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We have designed our curriculum using the KS3 National Curriculum and it is delivered under the framework of the IB Middle Years programme. We have also referenced the KS2 Programmes of Study in our initial planning.

With music permeating so many areas of our recreational lives, the Musical Department as Leigh Academy Mascalls see the educational provision of Music as an essential ingredient to students’ learning. Music lessons are designed to be as inclusive as possible to cater for every student, no matter what their starting point is, and so that progress and challenge is appropriate and robust.

Through studying Music, students will listen to a broad curriculum of genres and styles gaining confidence in how to apply their critical faculties; they will also rehearse and perform in every lesson to build on their knowledge of practical skills, their problem-solving and their resilience. Creative thinking is promoted and explored in every lesson with authentic engagement and enthusiasm.

KS3 music

A repertoire of vocal warm-ups including exercises for posture, intonation, projection, diction and ensemble skills. Christmas songs both modern and traditional – singing in canon and in unison. Interdisciplinary with Drama.

SOI – The human voice, as a universal instrument, allows individuals and communities to express identity, emotion, and cultural heritage through interpretation and performance.

Key Concept – Identity

Related Concept – Expression, Interpretation

Global Context – Personal and Cultural Expression

Pitch, dynamics, tempo, texture, structure, attack & decay, instruments of the orchestra. 

SOI – The organisation of sound through the elements of music reflects cultural identity, historical context, and personal expression.

Key Concept – Form

Related Concept – Structure, Genre

Global Context – Orientation in Space and Time

Instrumentation, orchestral music, major and minor tonality to influence mood.  How to play Pirates of the Caribbean on keyboard to build on skills from Semester 1 and build towards mastery in playing an extended melody on keyboard with fluency and accuracy in pitch and rhythm.

SOI – Music communicates universal themes of storytelling and emotion through structured compositions, fostering connections across cultures and generations.

Key Concept – Communication

Related Concept – Structure, Expression

Global Context – Personal and Cultural Expression

Different genres of musical theatre, ballad, character song, 11 o’clock number, ensemble singing, solo, duet, canon, harmony, unison.  Understanding how Musical Theatre has been used as a medium to spread positive messages across the world. Interdisciplinary with Dance.

SOI – Music enhances storytelling by using contrast and expression to bring animated scenes

Key Concept – Media and Performance

Related Concept – Expression

Global Context – Personal and Cultural Expression

Oral tradition, ensemble drumming, polyrhythms, triadic harmony, ostinato, life in Western Africa, types of drums including djembe, talking drum and dundun. Listening skills will focus on both percussive and vocal pieces from Africa including a GCSE set work from the old specification. Practical tasks will include class and group ensemble performances in percussion and singing.

SOI –  Music as a cultural expression fosters unity and identity through rhythm and collaboration.

Key Concept – Culture

Related Concept – Rhythm, Collaboration

Global Context – Personal and Cultural Expression

Listening will focus on appreciating different forms of duet and ensemble performance, learning how musicians use non-verbal communication to keep in time or make musical intentions known. Playing Pavane for Jack Point as a duet or in four parts. Building on skills from Semester 1 and 3 to now play at the same time as a partner and show awareness of parts when performing.

SOI –  Collaborative performance relies on effective communication and relationships to achieve a shared musical goal.

Key Concept – Relationships

Related Concept – Collaboration, Interpretation

Global Context – Personal and Cultural Expression

Melodies based largely on diatonic and C major scales, chromatic notes and how this can change the mood of the music. Practical tasks will include playing short spy themes on the keyboard and learning to read chromatic notes in sheet music and find out where they are on the keyboard. Exploration of the advancements in technology and how this has impacted gaming music and the gaming industry. Understanding how changes to the Elements of Music can change the mood of a piece of music.

SOI – Music communicates identity by expressing character traits and emotions through creative use of melody and harmony.

Key Concept – Identity

Related Concept – Expression, Innovation

Global Context – Personal and Cultural Expression

Social and cultural importance of the Beatles within pop culture. Conjunct and disjunct movement on keyboard, triadic chords, playing ‘Let it Be’ with chords and melody or bass line and melody.

SOI – Musical innovation can reflect and influence cultural and social change, shaping the way we experience music and identity

Key Concept – Change

Related Concept – Expression, Structure

Global Context – Orientation in Space and Time

Social and cultural development of Britpop in reaction to American Music and taking note of the local community. Listening tasks will show the progress and influence of musical styles on Britpop. Development of skills from last term using triadic skills to read a lead sheet for Wonderwall. Master broken chords for the Bridge section.

SOI – Music reflects cultural identity and shared experiences through the creative use of harmony and lyrical themes.

Key Concept – Identity

Related Concept – Expression, Harmony

Global Context – Personal and Cultural Expression

Listening tasks with a focus on the socio-cultural development of Blues Music and how this influenced other forms of popular music later on. Build on knowledge from Semester 5 in Year 7 when students looked at African Music. Practical tasks playing Jack-Ass Blues with a head melody, improvisation and the 12 bar blues.

SOI – Music serves as a medium for storytelling and cultural expression, reflecting and influencing change over time.

Key Concept – Change

Related Concept – Identity, Improvisation

Global Context – Orientation in Space and Time

Building on knowledge from Year 7 understanding the slave trade triangle and how this influenced music in Brazil. Understanding what life is like in Rio de Janeiro. Learn how to play bossa nova and some percussive call and response rhythmic breaks.

SOI – Music evolves by combining traditional cultural rhythms with modern influences, reflecting a global exchange of ideas and identity.

Key Concept – Culture

Related Concept – Rhythm, Innovation

Global Context – Globalisation and Sustainability

Listening tasks – comparing and contrasting original Disney songs with a cover version pointing out how changes to the Elements of Music have changed the mood and intentions of the song. Practical tasks – learn to play the ukulele with four main chords.

SOI – Shared musical structures allow for limitless reinterpretation, enabling artists to express identity and creativity through cover songs.

Key Concept – Change

Related Concept – Structure, Identity

Global Context – Personal and Cultural Expression

A weekly listening task on learning about different careers in the film industry from composer, sound designer, Foley, and editing.  Development of career knowledge about the music industry in keeping with the Music BTEC at KS4. Composition tasks composing music to accompany a clip from Jaws and to develop the use of Accellerando, rallentando, crescendo, diminuendo, chromatic notes, dissonance, drone, pedal note to develop tension in the piece.  Interdisciplinary with Drama end of Year 8 and End of Year 9.

SOI – Music communicates narrative and emotion through recurring themes and innovative orchestration, shaping our cinematic experience.

Key Concept – Communication

Related Concept – Expression, Structure

Global Context – Personal and Cultural Expression

Recapping instruments of the orchestra – which ones sound triumphant and sinister. Major, minor and atonality. Learning iconic songs by Queen and the key techniques that define Glam Rock. Interdisciplinary with Drama and Dance end of Year 8 and End of Year 9.

SOI – Technological innovation enables artists to create dynamic musical experiences that connect people across cultures and communities.

Key Concept – Innovation

Related Concept – Genre, Structure

Global Context – Scientific and Technical Innovation

Exploration of the development of dance music both socially and musically, and how this shaped the instrumentation, rhythmic features, and structure. 1920s Charleston, 1940s Swing, 1950s Rock’n’Roll, 1990s and electronic dance music. Music Technology effects and how this manipulates the sound and changes the timbre and structure of a dance track. Learn to play “Children” by Robert Miles authentically by learning the melody, with the addition of a techno beat, chords, and build the texture as the song develops.  Interdisciplinary with Dance.

SOI – Music serves as a powerful medium for personal and cultural identity, transforming individual experiences into universal expressions.

Key Concept – Identity

Related Concept – Expression, Innovation

Global Context –  Personal and Cultural Expression

Listening – cover versions of the same songs to appraise which elements of music have been altered each time to change the mood and style of the song. Links to the Sem 6 SOW in Year 8 and will link to Component 3 of the BTEC Tech Award.  Practical task – recreate a performance of “Somebody that I used To Know” by Gotye – this is part of the national programme “Musical Futures” and students should first learn the chords, bass line, drum part and melodic riff before performing these as small ensembles. 

SOI – Music is a powerful tool for storytelling, transforming scenes and characters into emotionally resonant experiences for audiences.

Key Concept – Communication

Related Concept – Expression, Structure

Global Context –  Personal and Cultural Expression

Listening – how the elements of music are used to make a catchy and engaging theme song for sporting shows and games. Links to BTEC Music Component 1 – Exploring Musical styles and the relevance of music in different settings.  Practical – learn different sporting theme music on keyboard to test their rhythmic accuracy.

SOI – Music thrives on collaboration, where individual creativity combines with group effort to produce powerful shared expressions.

Key Concept – Relationships

Related Concept – Collaboration, Interpretations

Global Context –  Personal and Cultural Expression

Exploration of the socio-political changes that led to the style of Reggae. Listening tasks will test appraising skills and also knowledge of socio-political climate at the time when Reggae became really popular. Practical – learn to play 3 Little Birds by Bob Marley learning the melody, chords, bassline and melodic riff to play as a soloist and as an ensemble when confident with the parts. This leads on from prior learning in Year 7 and 8 of different World Music styles. This also assists with Component 3 of the BTEC Music.

SOI -Music can be a powerful tool for expressing identity and advocating for social justice, connecting people through rhythm and shared ideals.  

Key Concept – Identity

Related Concept – Rhythm, Culture

Global Context –  Fairness and Development

KS4 music

Exploration of the compositional techniques of Western Europe between 1700 and 1820 including sonata form, ternary form, polyphony, homophony, concerto grosso, prelude, diatonic, chromatic, gigue, grave, con brio, terraced dynamics, given dynamics, periodic phrasing.  Set works are JS Bach 3rd Movement from Brandenburg Concerto No 5 in D major and Beethoven: 1st movement from Piano Sonata No 8 “Pathetique”.

Exploration of the compositional techniques within film music and musical theatre including leitmotif, word painting, atonality, sus chords, tremolo, quartal harmony, brass fanfare, overdrive, syncopation, triplets, colla voce.  Set works are Schwartz: Defying Gravity from Wicked and John Williams: Main Title from Star Wars Episode IV.  Development of practical skills for a solo performance and ensemble performance to be recorded before Christmas as a progress check.

Developing an understanding of concepts covered in Semesters 1 and 2 out of context and in a theoretical way to be able to recognise the devices back in context in unfamiliar listening tasks in readiness for the exam.  Practice of listening tasks – AOS 1:  Instrumental Music 1700-1820 and AOS 3:  Music for Stage and Screen. 

Developing an understanding of concepts covered in Semesters 1 and 2 out of context and in a theoretical way to be able to recognise the devices back in context in unfamiliar listening tasks in readiness for the exam.  Practice of listening tasks – AOS 1:  Instrumental Music 1700-1820 and AOS 3:  Music for Stage and Screen.

Exploration of the compositional techniques in vocal music ranging from Baroque to modern times including vocal tessituras, voice types, disjunct and conjunct movement, portamento, word painting, ground bass, falsetto, parallel harmonies, circle of fifths. Study of set works – Queen:  Killer Queen and Purcell:  Music for a While.

Mock practice on six out of 8 set works covered and the creation of resources.  Techniques include walking talking mock, student quiz master, unseen tests, and memory games. Performance pieces are finalised ready for recording formally at the start of Year 11 both for solo performance and ensemble performance.  These must be at least at Grade 4 standard.

Exploration of the compositional devices used in fusions of World Music styles including the blend of instrumentation and styles including, Bodhran, kora, uilleann pipes, hurdy gurdy, fiddle, accordion, music technology effects such as looping, panning, delay, reverb, samba, bossa nova, virtuosa, dal segno etc.  Set works include Afro Celt Sound System:  Release and Samba Em Preludio by Esperanza Spalding.

Developing an understanding of concepts covered in Semesters 1 and 2 out of context and in a theoretical way to be able to recognise the devices back in context in unfamiliar listening tasks in readiness for the exam. Practice of listening tasks – AOS 2:  Vocal Music and AOS 4: Fusions.

Research on chosen style and compositional techniques, experimentation with appropriate instrumentation and techniques. Development of ideas showing clear reference to the style and AOS chosen.

Research on chosen style and compositional techniques, experimentation with appropriate instrumentation and techniques. Development of ideas showing clear reference to the style and AOS chosen.

Revision of 8 set works covered and creation of resources. Techniques include walking talking mock, student quiz master, unseen tests, and memory games. Completion of unfamiliar listening tasks and melodic dictation to prepare for the exam.

KS5 music

Launch of the article entitled “Practice2Perform”, independent structured inquiry into the history and development of the chosen instrument, looking at how different cultures have developed the music for this instrument and developed different playing techniques within different musical styles.  Socio-cultural changes recorded in the report and examples of performances and audio examples included if this is chosen to be an online article or VLOG.  Preparation of a bassline performance for criteria B to enable the development of a planning log to show achievement.

Study of definitions and examples of performance techniques including stage presence, audience engagement, confidence, focus, articulation and phrasing and song selection depending on audience and venue.  The comparing and contrasting of given examples and selection of additional examples of own research to write thoughts and opinions on what makes an engaging performance.

Study of triadic harmony, quartal harmony, bitonality, atonality, major, minor, related keys, tonic, dominant, sub-dominant, relative major/minor, circle of fifths, pedal note, inverted and inner pedal; simple/compound duple/triple/quadruple time signatures; syncopation, tuplets, dotted rhythms; performance markings, dynamic markings, articulation markings. 

Study of triadic harmony, quartal harmony, bitonality, atonality, major, minor, related keys, tonic, dominant, sub-dominant, relative major/minor, circle of fifths, pedal note, inverted and inner pedal; simple/compound duple/triple/quadruple time signatures; syncopation, tuplets, dotted rhythms; performance markings, dynamic markings, articulation markings. 

Presentation of final solo performances inspired by the theme “All is Fair in Love and War” for three different audiences; teen queens, peer group and golden oldies. Completion of final reflections logs and final evaluations based on performances and the critique gathered from audiences including improvements and what has been learned to move forward as a solo performer. 

Study of past papers and examples of Unit 2:  Planning for an Event. Preparation of work for controlled assessment in January. Planning of an event to meet the brief and consideration of all the health and safety requirements needed to run the event.  Study of the technical equipment needed to run the event.

Use of the skills learned in Year 12 in theory, harmony and rhythm to compose a piece that showcases knowledge and understanding. Complex harmonies, key changes, complex time signatures, and syncopated rhythms should feature in the piece along with a range of dynamic and articulation markings.

Use of the skills learned in Year 12 in theory, harmony and rhythm to compose a piece that showcases knowledge and understanding. Complex harmonies, key changes, complex time signatures, and syncopated rhythms should feature in the piece along with a range of dynamic and articulation markings.

Extensive research on set brief. Research and analysis of what equipment is needed for the set brief event.  Rehearsals for unit 3 ensemble performance pieces. Development of ideas showing clear reference to the work of others. Production of planning logs, reflections logs and final evaluation.

Extensive research on set brief. Research and analysis of what equipment is needed for the set brief event.  Rehearsals for unit 3 ensemble performance pieces. Development of ideas showing clear reference to the work of others. Production of planning logs, reflections logs and final evaluation.