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Assessment and reporting
The Furness Academy Music curriculum for each year group is detailed below.
Solo Performance
First steps in playing the Violin or Flute and reading music, including beginner technique. Basic note values and rhythms are taught through Kodaly and the first notes on the Violin and Flute. Students will also participate in singing sessions to improve aural discrimination skills.
Mastering Solo Performance
Students continue to develop their instrumental technique and tackle more advanced theory, including more complex note values and rhythms and a greater number of notes. Students will also participate in singing sessions to improve aural discrimination skills.
Ensemble Performance
Students consolidate prior learning and develop their listening and group work skills by learning how to rehearse and perform as part of an ensemble. Students will also improve aural discrimination skills.
Number of lessons:
Year 7
Students will complete two performance assessments (one per half term) and an end of term LAT (Listening & Theory) Exam.
All students MUST ensure they bring their chosen instrument to every Music lesson.
All students need to carry the following equipment in pencil cases in their bags.
Music equipment needed
In Music in Year 8, students continue to develop their musical skills, knowledge and understanding of musical language and technical skills through a series of practical and theoretical units centered around diverse themes:
Name that Tune – They develop knowledge of musical notation in the treble clef and develop keyboard skills using right hand melodies, leading to the use of two hands on the keyboard. They begin to understand key musical terminology and recognise notation symbols.
Film Music – The Prequel allows us to explore the fantastical world of Harry Potter and the composer John Williams, and students continue their development of performance skills , whilst starting to understand the key features of film music. They also compose a piece of music for a key scene in the movie.
Our project on Reggae in the summer term, becomes another cultural adventure as we learn about the Rastafarian religion and explore syncopation and the music of Bob Marley, allowing students to use their prior knowledge on reading musical notation to explore a key piece.
This leads into their final project on Band Skills, by combining all of the key skills they have learnt throughout the year, students are able to utilise their tab notation reading skills to create an ensemble performance with hooks and riffs.
In Music in Year 9, students consolidate their musical skills, understanding of musical language and technical skills through a series of practical and theoretical units centred around diverse themes:
Film Music – The Sequel allows us to continue our exploration of such a diverse musical topic, whilst understanding conjunct and disjunct melodies, looking in detail at influential composers and the techniques they use to create their soundscapes and expanding their musical vocabulary.
Rock of Ages – Students will go on a musical timeline to see how various styles, decades and events have affected music. They will start will the 12 Bar Blues, moving to Rock and Roll, The Beatles and Disco, Synth Pop and finally Brit Pop.
Live Lounge – Students have to work to a brief and select a style of music from all of those they have covered in Year 8 and 9. They then learn a current piece of music and adapt it to the style of their choice, showing the key characteristics of their chosen genre. This leads them to BTEC at Key Stage 4.
Number of lessons:
Year 7
Performing: students will start to explore technical skills on use of posture and correct finger work and tonguing on their chosen instrument.
Listening: students will listen to start to identify key musical features whilst beginning to utilise correct technical musical language.
Year 8
Performing: students will explore technical skills on use of posture and correct finger work for keyboards, whilst being introduced to accidentals in their melody work. Strumming patterns will be developed and dexterity in reading music. Students will work on variety of instruments in both solo and ensemble contexts
Composing: students will learn to create and develop their own melodic ideas from a given stimulus utilising key musical devices for the genre.
Listening: students will listen to and refine how they appraise and identify key musical features whilst utilising correct technical musical language and symbols.
Year 9
Performing: students will consolidate their technical skills on use of posture and correct finger work for keyboards, whilst being able to confidently read various forms of music notation and have knowledge of the bass clef. Students will work on variety of instruments in both solo and ensemble contexts
Composing: students will learn about the structure of a typical pop song and have the opportunity to utilise their skills in creating a verse and chorus.
Listening: students will be exposed to a variety of musical icons and genres allowing them to hear how the music has developed through the decades and see how it has impacted on society. They will listen to and refine how they appraise and identify key musical features whilst utilising correct technical musical language and symbols.
All students need to carry the following equipment in pencil cases in their bags.
Music equipment needed
Year 10 : BTEC Level 2 Tech Award in Music Practice
The Pearson BTEC Tech Award in Music Practice is for learners who want to acquire sector-specific applied knowledge and technical skills through vocational contexts by studying and developing their musical skills and techniques, and by responding to a music industry brief as part of their Key Stage 4 learning. The qualification enables learners to develop their skills, such as using musical elements, music creation, performance and music production, using realistic vocational contexts, and their personal skills, such as self-development, responding to a brief, planning and time management through a practical and skills-based approach to learning and assessment. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.
There are three components to the qualification:
This Tech Award complements the learning in GCSE programmes by broadening experience and skills participation in different types of musical techniques for different musical styles. The Tech Award gives students the opportunity to apply knowledge and skills in a practical way through exploration and development of techniques and styles.
Year 11 : RSL Music Practitioners
Within this vocational course, each selected unit is purposed to enable musicians of all abilities, the opportunity to develop their performing skills on a chosen instrument and to learn about the key elements that develop a good performer. Everything is tailored to the students personal choices.
Number of lessons:
Year 10 : BTEC Level 2 Tech Award in Music Practice
The Tech Award gives students the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. The main focus is on four areas of equal importance, which cover the:
Year 11 : RSL Music Practitioners
Unit 201ta: Musical Knowledge:
Listening Skills: How to listen to music and identify musical styles. Recognition of musical elements. Knowledge of musical characteristics within contemporary music
Analytical Skills: Analysing differences in music styles. Analysing musical styles in a wider context
Research Skills: Research through reading, watching, listening and critical thinking
Communication Skills: Annotated diagrams. Presentation skills. Essay writing. Clear and Concise presentation of information
IT Skills: Using the internet for research. Using word processing software, image software or presentation software. Audio recording software
Unit 204ta: Instrumental Study:
Skills for Instrument Maintenance: The ability to safely and efficiently set up their instrument for playing as required
Health & Safety
Understanding of personal Health & Safety considerations in relation to playing an instrument and associated equipment
Instrumental Skills
The ability to develop instrumental techniques appropriate to the instrument. Understanding of relevant stylistic characteristics in relation to the instrument. The ability to improve physiologically, e.g. dexterity, stamina and control of the instrument
Organisational Skills
The capacity to plan instrumental practice, through developing realistic aims and defining success. Time management skills – working to a given time frame, working to deadlines
Analytical Skills
The ability to analyse and assess own skills and personal aims. The ability to evaluate own work and consider ways of improving in relation to the personal goals. The capacity to respond positively to tutor comments and evaluations. The capacity to assess and act upon Health & Safety considerations
Unit 202ta: Live Music Performance
Skills for Rehearsal
Techniques for learning and retaining repertoire. The ability to safely and efficiently set up personal equipment for rehearsal as required. The ability to use resources and time effectively – planning and implementing the rehearsal process. Methods for communicating with other musicians and technical staff as appropriate within the rehearsal and in an
organisational capacity as required. Techniques for developing and refining personal instrumental and/or vocal part for performance. Techniques for developing skills to undertake and evaluate effectively ‘dry run’ performances. Methods for developing stagecraft techniques
Skills for Performance
Appropriate knowledge of repertoire for performance. Understanding the nature of the performance and the performance environment. Understanding of the relevant personal, musical and peripheral equipment required for performance. Ability to perform repertoire as required. Ability to safely and efficiently set up personal equipment for performance as required. Strategies for overcoming nerves. Techniques for communicating with other musicians/the audience and presentation skills
Vocal/Instrumental Skills. Understanding of relevant stylistic characteristics in relation to the instrument/voice. Instrumental/Vocal techniques appropriate to the context of the live performance
Health & Safety. The ability to safely and efficiently set up personal equipment for performance as required. Understanding of personal Health & Safety considerations in relation to performing with an instrument and/or voice and associated equipment, and in the context of the performance environment generally
Communication Skills. The means to identify and respond to musical/visual cues. Use of both verbal and/or non-verbal communication in live performance (with other musicians), as appropriate the ability to respond to musical direction
Analytical Skills. The ability to analyse and assess own skills and personal aims. The ability to evaluate their own work and consider ways of improving their own performance in a live music performance environment. The capacity to respond positively to teacher comments and evaluations. The capacity to assess and act upon Health & Safety considerations
Organisational Skills. The capacity to plan and prepare effectively for live performance. The means to access the relevant personal, musical and peripheral equipment required for live performance. Strategies for learning and retaining repertoire. Time management skills – working to a given time frame, working to deadlines
Year 10 : BTEC Level 2 Tech Award in Music Practice
The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the music sector, and specialist skills such as applying musical knowledge to music performance, music creation and music production.
Component 1: Exploring Music Products and Styles
Component 2: Music Skills Development
Component 3: Responding to a Music Brief
Year 11 : RSL Music Practitioners
All students need to carry the following equipment in pencil cases in their bags.
Music equipment needed
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