smartfile.s3.amazonaws.com · Web viewOver the next lessons they will explore 1960’-1980’ pop, rock n roll, musicals, film music, game music, 1990s pop to present. AQQ style listening

Shevington High School

Scheme of work: KS4 Years 9,10 and 11Year 9 – Year 9 Term 1 – 3 lessons a week. One assigned to theory work. Week 1

Key idea Specification content Learning activity and resourcesCourse introduction Lesson linked to AQA

syllabus and component 2 - performance

Students to receive their folders and begin to set targets for the first term based on their performance skills. Exams of performances modelled to pupils linked at assessment criteria. ALL students must set up a showbie account and their homework is to add a message with their current song they are learning.

1

Week 2Key idea Specification content Learning activity and resourcesPerformance Component 2 – Performance

(solo and ensemble)What is an appropriate performance? How long does it have to be? What should it include? Main - Students to work in peer groups or on their own on either their solo or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance log.


(solo and ensemble)Starter – example of a solo performance that students will assess in small groups based on the AQA criteria.Main - Students to work in peer groups or on their own on either their solo or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance log.Homework – To complete practice log with a minimum of 20 minutes every other night.

Week 4Key idea Specification content Learning activity and resourcesPerformance formative assessment

Component 2 – Performance (solo and ensemble)

Main - Students to work in peer groups or on their own on either their solo or ensemble performance.

2

Students will be performing their work (finished or unfinished) to the class for peer feedback. Homework – To complete practice log with a minimum of 20 minutes every other night.Theory Lesson – Introduction of musical instruments. Students receive a worksheet they will need to cut out with many instruments and names, they are to stick their work in the books matching the name to the picture. Ipads used to research if answers unknown. Homework - Task based on musical instruments.


(solo and ensemble)Main - Students to work in peer groups or on their own on either their solo or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance log.Homework – To complete practice log with a minimum of 20 minutes every other night.

Theory Component 1 – Theory and contextual understanding

Theory Lesson – Introduction of musical instruments. The four families of instruments. Videos and musical clips exploring all the instruments that may come up on their final exam. Notes made out their size, material, how they are played, what they are commonly used for and the genre they are associated with will be made in their work books.

3

Homework - Task based on musical instruments.


(solo and ensemble)Students to work in peer groups or on their own on either their solo or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance log.

Week 7Key idea Specification content Learning activity and resourcesPerformance sumative assessment


Students are to perform and record their work onto showbie. This will inform their next steps and how to progress.

HALF TERM WK 8Week 9

Key idea Specification content Learning activity and resourcesComposition Link to component 3 -

CompositionStarter – Example of a composition with the mark scheme to demonstrate the task. Main- What is composition? How will it be assessed? What does it have to sound like? How do we start? How can we develop a composition? What style can I compose in? Students will explore the above questions and in small pairs compose a piece of popular music (Blues, Rock or Pop).

4

Homework – complete worksheet about the elements of music.

Week 10Key idea Specification content Learning activity and resourcesComposition Link to component 3 -

CompositionMain - Recap over the elements of music. What are they? What do they sound like? How can they be used to develop a composition? (harmony, tonality, timbre, dynamics, structure, form, rhythm, metre, articulation and phrasing) As a class we re-explore the elements of music and find examples of them in a composition. Homework – To research their favorite film composer, find an example and write about it referring to the musical elements. Hanz Zimmer and John Williams will be suggested.

Week 11Key idea Specification content Learning activity and resourcesComposition Link to component 3 -

CompositionFormative assessment at the end of the lesson of the work so far. Students to assess the work against the AQA specification criteria using appropriate terminology.

Week 12Key idea Specification content Learning activity and resources

5

Christmas concert preparation

Link to component 2 – performance.

Ensemble performance of Christmas songs. Students will learn about ensemble performing, how to expressive their part with a focus on accuracy of pitch and rhythm. Homework – To complete practice log with a minimum of 20 minutes every other night.

Composition Link to component 3 - Composition

In pairs, students will compose a piece of popular music (Blues, Rock or Pop).

Week 13Key idea Specification content Learning activity and resourcesChristmas concert preparation


Ensemble performance of Christmas songs. Students will learn about ensemble performing, how to expressive their part with a focus on accuracy of pitch and rhythm.Homework – To complete practice log with a minimum of 20 minutes every other night.





Ensemble performance of Christmas songs. Mid topic performance. WWW and EBI written down.

6

Homework – To complete practice log with a minimum of 20 minutes every other night.





Performance and review of solo/ensemble work. All work to be recorded onto showbie so pupils can reflect and set targets for next week. Homework – To complete practice log with a minimum of 20 minutes every other night.

Christmas Break Wk 16 & 17

Year 9 Term 2Week 18

Key idea Specification content Learning activity and resourcesChristmas concert preparation


Preparation for Christmas concert.


7

Performance Component 2 – Performance (solo and ensemble)

Students to work in peer groups or on their own on either their solo or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance log.

Theory – Timbre and dynamics

Component 1 – Theory and contextual understanding

Timbre and dynamics – This lesson students will continue to explore timbre, common instruments, what they look and sound like, which styles/genres of music are certain instruments associated with, how to complete a listening test about timbre. Main – First, students are to complete the PLC for T & D. second to put the instruments into context in exam style questions. Homework – listening test based on instrumentation.





Timbre and dynamics – Musical instruments heard in Indian, African, Blues, Rock ‘n’ Roll, Pop, Musical Theatre, Western Classical Tradition 1650-1910 and since 1910. Main – Students to complete worksheet filling in the common instruments heard in certain genres of music. Any cross overs will be addressed. Listening questions will be used to assess progress and areas

8

where a gap may need filling. Homework - Listening test (youtube video) based on one area we have just learnt about in class.





Timbre and dynamics – Musical instruments heard in Indian, African, Blues, Rock ‘n’ Roll, Pop, Musical Theatre, Western Classical Tradition 1650-1910 and since 1910. Main – Students to complete worksheet filling in the common instruments heard in certain genres of music. Any cross overs will be addressed. Listening questions will be used to assess progress and areas where a gap may need filling. Homework - Listening test (YouTube video) based on one area we have just learnt about in class.



9



Timbre and dynamics – Instrumental techniques and time dependent students may begin to explore dynamics. Main – Students will look at how the instruments are played, the techniques used such as arco and pizzicato. They will link the technique to the different genres.





Timbre and dynamics – This lesson students will begin to explore dynamics, what are they? What do they look like, how are they used? Why are they used? How can they be identified in a piece of music? common dynamics in different styles of music. E.g Baroque – simple dynamics, romantic music very expressive dynamics. Task – Students to copy information form the board about dynamic markings and their Italian terms. Students will identify dynamics in an existing piece of music. They will then be all given the same piece of music and they will customize the music using the dynamics they have learnt about. Homework – to revise the dynamics for a test next lesson.

10

HALF TERM WK 24





Task – To complete the PLC to demonstrate where they have made progress. Students will revise over the dynamic markings both what they look like and what they sound like. Timbre and dynamics summative assessment. This will be self-assessed and their homework – is to reflect on their test and to revise over any areas in which they needed to develop.



Theory – Rhythm and Metre lesson 1


Task- To complete the PLC for R & M. What is rhythm and metre? Whole class percussion lesson exploring metre (3/4, 4/4, 5/4, 6/8, 12/8) syncopation, straight, swung, shuffle, augmentation, diminution, triplet,

11

dotted, double dotted, free.Homework – to listen to examples of the time signatures on YouTube and to bring your research into class.

Week 27Key idea Specification content Learning activity and resourcesIntroduction to composition

Component 3 - Composition What is it? How will I be assessed? How do I start? What can I write? How do I save my work? How do I develop my work? When can I compose? When is it due for? Whole class activity carrying out live composition over a given chord sequence in groups of 4’s or less.



Task - Continue from previous week exploring rhythm and metre. How to hold a steady pulse, accelerando, rallentando, tempo markings and the Italian definitions, how to work out a bpm. Homework – To research the Italian terms for 8 tempo markings from Largo to Presto. Two slow, two medium and two fast.

Week 28Key idea Specification content Learning activity and resourcesPerformance (including solo tech performance) or composition


Students to work in peer groups or on their own on either their solo (and tech) or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance/composition log. Students can also begin to explore ideas for their own composition.

12



Task - Continue to develop work from previous lesson now in work books. Active inspire flip chart used for audio examples and visual representations. What do the rhythms look like on paper? As a class we will work through sight reading of rhythms using quavers, crotchets and minims. To develop this we will move onto including rests. Then move onto using semiquavers and dotted notes. Homework - To write out a variety of rhythms to a specific length using values from semi quaver to semibreve.



Students to work in peer groups or on their own on either their solo (and tech) or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance/composition log. Students can also begin to explore ideas for their composition.



Task - Students now begin to look at rhythms within a time signature. How many beats can fit into one bar for example in a 5/4 time. Rhythmic dictation task. Teacher to clap/drum different rhythms and students to practice writing down what they can hear. Exampels will be gone through on the bard first. Homework – To work out the time signature of rhythms looking at the note value in each bar. These will be variety of /4 and /8 time signatures.

13


(solo and ensemble)Review of chosen pieces. Are they appropriate? Are they at a suitable LOD? Do they allow the performer to demonstrate expression and interpretation? Is the solo a minimum of 1:00 and the ensemble a minimum of 3:00?



Task – Practice listening questions based around rhythm and metre. Looking at common answers for different styles of music. For example Reggae – Syncopation, dotted rhythms and 4/4 time signature. Indian classical music – free rhythm, compound time signatures. Revision resource made by students consolidating rhythm and metre. This can include audio examples with the elements identified. E.g, in this piece of music at 1:23 4 triplets can be heard in the drum part. Homework – to complete revision resource ready for exam the following lesson.

EASTER WK 31 & 32Year 9 Term 3 Week 33

Key idea Specification content Learning activity and resourcesPerformance (including solo tech performance) or composition


Task – Revisit and complete the PLC to see where they have made progress. Students to work in peer groups or on their own on either their solo (and tech) or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a

14

performance/composition log. Students can also begin to explore ideas for their composition. Homework – record a performance onto Showbie for verbal feedback.



Summative exam of rhythm and meter both written theory and listening test.



Task – Students to work in peer groups or on their own on either their solo (and tech) or ensemble performance. Students are to collect the sheet music and research existing performances for inspirations. Students will be keeping a performance/composition log. Students can also begin to explore ideas for their composition.



Task – time to be used to make any corrections of the theory test and for students to reflect on area they need to work on. Any whole class areas of concern re addressed and consolidated.




15


Task – Time built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm and Metre answering listening test style questions.





Task – Time built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm and Metre answering listening test style questions.





Task – Time built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm and Metre answering

16

listening test style questions.


Key idea Specification content Learning activity and resourcesHow to perform in an ensemble

Component 2 - performance Task – All students will be divided into their instrument group and will be working on their part of Amy Winehouse’s Valerie. They will then merge with other performers to create their band. They will be developing skills of arrangement along with ensuring their part is sufficient enough to allow them to meet or exceed their target grade. This will require pupils to expressive and interpret the music in their own way.

Week 40Key idea Specification content Learning activity and resourcesHow to perform in an ensemble

Component 2 - performance Task – Performance of their ensemble. All performances will be recorded onto Showbie where pupils will reflect on theirs and their bands areas of success and areas for development.

Week 41Key idea Specification content Learning activity and resourcesSolo tech performance Component 2 - Performance Task - All students will be introduced to solo tech

performance. All students will choose one of three pieces to arrange following the AQA criteria. Students

17

will be shown an example of Jessie J price tag and shown how to input the music to make a realistic arrangement. This lesson students are to set their score up with the appropriate instruments, and begin with the guitar and drum parts. Homework – to research their chosen song in order to aid them with their arrangement.


Task – To introduce the three set works by the Beatles and for students to investigate them in terms of the musical elements. They will complete an A3 worksheet with their research.Homework – To listen to the three tracks by the Beatles.

Week 42Key idea Specification content Learning activity and resourcesSolo tech performance Component 2 - Performance See week 44 – to continue with their solo tech

performance. Homework – To complete listening tests based on T & D and R & M.


Task - To work through introductory information about the Beatles, who they were, what they played, their influences, how did the three tracks come about key information about each track. Audio examples and videos will be played to support the information.

18




Task - To work through introductory information about the Beatles, who they were, what they played, their influences, how did the three tracks come about key information about each track. Audio examples and videos will be played to support the information.



Week 55Key idea Specification content Learning activity and resourcesTheory Component 1 – Theory and

contextual understandingTime built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm and Metre answering listening test style questions.

19


contextual understandingTime built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm and Metre answering listening test style questions.Homework – Students are to complete the summer revision guide ready for year 10. It will recap over the elements of music.

Year 10Year 10 Term 1 Week 1

Key idea Specification content Learning activity and resources2 year course overview. What is expected, what will you have to do and when will you have to do it by?

Component 1,2,3. Task - Complete tracking sheet including RAG statements for each element of music on excel sheet. Decide on solo and ensemble performance. Introduction to composition. Homework – The name of the solo track you are currently working on, the composer, the duration and the sheet music/chords/tab.

20

Week 2Key idea Specification content Learning activity and resourcesTheory and contextual understanding

Component 1 - The Beatles – 3 set works

Task -Students will begin to explore the three set works – Lucy in the Sky with Diamonds, With a Little Help From My Friends and Within You Without You. Initial lesson will introduce the three tracks and students will complete a worksheet which requires them to analyse each track linked to the elements of music. This links to previous work carried out in year 9 but in more detail.

Coursework Component 2&3 - Performance/composition

Task -Students in their pre assigned groups will work on a rotary system working on either their performance or composition coursework. Students will be expected to work independently on their performance ensuring that they have their music and instrument. Composers will receive verbal and written feedback on a one to one basis.



Task - 1st of the three set works that students will explore is Within You without You. Students will read facts from the board, watch videos and listen to different musical examples that detail the key aspects of the piece. Questions will be asked such as What Eastern influence can be heard in this song? How is metre and rhythm explored in the music? What harmonic device can be heard during the opening of this song?Homework – Questions about Within You Without You based on the 2nd part of the AQA exam, contextual understanding.

21

Coursework (60%) Component 2&3 - Performance/composition

Task - Students in their pre assigned groups will work on a rotary system working on either their performance or composition coursework. Students will be expected to work independently on their performance ensuring that they have their music and instrument. Composers will receive verbal and written feedback on a one to one basis.



Task - 1st of the three set works that students will explore is Within You without You. Students will read facts from the board, watch videos and listen to different musical examples that detail the key aspects of the piece. Questions will be asked such as What Eastern influence can be heard in this song? How is metre and rhythm explored in the music? What harmonic device can be heard during the opening of this song?

Theory Component 1 – Rhythm and Metre

Task - Class percussion revisiting rhythm and metre. How to count, how to read, how to dictate, how to listen to different rhythms and metres. Students will practice exam questions based on R & M. Homework – Identifying rhythms and their values.



Task - 2nd of the three set works that students will explore is With a Little Help From My Friends. Students will read facts from the board, watch videos and listen to different musical examples that detail

22

the key aspects of the piece. Questions will be asked such as Comment on the vocal melody, How is tempo used in the music? Describe the structure of the piece.Homework – Questions about With a Little Help From My Friends based on the 2nd part of the AQA exam, contextual understanding.

Theory Component 1 – Rhythm and Metre

Class percussion revisiting rhythm and metre. How to count, how to read, how to dictate, how to listen to different rhythms and metres.



2nd of the three set works that students will explore is With a Little Help From My Friends. Students will read facts from the board, watch videos and listen to different musical examples that detail the key aspects of the piece. Questions will be asked such as Comment on the vocal melody, How is tempo used in the music? Describe the structure of the piece.

Theory and performance All components Students to compose a pre-determined piece which must incorporate different rhythmic features that will be heard in their final exam.



Task – The last of the three set works that students will explore is Lucy in the Sky with Diamonds. Students will read facts from the board, watch videos and listen to different musical examples that detail the key aspects of the piece. Questions will be asked

23

such as Comment on the use of effects on the vocal and guitar parts, what did the fans think the song was influenced by? What revolutionary techniques were use d in the recording of this track? Comment on the movement and harmony of the bass guitar part.


Task – Students in their pre assigned groups will work on a rotary system working on either their performance or composition coursework. Students will be expected to work independently on their performance ensuring that they have their music and instrument. Composers will receive verbal and written feedback on a one to one basis.


Key idea Specification content Learning activity and resourcesTheory and contextual understanding


Task – The last of the three set works that students will explore is Lucy in the Sky with Diamonds. Students will read facts from the board, watch videos and listen to different musical examples that detail the key aspects of the piece. Questions will be asked such as Comment on the use of effects on the vocal and guitar parts, what did the fans think the song was influenced by? What revolutionary techniques were used in the recording of this track? Comment on the movement and harmony of the bass guitar part.


Task – Students in their pre assigned groups will work on a rotary system working on either their performance or composition coursework. Students will be expected to work independently on their

24

performance ensuring that they have their music and instrument. Composers will receive verbal and written feedback on a one to one basis.



Task – Summative assessment of the three set works. Students will be asked to listen to the three tracks and answer questions based on what they can hear. They will be also asked contextual questions as listed above in weeks 3-9. Students will not be allowed to use their class notes for the exam. They will have 30minutes to complete it as based on the AQA exam.





Task – Review of assessment, corrections, reflections and miss conceptions corrected. Time given for individual revision. Homework – To set an action plan with their own targets from the assessment.


Task – Students in their pre assigned groups will work on a rotary system working on either their

25

performance or composition coursework. Students will be expected to work independently on their performance ensuring that they have their music and instrument. Composers will receive verbal and written feedback on a one to one basis.

Week 12Key idea Specification content Learning activity and resourcesContextual understanding in context

Component 2 - performance Task – Students to choose in their ensemble groups either Lucy in the Sky with Diamonds, With a Little Help From My Friends, one of 3 Oasis songs or Valerie. They will be given 6-8 lessons to learn their part and put together a coherent and effective performance.




Component 2 - performance Same as week 12. Evidence to be put onto Showbie on one of the students areas.

Coursework (60%) Analyse and evaluation Task – All pupils are to play their current free compositions. They are to peer assess and evaluate the success (WWW) and areas of development (EBI) against the AQA assessment criteria. Written feedback given by teacher.

26


Component 2 - performance Same as week 12. Evidence to be put onto Showbie on one of the students areas.


Students to reflect on the feedback given by peers and staff and begin to make changes to their work.


Component 2 - performance Same as week 12. Evidence to be put onto Showbie on one of the students areas.This is their last week of practice time.

CHRISTMAS BREAK WK 16 & 17Year 10 Term 2


Component 2 - performance Whole class performance of their chosen pieces. All work assessed. Work recorded onto showbie for pupils ro review and set targets.

Christmas listening quiz Component 1 – Theory and contextual understanding

Students will be examined on the 10 elements in small groups.

27

Week 19Key idea Specification content Learning activity and resourcesTheory Component 1 – Texture and

MelodyTask - Recap over any areas of Tex and Mel in year 9 through the use of a RAG sheet. Students to carry out revision using workbooks and revision guides on the two elements. Students to create a revision resource (A3 chart) for the two elements in small groups and create a bank of questions they will ask the class. Students to stand at the front and ask their written questions. They need to be able to address any misconceptions the class may have. Homework – To complete the worksheet on texture and melody. Writing/matching the words to their definitions.


Compositional techniques. What should be included in terms of each element of music? How to develop an idea (modulation, chord progression, melodic ideas) how to shape phrases, appropriate use of dynamics including articulation.


MelodyTask - What does texture look like as music? What does each texture sound like? Common misconceptions (unison/homophonic) (Octaves/homophonic) (mel and accomp/polyphonic). Common textures in genres of music. Listening out for textures between parts not the whole piece. What is a melody, how are they developed, what

28

decoration (ornaments) can be used?Examples (audio and visual) to be used to aid learning. Students to complete worksheets and write notes in their theory books.


Students to work in their pre designated groups on either their performance or composition coursework. Their first recording session will be the week beginning 10th June. The final deadline for their first composition is July 8th. Easter will be their pre deadline to receive feedback.


MelodyTask – Melodic dictation as a whole class activity. Students to explore techniques of how to complete notes in a melody. First they will work in pairs and eventually will begin to work on their own. Second task students are to complete a second half of a melody and arrange it with melodic decoration (passing notes, dynamics, ornamentation)Homework – Listening task emailed to students based on melody.


Same as week 20. Students to complete composing and performance log.

Week 22Key idea Specification content Learning activity and resourcesTheory Task – What does texture look like on a score? Can

students identify textures between parts or the whole

29

score? In groups, pairs and on their own students will explore different textures. They will also apply this to their other set work – Haydn symphony 101 movement 2.




MelodyTask – Revision over Tex and Mel. Students to complete listening tasks based on AQA listening paper. Students will complete them in a ‘walking talk mock’ style then apply these techniques to complete them on their own. Students to complete RAG to show progress. Homework – Listening task emailed to students based on melody.




Key idea Specification content Learning activity and resourcesTheory Component 1 – Theory and

contextual understandingTime built in to recap/revisit content or to deliver any missed content. Students will revisit Timbre, Dynamics, Rhythm, Metre, Texture, Melody and the three Beatles set works.


Students chosen to share their work so far to receive peer feedback from the group and written feedback

30

from the class. Same as week 20.


contextual understandingTask – First lesson with Harmony and Tonality. Students will complete the RAG at the start of a new topic. What is Harmony? What does it sound like? What is tonality? What does it sound like? What are the types of harmony and tonality? Beginning by introducing Major and minor tonalities. Aural test to work out a major and minor sound as a class then pair work. Homework – research a major and a harmonic minor scale.




contextual understandingTask -Scales – major and minor, semi tones-keys (up to 3 sharps and 3 flats) circle of 5ths.Students work out the pattern for a major and a minor scale and apply it to work out C, G, D, A and Am, Em, Bm, F#m. Homework – To complete the worksheet based on working out intervals, scales and major/minor chords.



31


contextual understandingTask -Intervals (only major and perfect)Class practice in a group the different intervals and associate popular songs with the gap (ascending first). Students then create challenges for their peers based on intervals in the key of C and D.




contextual understandingTask -Consonant, dissonant, chromatic, diatonic, tonal, AtonalStudents explore these key terms using information from the whiteboard as well as audio examples. Students to make notes in their theory books. Homework – To complete worksheet about definitions of the words explored in the lesson.



Week 30Key idea Specification content Learning activity and resourcesCoursework (60%) Component 2&3 -

Performance/compositionStudents have all three lessons this week to work on their coursework. Performances or compositions will be formatively assessed to ensure all students know how to improve their work.

32



contextual understandingTask - Students will begin to apply their knowledge of the elements they have been taught to the genres that they will be assessed in at AQA final listening and contextual exam. First area to look at is popular music. Over the next lessons they will explore 1960’-1980’ pop, rock n roll, musicals, film music, game music, 1990s pop to present. AQQ style listening questions will be answering using video and audio examples. Contextual questions such as ‘name three features of rhythm that are common is rock and roll music’ or how this piece is typical of film music, refer to metre and melody’. CGP Revision guide will be used for information worksheets.




contextual understandingTask - Continue with popular music exploring the sub genres within this area. Students to complete the worksheets based on the

33

areas and to make notes in their theory books. Homework - To revise over key content. Worksheet to be provided.




contextual understandingTask - Continue with popular music exploring the sub genres within this area. Students to complete the worksheets based on the areas and to make notes in their theory books.Assessment – Students will be assessed on the area of study ‘pop music’ via a listening exam. Questions will be based on their listening and contextual understanding skills. Homework - To revise over key content. Worksheet to be provided.




contextual understandingTask – Students will begin to explore the next area of music, Western Classical Tradition from 1650-1910. The main areas will be Baroque, Opera, Classical and Romantic music. CGP Revision guide will be used for information

34

worksheets.Homework - To revise over key content. Worksheet to be provided.




contextual understandingTask - Continue with the Western Classical Tradition exploring the sub genres within this area. Students to complete the worksheets based on the areas and to make notes in their theory books.Homework - To revise over key content. Worksheet to be provided.


Students are to submit their coursework as a finished piece ready for feedback after half term. This is to be submitted as an audio file along with a copy of their score.



contextual understandingTask - Continue with the Western Classical Tradition exploring the sub genres within this area. Students to complete the worksheets based on the areas and to make notes in their theory books.Assessment – Students will be assessed on the area of study ‘WCT’ via a listening exam. Questions will be

35

based on their listening and contextual understanding skills.




contextual understandingTask – Students will begin to explore the next area of music, Traditional music. Explored will be The Blues, Jazz, African, and Caribbean, salsa, samba and folk. CGP Revision guide will be used for information worksheets.Homework - To revise over key content. Worksheet to be provided.




contextual understandingTask - Continue with the Traditional music exploring the sub genres within this area. Students to complete the worksheets based on the areas and to make notes in their theory books.Homework - To revise over key content. Worksheet to be provided.

Coursework (60%) Component 2&3 - Same as week 20. Students to complete composing 36

Performance/composition and performance log.


contextual understandingTask - Continue with the Traditional music exploring the sub genres within this area. Students to complete the worksheets based on the areas and to make notes in their theory books.Homework - To revise over key content. Worksheet to be provided.


Rehearsal for Shevi fest and completion of coursework.


contextual understandingAssessment – Students will be assessed on each area of study via a listening exam. Questions will be based on their listening and contextual understanding skills. Homework - To research into the final AoS, WCT since 1910 with suggested listening tracks. Students to complete a listening revision worksheet.


Performance/compositionRe-record any performances as mock performances ready for their official recordings next year. Complete

37

any outstanding compositions/solo tech performances.


Performance/compositionRe-record any performances as mock performances ready for their official recordings next year. Complete any outstanding compositions/solo tech performances. Homework – Students are to be set their summer revision booklet which will cover the elements of music, The Beatles set works and introduce Haydn to them.

Year 11Year 11 Term 1 Week 1

Key idea Specification content Learning activity and resourcesSubject overview, target setting and reviewing of free composition and first performance.

Link to component 2 and 3. Students will review their progress towards the elements of music and the Beatles. Students will be given two school weeks in order to make any improvements to their free composition ready to start their brief composition in week 3. Students also to review their first recording and set goals ready for the re-recording session before half term.

38

Week 2Key idea Specification content Learning activity and resourcesReview and rework of composition and performance.

Link to component 2 and 3. Students to focus on both their composition and performance ready for the final deadline of week 3 for composition and week 7 for performance. Homework – to attend at least one night after school to complete performances/compositions to target grade or above.

Week 3Key idea Specification content Learning activity and resourcesBrief Composition week 1 Component 3 – Composition

briefIn groups, students will be exploring the 4 given briefs set by AQA. Research will be carried out and it will be collected onto 4 separate A3 mind maps.


Task – This is the first lesson exploring Haydn symphony 101 movement 2. First, students will be asked to listen to the piece and comment on it reffering back to the main musical elements. These ideas will be shared to the class and written on the main board to see an overview of the piece. Second, the students will be handed out the score and will be asked to label the instruments using their prior knowledge of timbre. The students will then listen to the piece again following the score either on their own, in pairs or watching the board for support. Discussions will take place about the ‘tick tock’ sound, the middle minor section and the basic structure of the piece. Homework - To listen to the piece again at home

39

and to practice following the score. Hint: Always look at the melody line as it is the easiest to follow.


briefStudents are to work independently on their brief composition. They are to decide their 4 elements in which they will be focusing on and exploring. They will be receiving verbal and written feedback and logging their progress. They must consider 4 of the musical elements that they wish to be assessed against.


Task – This is their second lesson. First we will go through the piece again after they have practiced with their score. The piece will be stopped at several places and they will be asked what bar they are at? What instruments are playing? What notes are being played? What key is it? What is the harmony/tonality? We will then begin to analyse the score. The teacher will lead the first 3 pages so students can see how it is done then students in pre assigned groups will begin their analytical work up untill the middle section, section B. Students will share their findings with the group which will be added to the class work. Homework – To analyse the first two pages of the middle minor section.


briefStudents are to work independently on their brief composition. They will be receiving verbal and

40

written feedback and logging their progress. They must consider 4 of the musical elements that they wish to be assessed against.


Task – This lesson students will share their homework task with the group. They will then as a whole class continue to work through the movement looking at how Haydn explores balance, texture, rhythm, melody, harmony and instrumentation. Possible GCSE questions will be used to aid learning such as ‘How does Haydn creating a ticking sound?’ and ‘How does haydn explore texture in this movement?’


briefStudents are to work independently on their brief composition. They will be receiving verbal and written feedback and logging their progress. They must consider 4 of the musical elements that they wish to be assessed against.


Same as week 5.



Theory Component 1 – Theory and Task - Continue with the Haydn score analysing. 41

contextual understanding Once students complete this they are begin to work through the simple (2 mark) and extended (8 mark) haydn questions in the haydn work booklet. They can use their score and the internet to answer them. Answers will be shared with the class and corrections to be made.Students will be expected to refer to a bar number if quoting the score. Homework – To complete the Haydn booklet.

HALF TERM WK 8




Task – Review of homework. Haydn answers shared with the class and corrections made. Evidence written on score referring to bar numbers. Assessment – with no resources students will sit three 2 mark questions and one 8 mark question mirroring the AQA exam.


briefStudents are to work independently on their brief composition. They will be receiving verbal and

42

written feedback and logging their progress. They must consider 4 of the musical elements that they wish to be assessed against.

Theory – Structure and Form


Task – Introduction task to structure and form. Students complete the S&F worksheet writing what they know about each musical structure. Purple pens then used to write any corrections in. Students then are to begin to explore basic structures and what they look like on paper but also sound like. Phrasing to be introducing along with counting bars. Homework – listening task based on S&F. Examples of audio used to assess the pupils on the basic structres.





Task – Continue with S&F introducing each musical structure to the class. Examples will be explored for pupils to wkr out. Studnets will be writing notes in their work book and worksheets. Common music structures will noted from each AoS. Second task – Students will be given short melodic ideas in the key of C. They are to arrange a variety of performances in different structures using the melodic ideas. As a class they will workout what musical structure is being used.

43

Homework – To complete the S&f worksheet.





Task – At the start of the students are to use the variety of biscuits to create the different musical structures either from what they hear or what they are told to create. The class will look into how variations of the same musical ideas can be created through the uses of melodic decoratrion or changes, voicing (timbre) rhythm. Assessment – Students tested on the musical structures.

Week 13Key idea Specification content Learning activity and resourcesBrief Composition week 10

Component 3 – Composition brief

Students are to work independently on their brief composition. They will be receiving verbal and written feedback and logging their progress. They must consider 4 of the musical elements that they wish to be assessed against.

44



Students are to submit their work so far to be assessed. They will receive both written and verbal feedback.



Ensemble performance of Christmas songs. Students will learn about ensemble performing, how to expressive their part with a focus on accuracy of pitch and rhythm.



Students are to work independently on their brief composition taking into account the feedback that has been given.



Ensemble performance of Christmas songs. Students will learn about ensemble performing, how to expressive their part with a focus on accuracy of pitch, rhythm, expression and interpretation.




Ensemble performance of Christmas songs. Students will learn about ensemble performing, how to expressive their part with a focus on accuracy of pitch, rhythm, expression and interpretation.

45

CHRISTMAS BREAK WK 17 & 18

Year 11 Term 2Week 19

Key idea Specification content Learning activity and resourcesBrief Composition week 13




Task – Exam Prep. Students begin to work through their listening test packs as a class. The first questions will be broken down into each point with all the possible answer written on. Studnets then use this as a guide to each question. Genres of music will be investigated for their common use common elements. E.g Ragge – Syncopation. Estimated questions 1-4 completed. Homework – To complete questions 5 and 6.


contextual understandingTask – Exam Prep. Students begin to work through their listening test packs as a class. The first questions will be broken down into each point with all the possible answer written on. Studnets then use this as a guide to each question. Genres of music will be investigated for their common use common elements.

46

Estimated questions 7-10 completed. Homework – To complete questions 11 and 12.

Brief Composition week 14




contextual understandingTask – Exam Prep. Students begin to work through their listening test packs as a class. The first questions will be broken down into each point with all the possible answer written on. Studnets then use this as a guide to each question. Genres of music will be investigated for their common use common elements.Estimated questions 13-16 completed. Homework – To complete questions 17 and 18.




Week 22Key idea Specification content Learning activity and resourcesContextual understanding


Task – Students first are to revisit the Haydn symphony 101 movement 2. As the music plays they will be asked questions from the sample papers and the most recent exam paper. They will have to find evidence in the score to back their answers up.Secondly students will then explore other examples

47

from the times period and composers an make comparrisons. Questions such as ‘How does this work exemplify the work of haydn?’ and ‘what are the typical features of texture, melody and form of movement 2 that are often found in similar works from the same period?’






Task – Students are to continue to look at similarities between the Haydn piece and others from that genre. They will be comparing all the elements of music and how they were used in that time period.






Task – Students first are to revist the three set works by The beatles and answer questions from the sample papares and the most recent exam paper. Secondly students will listen to other similar artists from the time period and compare the music. They will be looking for features of elemenst that also are used by the beatles. Homework – To complete contextual questions

48

based on Haydn and the Beatles. Brief Composition week 18


Students are to hand in their compositions so far along with their programme note. Feedback will be given after the half term.REVISION – Half term revision session (coursework – Recordings and compositions - and some exam prep)

HALF TERM WK 25 – Revision session (main focus is coursework) Week 26

Key idea Specification content Learning activity and resourcesContextual understanding


Task – In this lesson students will explore the work of Aaron Copland who is part of the WCT since 1910. They will learn about his and others music from the time. They will explore the set works but they will not be choosing this one for their final exam. Homework - To complete the revision worksheet on Aaron Copland.



Students are to work independently on their brief composition taking into account the feedback that has been given. Assessment - Students encouraged to stay behind for on the spot assessment/feedback for their coursework following the assessment criteria.

Week 27Key idea Specification content Learning activity and resourcesListening Component 1 – Theory and

contextual understandingTask – In this lesson students will explore the work by Santana who is part of Traditional music AoS.

49

They will learn about his and others music from the time. They will explore the set works but they will not be choosing this one for their final exam. Homework - To complete the revision worksheet on Santana.



Students are to work independently on their brief composition taking into account the feedback that has been given.Assessment - Students encouraged to stay behind for on the spot assessment/feedback for their coursework following the assessment criteria.


contextual understandingPractice questions completed. Students will complete the tests in a varity of ways such as

Walking talking Pair/groups Whole class Exam conditions

Each test will be reflected on. Brief Composition week 21




50

Listening Component 1 – Theory and contextual understanding

Same as week 28





contextual understandingSame as week 28



Final deadline for the following MP3 of brief composition (check levels and balance) Score of brief composition with additional notes if needed Programme notes for brief composition



Composition (Free/Brief) Component 3 – Composition brief

Students will be given last minute options to make any changes before submission over Easter half term.

51


Key idea Specification content Learning activity and resourcesListening Component 1 – Theory and

contextual understandingFull practice paper 1hr Listening followed by in the second lesson 30 minutes contextual based on Haydn and the Beatles.







52



MAY HALF TERM WK 39 – Exam revision session (optional) 9am-12pm.

53

Documents

smartfile.s3.amazonaws.com · Web viewOver the next lessons they will explore 1960’-1980’ pop, rock n roll, musicals, film music, game music, 1990s pop to present. AQQ style listening