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Learning Journey & Sequencing Rationale

The music curriculum is planned so that it is clear what skills and knowledge learners need to develop on a lesson by lesson and half-termly basis. 

The learners are assessed in their ability:

  • To perform (solo and ensemble)

  • To compose to a brief

  • To analyse and evaluate their own work and the work of others (using the elements of music)

  • To appreciate the complexity of a number of set works

Each unit builds upon the last, for example Year 7 covers recognising, reading, writing and playing music for film and TV - starting with what is familiar to all learners and gradually introducing them to the keyboard and language skills required to describe and evaluate music. 

Once the basics are established, we then embark upon historic works from earlier periods until the 1900s. (Baroque/classical Romantic). Developing fragmentations, variations and adaptations of original works are encouraged to ensure that the basic elements and principles are embedded through practical and written work,  

Pop music is then linked back to the embellishments and fashions of the NEW romantics; this can be directly compared to the Romantics and discussed/reviewed as an historic period in itself. The pop music unit encourages group work, songwriting and the development of individual style. The advent of multiculturalism in the 1980’s.


Unit overview

Subject: Music


Explore Functions of Film Music through the Elements of Music:

  • Reading music notation
  • Playing glockenspiel
  • Performance Analysis

Prepare a performance using musical skills practiced in class.

  • Pitch, Rhythm, Beat and Sonority


Knowledge will be demonstrated through the following skills:

  • Correct application of pitch, rhythm and beat in performance
  • Correct use of stimulus (sheet music) as an aid to the performance
  • Demonstration of musical intent and successful communication with audience, creating engagement with audience

Key skills:

  • Identifying and applying the 4 Functions of Film Music: Setting the scene: time and place, communicating emotions; atmosphere and mood; Underlining characters and their personality.
  • Identifying Elements of Music
  • Perform a short musical work/song
  • Engage an audience, using a specific genre
  • Oral and written evaluation of performance
  • Successfully identify areas for improvement in performance

Extended writing:

  • Evaluating performance through analysing the skills they have applied to performance and how successful they are in their ability.
  • Setting targets for improvement


Studying ‘Functions of Film Music’ (the use of music to support a scene in media) will allow learners to understand how film music can be constructed in different ways, to demonstrate how music enhances presentation of visual media. This enables skills in discerning how presentation determines specific audience interpretations of scenes within different forms of media. 

Attention to and discerning of Music Elements enables learners to see music as an abstract construction that is the product of both reason and emotion in equal balance. Development of these faculties is important for competence in music and other subjects.

Interpersonal relationships will be developed through paired and group work.

This topic is an engaging start to the new year for Year 7s. Identifying music elements is a skill that needs to be taught to lay the foundations for GCSE music. Skills learners develop will lead to creative composition work and the ability to perform different styles of music. GCSE composition component looks at how learners apply different styles and genres of music to their creations.

Knowledge Organisers

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • quiz themselves at home, using the read, write, cover, check method;
  • practise spelling key vocabulary;
  • further researching people, events and processes most relevant to the unit.