of Course
Introduction to 3 main elements – Composition, Listening and Performance
Compositional techniques – chord sequences, riffs, melody writing, structure
Begin detailed look at musical vocab using MADTSHIRT as a guide | Continue work on musical vocab and start to look at notation theory and dictation
Continue work on compositional techniques and start to use computer software to compose and record own work
Work on performance skills in preparation for in class performances and Christmas concert | Start to embed key vocab through listening and vocab tests – introduce 10 mark ‘essay’ style questions
Work on key elements found in musical styles – Bhangra, Fusion, Jazz and Musical theatre
Work towards first ‘mock’ composition deadline | Prepare for and complete first in class mock of full past paper
Hand in first compositional mock for feedback
Work on performing skills in preparation for spring show and first coursework recording ‘mock’ | Prepare for and record first solo performance
Continue to revise and embed further vocab – 10-mark questions
Preparation for in class listening tests and mocks | Start to prepare for official recording of ensemble performance in Y11
Finish Y10 composition including writing overview and preparing score
Consolidate all theory and listening skills developed in Y10
Preparation for in Y10 mocks
| ||
| Assessment
| Initial baseline assessment of practical performing skills.
On going formative assessment of compositional tasks
In class key word tests | Assessment of first official in class performance
On going formative assessment of compositional tasks
In class key word and theory tests
| On going formative assessment of performing skills
On going formative assessment of compositional tasks
| Assessment of first mock listening paper
Assessment of first completed mock composition
| Summative assessment of Y10 solo performance
In class listening tests | Summative assessment of Y10 composition
Assessment of official Y10 mock paper | ||
| Literacy focus
| In Y10 we build on subject specific vocabulary developed during KS3.
We aim to use the vocabulary in a more accurate and refined way |
|
|
|
|
| ||
| Opportunities (links to careers/EDI/PSHCE)
| Music : Subjects library (unifrog.org)
GCSE music is a great steppingstone towards a career in the music industry as it covers all of the fundamental skills associated with music | EDI – We look at a variety of different musical styles from different cultures.
Looking at how composers and performers use their music to convey different emotions | Music composer and arranger : careers library (unifrog.org)
Composing and performing helps build resilience, self-motivation and creativity – all key skills in many different careers | Ensemble music really helps build confidence and teamwork skills – both key skills in many different careers | ||||
| Links to GCSE syllabus /AO | eduqas-gcse-music-spec-from-2016 (28.04.15)
engage actively in the process of music study
reflect upon and evaluate their own and others’ music
develop awareness of a variety of instruments, styles and approaches to performing and composing | develop awareness of music technologies and their use in the creation and presentation of music
broaden musical experience and interests, develop imagination and foster creativity
develop composing skills to organise musical ideas and make use of appropriate resources | engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development.
recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology | develop performing skills individually and in groups to communicate musically with fluency and control of the resources used | develop awareness of a variety of instruments, styles and approaches to performing and composing | reflect upon and evaluate their own and others’ music
develop knowledge, understanding and skills needed to communicate effectively as musicians
recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music | ||
|
|
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | Rationale |
| Year 11 | Topic Area/Key Question
| Listening, Performance and focus on Composition | Composition, Listening and focus on Performance | Composition, Listening and focus on Performance | Focus on composition | Focus on listening | NA | Y11 is when we embed everything we have covered so far and prepare for our final coursework submission and final listening exam.
The start of the year is an opportunity to recap prior learning and start to apply to our set works.
Most of the middle part of the year is taken up with completing our composition and performance work to be handed in
The final part of the year is all about preparation for the final listening exam, with
|
| Content covered
| Recap of key vocab- MADTSHIRT
Introduction of Badinerie – set work
Workshop key compositional skills related to exam board briefs
Start exam board brief composition
Prepare ensemble pieces for recording | Prepare for and record ensemble performances
Continue to study set work – Badinerie
Continue to work on brief composition
Prepare for Y11 mock
| Prepare for and record solo performances
Start to study set work 2 – Africa
Work towards finish both compositions | Finish both compositions including, scores and write ups – hand in for submission before Easter
Finish study of both set works | Prepare for final exam – MADTSHIRT, set works, dictation, 10-mark questions, practice questions |
| ||
| Assessment
| MADTSHIRT key word tests
On going formative assessment of compositional tasks
| Summative assessment of ensemble piece ready for moderation
Y11 mock papers | Summative assessment of solo piece ready for moderation
On going formative assessment of compositional tasks
| Summative assessment of both compositions ready for moderation
In class set work tests and mock papers | Performing marks given to students after final moderation
Composition marks given to students after final moderation
Mock papers and listening tests |
| ||
| Literacy focus
| Continue building on subject specific vocabulary developed during Y10
With a particular focus on the 10-mark question which involves using the vocabulary in longer sentences and linking to emotions.
|
|
|
|
|
| ||
| Opportunities (links to careers/EDI/PSHCE)
| Careers – Y11 gives students the opportunity to start to focus on the different routes they may take if they continue to study music at KS5
EDI – We continue to look at a variety of different musical styles from different cultures.
PSHCE – Students continue to build on teamwork, communication, self-confidence, resilience and creativity. These are all skills that will help students in the future regardless of the career path they choose
| develop knowledge, understanding and skills needed to communicate effectively as musicians | develop awareness of a variety of instruments, styles and approaches to performing and composing | Music A Level - Reigate College
Music Technology A Level - Reigate College
Music (Performance), BTEC Level 3 Extended Certificate - Reigate College
|
|
| ||
| Links to GCSE syllabus /AO | broaden musical experience and interests, develop imagination and foster creativity | develop composing skills to organise musical ideas and make use of appropriate resources
develop performing skills individually and in groups to communicate musically with fluency and control of the resources used | develop performing skills individually and in groups to communicate musically with fluency and control of the resources used | recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology | engage actively in the process of music study
recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music
recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development |
|
Key Stage 4
Music is an option at Key Stage 4. Students who choose it have 3 lessons a week.
GCSE Music caters for a diverse range of musical tastes and interests with a big emphasis on practical music making. Students have the opportunity to perform in various formats and compose and record their own music as well as developing their theoretical knowledge of the subject.
Many schools recommend that you should be at least Grade 3 on an instrument if you wish to take GCSE music, here at Oakwood we believe music should be open to everyone so please do speak to your teacher if you are unsure about whether it is the right choice for you and we will work out the best way to support you.
COURSEWORK/ASSESSMENT
At GCSE, music is split into 3 Units:
- Component 1 – 40%: Understanding Music – A written and listening paper
- Component 2 – 30%: Performing Music – Internally assessed coursework; 1 solo and 1 ensemble performance
- Component 3 – 30%: Composing Music – Internally assessed coursework; 2 compositions one of which is free and the other set to a brief from the examining board
Exam Board
Edugas Extra Curricular and private tuition
We aim to cater for a diverse range of musical interests and abilities and hope to support students in their musical goals beyond the classroom. Below is an overview of some of our free and paid for extra curricula musical activities. Please do not hesitate to ask your teacher for more details if you are interested.
Instrument practice
The department is open for KS3 students to play and practice their instruments during most first breaks. Please check with your music teacher for up-to-date times.
We offer one on one instrumental lessons through a teaching company called open2music. Instruments they currently teach at Oakwood include- Piano, keyboard, guitar, bass, and ukulele and drum kit. There is also the option to share the cost and have small group piano lessons. Please contact them directly to organise a free taster lesson or speak to your music teacher for more info.
Cost: £16 per 30 min private lesson
Steel Pan Lessons
We offer Steel Pan lessons in groups through Sussex Steel. Spaces are limited so please contact your music teacher ASAP to avoid missing out. The Steel Pans perform at school concerts and local events including Holey Carnival.
Cost: £45 per term (set of 10 lessons)
Singing Lessons
Small group and one on one singing lessons are currently provided by our ex head of Music Charlotte Rennison. Singers are encouraged to take part in the concert which happen throughout the year.
Cost: £15 per lesson (or £7.50 in a group of 2)
Woodwind lessons
We offer Woodwind tuition through Surrey arts. They can also arrange instrument hire. The instruments on offer include, flute, clarinet and saxophone.
Please search for Surrey Arts in google and then click on instrument lessons for children for more information on costs and instrument hire.
surreyartsmusic@surreycc.gov.uk
