What does the course cover? The programme of study

The Wolsey Hall Year 9 Music course follows the Cambridge Lower Secondary Curriculum Download 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: Music for Stage and Screen	National Curriculum Link	Coursebook Pages
Topic One (1.1): A Brief History · Research the history of film and stage music.	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): Features of Film and Stage Music · Explore the key features of both music forms.	Develop the technical ability to identify the use of musical elements.
Topic Three (1.3): Composers for Film and Stage · Identify key composers for film and musicals, and examples of their work.	Provide listening opportunities for realisation of the elements in sound.
Topic Four (1.4): Film Scores · Explore examples of famous film scores. · Play an example of a film score on your instrument.	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): Musicals · Explore examples of famous musicals and their songs. · Perform a song from a musical of your choice.	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): Leitmotifs · Analyse the effect of leitmotifs on the audience.	Develop understanding of composition through melody and accompaniment.
ASSIGNMENT 1A
ASSIGNMENT 1B

Module Two: Contemporary Classical Music 1910 and Beyond	National Curriculum Link	Coursebook Pages
Topic One (2.1): An Introduction to Contemporary Classical Music - 1910s and Beyond · Research and plot out the timeline of the Contemporary Classical period up to our modern day.	Give pupils a core knowledge of music in many of its forms: Western Classical Tradition music from the 1910s up to modern day.
Topic Two (2.2): 20^th Century Symphonies (Vaughan Williams) · Explore the feature of contemporary Classical 1910 and beyond: 20^th Century Symphonies. · Learn about the work of Vaughan Williams.	Develop understanding of the meaning and purpose of music being listened to.
Topic Three (2.3): Serialism (Schoenberg) · Explore the concept of Serialism. · Use the 12-note scale.	Develop understanding of the meaning and purpose of music being listened to.
Topic Four (2.4): Minimalism (Philip Glass) · Explore the concept of Minimalism. · Learn about the work of Philip Glass.	Develop understanding of the meaning and purpose of music being listened to.
Topic Five (2.5): Choral Music (Rutter) · Explore the work of composer John Rutter.	Develop understanding of the meaning and purpose of music being listened to.
Topic Six (2.6): Playing Classical Pieces · Choose two pieces, from this period. · Practise these pieces so that you are confident in both. · Perform both to an audience.	Developing fluency in the use of staff notation is a gateway to musical independence.
ASSIGNMENT 2A
ASSIGNMENT 2B

Module Three: Folk Music	National Curriculum Link	Coursebook Pages
Topic One (3.1): The Origins and Features of Folk Music · Learn about the special features of this traditional genre.	Build a universal foundation of musical understanding.
Topic Two (3.2): Tradition Folk Music of the British Isles · Identify traditional music from England, Scotland and Wales.	Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities and different types of scales.
Topic Three (3.3): Contemporary Folk Music · Learn about the recent revival in the genre and key contemporary musicians.	Build a universal foundation of musical understanding.
Topic Four (3.4): Global Folk Music · Explore Folk Music from where you live or originate.	Build a universal foundation of musical understanding.
Topic Four (3.5): Playing Folk Music · Play Folk Music traditional to your culture of the British Isles.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.
Topic Six (3.6): Folk Festivals · Explore the popular revival of Folk Festivals. · Identify the shared features of Folk Festivals.	Extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
ASSIGNMENT 3A
ASSIGNMENT 3B

Module Four: Music Technology v Note that this module has been shortened to account for the limited music technology equipment pupils will have access to in their homes.	National Curriculum Link	Coursebook Pages
Topic One (4.1): Found Sounds · Explore the concept of found sounds. · Create and record your own found sounds.	Music Technology is likely to play an increasingly important role in the delivery of the Key Stage 3 curriculum.
Topic Two (4.2): Recording Music · Learn the key pieces of equipment used in recording music technology. · Listen to pieces using recording music.	Develop awareness of music technologies and their use in the creation and presentation of music.
Topic Three (4.3): Electronic Music · Explore music technology software. · Create a composition using music technology.	Develop awareness of music technologies and their use in the creation and presentation of music.
ASSIGNMENT 4A
ASSIGNMENT 4B

Module Five: Music Theory – in Depth v Note that this module has been lengthened to account for the completion of Grade 4 Theory learning.	National Curriculum Link	Coursebook Pages
Topic One (5.1): Triads and Chords · Recognise the difference between chords and triads. · Describe and recognise triads and key signatures.	Recall given chord sequences as examples of harmonic effect. Compose chord sequences.	Pages 47 - 53
Topic Two (5.2): Intervals · Describe and label an interval on a stave. · Revise major and minor intervals. · Learn about perfect, diminished and augmented intervals.	Develop fluency in the use of staff notation.	Pages 39 - 44
Topic One (5.3): The Chromatic Scale · Learn about the special features of this type of scale. · Annotate a chromatic scale.	Identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities and different types of scales.	Pages 34 – 35 & 38
Topic Two (5.4): Writing a Chromatic Scale · 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.	Page 45
Topic Three (5.5): Ornaments in Music · Recognise and name a range of ornaments.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.	Pages 59 - 60
Topic Four (5.6): Composing with Ornaments · Use examples of ornamentation when composing on stave notation.	Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.	Page 46
Topic Five (5.7): Lyricists · Explore the role of a lyricist, famous lyricists and their work. · Consider the qualities needed for lyric writing.	Develop a deepening understanding of the music that they perform and to which they listen, and its history.
Topic Six (5.8): Writing a Rhythm to Words · Practise composing a rhythm to fit to given words.	Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
Topic Six (5.9): Symphony Orchestral Families · Identify the dynamic and pitch properties of members of each orchestral family.	Understand and explore how music is created, produced and communicated.	Pages 54 - 58
ASSIGNMENT 5A
ASSIGNMENT 5B

Module Five: Music Theory – in Depth

v Note that this module has been lengthened to account for the completion of Grade 4 Theory learning.

National Curriculum Link

Coursebook Pages

Topic One (5.1): Triads and Chords

· Recognise the difference between chords and triads.

· Describe and recognise triads and key signatures.

Recall given chord sequences as examples of harmonic effect.

Compose chord sequences.

Pages 47 - 53

Topic Two (5.2): Intervals

· Describe and label an interval on a stave.

· Revise major and minor intervals.

· Learn about perfect, diminished and augmented intervals.

Develop fluency in the use of staff notation.

Pages 39 - 44

Topic One (5.3): The Chromatic Scale

· Learn about the special features of this type of scale.

· Annotate a chromatic scale.

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

Pages 34 – 35 & 38

Topic Two (5.4): Writing a Chromatic Scale

· 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.

Page 45

Topic Three (5.5): Ornaments in Music

· Recognise and name a range of ornaments.

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

musical styles, genres and traditions.

Pages 59 - 60

Topic Four (5.6): Composing with Ornaments

· Use examples of ornamentation when composing on stave notation.

Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions.

Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.

Page 46

Topic Five (5.7): Lyricists

· Explore the role of a lyricist, famous lyricists and their work.

· Consider the qualities needed for lyric writing.

Develop a deepening understanding of the music that they perform and to which they listen, and its history.

Topic Six (5.8): Writing a Rhythm to Words

· Practise composing a rhythm to fit to given words.

Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.

Topic Six (5.9): Symphony Orchestral Families

· Identify the dynamic and pitch properties of members of each orchestral family.

Understand and explore how music is created, produced and communicated.

Pages 54 - 58

ASSIGNMENT 5A

ASSIGNMENT 5B

Module Six: Songwriting	National Curriculum Link	Coursebook Pages
Topic One (6.1): Successful Songwriting Learn about the features essential to writing a catchy song.	Explore a diverse range of music rich in learning opportunities.
Topic Two (6.2): Song Structure Revise common song structures. Select a structure for your own song.	Develop vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions.
Topic Three (6.3): Write Song Lyrics Select a style for your song. Write lyrics for your song.	Develop vocal and/or instrumental fluency, accuracy and expressiveness; and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions.
Topic Four (6.4): Melody Consider the relationship between your lyrics and the melody. Create a melody and riff for your song.	Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
Topic Five (6.5): Basslines · Identify the style of bassline for different genres of music. Create a bassline for your song.	Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
Topic Six (6.6): Music Rights and Publishing · Explore the legalities behind song ownership; music rights, royalties and splits. Identify how music artists get paid for their writing and the role of publishers.	Inform their practice as musicians.
ASSIGNMENT 6A
ASSIGNMENT 6B