Team

The music team consists of one full time and experienced qualified teacher and three specialist peripatetic music tutors. All classes have support staff in each session.

Achievement and Progress

Children demonstrate their ability in music in a variety of different ways and are assessed in align with the four strands of music: Singing, Listening, Composing and Performing. Teachers will assess children’s work in music by making informal judgements as they observe them during lessons. On completion of a piece of work, the teacher assesses the work and gives oral or written feedback as necessary to inform future progress. Photographs and videos are used regularly in music as evidence of kinaesthetic or performance work. Students carry out both self and peer assessments during lessons which gives them the opportunity to reflect and improve their own work whilst suggesting ways in which others could improve work at the same time. Assessment in music is carried out on an ongoing basis and not test or exam based. This data is then inputted into our whole school tracking system ‘Onwards and Upwards’. Assessments include but are not exclusive to performing a composition to the class, demonstrating rhythm patterns individually or as a group, a written assessment (for example a biography of a composer that is being studied or an evaluation of a piece of music); photographic evidence of a piece of work, annotation of photos of a practical activity or playing an instrument (and performing to the class). Students are assessed in accordance with a series of ‘I Can’ statements based upon the National Curriculum requirements.

Curriculum Overview

Oaklands School KS3 National Curriculum for Music, alongside the Model Music Curriculum as the basis for its music curriculum planning. While there are opportunities for children of all abilities to develop their skills and knowledge in each teaching unit, the progression planned into the scheme of work means that the children are increasingly challenged as they move through the school. The scheme of work for music incorporates the four areas of music as follows:

 

	Year 7
Listening	Appraising music according to: Texture, Instrumentation, Metre, Rhythm and Tempo. Listening critically to music from a range of genres and time periods. Evaluating pieces based upon the emotional aspect of music. Analysing impact and intent upon the audience.
Composition	Use tuned and untuned percussion to compose rhythm patterns and pulses. Use ensemble instruments to create music through chord sequences and melodic line. Use ICT/Digital Audio Workstation to compose music using a variety of platforms. Improvise musical ideas over given chord sequences. Explore D minor and pentatonic minor starting on D.
Singing	Sing regularly from an extended repertoire. Develop a sense of ensemble and performance. Be given opportunities to sing in solo and small group contexts. Sing rounds in two, three or four parts. Regular performance opportunities through singing, for example the school Christmas carol concert, assemblies, videos of performance during lessons.
Performing	Music notation through playing the electric keyboard/glockenspiel and sometimes recorder. Play simple melodies on a keyboard following staff notation. Read and play melodies at sight.

 

	Year 8
Listening	Appraising music according to: Texture, Instrumentation, Metre, Rhythm, Tempo, Pitch and Tonality. Listening to music with an increasing critical ear from a range of genres and time periods. Evaluating pieces based upon the emotional and empathetic aspect of music. Analysing impact and intent upon the audience. Identifying the use of the musical elements with pieces of music.
Composition	Create rhythmic patterns to compliment chord sequences. Compose chord sequences on the keyboard in C, G or F major, A, E or D minor. Compose contrasting chord sequences to create pieces in either ternary or verse/chorus form.  Write simple bass lines. Use ICT/Digital Audio Workstation to compose music using a variety of platforms. Play chord sequences from familiar songs.
Singing	Sing regularly from an extended repertoire focussing on phrasing, accurate pitching and dynamic contrast. Continue to develop a sense of ensemble and performance. Be given opportunities to sing in solo and small group contexts. Sing in harmony in two or three parts. Regular performance opportunities through singing, for example the school Christmas carol concert, assemblies, videos of performance during lessons.
Performing	Expand understanding of music notation through playing the electric keyboard/glockenspiel and sometimes recorder. Play simple melodies on a keyboard following staff notation on one or two lines. Use notes which includes a change of hand position. Read and play melodies at sight using conventional symbols or known rhythms and note durations.

 

	Year 9
Listening	Appraising music according to: Texture, Instrumentation, Metre, Rhythm, Tempo, Pitch, Tonality, Harmony and Dynamics. Listening to music with an increasing critical ear from a range of genres and time periods. Evaluating pieces of music whilst developing technical and expressive listening.   Analysing impact and intent upon the audience. Identifying the use of the musical elements with pieces of music.
Composition	Explore melodic line and structural ideas e.g., AABA or ABAB Use ICT/Digital Audio Workstation to compose music using a variety of platforms. Play chord sequences from familiar songs. Compose melodies using vocal or instrumental improvisation. Experiment with the use of sound and silence as well as anticipated and unexpected musical moments.  Create rhythmic accompaniment. Use percussion and percussive sounds. Compose melodic lines, shaped by lyrics.   Improvise melodies using the voice or an instrument to fit with chord sequences created. Take the listener on a musical journey.
Singing	Sing regularly from an extended repertoire focussing on phrasing, accurate pitching and dynamic contrast. Sing homophonic and/or polyphonic harmony in three parts. Develop further a sense of ensemble and performance. Be given increasing opportunity to sing in solo and small group contexts. Regular performance opportunities through singing, for example the school Christmas carol concert, assemblies, videos of performance during lessons.
Performing	Expand understanding of music notation through playing the electric keyboard/glockenspiel and sometimes recorder. Play simple melodies on a keyboard following staff notation on one or two lines. Use notes which includes a change of hand position. Read and play melodies at sight using conventional symbols or known rhythms and note durations.

 

Peripatetic Music Lessons

All students at Oaklands are given the opportunity to receive peripatetic music lessons, either in Guitar, Keyboard or Percussion. These lessons are taught every week by specialist tutors and students receive one period a week per lesson, which are timetabled on a rota basis, therefore meaning that students do not miss lessons consecutively. These lessons are funded by parents, but students who are in receipt of free school meals could be eligible for a discounted rate. Students who receive peripatetic music lessons are also given the chance, and are encouraged, to hire an instrument from school in order to practice between lessons. Students are welcome to keep these instruments for the duration of their lessons.

Guitar

Whether students are picking up the guitar for the first time or whether they have had guitar lessons before and are advanced players looking to break out of a rut and expand their capabilities, guitar lessons at Oaklands are perfect for all abilities. Lessons are delivered to students from all year groups within the school on a 1 - 1 or small group basis. Lessons can revolve around a formal grading but many of our students choose to learn via a more informal song-based method, learning to play through the songs they love. The two methods can also be combined at the preference of the student(s). So, jam through their favourite song one week; or learn a graded piece the following. Depending on what genre of music a student is playing will determine what exam board they will take their performance exams with.

Percussion

Drum lessons start in Year 7 where all students are taught how to play the Djembe, a traditional African hand drum. Any students who feel they want to further their skills are given the opportunity to start 1-1 lessons on Kit. These lessons are based around two key principles: developing a repetitive technique and learning to play in a musical setting. Basic grooves and fills will provide the basis of the early lessons and as the student progresses the co-ordination and syncopation of new skills will develop and increase in difficulty. Where suitable, play along tracks and Graded materials will be used to support and bring together the learning.

Keyboard

Keyboard lessons introduce pupils to the basics of playing the keyboard and reading music. Pupils work through a variety of books, which consist of different styles and repertoire as well as many well-known songs. Our keyboard tutor is keen to offer pupils repertoire to learn based on their own specific preferences. She also enjoys introducing them to new styles and pieces to broaden their musical enjoyment. 

The keyboard offers a wide variety of instrumental sounds and the rhythm controls provide drumbeats to play along with. Keyboard lessons give the student the opportunity to express their musical ideas and feelings, develop their skills, knowledge and understanding of the instrument. If students are ready, they may be given the opportunity to take ABRSM Music Medals or ABRSM graded exams, which are a nationally recognised accreditation.

 

Instrument	Cost Per Lesson	Cost Annually	Deposit Required for Instrument Hire
Electric Keyboard	£10.00	£340.00	£25
Guitar	£10.00	£340.00	£25
Percussion (Drum Kit)	£10.00	£340.00	£50