In This Section

  • Key Stage 3

    People of every culture have found a need to express and share feelings, thoughts and ideas by ordering sounds into forms which symbolise and interpret their experience. The creation of music stems from our need to communicate through patterns of sound which have significance, and which may be re-created on subsequent occasions.

    Music is so much a part of the background of everyday life that it tends to get taken for granted. Yet for many people it is a powerful focus for creative energy, and one which both stimulates and guides the imagination. Music at Taverham High aims to develop aesthetic sensitivity and creative ability in all students.

    The development of musical perception and skills is dependent upon the quality, range and appropriateness of these musical experiences, as they are provided within and outside school.  There are many different styles of music appropriate for different purposes and offering different kinds of satisfaction and challenge; excellence may be found in any style of musical expression.

    The study of music provides for the progressive development of:

    • skills in movement, vocal skills, and in aural imagery, acquired through exploring and organising sounds
    • awareness and appreciation of organised sound patterns
    • sensitive, analytical and critical responses to music
    • the capacity to express ideas, thoughts and feelings through music
    • awareness and understanding of traditions, idioms and musical styles from a variety of different cultures, times and places
    • the experience of fulfilment which derives from striving for the highest possible artistic and technical standards.

    What will I learn?

    Students develop their skills as practical musicians from the start of the course. They learn to perform expressively, making a good sound using their voice, the keyboard, the guitar, the ukulele, percussion and their own instruments. Students follow various units of work to develop their understanding of the way in which music is constructed, produced and influenced by time and place in the context of a particular genre or style. Each unit of work contains suitably differentiated materials to allow for the wide ability range to be found in the KS3 classroom. Students learn to perform in ensembles, to compose (in pairs and small groups) and to listen to music actively. They also learn how to use music software Dance Ejay, Sibelius and Cubase in order to develop their understanding of the musical elements and a variety of styles also. They become more confident in practical music-making, and, when talking about music, in a variety of styles.

    How will I be assessed?

    Students are given regular verbal feedback on practical work. This feedback will sometimes be one-on-one, and sometimes for the whole group. Students also peer-assess. Peer and self-assessment activities build up and revisit musical vocabulary and help pupils to develop an increasingly critical and analytical ability. In addition lesson plans incorporate opportunities to develop students’ thinking and problem-solving skills, particularly through the activities proposed for starter and plenary sessions. Students' work is videoed so they can discuss strengths and areas for improvement with their teacher and as a whole class. They can watch these videos again as a reminder of the advice given. They will be given targets for development and a musicianship profile to aim for by the end of KS3.

    How will I be taught?

    Each unit focuses on a discrete repertoire – for example, a selected genre, style or musical process. The chosen repertoire is then explored in terms of its devices/compositional techniques, resources, conventions, processes, procedures and influences that affect the way the music is created, performed and heard. Within each year, an appropriate breadth of repertoire is introduced. Listening materials explore many aspects of the western European repertoire, from the medieval period to the present day. They also include a range of world and intercultural music, selections from folk, jazz and popular genres, and introduce a similar wide range of performers and performing styles.

    Opportunities are available for students to play a key role in their own learning, rather than exclusively relying on the teacher’s expertise and specialist knowledge to spoon feed them. Discussion is one of the main ways in which these opportunities are provided. Discussion gives students a chance to explore their own and others’ knowledge, understanding and experience of an area. This gives the work far greater relevance to each individual and hence provides the class with greater motivation for moving forward with their learning.

    Students develop their skills in self-assessment after initially developing their skills in peer-assessment and therefore need to be taught the skills of collaboration in peer-assessment. This will help them to assess their own progress objectively and become increasingly independent learners. The teacher will model practical instrumental work, so that students can watch and listen to how it is done, pre-empting misconceptions and ensuring better understanding. Students make progress as a performer since teachers will describe, explain and demonstrate how to produce work of a high standard.

    Composition work is mainly carried out in small groups so ideas can be tried out and considered. All practical work is explored in relation to a particular style or tradition, for example the Blues. Students will, therefore, develop their understanding of the origin and context of the music. Great emphasis is placed on musical understanding; students will learn in music, not about music. They will be encouraged and provided with the opportunity to perform in public.

    Students are also given many opportunities to take part in extra-curricular clubs and activities including jazz band, training band, brass band, singing group, rock band, samba, ukulele and wind band. Students can pay to receive individual instrumental or singing lessons at school.

  • Key Stage 4

    GCSE Music

    Why study music?
    Music is all around us: it influences our moods and emotions and it stimulates and excites us in many ways. By studying music you will develop knowledge and experience of a wide array of musical styles and genres. You will use this in your own compositions, and will make music that draws on all traditions. You will learn how to listen attentively to pieces of music and be able to talk about the elements that make up a successful piece of music. You will have opportunities to perform your music to different audiences, whether to appreciative members of your class, or to the public, in an evening recital or concert. Studying music enables you to develop broader life skills and attributes, including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.
     
    What areas would I study?
    Music is about making and listening to music. It covers performing, composing and listening in a wide variety of musical styles. You will compose and perform music; learn to play an instrument and improve your singing; create music on computers or in a recording studio; learn about all types of music, including classical, popular and world; analyse music in a variety of styles and discover the social and historical context in which music has been composed over the last 400 years. You will develop musical skills and interests, including the ability to make music individually and in groups.
     
    How do you learn?
    If you enjoy making music, either as a soloist or in a group, the course encourages you to perform music of your own choosing and in any style, developing your confidence and the ability to work well with other people. The course will also enable students to develop key skills in information technology which are useful in most careers. Music also offers opportunities to develop the wider key skills in working with others (e.g. taking part in rehearsals, performing) which are valuable to employers.
     
    How are you assessed?
    60% controlled assessment. 40% examination
     
    Where will this take me post-16?
    Music is a good preparation and solid foundation for further musical study in music and music technology. Students may wish to take music for its own sake, perhaps to form the basis of a future interest. Alternatively, students may wish to go into a job where it is useful to have had experience of music or where you will need to use some of the skills developed during this course. It will also show that you have staying power, teamwork ability, creativity and self-management.
    These might include careers in the music industry, publishing, advertising, entertainment and teaching, or any job which involves communication and expressive skills. Your listening skills will enhance the aural perception needed in language examinations. Your performing skills will give you confidence in playing to an audience – useful if you intend to pursue a career in drama or law.
  • GCE

    A-level Music

    Examination Board: Edexcel

    Introduction

    This course will appeal to students who want to enrich their appreciation and enjoyment of music. It will prepare those students who wish to study music further and those who wish it to remain a life-long interest. The music A-level course allows students to investigate, analyse and evaluate music and its features. The set works enable students to conduct in depth studies into different musical styles, all supported by practical and compositional elements. Studying music will help you to develop key skills in performing, composing, theory, listening and analysing. You will learn how the great classical composers approached their music, as well as studying other styles. You will develop your performing skills, deepening your interpretation and expressive skills. You will learn how to compose in different styles, as well as learning the methods behind the composition styles of the baroque and classical eras. Finally, you will develop your skills in analysis, learning how composers built and developed their compositions.

    Structure

    A good understanding of music theory and being able to read music notation is vital. You will be encouraged to attend concerts, listen to radio and television broadcasts, and become generally more aware of the breadth of music in the contemporary world.

    Component 1 - Performing - 60 marks

    Students must perform a minimum of one piece, performed live and uninterrupted as a recital. The performance can be solo, as part of an ensemble, improvisation, realisation using music technology, or a combination of these. The total performance time across the recital must be a minimum of 8 minutes of music.

    Component 2 - Composing - 60 marks

    Students must submit two compositions, of a combined duration of at least 6 minutes. One composition (40 marks) can be chosen from six briefs relating to areas of study, or free composition, and must be at least 4 minutes in duration. The second composition (20 marks) must be from a list of four briefs assessing technique, and must be at least 1 minute in duration.

    Component 3 - Appraisal - 100 marks

    Students will learn the content of musical elements, context and language through six compulsory areas of study. The written examination comprises one 2 hours paper including multiple choice, short open and extending writing questions.

    Careers and Progression

    Music helps you to develop a variety of skills such as analysis, dedication, group skills, self-confidence and self-reliance, as well as providing a means of artistic expression and relaxation. It stretches your imagination and playing an instrument also makes you think and react quickly. Skills such as these are not just prized within music careers, they are valuable to all types of employers. Career opportunities include:

    • performing
    • composing
    • working in the sound industry
    • teaching
    • music therapy
    • further study of music in higher education
    • vocational courses such as the BTEC National in Music and Music Technology
    • apprenticeships or other training

    Entrance Requirements

    Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths; Grade 5 or above in music

    Strongly recommended: Grade 5 in English

    Students should have a good understanding and appreciation of music. Previous experience of making or producing music is essential.

  • BTEC

    BTEC MUSIC

    Examination Board: Pearson

    The BTEC Level 3 National Extended Certificate in Music Technology is equivalent in size to one A-level and will prepare you for an entry-level role in the music sector. The qualification offers an introduction to the music sector through applied learning. It supports progression to higher education when taken as part of a programme of study that includes other vocational or general qualifications. It is designed to support progression to employment following further study at university.

    One of two options will be taken (detailed below), designed to support progression to apprenticeship or employment when taken as part of a programme of study that includes other appropriate BTEC Nationals or A-levels.

    1. Option 1: Sound Engineering
      basis of study for the sound engineering sector with a focus on studio recording techniques and DAW production.
    2. Option 2: Digital Music Production
      A basis of study for the music production sector with a focus on music and sound for media and DAW production

    Careers and Progression

    This qualification will prepare you for direct employment in the digital music production sector, and is suitable if you wish to work in entry level roles:

    • music producer
    • remixer
    • sound designer
    • sound engineer
    • audio restorer/digitiser/archiver

    There are many roles in this sector where recruitment is at graduate level. The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements to many relevant courses. It could lead to:

    • BA (Hons) in Music Technology
    • BA (Hons) in Production
    • BA (Hons) in Sound Arts
    • BSc (Hons) in Design and Digital Music

    Entrance Requirements

    Minimum requirement: 6 GCSEs Grades 9-4 (or equivalent), including Grade 4 or above in English and maths; Grade 5 or above in music

    Strongly recommended: Grade 5 in English

    Students should have a good understanding and appreciation of music. Previous experience of making or producing music is essential.

  • Enrichment

    "The teaching of music contributes to the whole school aim to develop all pupils to the best of their ability."

    The aim of the Music Department at Taverham High School is to make music:

    Enjoyable                

    • to develop a sensitive response to sound in general   and a lifelong enjoyment of music of all kinds, both as a listener and a participant
    • to think about musical ideas
    • to use music as a creative stimulus

    Creative

    • to develop pupils’ self-expression
    • to develop the capacity to understand and express ideas and feelings through the medium of sound

    Social/Moral

    • because singing together creates bonds
    • to develop the ability to work constructively as a member of a group using skills of leadership, discussion, negotiation and the blending of different peoples’ ideas

    CULTURAL

    • to develop an awareness of musical heritage, traditions and developments in a variety of cultures and societies

    CROSS-CURRICULAR

    • to help language development and literacy
    • to develop a feel for patterns and numeracy
    • to provide a vehicle for learning certain subjects or to enhance other subjects e.g. language, history, art, drama etc
    • because music contributes to acts of worship

    Aesthetic

    • because music helps pupils to understand the way their feelings work and to develop an insight into areas of experience, some of which cannot be verbalised easily

    Summary

    We aim to:

    • develop an understanding and enjoyment of music
    • provide opportunities for singing, performing, composing and listening
    • offer a variety of musical experiences reflecting different times, places and cultures
    • explore music through cross-curricular themes
    • meet the requirements of the National Curriculum

    Instrument Tuition

    Instrumental tuition is provided weekly by dedicated peripatetic music teachers offering brass, woodwind, strings, electric guitar, bass guitar, piano/keyboard and drums. The lessons take place throughout the school day, throughout the week. Instrumental lessons are 20 minutes and will take place on the same day each week. All lessons rotate, ensuring no child misses the same lesson twice within the same term.

    Students will be expected to practice regularly at home and encouraged to take part in at least one of the many ensembles / groups that we have on offer, such as orchestra, wind band, jazz band, singers, soul band, rock bands, ukulele etc. Progress reports will be written by instrumental music teachers during the summer term; they undertake to keep full records of their students’ progress and homework on a weekly basis.

    We aim to encourage students to develop a love of music through their chosen instrument. Whichever instrument they choose to study, they are assured of the highest quality of teaching and every opportunity to perform and shine.