What does the course cover? The programme of study

The Wolsey Hall Year 8 Music course follows the Cambridge Lower Secondary Curriculum.

You may want to print out this overview of the course and refer to it as you progress through the course.

DOWNLOAD - Programme of Study Download DOWNLOAD - Programme of Study

Do also bear in mind that:

Before Module One, there is an introductory Welcome call with your tutor.
At the end of Module Three, there is a mid-course review.
At the end of Module Six, there is an end-of-course review.

Module One: Time Signatures	Cambridge Curriculum	Coursebook Pages
Topic One (1.1): Disco Time! Identify the typical time signatures associated with Disco. Identify the typical tempo of the Disco genre.	Develop the technical ability to identify the use of musical elements. Develop understanding of the meaning and purpose of music being listened to.
Topic Two (1.2): Waltzing Explore the history and purpose of Waltz music. Identify the Waltz time signature.	Develop the technical ability to identify the use of musical elements.
Topic Three (1.3): Ballads Identify the time signatures associated with Ballads. Explore the sub-genre of Pop music.	Provide listening opportunities for realisation of the elements in sound. Develop the technical ability to identify the use of musical elements.
Topic Four (1.4): The History and Purpose of March and Military Music Explore the history and purpose of these types of music.	Listen to a range of music with a focus on the technical (musical elements) and the expressive (subjective and objective meaning).
Topic Five (1.5): March and Military Time Signatures Identify the time signatures of March and Military music and listen to examples of both.	Develop the technical ability to identify the use of musical elements. Listen to a range of music with a focus on the technical (musical elements) and the expressive (subjective and objective meaning).
Topic Six (1.6): Identifying Time Signatures Identify a range of pieces by their time signature.	Develop technical and expressive listening.
ASSIGNMENT 1A
ASSIGNMENT 1B

Module Two: History of Western Classical Music, 1650-1910	Cambridge Curriculum Link	Coursebook Pages
Topic One (2.1): An Introduction to Western Classical Music Research and plot out the timeline of the pre- and post-Classical Music eras.	Give pupils a core knowledge of music in many of its forms: Western Classical Tradition music up to the 1940s.
Topic Two (2.2): Baroque Period (Vivaldi) Explore the music and style of Vivaldi. Learn about the term ‘concerto’.	Develop understanding of the meaning and purpose of music being listened to.
Topic Three (2.3): Classical Period (Beethoven) Explore the music and style of Beethoven. Learn about the development ‘String Quartet’.	Develop understanding of the meaning and purpose of music being listened to.
Topic Four (2.4): Romantic Period (Chopin) Research the dates when Chopin was composing. Explore the music and style of Chopin.	Develop understanding of the meaning and purpose of music being listened to.
Topic Five (2.5): Impressionist Music Learn about the features of this style of music. Respond to Impressionist compositions in a creative way.	Develop understanding of the meaning and purpose of music being listened to.
Topic Six (2.6): Playing Classical Music Choose two pieces from either the Baroque, Classical or Romantic period. Practise these pieces so that you are confident in both. Perform both to an audience	Develop fluency in the use of staff notation as a gateway to musical independence.
ASSIGNMENT 2A
ASSIGNMENT 2B

Module Three: Music Theory in Depth	Cambridge Curriculum Link	Coursebook Pages
Topic One (3.1): Reading Notation Confidently in Two Clefs Read formal notation in either treble or bass clef	Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities and different types of scales. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
Topic Two (3.2): Scales and Key Signatures of E and A♭ Major Identify the two ways to write a chromatic scale. Write the scale ascending and descending.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.	Grade 3 Pages 30 - 34
Topic Three (3.3): Composing Using One Clef Write your own bars of music is a chosen clef.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Improvise and compose.
Topic Four (3.4): Scales and Key Signatures of New Minor Scales Explore six new minor scales and memorise their key signatures.	Use staff and other relevant notations appropriately and accurately.	Grade 3 Pages 35-39 (extension page 42)
Topic Five (3.5): Introduction to Grade 4 Theory Begin learning at Grade 4 level theory: alto clef; four-bar rhythms; time signatures; breves.	Use staff and other relevant notations appropriately and accurately.	Grade 4 Pages 4-21 Pages 58-60
Topic Six (3.6): Using Technical Terms Explore and memorise the degrees of scale.	Extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.	Grade 4 Pages 32-33 (optional revision page 75)
ASSIGNMENT 3A
ASSIGNMENT 3B

Module Three: Music Theory in Depth

Cambridge Curriculum Link

Coursebook Pages

Topic One (3.1): Reading Notation Confidently in Two Clefs

Read formal notation in either treble or bass clef

Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities and different types of scales.

Use staff and other relevant notations appropriately and accurately in a range of

musical styles, genres and traditions.

Topic Two (3.2): Scales and Key Signatures of E and A♭ Major

Identify the two ways to write a chromatic scale.
Write the scale ascending and descending.

Use staff and other relevant notations appropriately and accurately in a range of

musical styles, genres and traditions.

Grade 3

Pages 30 - 34

Topic Three (3.3): Composing Using One Clef

Write your own bars of music is a chosen clef.

Use staff and other relevant notations appropriately and accurately in a range of

musical styles, genres and traditions.

Improvise and compose.

Topic Four (3.4): Scales and Key Signatures of New Minor Scales

Explore six new minor scales and memorise their key signatures.

Use staff and other relevant notations appropriately and accurately.

Grade 3

Pages 35-39

(extension page 42)

Topic Five (3.5): Introduction to Grade 4 Theory

Begin learning at Grade 4 level theory: alto clef; four-bar rhythms; time signatures; breves.

Use staff and other relevant notations appropriately and accurately.

Grade 4

Pages 4-21

Pages 58-60

Topic Six (3.6): Using Technical Terms

Explore and memorise the degrees of scale.

Extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.

Grade 4

Pages 32-33

(optional revision page 75)

ASSIGNMENT 3A

ASSIGNMENT 3B

Module Four: Video Game Music	Cambridge Curriculum Link	Coursebook Pages
Topic One (4.1): The History and Development of Game Music Explore the history of game music using key examples through modern history. Present key examples chronologically.	Music Technology is likely to play an increasingly important role in the delivery of the Cambridge curriculum.
Topic Two (4.2): Game Music and the Player Play a video game, noting the game music and effects. Comment on the impact of the music on the player.	Year 8 pupils should practise identifying the use of the elements of music when listening.
Topic Three (4.3): Game Music Composers Consider the skill involved in producing game music. Identify famous musicians who have composed video game music.	Gain an aural knowledge of some of the great musical output of human civilisation.
Topic Four (4.4): Playing Game Music Play a piece of popular game music.	Develop knowledge of a wider range of notes and improve their fluency in music notation.
Topic Five (4.5): Composing Game Music Have a brief look at the process of composing and producing game music.	Music Technology is likely to play an increasingly important role in the delivery of the Cambridge curriculum.
Topic Six (4.6): Creating Gaming Sound Effects Create and record sound effects - in reality and digitally.	Compose a harmonic sequence in response to an extra-musical stimulus. Use percussion and percussive sounds.
ASSIGNMENT 4A
ASSIGNMENT 4B

Module Five: World Music - Gamelan and African	Cambridge Curriculum Link	Coursebook Pages
Topic One (5.1): Gamelan Music Features Learn about the history and features of the sub-culture of Gamelan music.	Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.
Topic Two (5.2): Exploring Gamelan Drum Rhythms Explore and play typical Gamelan cyclic patterns, using notation.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
Topic Three (5.3): Pentatonic Scales Explore pentatonic scales and identify their specific features. Play pentatonic scales on your instrument/with voice.	Identify and use the inter-related dimensions of music, including use of tonalities and different types of scales.
Topic Four (5.4): African Storytelling Learn about the key features of African music. Explore its history and purpose.	Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.
Topic Five (5.5): African Drumming Play traditional African drum patterns. Practise using a range of drumming hand positions.	They should develop their instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions.
Topic Six (5.6): African Singing Explore traditional African singing. Sing with a backing.	Learn to sing and to use their voices.
ASSIGNMENT 5A
ASSIGNMENT 5B

Module Six: Music For Dance	National Curriculum Link	Coursebook Pages
Topic One (6.1): Country and Western Music Learn about the history and unique features of this traditional American genre of popular music.	Explore a diverse range of music ,rich in learning opportunities.
Topic Two (6.2): Line Dancing Consider the relationship between Country and Western music and line dancing.	Develop understanding of the meaning and purpose of music being listened to. Understand and explore how music is created, produced and communicated.
Topic Three (6.3): Irish Dance Music and Step Dancing Learn the history and development of this cultural form of dance and music. Practise playing Irish Dance music.	Listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.
Topic Four (6.4): Ballet Music Consider the relationship between music and Ballet dance Create a narrative using Ballet as a stimulus.	Understand and explore how music is created, produced and communicated. Develop understanding of the meaning and purpose of music being listened to.
Topic Five (6.5): Theme and Variation Learn about the concept of theme and variation, often used in Ballet music. Vary a given piece of music.	Explore a diverse range of music rich in learning opportunities in its chronological and stylistic context.
Topic Six (6.6): DJing and Mixing Explore the equipment and techniques of DJing, used for club dance. Create a suitable DJ selection.	Listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.
ASSIGNMENT 6A
ASSIGNMENT 6B