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The Warriner School

Music

Welcome to the Music Department

Subject Leader

Mrs L Webb, Head of Seacole House

The Team

Mr M Helsby, Head of Turing House

Our Curriculum Intent

Music is important. We firmly believe all students should experience music-making and music creation as part of their wider curriculum. Music education is not a luxury only to be afforded by some and therefore our aim is that ALL students should reach the level of skills required to forge a pathway through Music beyond their compulsory years. Music education can lead to better brain development, increased human connection and provide stress relief; all KS3 students engage with one hour of curriculum Music per week.  

Our Curriculum Implementation

Key Stage 3
 

Year 7 - Enjoy & Excite  

In Year 7, we focus on the curiosity and excitement of Music by covering elemental understanding through practical learning. By the end of Year seven all students will be able to read treble clef notation, have taken part in a large-scale performance and have taken part in numerous small ensemble composition and performance activities. The purpose of Year seven is to cement confidence through understanding how music is put together and what it is like to be a musician.  

Year 8- Consolidate & Explore  

In Year 8 students build on the strong foundation built in year seven and develop a clearer understanding about how the individual musical elements are considered in combination to produce successful music performance and composition; the elements are also used as a basis along with vocabularic understanding to begin to analyse key pieces for a range of music genres through the Western Classical Tradition up to contemporary music. There is a greater emphasis on solo and paired work in y8, where students will develop confidence to perform in front of each other and to compose music using music technology as a tool for success.  

Year 9 Secure & Extend  

The purpose of our Year 9 curriculum is two-fold: it should prepare all students for our GCSE Music course and it should secure all previously learnt skill through performance and composition. Students in year nine will learn how to use traditional notation software for composition and will learn how to compose through midi devices in either MixCraft or Cubase. They will also have more open-ended group performance tasks that allow them to explore music of their own choosing alongside some directed performance. Year nine will also be more focussed on listening and analysis through traditional GCSE using specific tier three vocabulary.  

Key Stage 4
 

Year 10 Competency Level 1  

All GCSE students are expected to take part in some extra-curricular activity in addition to classroom learning; this helps develop performance confidence and a lifelong love of social music-making. In many ways year ten resembles the year seven curriculum as we return to elemental learning and abstraction but at a significantly deeper level, which provides the vocabulary foundations required for the 40% appraising test completed at the end of year eleven. Year ten is also the time we assess developing performance skills or both solo and ensemble and decide upon performance material for the year eleven performance exams. Composition skills are developed alongside vocabulary work through elements which enables a piecemeal approach that is later re-combined for overall compositional success. All year ten students are invited to take part in music departments concerts and performances.  

Year 11 - Competency level 2  

Year takes all the learning and development for year ten and combines it to develop into successful performances and composition. Students are expected to rehearse and practise as ongoing homework; some time will be set aside for ensemble practise during lunchtimes but not during lessons times. Coursework composition starts in September. Several drafts are completed and full and developmental feedback is given through one to one discussions and written coded marking. Regular performance assessments also provide ongoing feedback for development towards the final assessments. This feedback is also sent along to instrumental teachers which completes the learning circle involved with performance. There is a big focus on appraising and analysis in year eleven which consolidates the vocabularic learning from year ten and prepares the students for their end of course listening exam.  

Key Stage 5
 

Post 16 - Mastery  

The post 16 Music course takes the students from a good level of competency through to a good level of musical mastery. The students become excellent composers often entering national composition competitions and become significant performance role models for the younger years through ensemble mentoring and leadership. Their academic studies take them through deep understanding of the Western Classical Tradition with emphasis on the development of the symphony and extending into music of the twentieth century which includes music by Poulenc and Debussy. The students also further develop their appraising and analysis skills through units on Musicals and Rock and Pop. Tier three vocabulary for A Level music is extensive and so this features prominently in the learning at every stage and through every unit. Abstract concepts are given solidity and meaning through practical activity where possible. As part of the course, students are given university standard guidance and tuition; they are also expected to complete independent study to support their course development. 

Examination Information 

GCSE                                                                                A Level
EDUQAS                                                                           EDUQAS

Other Information
 

Clubs:

Monday: Flute Choir

Tuesday: Funk Band & Orchestra

Wednesday: Ukelele 

Thursday: Rock School & Choir

Friday: Staff Choir