Is thoughtfully sequenced, using research into how pupils learn, so they are inspired to learn new material in a meaningful manner and develop their understanding.
Musical concepts are sequenced in such a way that they progressively build upon one another. This starts with an understanding of the basic musical elements, Duration, Pitch, Tempo Dynamics, Texture & Timbre through a practically based curriculum. The SOL makes links to prior knowledge, whether it be from the previous lesson, everyday knowledge or a previous key stage. The schemes are built in such a way that enables pupils to develop practical skills across a wide range of instruments, encouraging a love for the subject and enhancing their critical thinking skills, self-confidence, creativity and self-expression.
Lessons are sequential and build upon the skill development and understanding from the previous lesson.Homework tasks will focus on the consolidation of new and existing vocabulary, giving pupils the confidence and skills to connect their practical and theoretical learning.
Students will develop practical skills across a wide range of instruments in a whole class setting, including Violin, Piano, Ukulele, Guitar, Samba & African Drumming, Gamelan and Steel Pans.Knowledge and understanding of local bands and musicians from the past and present are explored, and links with LIPA and other local colleges are established to help pupils see the opportunities around them.
Key words and terms are displayed in all teaching rooms and are made reference to in all lessons.Homework tasks will focus on the consolidation of new and existing vocabulary, giving pupils the opportunity to employ technical vocabulary when assessing their own and other pupil’s performances.There are reading opportunities in classes in line with Hillside’s whole school reading strategies.The department has a wide selection of current music magazines, biographies of famous musicians and bands and relevant textbooks alongside an expansive selection of music both on the curriculum drive and in hard copy to encourage pupils to build on their reading, communication skills and understanding.
All sequences of lessons will focus on using repetition and practise of skill development to enhance pupils’ resilience and critical thinking skills in order to heighten their understanding of concepts whilst moving their performing skills on to a higher level.
A variety of forms of feedback strategies are used in music including formal written feedback and next steps to improve in KS4, together with peer/self assessment.Success criteria and mark schemes are used to show the standards that are expected in practical work and pupils are guided to select their focus for their efforts during a lesson, which is written down on a small white board.During assessment recordings of work, these foci become a starting point for the video conversation with the pupil to assess their progress.Pupils are challenged to spot areas for development in their own work and come up with ideas in order to correct them.
We prioritise the acquisition and development of musical skills to the highest level for each pupil in line with their potential, through focussed practise, critical thinking and independent learning.
Basic mathematics forms the core of rhythm and metre in music and rhythmic starter games involving number sequences are used frequently in lessons.We have high expectations for literacy both written and spoken and whole school marking schemes are used consistently in written work.
Pupils explore and perform music from a wide range of cultures and historical periods and are encouraged to contrast them with music from their own experience.Developing their theoretical and performing skills on an instrument allows them have the skills, knowledge, norms and values which can be used to access to a wider range of educational and employment opportunities together with the social enhancement of being a musician.
We believe that the arts and creative subjects are crucial in forming well-rounded and confident young people, enriching both our lives and our education.The benefits of a musical education are far reaching and are outlined below. (NAMF 2015)
Students who have musical training will develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds.
Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work. This desire can be applied to all subjects of study.
Students who practice with musical instruments can improve their hand-eye coordination. Just like playing sports, children can develop motor skills when playing music.
Learning to play pieces of music on a new instrument can be a challenging, but achievable goal. Students who master even the smallest goal in music will be able to feel proud of their achievement.
Students of music can be more emotionally developed, with empathy towards other cultures They also tend to have higher self esteem and are better at coping with anxiety.
Students can develop their math and pattern-recognition skills with the help of musical education. Playing music offers repetition in a fun format.
Students who study the arts can learn to think creatively. This kind of education can help them solve problems by thinking outside the box and realizing that there may be more than one right answer.
With encouragement from teachers and parents, students playing a musical instrument can build pride and confidence. Musical education is also likely to develop better communication for students.
Teaching and performing materials incorporate current pieces from popular musical culture as well as music that is very familiar to the pupils experience from television and film.
The department exploits all opportunities to provide career information in the music industry through our close connection with LIPA and its Wider Participation Scheme.Opportunities are used to examine British values, alongside SMSC, and explore the cultural diversity that exists in our cosmopolitan society
Recognition and use of key terminology, both written and oral, is a current focus to prepare pupils for the increased rigour of the new GCSE specifications.Starter activities involving literacy tasks, e.g. anagrams of musicians, famous musical quotes etc. are used in lessons so that pupils gain confidence in literacy, communication and oracy.
Reading is an integral part of each lesson whether it be based on musical notation or aural discernment.Pupils are encouraged to recognise and follow performance directions on a score e.g. tempo, dynamics, and articulation instructions to inform their performances.
The department actively promotes and adheres to the Hillside Way and demand the highest level of commitment, written work, and verbal responses from pupils by constantly referencing the standards and expectations of life after Hillside at college or in employment.
Key Stage 3 Pathways:
Term 1 Musical Elements: African Drumming
Term 2 Violin & Piano Skills
Term 3 Vocal Work & Ukulele Skills
Term 1 Guitar Skills
Term 2 Piano Accompaniment & Chord Theory
Term 3 Bach to Beethoven, Rock School
Key Stage 4 Pathways:
Year 9 & 10
Performance Skills & Ensemble Work, Basic Musical Theory, History of Western Classical Music, Composition Techniques, Fusion & Popular Music Styles.
The Music Department provides a wide range of enrichment activities which aim to broaden our pupil’s knowledge of the wider world and supports them to develop important life skills.Pupils are encouraged to participate in a range of extra curricular musical activities to develop their skills further and to make more friends.Current activities include Choir, String Ensemble, Guitar Club, and Samba Band. Pupils are also offered the chance to play a musical instrument through our extensive programme of peripatetic music lessons at no charge to the parents.As part of our pupil’s enrichment package, we also offer a range of other activities which are integrated within the curriculum such as visits to further and higher education colleges, guest speakers and performers, and concert visits.