Music

The aim of the music department is to allow students of all abilities and backgrounds the opportunity to develop their musical understanding of a broad range of styles, traditions and genres.  This means being able to identify what music can be expressive of and knowing how this expression is created by a composer, arranger or performer. 

The OFSTED research review of music (published 12.07.21) splits musical knowledge into three categories:

• “tacit knowledge”
• “procedural knowledge”
•  “declarative knowledge”

The department intends for all three of these to feed into the main aim of developing musical understanding that give a student the skills to be musically expressive.

For example, a drummer might be capable of composing an effective drum riff through having sub-consciously acquired “procedural” knowledge whilst playing other drum riffs over a period of time.  She then learns "declarative” knowledge about drum riffs by studying a particular style of music.  She then attempts to apply this knowledge to her own composition in order to enhance it.

What is the musical profile of the students at La Retraite on entry in Y7?

A high proportion of the students enter La Retraite with a love of music, but limited musical understanding.  A number of them have experienced and enjoyed group musical performance in primary school – e.g. singing, drumming, ukulele, or tuned percussion.  Some have also experienced using music technology, primarily arranging samples or using simplified sequencing software, such as “Google Chrome Music Lab”.  These musical activities are less likely to have involved much use of subject specific terminology or symbols/notation, meaning students have not developed the skills of appraising (analysing and discussing) music.  A small number have received specialist tuition on a musical instrument which may have led them to take and pass graded musical instrument examinations.  These students typically have an increased understanding of musical notation and terminology, but it is still unlikely that they have used this knowledge extensively to appraise music.

How do we group students and how much curriculum music do they experience?

At all three key stages, classes are taught in mixed ability groups, although at GCSE and A Level there is a requirement to have a sufficient skill level at playing a musical instrument or singing, to gain a place on the course.  Class sizes are small, including at KS3, to allow for a broader and more meaningful curriculum.

At KS3 students receive one 50-minute lesson per week.  At KS4 they receive three 50-minute lessons per week, and a 30-minute instrument lesson with a visiting specialist.  At KS5 they receive six 50 minutes lessons per week, and a 30-minute instrument lesson with a visiting specialist.

What skills do we teach?

To develop musical understanding among students, staff teach them how to:

• identify aurally the elements of music using keywords;
• identify aurally the mood and emotion that the elements of music can be expressive of;
• identify in written notation the elements of music using keywords;
• identify the relationship between music and the context in which it was created;
• create and play their own music using musical instruments;
• create and play their own music using musical instruments and record it using music technology;
• create and play their own music using musical instruments and write it using Western staff notation;
• arrange and play the music of others using the keyboard and record it using music technology;
• identify the features and mechanisms of a musical instrument;
• sing, play the piano, guitar, drum kit the music of others using performance technique.

A unit of work will contain as many of these skills as possible to help create an integrated approach to musical learning.

What topics do we teach?

At Key Stage 3, there are 4 units per year.  Classes rotate rooms to allow them to use different resources in order to explore different skills and musical styles.

At Key Stage 4 & 5, students study the musical styles, traditions and genres specified by the examination board.  As with KS3, topics are revisited later in the year or following year.  Areas of study include: 

How do we ensure progression?

To ensure progression and retention of skills, the department uses a spiral curriculum model.  Topics are revisited later in a year or key stage to deepen understanding and skill.  Students also receive regular verbal formative assessment in lessons.  Home learning is checked and graded weekly.  The MS Teams portal is used rigorously to assist in setting assignments and feeding back to students.  Sanctions are applied systematically to those who fall short on this aspect of learning.  Summative assessment for composing and performing tasks happen twice in a unit – once in the middle and once at the end.  This ensures students have the opportunity to respond to feedback and improve.  A summative appraising assessment takes place at the end of a unit.

To meet the diversity of musical understanding and skills present among the student community at key stage 3, tasks are set within three differentiated bands: foundation; intermediate; & advanced.  For example, in piano music units this would work as follows for the specific skill of “identifying aurally elements of the music” studied:

At Key Stage 4 and 5, the assessment criteria of the specifications are used and shared with the students so that they can see clearly what they need to do to progress to the next level.  To help cement the knowledge of music specific vocabulary, online theory exercises are used across all key stages for home learning.

Music Extra Curricular

The extra curriculum music provision is used to reinforce the main aim of the department as well as playing an important in the spiritual, moral, social and cultural development of the students.

Key Stage 3

Year 7 Curriculum Map

Year 8 Curriculum Map

Year 9 Curriculum Map

Key Stage 4

Year 10 and 11 Curriculum Map