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 pupils.

    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 in Music? 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. Students 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 pupils’ thinking and problem-solving skills, particularly through the activities proposed for starter and plenary sessions. Students' work is videoed so students can discuss strengths and areas for improvement with their teacher and as a whole class. Students can watch these videos again as a reminder of the advice given. Students 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 students need to be taught the skills of collaboration in peer-assessment. This will help students 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 Bands, Samba, Ukulele and Wind Band. Students can pay to receive individual instrumental or singing lessons at school.

  • Key Stage 4
    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 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?
    GCSE course - 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.
  • Sixth Form
    Music (AS / A2 Level)

    Examination Board: Edexcel

    Introduction:  There is a strong emphasis on both the creative and the practical elements of Music in the AS/A2 syllabus. In other words, you will be expected to develop your practical musicianship as a performer, explore your own creativity as a composer, and gain an understanding of the theoretical procedures that have evolved in the last four hundred years.  Above all, a Music student has to be enthusiastic, interested and committed to the subject. A Level Music offers students an opportunity to explore and develop their understanding of the art form. Music combines creativity, imagination and academic study in a way that no other subject does. 

    Music opens doors to a whole range of professions. The breadth of intellectual study combined with the level of commitment needed to learn to play instrument well, shows future employers that you are dedicated to success – that is a very attractive message to be able to put across when entering the world of employment!

    Structure: In both years, your study will be structured so that you will cover the three core aspects of the subject: Performing, Composing and Appraising. The term ‘Appraising’ will incorporate a study of the history of Music, and the acquisition of appropriate analytical skills.

    (NEA = Non-examined Assessment)

    Careers: 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. Plus 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.

    Entrance Requirements:

    You will need to have either a GCSE/BTEC in Music or be of a Grade V standard on your chosen instrument/theory. You will have to devote time to improving your performing skills and we do require that all students who take AS/A2 Music continue to have instrumental lessons and take part in at least one extra-curricular musical group. The performance work is assessed at Grade 6 and above. You do not need to have passed these grades but need to be performing at that level.  A good understanding of music theory, 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.

    Edexcel Btec Level 3 Subsidiary Diploma in Music Technology (Production)

    What is the Btec Level 3 Subsidiary Diploma in Music Technology (Production)?

    The BTEC Level 3 Subsidiary Diploma in Music Technology (Production) provides learners with a programme of learning in Music Technology focussed specifically on recording skills. It will give you the vital abilities to begin a professional career or move on to further study, and an insight into Audio Industry-related vocations. The BTEC Level 3 Subsidiary Diploma in Music Technology (Production) has the equivalence of one GCE A Level.

    Who is the course for?

    Music Technology combines creativity and current advances in computer music and digital recording to provide a comprehensive education and training for students with an interest in both. The course will be of interest to students interested in live audio engineering and studio production and who would like to prepare for a higher education qualification in this exciting field.

    What will I learn on this course?

    In this exciting and fast moving industry you will develop detailed background knowledge with practical experience in different aspects of music production. Students have to undertake a number of units for which they present evidence, based on real-life work and studies. This allows them to demonstrate their skill and knowledge in practical situations.

    The Edexcel BTEC Level 3 Subsidiary Diploma in Music Technology (Production) is a 60-credit and 360 - guided-learning-hour qualification that consists of one mandatory unit plus at least one specialist unit plus optional units that provide for a combined total of 60 credits.

    The focus of this qualification is to provide students with the opportunity to specialise in the recording of music, and specific areas within this, such as audio engineering, audio editing, MIDI sequencing, sampling techniques, using industry standard audio software and working with live sound. Students will complete a number of projects and assignments that are based on realistic workplace situations, activities and demands. You will learn the techniques associated with the recording, composition and manipulation of sound and music.

    How is the course taught and assessed?

    The course is taught with tutor- led lectures, demonstrations and informal group work which is supplemented by workshop sessions with strong practical content. Practical work concentrates on simple tasks completed  to high standards and covers a broad aspect of engineering skills including use of microphones, digital audio editing techniques, computer sequencing and includes continual and extensive ear training and assessment.

    Progress is measured throughout their course, allowing the student to gauge their own performance on a continuing basis, just like in a real workplace. Assessment of work is made from completion of assignments; these could be through submission of audio recordings, video recordings, data files, screenshots, presentations and essays which are marked as pass, merit or distinction.  Students will have to meet deadlines set by the tutor but can do this at their own pace.

    Areas of study will include:

    Live sound techniques:

    You will be introduced to the rigging and operation of audio technology equipment as used in live performance.  From this you will build your own live rigs for various performances that take place throughout your time on the course.

    Music production techniques:

    This unit is concerned with the preparation, setting up and management of recording sessions. You will learn about the range of microphone types, microphone placement and the use of mixing technology. You will play a central role in studio recording sessions gaining skills in all aspects of recording in the studio and on outside locations. You will produce a multitrack recording, edit and mix-down the final product and learn how to master your recording into a final product E.g. CD – MP3 – Internet.

    Sequencing systems and techniques:

    Students are provided with the necessary skills and understanding that musicians, recording engineers and music producers require in operating the kind of music sequencing software which has become so important in the contemporary music industry. Music Sequencing will develop your

    arrangement and recording skills using Sequencing software such as Cubase.

    Other units may include:

    • Delivering a music product
    • Backline technical management
    • Sound creation and manipulation
    • Listening skills for music technologists
    • The music freelance world
    • Music technology in performance

    Where will this qualification take me? (Employment opportunities).

    BTEC Diplomas are valued by employers and universities and colleges. This creative course will provide you with the skills to gain employment in the Music, Media and the Entertainment industry reflecting the needs for skilled practitioners in areas such as: music production, sound engineering (recording industry), sound technician, music publisher, multimedia, sound for film and video, radio, voice and theatre production.

    Further vocational and academic qualifications

    The BTEC Level 3 Subsidiary Diploma in Music Technology (Production) has the equivalence of one GCE A Level, and it is possible for you to progress further into higher education, as successful BTEC qualifications give UCAS points for university applications to undertake a course in subjects such as Music, Popular Music, Music Technology, Music Production and Music Management.

    Entrance Requirements:

    In addition to the general entry requirements for this subject students should have a good understanding and appreciation of music. Previous experience of making or producing music and having a passion for the music creation process is essential. Knowledge of current music and audio software along with knowledge of microphones and mixing consoles would be beneficial as this will be an integral part of the studio production process. Being able to perform on an instrument would be preferable although not essential for many of the units.

  • Assessment
  • Enrichment

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

    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 School aims to develop aesthetic sensitivity and creative ability in all pupils.

    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 students of satisfaction and challenge; excellence may be found in any style of musical expression.

    The study of music as a foundation subject 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.

    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 practise 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.