Music

Sandbach High School’s Music department aims to provide an inspiring, fulfilling and challenging musical experience for every pupil, enabling them to achieve their personal best.  We want our pupils to develop a life-long love of music alongside an ability to make aesthetic value judgements about the arts and the world around them. 

 Learners will be encouraged to: 

•  engage actively in the process of music study
• develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
• develop composing skills to organise musical ideas and make use of appropriate resources
• recognise links between the integrated activities of performing, composing and appraising and how this informs the development of   music
• broaden musical experience and interests, develop imagination and foster creativity
• develop knowledge, understanding and skills needed to communicate effectively as musicians
• develop awareness of a variety of instruments, styles and approaches to performing and composing
• develop awareness of music technologies and their use in the creation and presentation of music
• recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
• develop as effective and independent learners with enquiring minds
• reflect upon and evaluate their own and others’ music
• engage with and appreciate the diverse heritage of music.

 Music is taught as a practical subject with an emphasis on performing and creating (composition) alongside listening, appraising and traditional notation. There is an integrated approach to teaching the different strands with the theory of music being taught through practical activities wherever possible. There is an emphasis on musical sound being the primary language of learning. Less talking about it – more doing it!  Pupils work in a variety of ways, individually, in pairs and in groups; performing, creating listening to, appraising and mentoring each other. Pupils will work in a wide variety of world genres using keyboard, sting, percussion and wind instruments alongside voice and music technology to complete their work, also exploring the social and historical context of the music under consideration. In addition, pupils will consider the real-world application of working as a musician in the 2oth century and the rich seam of transferrable skills which a good grounding in music can develop. 

 The impact of our work should be that anyone who has a talent in music should leave SHSSFC having achieved the very highest of standards. This will be measurable not only by the grade outcomes of pupils but also by their education pathways post KS4 and 5, and / or how they implement their musical skills and understanding in their careers and lives as a whole.  A relevant and challenging music curriculum will also have an impact on the quality of music being made in extended-curriculum activities in school, and musical clubs and groups that exist in the wider community. Another impact should not only be increased numbers of pupils having additional instrumental and vocal lessons, but also by those going on to take exams and reach higher grades in their chosen area of study. 

 For those pupils who do not purse music beyond KS3, we should still ensure they leave their course with an understanding of performance and composition skills, an excellent knowledge of musical terminology, and the ability to listen and appraise and make reflective aesthetic value judgements in their daily lives going forward. An increased appreciation of music to enhance their lives through a rigorous and interesting curriculum. 

Mr D Valentine – dvalentine@sandbachhigh.co.uk 

Key Stage 3 Curriculum Plan 

The National Curriculum for Music focuses on the skills every young musician should be developing and allows the freedom and flexibility for every school to deliver these through topics which will engage and inspire their pupils. These skills include  

• Performing, listening to, reviewing and evaluating a wide variety of music across a range of historical periods, genres, styles and traditions, including the great composers and musicians 
• Learning to sing and use their voices  
• Creating and composing music independently and in groups  

• Learning musical instruments  
• Using technology appropriately 
• Understanding the building blocks of how music is created, including the musical elements of pitch, duration, dynamics, tempo, timbre, texture, structure and notation 

Above all, pupils should be continuously striving to progress to the next level of musical excellence through our programme of study, with these skills weaving throughout topics across the Key Stage. 

Year 7

Autumn Term

Scheme – Musical Basics and Keyboard 

Content

• Reading pitch and rhythm values in traditional notation. 
• Listening to the musical elements through a variety of music, including that of Vivaldi, Barber and Saariaho. 
• Learning the keyboard including correct instrumental technique. 
• Developing effective rehearsal skills which lead to confident and assured performances. 

Scheme – Ukulele

Content

• Introducing chords through ukulele chord symbol notation. 
• Learning the ukulele including correct instrumental technique. 
• Learning to sing whilst accompanying yourself on the ukulele. 
• Opportunity to perform as a soloist or in an ensemble. 
• Choosing songs to perform across the popular music genre. 

Spring Term

Scheme – Form and Structure

Content

• Learning to play Beethoven’s Ode to Joy melody and analysing its structure. 
• Composing a melody inspired by Ode To Joy, utilising keyboard skills from earlier units. 
• Understanding chords and cadences using traditional notation. 
• Harmonising melody with appropriate harmony. 

Scheme – Rap

Content

• Listening to a variety of music from the rap genre and analysing common features of rap. 
• Understanding polyrhythms and creating an effective polyrhythmic accompaniment. 
• Writing rap lyrics which follow typical rap conventions. 
• Rehearsing, composing and performing as an ensemble. 
• Incorporating melodic hooks to extend melodic compositional writing and further extend rap compositions.

Summer Term

Scheme – African Music

Content

• Developing understanding of rhythm and using grid notation to compose and perform polyrhythms. 
• Learning the djembe, including correct instrumental technique. 
• Developing a cultural awareness of African music, including listening to artists such as Ladysmith Black Mambazo and Lebo M. 
• Ensemble rehearsal and performance of authentic West African drumming songs. 

Scheme – Disney

Content

• Developing aural awareness of the musical elements through listening to the music of the Disney genre (Menken etc). 
• Developing singing technique, including enunciation, breathing, projection, chest and head voice and range. 
• Opportunity to perform as a soloist or in a small ensemble. 

Year 8

Autumn Term

Scheme – Blues

Content

• Learning about the historical and cultural context of the genesis of Blues music in relation to the slave trade. 
• Learning the theoretical construction of chords and the 12 bar blues chord sequence, and learning to play this on the ukulele, developing skills from the Year 7 ukulele unit. 
• Learning about major and minor scales and relating this to the Blues scale. Learning how to improvise using this scale using glockenspiels. 
• Learning how to read TAB notation on the ukulele, developing technique from the Year 7 ukulele unit. Using this knowledge to perform a walking bassline
• Working in a group to produce a performance of the 12 bar blues chord sequence, walking bass line, melody and improvisation, developing rehearsal and performance skills from earlier practical projects in the key stage. 
• There is the opportunity to extend the musical context taught in this unit onto new instruments such as the guitar (developing reading ukulele chord symbols), bass guitar (using TAB) and keyboard. 

Scheme – Musical Theatre

Content

• Learning about the conventions of musical theatre, including types of song, through-sung and episodic musicals, the function of songs in musicals and how the musical elements are used to portray dramatic emotions and moods through song. 
• Developing appraisal skills through listening to songs from musicals by great composers such as Sondheim, Lloyd Webber, Schwartz and Rodgers and Hammerstein. 
• Opportunity to perform as a soloist or in a small group, developing rehearsal and performance skills. 
• Developing singing skills from the Year 7 Disney unit. 
• Developing cross-curricular links with Dance and Drama by utilising skills such as characterisation, movement and dance and audience engagement in performances. 

Spring Term

Scheme – Gamelan

Content

• Learning about the cultural context of this world music from Indonesia, developing a wider awareness of world music from the Year 7 African music unit. 
• Developing instrumental skills on djembe and glockenspiel. 
• Composing a piece using Gamelan conventions as a group. 
• Developing rehearsal skills, including establishing and maintaining the strong sense of pulse needed in ensemble work. 
• Developing instrumental group performance skills from African Music and Rap in Year 7, and Blues in Year 8

New Scheme of Work TBC in 2023 to develop composition skills in relation to a Classical piece of music

Summer Term

Content New Scheme of Work TBC in 2023 to develop composition skills in relation to a Classical piece of music

Year 9

Autumn Term

Scheme –Genres

Content

• Exploring musical features of a range of genres through whole class practical music making. 
• Listening to established artists in popular genres such as Bob Marley (reggae), Green Day, Paramore (pop punk), Stormzy (rap), Donna Summer (disco). 
• Applying knowledge of musical elements to the study of different popular genres, and developing listening skills from topics covered in Year 7 and 8

Scheme – Live Lounge

Content

• Practical application of genre knowledge – pupils develop their instrumental skills on ukulele, keyboard, guitar, bass and classroom percussion to create a cover version of a song, changing its musical features to those of a chosen genre. 
• Development of rehearsal and ensemble performance skills from earlier topics in Year 7 (Ukulele, Rap, Disney, African Music) and Year 8 (Blues, Gamelan, Musical Theatre). 
• Development of both instrumental and vocal skills

Spring Term

Scheme – Film Music

Content

• Development of knowledge of the musical elements through focused listening – discovering how these are used for effect in Film Music. This links back to listening work throughout the key stage, especially the very first unit in Year 7. 
• Developing an awareness of different film genres and the musical conventions of their music, including specific techniques used for effect. 
• Development of analysis and appraisal listening skills from earlier topics in the key stage. 
• Developing instrumental skills on glockenspiel and keyboard to perform the music of John Williams

Summer Term

Scheme – Songwriting

Content

• Pupils will study the conventions of pop songs through listening activities, developing their appraisal skills. 
• Development of instrumental skills on ukulele, keyboard, guitar, bass guitar and drums. 
• Development of vocal skills to include harmony and backing singing. 
• Composition of a song which utilises typical pop song conventions, including those of artists such as Adele and McFly. 
• Development of ensemble rehearsal and performance skills, directly linked to the Live Lounge topic earlier in Year 9, and other topics from earlier in the key stage (Rap, Disney, Ukulele, African Music, Blues, Gamelan and Musical Theatre)

Key Stage 4 Curriculum Plan 

Key Stage 5 Curriculum Plan

For further information about  A level music see the course webpage on the Sandbach College website: https://www.sandbachcollege.co.uk/music/

GCSE Music: Edexcel (year 11 cohort 2021 / 22) 

Eduqas   (year 10 cohort 2021 / 22) 

A Level Music: Edxcel 

Our school has a strong tradition of excellence in music. Many students learn and practice a variety of instruments under the tuition of a team of highly qualified visiting musicians and most become members of the varied groups and ensembles. There are regular concert tours to Europe with recent successful tours including the South of France (2018), Belgium (2016), Spain (2015) and Italy (2013).  

We offer a thriving programme of extra-curricular activities for students of all ages and abilities to participate in. An example of what the extended-curriculum programme will look like is outlined below.  

Our rehearsals build towards 4 concerts a year: Autumn, Christmas, Spring and Summer. All pupils are encouraged to participate in both ensembles and as soloists, demonstrating the wealth of talent we have here at the school.  

We also work alongside colleagues in Dance and Drama to stage a whole-school musical at least biennially – we have recently staged hugely successful performances of High School Musical in 2020 and Hairspray in 2018.   

Finally, each year we run the SHSSFC Young Musician of the Year competition where students can perform in the Grade 1-3, 4-5 or 6-8 category with an overall winner of each category being declared the SHSSFC Young Musician of the Year.  

Our instrumental teaching service is a well-established part of the Music department and we have over 150 students learning, from beginners to advanced players. Pupils can opt to pay for instrumental lessons and enjoy 30-minute one-to-one tuition with our team of highly qualified instrumental tutors. Lessons are on a weekly basis during the school day, with the timetable rotated so students do not miss the same curriculum lesson each week. Students can liaise with their tutor to ensure their weekly lesson time is suitable for them.  

 Virtually all instruments are offered: piano, voice, flute, clarinet, saxophone, violin, viola, cello, guitar, bass guitar, drums, percussion and all brass.   

 We have a talented and passionate team of instrumental tutors who are committed to the musical development of their students. They are appointed by the school, carry numerous teaching and performance qualifications, as well as being respected professional musicians in their fields. Students are encouraged to work towards graded examinations and the school hosts an ABRSM Special Visit exam session once a year, as well as being the local examining centre for ABRSM. As soon as they are able, pupils are encouraged to join the numerous extra-curricular ensembles on offer at SHSSFC.  

 Lessons cost £15 per half hour. Fees are paid in advance directly to the teacher upon receipt of an invoice. The school is able to support half the cost of instrumental lessons for pupils in receipt of Pupil Premium and in this case, fees are payable to the school directly.  

At KS3  

1. Encourage your child to take up learning a musical instrument if they are expressing an interest and it is financially viable to do so. If this is not possible, you might wish to consider the wide range of on-line tutorials available on platforms such as YouTube. Speak to a member of the Music staff for further information.  
2. Encourage your child to take part in extra-curricular Music activities. These will allow your child to foster relationships beyond their immediate friendship and year group, build their confidence and engage in practical music making – all for free!  
3. Encourage your child to listen to a wide range of music and appreciate it in ways other than ‘I like it’ and ‘I don’t like it!’  
4. Recognise the skills taught through music – independent learning, analytical skills, listening skills, performance skills, confidence, time management skills – and highlight how these are transferable across most subjects in school.  
5. Be alert to how frequently we encounter music in our day to day lives – radio, TV, films, in shops, through choosing to listen and going to concerts and gigs. Help your child to view the arts as the lifeblood of the cultural side of our country, and recognise how much they contribute to the economy. Encourage your child to value and appreciate the arts.  

 At KS4  

1. Your child should be having independent lessons on their instrument or voice in order to prepare for their performance coursework. Encourage regular and effective practice (10 minutes a few times a day focusing on small targets is more effective than slogging through 30 minutes/an hour without a focus).  
2. Encourage your child to listen to the set works we study for the GCSE as often as possible. We want them to know these pieces inside out by the end of the course so their aural recognition of musical features can support their revision of their annotated, analysed scores.  
3. Encourage your child to attend extra-curricular musical activities. Not only will this support their musical development and ensemble skills, it will provide a connection with likeminded students across a variety of year groups, as well as providing an often much-needed distraction from other pressures within school.   
4. Encourage your child to partake in other musical opportunities such as external ensembles within the local area, competitions and concerts. The more performance experience your child has, the better their musicianship will be.  
5. If your child is taking GCSE Music, chances are you already recognise the important contribution music and the arts play in day to day life and our cultural identities. Support this even further by encouraging your child to engage with music outside of the classroom – going to concerts/gigs and listening to a wide variety of different styles of music.  

 At KS5 

1. Your child should be having independent lessons on their instrument or voice in order to prepare for their performance coursework. Encourage regular and effective practice (10 minutes a few times a day focusing on small targets is more effective than slogging through 30 minutes/an hour without a focus).  
2. Encourage your child to listen to the set works we study for A Level as often as possible. We want them to know these pieces inside out by the end of the course so their aural recognition of musical features can support their revision of their annotated, analysed scores.   
3. Encourage your child to undertake independent research outside of the set works. They should be exploring other works by the same composers, related works, understanding the historical context in which the set works were composed, both globally and within the context of musical history itself.   
4. Encourage your child to attend extra-curricular musical activities. Not only will this support their musical development and ensemble skills, it will provide a connection with likeminded students across a variety of year groups, as well as providing an often much-needed distraction from other pressures within school.   
5. If your child is taking A Level Music, chances are you already recognise the important contribution music and the arts play in day to day life and our cultural identities. Support this even further by encouraging your child to engage with music outside of the classroom – going to concerts/gigs and listening to a wide variety of different styles of music. Having a radio station such as Classic FM or BBC3 on will encourage your child to develop their aural analysis skills as they become more confident in recognising composers and features in pieces they’ve never heard before.