Aims and Objectives

The aim of the department is to develop enjoyment, understanding, skill and imagination in making and responding to music, and to give pupils the opportunity and encouragement to use music as an expressive and meaningful medium. This aim will be pursued within the curriculum in accordance with National Curriculum guidelines. Pupils will be encouraged to develop to their maximum potential. In extra-curricular activities the aim of the department is to achieve the above by giving pupils the opportunity to participate in a wide variety of events. The department has a strong commitment to peripatetic instrumental music and our aim in this area is, once again, to develop enjoyment, understanding, skill and imagination in making music.

Staffing and Responsibilities

There are two full time specialist members of the Music Department.

  • Miss S Chater – Head of Department
  • Mr L Hall – Music Teacher

The School employs eight peripatetic instrumental teachers

  • Mr I Gibbs – Brass
  • Mrs M Parker – Violin & Viola
  • Mrs R Bye – Woodwind
  • Miss E Fieldhouse – Guitar
  • Mrs M Parker – Keyboard/Piano
  • Miss C Rogoff – Singing
  • Miss A Picken – Cello
  • Mrs M Calderbank – Oboe
  • Mr B George – Drum Kit

Pupils are given the opportunity to:

  • Develop use of keyboard and/or guitar
  • Play a variety of percussion instruments (both tuned and untuned)
  • Play and sing as a member of a group and as a soloist, using memory and a variety of notation, including conventional staff notation and chord symbols
  • Compose in response to a variety of stimuli and explore a range of resources
  • Use appropriate music technology
  • Use the voice effectively and freely
  • Develop an appreciation of singing
  • Communicate musical ideas to others
  • Listen to a wide range of music (classical, folk, jazz, pop, ‘world’ and contemporary), including works by well known composers and performers, past and present and be able to analyse and comment on what they have heard
  • Develop a good aural observation and a sensitive response
  • Have some awareness of the context in which various musical styles have arisen
  • Respond to, and appraise and evaluate a variety of performances and compositions, both live and recorded

Perryfields Music Department Topic Overview

September 2017-July 2018

Year Group Autumn                                                  Spring       Summer
Year 7 TOPIC Radical Rhythms

(Appraising, Performing, Composing)

My Music

(Appraising and Performing)

Harry Potter and the Orchestra

(Appraising, Performing and Composing) 

James Bond 007

(Appraising and Performing)

LINK TO GCSE COMPONENT 1  COMPONENT 3

AofS2; Music for ensemble

COMPONENT 1

AofS2; Music for ensemble

AofS4; Popular Music

COMPONENT 1/COMPONENT 3

AofS 1; Musical Forms and Devices

AofS2; Music for ensemble

COMPONENT 1/COMPONENT 3

AofS2; Music for ensemble

AofS3; Film Music

ASSESSMENT ·         Key Terms Assessment

·         Binary Paired performance/composition

·         Ternary group performance/composition

·         Listening assessment

·         Glossary

·         Simple performance

·         Solo Performance

·         Glossary

·         Ensemble Performance

·         Listening Assessment

·         Glossary

·         Ensemble Performance

·         Listening Assessment

Year Group Autumn Spring                  Summer
Year 8 TOPIC Jazz and Blues

(Performing)

Music and the Media

(Composing)

Musical Theatre

(Appraising/Performing)

Theme Park Structures

(Composing)

LINK TO GCSE COMPONENT 1

COMPONENT 2

COMPONENT 3

AofS4; Popular Music

COMPONENT 2

COMPONENT 3

AofS1; Musical Forms and Devices

COMPONENT 1/COMPONENT 3

AofS 1; Musical Forms and Devices

AofS2; Music for ensemble

COMPONENT 3

AofS1; Musical Forms and Devices

ASSESSMENT ·         Glossary

·         Ensemble Performance featuring improvisation

·         Listening Assessments

·         Glossary

·         Composing Jingles

·         Group Radio Advert

·         Glossary

·         Ensemble Performance

·         Listening Assessments

·         Glossary

·         Ternary Paired composition

·         Rondo group composition

·         Listening Assessments

Year Group Autumn                                                  Spring      Summer
Year 9 TOPIC Reggae

(Performing)

 Song Writing Project

(Composing)

Popular Song

(Performing and Appraising)

Film Music

(Appraising and Composing)

LINK TO GCSE COMPONENT 2

COMPONENT3

AofS1; Musical Forms and Devices

AofS2; Music for ensemble

AofS4; Popular Music

COMPONENT 2

COMPONENT3

AofS1; Musical Forms and Devices

AofS2; Music for ensemble

AofS4; Popular Music

COMPONENT 1

COMPONENT3

AofS1; Musical Forms and Devices

AofS2; Music for ensemble

AofS4; Popular Music

COMPONENT 2 AND 3

Aof3; Film Music

ASSESSMENT ·         Key terms Assessment

·         Ensemble performance

·         Listening assessments

·         Key terms Assessment

·         Ensemble composition

·         Listening assessments

·         Key terms Assessment

·         Ensemble composition

·         Listening assessments

·         Glossary

·         Composition of leitmotif

·         Paired composition to Wallace and Gromit

GCSE Music Examination Board: WJEC

The aims of the course are:

  • To develop candidates’ interest and enjoyment of music that will be sustained in later life, so that they are inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of studyTo develop candidates’ own musical interests and skills including an understanding of how to make music individually and in groups
  • To enable candidates to evaluate their own and others’ music
  • To develop understanding and appreciation of a range of different kinds of music
  • To develop broader life-skills and attributes including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.

There are three components:

  • Component 1: Performing
  • Component 2: Composing
  • Component 3: Appraising