Music
Head of Department: Mr A Lipman
Music plays a key role in a young person’s development. Studies in Music are not only about developing performance, composition and appraising and analysis skills. Music lessons also develop important life skills, enrich students’ cultural capital and prepares students for their futures - whatever area of study or work they choose to pursue. Claremont’s Music department aims to provide lessons and musical opportunities that build, develop and inspire an interest and appreciation of music. The department has three classrooms, each of which is fully equipped with keyboards. The school is fortunate to have a music computer suite and a recording studio which allows students to compose and record their compositions using state of the art technology.
Curriculum Intent
The Music Department aims to develop students’ confidence, stimulate their musical interest and engagement in the subject. In music lessons, we highlight the importance of respect and resilience during our activities and provide regular opportunities for students to develop their musical skills, time management skills, the ability to work independently and as part of a team. Students’ cultural awareness is developed continuously through the exploration of a wide range of different musical styles and experiences. All music lessons are catered to the specific needs of our pupils and curriculum planning is carefully considered across the different areas of teacher specialism.
Key Stage 3
Year 7
Year 7 Music (Once a week) |
|
Scheme of Learning |
Assessment |
Baseline Assessment (Happy Birthday) and Instruments of the Orchestra. |
Students are assessed through musical performance, listening exercises and knowledge test. |
Music Notation |
Students are assessed through a musical performance of a Christmas tune using keyboard (or their own instrument). |
Keyboard Skills |
Students are assessed through a musical performance of a chosen musical piece. |
Carnival of the Animals |
Students are assessed through a musical performance of their own composition (live or recorded). |
Motown |
Students are assessed through a musical performance of a Motown song. |
Pentatonic Improvisation |
Students are assessed through a musical performance of their own composition. |
Year 8
Year 8 Music (Once a week) |
|
Scheme of Learning |
Assessment |
Baseline Assessment (Drunken Sailor and Chords project. |
Students are assessed through a musical performance of 8 bar chords. |
Film Music |
Students are assessed through listening exercises and knowledge test. |
Leitmotif: Haunted House |
Students are assessed through a musical performance of their own composition. |
Ostinato Project |
Students are assessed through a musical performance of their own or existing Ostinato piece. |
Disney Project |
Students are assessed through a musical performance of a Disney tune. |
Skills based presentation |
Students are assessed through a collaborative performance presentation. |
Year 9
Year 9 Music |
|
Scheme of Learning |
Assessment |
Solo Performance 1 and Playing in rounds |
Students are assessed through a solo musical performance and as an ensemble. |
Music Technology Project |
Students are assessed through an original arrangement of an existing tune. |
Solo Performance 2
Spot the Dot Blues. |
Students are assessed through a solo musical performance.
Students are assessed through a musical performance using elements of jazz and blues improvisation. |
Listening and Appraising |
Students are assessed through their responses to listening exercises. |
Solo Performance 3
Variations on a Ground Bass |
Students are assessed through a solo musical performance.
Students are assessed through a performance of a layered composition. |
Spot the Dot Blue part 2 |
Students are assessed through the use of Sibelius software to create their own composition. |
Key stage 4
Year 10
Year 10 GCSE Music (Edexcel) |
|
Scheme of Learning |
Assessment |
Component 3 (Appraising) 40%
|
Students will be assessed through listening exercises, knowledge tests and written responses of GCSE set pieces and exam questions. |
Component 2 (Composing 1) 30% |
Students will be assessed on the arrangement of their first original composition. |
Component 1 (Performing) 30% |
Students will be assessed on a solo musical performance. |
Year 11
Year 11 GCSE Music (AQA) |
|
Scheme of Learning |
Assessment |
Component 3 (Appraising) 40%
|
Students will be assessed through listening exercises, knowledge tests and written responses of GCSE set pieces and exam question. |
Component 2 (Composing 2) 30% |
Students will be assessed on the arrangement of their second original composition. |
Component 1 (Performing) 30% |
Students will be assessed on a final solo musical performance. |
Key Stage 5
Enrichment
An extensive range of Co-Curricular groups take place. These groups enable students to work with other students across the year groups, dependant on musical ability, not age.
Music Co-Curricular activities have the potential to expand pupils’ self-confidence, friendship groups and time management skills. Pupils are given the chance to develop their leadership skills and the ability to work both independently and as part of a team. Please refer to the department's Co-Curricular timetable for more details.
The department also runs trips to see musicals, operas and music concerts. The department also works in close collaboration with the Drama Department on both the Annual School Production and Lower School Production.
Instrumental Lessons
We offer instrumental lessons through BMS on a very wide range of instruments and students who opt for music lessons are regularly entered for ABRSM or Trinity practical and theory examinations.
Music events
In addition to the Co-Curricular groups, the Music Department lead calendared events across the academic year. These include:
- Autumn Concert
- Spring Concert
- Summer Concert
- Annual School Production
Next Steps
Students will form personal and meaningful relationships with music through the development of musical knowledge, understanding and skills including performing, composing and appraising. As a result, students can engage critically and creatively with a wide range of music and musical contexts, develop an understanding of the place of music in different cultures and contexts, and reflect on how music is used in the expression of personal and collective identities. You will also gain lots of transferable skills in performance, administration, teamwork, organisation and planning.