We aim, from a student’s very first day in the WBGS Music Department, to instil a life-long love for music-making. Through a carefully considered approach to the sequencing of skills, we want students to maximise progress as performers and composers, and thereby increase their self-confidence, creativity and sense of achievement. The music curriculum gives students ample opportunity to work with the elements of music in their composing, performing, listening and appraising. The course covers a wide variety of music drawn from many different traditions, including music by the great composers (included in a comprehensive study of the BBC 10 Pieces series). Each unit of work allows students to perform as soloists or in a classroom ensemble and to develop their instrumental and vocal skills with an emphasis on fluency, control and expression. Students are also taught how to use music notation and how to engage appropriately with music technology to enhance their compositional skills. Our intent is to build on the six WBGS Core Values (Excellence and Endeavour, Creativity and Individuality, Kindness and Integrity) that they encounter from the start of their journey with us, encouraging students to take the initiative in performance and to collaborate with others in small group activities. We aim to encourage them to think carefully about the effect different music has on us and to build a good level of resilience, especially in performing activities. Hopefully the implementation of our music curriculum will impact on students such that they continue to have a love of music for life.

The details below give a snapshot of each of the units of work.

YEAR 7

AUTUMN TERM - MUSICAL ELEMENTS, NOTATION, SINGING & KEYBOARD SKILLS 1

From the outset, a focus on singing appears throughout the curriculum, with a carefully sequenced set of warmups and pieces enabling students to develop confidence, technique and expression (regardless of prior singing experience). Students focus on understanding the full range of musical elements and applying the language in relation to pieces of music. Instruments of the Orchestra are woven through to improve overall knowledge of instruments and aural identification. Theoretical knowledge is developed through reading increasingly complex rhythmic notation and composing layered pieces for untuned percussion. Core terminology and notation is continually reinforced through the use of the software, Teaching Gadget, allowing students to complete low-stakes quizzing and theory games. This focus on notation is then applied to reading the treble clef and developing basic keyboard technique across twelve different pieces. In each piece, additional theory terms are introduced through performance (including accidentals, different time signatures, intervals). There are additional extension challenges, often requiring students to develop greater aural awareness (finishing a phrase, harmonising, changing articulation etc.) Students will then perform three mini-pieces in their final assessment by the end of term with that same focus on confidence, technical skill and musical expression. The term then finishes with an exploration of Christmas music and a final ‘live lounge’ session to finish the term where students bring an instrumental or vocal contribution on a piece of their own choice to perform in front of the class.

SPRING TERM – MUSICAL ELEMENTS, NOTATION, SINGING & KEYBOARD SKILLS 2

Students continue to develop their theoretical understanding of concepts introduced in the Autumn term. From an appraising perspective, students embark upon their study of Western Classical music and revise their Instruments of the Orchestra (studying a variety of BBC 10 Pieces including works by Bach, Handel, Haydn, Beethoven, Wagner and Dvořák). Singing work becomes more nuanced and keyboard work continues from Beethoven’s Ode to Joy to develop further difficulty and understanding of staff notation in Vivaldi’s Spring. 

SUMMER TERM – MUSICAL ELEMENTS, NOTATION, SINGING & RONDO COMPOSITION

This final term of Year 7 aims to consolidate on knowledge gained from the first two terms and to complete their understanding of the musical elements, through performance, composition and appraising. Students study a further set of BBC 10 Pieces taken from a variety of 20th century styles (including Sibelius, Vaughan Williams, Gershwin, Orff, Britten and Copland). The use of terminology becomes more advanced, encountering many words later encountered in the EDUQAS GCSE Music specification.

Students revisit previous knowledge of structure (rondo form) and scales (pentatonic in particular) to begin the process of improvising, and crafting their own melodies that have a balance of logic and imagination. The conversion of their manuscript composition into the music software programme, Sibelius, enables students to develop knowledge of producing digital scores and professionally presented work. 

Following the Year 7 Summer exam, students finish the year studying a wider diversity of composers (including Ravi Shankar and Delia Derbyshire), and the role of chords in popular songs. The final ‘live lounge’ session of the year allows students to reflect on their performance skills progress across the academic year and set targets for Year 8. 

YEAR 8

AUTUMN TERM - GROUND BASS STRUCTURES & BAROQUE CONCERTO

This unit starts by focusing on the Baroque period and students are expected to prepare a presentation on the style of the music and important musicians from the early eighteenth century. The compositional and performing elements of the unit focus on developing melodic structures over a ground with links to Pachebel’s canon, whilst the listening attributes include a ground bass test on a work by Purcell. Students are able to build on all the skills developed in year 7, whilst opportunities exist for stretch and challenge for all.

Following on from student presentations, this unit focuses on learning to perform a movement from the lute concerto by Vivaldi. Students can learn part of the ritornello, or indeed the whole of it whilst also attempting to improvise a simple episode using motifs taken from the ritornello. Stretch and challenge for all is the key again here, as well as giving our guitarists a chance to take up the challenge of the melody line.

SPRING TERM – MADNESS & JAPANESE MUSIC

Students continue the theme of presentations with a study of the pop group Madness, as well as learning the classic hit ‘It Must be Love’. The song provides the stimulus for a composition using notation software allowing for keyboard, bass, drum and melody parts to be sequenced and developed.

Students then explore traditional Japanese music through music for the shakuhachi. Students are able to make comparisons between Western and Eastern musics, improvise in a different style and explore the koto and shamisen and sing the traditional song Sakura.

SUMMER TERM – THE MUSICAL & EoY APPRAISING/PERFORMANCE EXAM

This unit allows students to explore the Musical through an independent study of their favourite work. Performance elements are assessed through the study of Electricity from the musical Billy Elliott when students are challenged to prepare a performance of the song with expression and feeling.

Students are then assessed on their acquisition of knowledge across the curriculum content. They also demonstrate their development as musicians in their performing assessment, which now allows for an ensemble performance, often chosen from one of the units of work in the year. It is at this point that students decide to further their studies in music leading to GCSE at the end of Year 11.

The teaching of Music at Key Stage 4 encourages students to be inspired by a variety of music from different cultures. The course aims to continue to develop skills in performing and composing learned from KS3 and generally to foster a love of making music individually and with others. It also aims to enhance broader life skills, including critical thinking, aesthetic sensitivity, emotional awareness, self-discipline, self-confidence and self-motivation. 

In Year 9, students undertake preparatory work across the three main disciplines of the subject, in preparation for the EDUQAS GCSE Specification. Further appraising takes through a study of musical styles and genres across the four EDUQAS Areas of Study (AoS):

• AoS 1: Musical Forms and Devices
• AoS 2: Music for Ensemble
• AoS 3: Film Music
• ​AoS 4: Popular Music

Performing (30%): as a soloist and as part of an ensemble for a minimum of 4 minutes. Students will receive added difficulty marks if they perform a recital of Grade 4 or higher ABRSM/Trinity/RSL standard pieces or equivalent.

Composing (30%): one free composition and one set to a brief by the Examination Board lasting at least 3 minutes in total.

Appraising (40%): A listening examination based on the detailed study of two set works and six questions of unfamiliar music.

Year 9

Students begin with an ensemble performance unit, revisiting Ground Bass structures from Year 8 in Michael Nyman’s Time Lapse. This piece allows students to explore the layering of parts and improvisation before a sequenced project using software. Creating elements of contrast allow students to then take this a step further in a Theme and Variations project and Blues project. Ensemble performance is then revisited in a Christmas project. Further compositional techniques are explored through a study of Minimalism and more advanced theoretical concepts for GCSE are introduced. Work on AoS 4 then commences through an eclectic mix of Pop, Rock, Reggae, Soul, Hip Hop, and Fusion (including Bhangra). Further exploration of structure and style appears in a Waltz project. Solo performances are heard on at least a termly basis, allowing students to perform in front of different sizes of audiences and also learn how to effectively record their best take of their chosen piece. 

Years 10 and 11

Work on AoS 3 (Film Music) commences with an exploration of compositional technique and appropriate terminology through a wide variety of scores. This enables students to then compose a piece to a storyboard that may be used for their Free Composition. Students also learn more traditional harmony and cadences in chord template compositions and develop a greater understanding of improvisation.

Having laid the groundwork through previous AoS 1 and AoS 4 wider listening, students study the two set works for the EDUQAS GCSE: Bach’s Badinerie and Toto’s Africa. 

In Year 11, students embark on one of four tasks for the Brief Composition, refine their Free Compositions, recording their solo and ensemble performances. Final revision and revisiting of terminology through wider listening occurs before the final Appraising exam in June.

The teaching of Music at Key Stage 5 continues to develop performance skills and compositional techniques, along with a growing understanding of harmony, aural awareness and analytical confidence over a period of two years. The lessons aim to provide the appropriate preparation for higher education courses in music whilst simultaneously hoping to continue to foster a life-long appreciation of the subject.

As with GCSE, students continue to follow the EDUQAS A-Level specification, which naturally follows on from the EDUQAS GCSE specification. A distinct plus in the EDUQAS specification allows Sixth Form students to specialise in Performance or Composition, depending on their strengths and preferences. Similarly, we expect WBGS students to be fully involved in the co-curricular life of the department, and many students at this level take real ownership for organising, leading and directing their own ensembles. Every year, students have the opportunity to feature as a soloist with the Senior Orchestra (recent highlights include Grieg’s Piano Concerto in A minor). 

The requirements of the Eduqas Specification for A level are as follows:

Performing (35/25%): performing a live recital in front of a visiting examiner. Performing a minimum of two pieces, and three pieces if specialising in performance. As with GCSE, students will receive added difficulty marks if they perform a recital of Grade 7 or higher ABRSM/Trinity/RSL standard pieces or equivalent.

Composing (35/25%): composing one piece in a Western Classical style in response to one of four briefs released by EDUQAS in Year 13, and one free composition in a style of the candidate’s own choice. Students specialising in composition will compose a third piece instead of performing a third piece in their recital.

Appraising (40%): A listening examination based on the three Areas of Study:
AoS A: Development of the Symphony 1750-1900
Detailed study of two symphonies (Haydn Symphony 104 and Mendelssohn Symphony 4) alongside wider study of symphonic composers across the time period.

AoS D: Jazz 1920-1960

Wider study of six areas - Ragtime, Dixieland, Early Jazz, Big Band, Bebop and Cool Jazz. Students discuss key musical features, gain a contextual understanding and further performance experience whilst experiencing these pieces live in the classroom.

AoS E: Into the Twentieth Century

Detailed study of two pieces (Debussy’s Nuages and Poulenc’s Trio for Oboe, Bassoon and Piano) alongside the wider study of Impressionist, Neoclassical and Expressionist composers.

GCSE

GCSE Examination Board: EDUQAS

https://www.eduqas.co.uk/qualifications/music-gcse/

A-Level Examination Board: EDUQAS

https://www.eduqas.co.uk/qualifications/music-as-a-level/

The Music department host a wide range of extra-curricular, bands, orchestras and choirs, the details of which can be found in the WBGS Co-Curricular Ensemble schedule and notifications on upcoming rehearsals will appear on our software platform (Involve Education).

Key Stage 3

Click here for a link to the BBC Ten Pieces resource of all 40 pieces. (Year 7)

Click here for a link to Nicola Benedetti’s introduction to the Baroque period. (Year 8)

Key Stage 4

Click here for a link to piano styles in the blues. (Year 9)

Click here for the link to the GCSE Pearson Edexcel Music Specification (Year 10 and 11)

Key Stage 5

Click here for a link to the A level Pearson Edexcel Specification.