KS4 Curriculum
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KS4 Music
Please click on the links below to find out more about each unit.
| Year Long Term Objective: Actively engage with, and develop performance, composing and appraising skills, whilst broadening musicals experiences. Have an understanding of a wide variety of musical styles and be able to recognise their key features. | ||||||
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Medium Term Objective: Understand the elements of music and how to engage with these through appraising, composing and performance | ||||||
| 10 |
The Elements of Music | AoS4: Popular Music and ‘Africa’ by Toto | AoS2: Music for Ensemble | AoS3: Film Music | AoS1: Musical Forms and Devices | AoS1: Set work ‘Badinerie’ by Bach |
| Medium Term Objective: Refine performance and composing skills and further develop appraising skills through the elements of music | ||||||
| 11 |
Exploring the areas of study through the musical elements | Revisit AoS4, ‘Africa’ and AoS2 | Revisit AoS3 and AoS1 | Revisit ‘Badinerie’ and exam practice | Exam practice | |
Composing
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| 10 |
Acquire knowledge on how to use Sibelius software and create effective chord progressions and melodic ideas | Continue to develop composition skills through exploration of a variety of musical styles. Learn how to effectively structure a piece of music to include successful musical ideas which can be developed with good control of resources | Further develop compositional skills relating to the musical elements. During this half term, begin the first composition (free composition) deciding on the style of the composition and key features which should be included to successfully meet this style | Continue to develop the free composition, ensuring it successfully meets the assessment criteria, relating to creativity and development, technical control and structure and stylistic coherence | Continue to develop the free composition, ensuring it successfully meets the assessment criteria, relating to creativity and development, technical control and structure and stylistic coherence | Completion of first composition (free composition) and composition log – submission in June. |
| 11 |
Refine composition skills in relation to the assessment criteria and musical elements. Begin second composition, responding to a brief set by Eduqas. | Develop composition to a set brief, ensuring it successfully meets the assessment criteria, relating to creativity and development, technical control and structure and stylistic coherence | Continue to develop composition to a set brief, ensuring it successfully meets the assessment criteria, relating to creativity and development, technical control and structure and stylistic coherence | Completion of composiiton to a set brief and composition log – submission in March | Coursework completed | Coursework completed |
Performance
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| 10 |
Preparation for solo performance. Gain understanding of the assessment criteria and expectations taking into consideration level of diffficulty, accuracy, technical control and expresssion and interpretation | Mock solo performance recording | Continue preparation for another solo performance working on feedback from the autumn term recording. Further develop understanding of the assessment criteria and expectations, looking at level of difficulty, accuracy, technical control and expression and interpretation | Mock solo performance recording. Gain understanding of the requirememts and assessment criteria for ensemble recording and begin to rehearse chosen piece | Preparation of ensemble performance. Gain understanding of the assessment criteria and expectations taking into consideration meeting the ‘ensemble’ criteria, level of difficulty, accuracy, technical control and expression and interpretation | Mock ensemble performance recording |
| 11 |
Preparation and recording of final solo performance | Preparation and recording of final ensemble performance | Mop-up of any final solo or ensemble performances ready for submission | Coursework completed | Coursework completed | Coursework completed |