Here at Tabor Academy music is taught at key stage 3 and 4. The subject is designed to offer our learners an enriched education allowing all, no matter what learning style a mentally, creatively, emotionally and spiritual outlet. We cover many different styles of music from all over the world. We look at why music is used in our society and how other cultures relate to it, from celebrations to funerals, from communication to entertainment.
- To perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
- Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- To understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
At Key Stage 3 we offer a balanced curriculum at KS3 which prepares our young learners for the transition to GCSE music. During this period we look to introduce our learners to a range of musical instruments and experiences. The focus in year 7 is to allow our learners to try all the instruments we have to offer, so by the end of the year each learner has a selected ‘first study’ instrument/voice. During year 8 and 9 they will develop their skills on these instrument through a wide range of activities. This allows us to focus on building confidence and enhancing skills in performing, listening and composing. These areas are assessed at regular intervals throughout the year typically at the end of each module taught.
Lessons are mainly practical with theory taught to support student’s learning.
|Year 7||Year 8||Year 9|
|Autumn Half Term 1||Beat and Pulse
Rhythm and rhythmic notation
|Treble and Bass Clef
Instruments of the Orchestra
|Autumn Half Term 2||Keyboard Skills
|Binary, Ternary, Rondo form, Structures Composition
|Popular Music Performing and Recording
|Spring Half Term 1||Solo & Ensemble Vocals||Simple Intervals
Triads and Chords
|Create a CD
|Spring Half Term 2||Popular Song Performance||Mash up class performance||Musescore Composition|
|Summer Half Term 1||Elements of music
House music Competition
|Rap/Vocal Composition and Performance||Harmony Triads and Chords
|Summer Half Term 2||Descriptive Composition||Symphony keyboard performance||Film Music|
Overview of Curriculum
At Key Stage 4 all students follow the Eduqas GCSE syllabus. This focuses on three main areas:
- Performing music (30%)
- Composing music (30%)
- Listening and Appraising (40%)
- Two compositions (30%)
- Two performances (30%)
Skills & Concepts
GCSE music allows you to develop your skills in three main areas
- Performing – you will develop instrumental or singing skills within each strand as well as having the opportunity to develop ability to perform music of your own choice and as part of a group.
- Composing – you will develop composition skills and are also given the opportunity to compose music of your own choice.
- Listening and Appraising – you will develop your knowledge and use of music vocabulary and learn how to identify a wide range of musical characteristics and techniques. This will underpin your work in performing and composing.
Component 1: Performing Music: Coursework Based Assessment
- Performance 1: Ensemble Performance (36 marks)
- Performance 2: Solo or Ensemble Performance (36 marks)
- Content overview
- Each performance must last at least one minute in length with a total time no less than four minutes.
- Each performance can consist of one or more pieces.
- Alternative performances can also be included:
- Digital DJ and deck work
- Technical Recording Engineering (this involve recording other using the recording studio)
- Students will perform regularly throughout the course aiming for a minimum standard of music at grade 3 or above by the end of year 11.
- All students will be advised to attend instrumental or vocal peripatetic music tuition (one-on-one instrumental teaching). There is a cost implication to this.
- Recordings of each performance will be made throughout the year to try and achieve the best possible performances to send off to Eduqas.
- 30% of GCSE
Component 2: Composing Music: Coursework Based Assessment
- Composition 1: Composition to a Brief (36 marks) – to be completed in year 11
- Composition 2: Free Composition (36 marks) – to be completed in year 10
- Content overview
- The combine duration of both compositions must be a minimum of three minutes.
- Comp 1: Starting ideas will be set by Eduqas and student must create a composition following the ideas and rules set for that task. (These change year-on-year)
- Comp 2: is a completely free choice. Students can compose in any style they choose from popular music to classical.
- A recording and score/annotation will need to be submitted once complete.
- 30% of GCSE
Component 3: Understanding Music: …the exam is 1 hour 30 minutes. This is to complete both section A & B.
- Section A: Listening – unfamiliar music (68 marks)
- Section B: Study piece (28 marks)
- Content overview – There are four areas of study:
- AoS 1: Musical Forms and Devices
- AoS 2: Music for Ensemble
- AoS 3: Film Music
- AoS 4: Popular Music
- Two of the eight questions are based on extracts set by the exam board. This study pieces are:
Eine Kleine Nachtmusik, Movement 3, Minuet: Mozart (1787)
Since You’ve Been Gone: Rainbow (released 1979)
- 40% of GCSE
GCSE Results 2019
Congratulations to the Year 11 students on achieving 58% grades 9-4.
- Tabor Singers – This is open to all year groups
- Karaoke Sing – This is a chance for students to sing to their favourite songs using a microphone. This runs most lunch times
- Coursework one-to-one support – This is for GCSE students only and must be booked in advance.
- GCSE Revision & Support – This is open mainly to GCSE students but can be offered to KS3 students on invitation.
Employers and top universities value skills achieved through music; teamwork, problem solving, confidence development, self-presentation, independent study and self-determination. Actual jobs can include:
Musician / Music Performer; Venue Technician; Music Journalist; Recording Technician/ Producer; Songwriter; Sound Technician; Musical and Audio Repairs / Making musical Instruments; Music Teachers; Music Instrument Technicians; Conductors; Music Sales Executives; Music Editors; A&R (Artist & Repertoire) - Work with Artists in various aspects of their careers.
Music Careers details:
Musicians and Singers
Careers as musicians and singers are considered to be the most prominent in the entertainment industry. You need to have exceptional musical talent, instrumental/singing lessons, teach musicians the technical skills needed and help drive and motivate you.
Next Steps - GCSE Music - A Level Music (looking to achieve the equivalent of grade 6 to progress to University) – Performance Degree at University (This is where you will meet many professionals contacts who will help and support you)
Audio Engineers or Disc Jockeys
This is an area which requires a strong hold on music, and the knowledge of technology related to this. Audio engineers or DJs are sound techs who operate mixers and consoles to enhance sound output and music quality. Audio engineers normally work in studios, whereas DJs can work in pubs and restaurants. They have to be in touch with the latest technologies pertaining to music to excel in their field.
Artists and bands normally have music tours and live concerts. Managing the administration and making travel arrangements for every concert is important. This is where the services of tour and concert managers are needed. Tour managers and concert organisers look after the administration of the tour and the actual event; which includes ticket bookings, concert schedule, promotional activities, band photo-shoots, and other such tasks. These personnel are required to be multi-skilled in the area of music and administration.
A very crucial role in the music world, a music producer is a person who manages all stages of a project, be it a live show or a studio album. This professional has to help the band or artist get their albums mixed and edited in studio. He/she has other responsibilities as well, which mainly include getting a record deal and overseeing promotional tasks of the album. A music producer is generally a seasoned musician and performer or at least has fair knowledge about this field.
This career pathway blends music-related theories with those of health care. Music plays a very important role in improving mental health of a person, music is used in music therapy treatments. This special therapy includes analysing emotional needs of a person and using music to meet those needs. Common practices in a music therapy job include music composition, listening to music, song writing, playing instruments, and similar others related to treating ailments through music.
Music journalism is about studying, observing, and writing music. Typically, a music journalist listens to songs, attends live concerts, visits musicians and conducts interviews, and writes about all these experiences for music magazines, newspapers, or on the internet.