This presentation was given at the Teach Through Music Conference by Katie Hasler, Head of Music at Woodford County High School.

Katie describes how she has approached the development of KS3 curriculum music at her school, in response to the Teach Through Music Inspire Event ‘Preparing all Pupils for KS4 Music?’

Key Stage 3 progression and assessment

ProgressionthroughoutKS3? Progression

to KS4?

Assessingprogress?

The ‘cook’s tour’ approach

The ‘spiral’ curriculum approach

This graphic has been removed by Teach Through Music as it is copyright of Charanga Music.

The original slide shows a spiral curriculum from the Charranga Music School primary resource, showing Pulse, Rhythm, Pitch, Dynamics, Tempo, Timbre, Structure and Texture being developed ongoing across years.

My preference:a progress-based ‘cook’s tour’!

Benefits:

- Variety

- Inclusivity

- Skill learning and development in a range of contexts

Year 9 Unit 3: Pop Song CompositionExtended melodies, structure includingbridge and intro/outro sections, focus onchord sequences including extended chords inany key

Creative use of musical devices

Year 7 Unit 1: Graphic ScoresSimple rhythmic and pentatoniccomposition in response toa graphic score

Year 7 Unit 3: Programme MusicOstinatos and drones withinan A minor tonality, ABA structure

Year 7 Unit 6: RapOstinatos used within a 3-parttexture, verse-chorus structure

Year 8 Unit 2: SambaRhythmic ostinatos used withinpolyphonic texture and samba structure(main groove, breaks, intro/outro)

Year 8 Unit 3: Ground Bass RemixMelodic ostinatos and developmentinto 8- and 16-bar melodies over aground bass, C major tonality

Year 9 Unit 1: Film MusicMore extended melodic and rhythmic composition using new devices such as chromaticism, rhythmic diminution. Choice of minor tonalities. Through-composed structure to fit film scene.