Example long-term plan

The units are grouped broadly according to each year, for example units 1-6 for year 7, and units 7-11 for year 8. It is also suggested that the units are taught consecutively, with the lower-numbered units being taught before the higher ones. Below is an example long-term plan. This is only one model. It is up to schools to decide whether they wish to use this model in full, or to customise individual units or combinations of units to suit their own circumstances.

Year 7

Key learning objectives (About the unit) Vocabulary Expectations
most pupils will: 		Repertoire*
1 Bridging unit (exploring musical processes) This unit develops pupils' understanding of the process of composing by creating and performing music in response to musical and non-musical stimuli.
  • sounds, eg pitch, getting higher/lower, phrase, note cluster, duration, longer/shorter, pulse, rhythm, metre, tempo, timbre, texture
  • processes, eg use of graphic and rhythmic notations, composing, arranging, improvising, performing
  • context, eg intentions, purpose, venue, occasion
create and perform music that reflects given intentions and uses notations as a support; maintain their own part with awareness of the whole ensemble; describe, compare and evaluate music created by the class using a musical vocabulary
2 Form and structure (exploring structures) This unit develops pupils' ability to recognise, explore and use different musical structures and understand how they can create different effects.
  • form and structure, eg call and response, verse and chorus, round, ostinato, pentatonic, repetition, binary, ternary, rondo form
  • processes, eg composing and improvising using structures, structural notation such as ABA
  • context, eg how structures are used in different times and places
improvise and create rhythmic and melodic material within given structures and maintain a vocal/ instrumental part; analyse and describe musical structures using the appropriate technical terms and vocabulary with awareness of how different parts fit together Call and response songs; selection of classical, folk and popular vocal and instrumental music which uses ternary and rondo form
3 Soundscapes (exploring acoustic and electronic sounds using music technology) This unit develops pupils' ability to explore sounds and compose using both acoustic and electronic sound sources.
  • music technology, eg acoustic, electronic, sampler, synthesiser, delay, reverb, vocoder, analogue, digital, envelope, recording, minidisk, tape, microphone, stereo, multitrack
  • processes, eg composing using acoustic and electronic sounds, recording techniques, using a storyboard
  • context, eg the effect of ICT on the way music is created, performed and heard
create a soundscape to a given narrative, effectively selecting and using a range of acoustic and electronic sounds; explain how different sounds can be created, imitated, manipulated and replayed using music technology Late twentieth-century music that uses acoustic and electronic sound sources; popular music
4 Musical cycles (exploring cyclic patterns) This unit develops pupils' ability to identify and create music based on cyclic patterns.
  • sounds, eg cyclic pattern, linear structure, balygon, rag, polyrhythmic
  • instruments, eg sitar, tabla, gamelan
  • processes, eg composing using cyclic patterns, using mnemonic notation
  • context, eg the effect of cyclic patterns on the listener
perform rhythmically, compose and improvise with given structures, using mnemonic notation; analyse and compare musical features with awareness of how different parts fit together Music from Java, Africa and India including North Indian classical
5 Musical cliches (exploring the way music is used) This unit develops pupils' ability to recognise, analyse and use a range of musical cliches used in different musical genres.
  • sounds, eg musical elements, major, minor
  • instrumental techniques, eg glissando, tremolo
  • processes, eg the use of cliches and conventions
  • context, eg how cliches may be related to a particular genre
improvise, refine and create musical material and maintain their own vocal/ instrumental part in group performances; identify and describe particular musical cliches Music from early westerns; Indian film music; Eastern art forms; sound effects used on game shows; theme tunes; electronic games
6 Shanty time (exploring musical arrangements) This unit develops pupils' ability to analyse and create their own arrangements.
  • the processes of arranging, eg using harmonic accompaniment, bass line, melodic material, rhythmic material, descant, question and answer, timbral qualities, improvisation, introduction, interlude, coda, using notations
  • context, eg how the mood and effect of the song can be enhanced through an arrangement
improvise, refine and create rhythmic and melodic material based on given musical ideas; maintain a vocal/ instrumental part in a group performance; recognise, describe and analyse simple musical arrangements Western classical orchestral music; folk music - sea shanties

*This is based on the information included in the resource section in each unit.

Year 8

Key learning objectives (About the unit) Vocabulary Expectations
most pupils will: 		Repertoire*
7 Variations (exploring ways to develop musical ideas) This unit develops pupils' ability to recognise, explore and make creative use of devices found in variation form.
  • sounds and devices, eg chord, mode, major, minor, tempo, metre, inversion, retrograde, ornamentation, variation form
  • processes, eg developing musical ideas based on given material
identify and explore a range of musical devices and processes; improvise melodic and rhythmic materials within variation form; perform instrumentally and vocally with accuracy and confidence Variations across time including Western classical and contemporary examples
8 Jazz improvisation (exploring improvisation) This unit develops pupils' ability to identify, explore and make creative use of musical devices found in jazz.
  • sounds, eg blues, blues scale, motif, riff, diatonic harmony, call and response, chord patterns
  • processes, eg use of chord symbols, roles of performers
  • context, eg the effect of improvisation and compositions on the performer and the listener
improvise motifs, patterns and riffs with confidence and with given structures; recognise different roles within group improvisation; analyse and compare musical features Jazz music from different times and places
9 Music for dance (exploring musical conventions) This unit develops pupils' ability to recognise, perform and create African dance music with an understanding of musical conventions and processes, eg the use of mnemonics.
  • sounds and devices, eg ostinato, cyclic patterns, strong beat, weak beat, tempo
  • processes, eg using mnemonics, rhythms, melodic material, roles of performers
  • context, eg when and where African dance music is performed
identify rhythmic patterns; play a part in an instrumental ensemble together with other members of their class, with confidence and independence; analyse and compare different musical examples Gota and other related music from Africa
10 Hooks and riffs (exploring riffs, hooks and grounds and the use of music technology) This unit develops pupils' ability to identify, explore and make creative use of given musical devices to create an intended effect.
  • sounds, eg riff, hook, ground (eg bass), verse, chorus, sequence, sequencer, lyrics, melody, rhythm
  • devices, eg intro, verse, chorus, ballad, groove form
  • processes, eg composing popular music
  • context, eg the effect of a repeated riff on the listener so that it quickly becomes familiar, and the use of this effect for commercial gain
identify, perform and create hooks and riffs within a song structure; recognise their own contributions to group performances, taking a solo part; evaluate how purpose can affect the way music is used Popular music forms of groove, ballad and standard pop song; Baroque ground bass
11 The overture (exploring introductions and the development of themes) This unit develops pupils' ability to recognise and compose within the musical genre of overture. Pupils learn how different themes can be used, eg to provide musical contrast, to describe different characters, events or moods, to suggest a particular time or place.
  • sounds, eg melody, theme, scale, introduction, overture, transition, pivotal chord, fanfare
  • processes, eg composing an overture that uses themes to create an intended effect, composing signature tunes
  • context, eg how the overture sets the scene
recognise and create musical introductions with understanding of how themes can be used to describe different characters or moods; compose music for different occasions; evaluate how venue, occasion and purpose affect the way music is created and heard Classical overtures from Baroque to present day; modern musicals; Italian and French opera

*This is based on the information included in the resource section in each unit.

Year 9

Key learning objectives (About the unit) Vocabulary Expectations
most pupils will: 		Repertoire*
12 Bhajan/qawwali (exploring Indian musical genres) The unit develops pupils' ability to identify, explore and perform bhajan/qawwali with understanding of its conventions and context.
  • the genre of bhajan/qawwali, eg asthayi, refrain, antara, stanza, rag, tal, mukhra
  • context, eg how devotional music is part of culture
recognise and explore devices used in bhajan/qawwali and perform them with an understanding of the different processes and contexts; select and make expressive use of tempo, dynamics, phrasing and timbre; make improvements in the light of the chosen style. A wide range of music used in media from Western classical to contemporary popular
13 Music and media (exploring how music is used) This unit develops pupils' ability to recognise and compose with understanding that music can enhance a visual image or sell a product.
  • sounds, eg discord, resolution, major, minor, chromaticism, dynamics, timbre, texture
  • processes, eg linking music to other forms of expression
  • contextual influences, eg media, advertisement, incidental music, soundtrack
create music that enhances a visual stimulus, such as film or advertising; evaluate how music is used in different situations Indian classical bhajans; songs of surdas
14 The concerto (exploring characteristics of a selected genre) This unit develops pupils' ability to recognise and use characteristics of the concerto with understanding of how different parts interact.
  • sounds and devices, eg concerto grosso, tutti, virtuoso, cadenza, concertante
  • processes, eg composing and performing within an established genre
  • context, eg how the concerto provides an opportunity to exploit individual instruments and how this reflects developments in available resources
have some understanding of the interaction between different musical resources; plan a structure for a concerto and perform their own part within a group performance, making subtle adjustments to fit own parts into the ensemble Concertos from Baroque to present day; related music that balances soloist with ensemble such as jazz
15 Song (exploring songs and the use of music technology) In this unit, pupils learn to recognise and understand how composers structure songs and how instrumental arrangements can play an important part in the success of popular songs.
  • sounds and devices, eg form, structure, arrangement, ballad, pop standard, rhythm and lead, string pad, commercialism, sequencer, cut-copy-paste, general MIDI, backing track, acoustic, electronic.
  • processes, eg composing to a brief, writing a song
  • context, eg the influence of ICT on performance (the use of miming), commercialism
develop musical ideas, within structures, with understanding of the processes and influence of the context in which the music will be heard; compose within fixed parameters and to a deadline; understand how some songs become popular and succeed in the commercial music world and how music technology can be used Songs from across time and culture including popular songs

*This is based on the information included in the resource section in each unit. Select year to view
Year 7 | Year 8 | Year 9

Key learning objectives (About the unit) Vocabulary Expectations
most pupils will: 		Repertoire*
12 Bhajan/qawwali (exploring Indian musical genres) The unit develops pupils' ability to identify, explore and perform bhajan/qawwali with understanding of its conventions and context.
  • the genre of bhajan/qawwali, eg asthayi, refrain, antara, stanza, rag, tal, mukhra
  • context, eg how devotional music is part of culture
recognise and explore devices used in bhajan/qawwali and perform them with an understanding of the different processes and contexts; select and make expressive use of tempo, dynamics, phrasing and timbre; make improvements in the light of the chosen style. A wide range of music used in media from Western classical to contemporary popular
13 Music and media (exploring how music is used) This unit develops pupils' ability to recognise and compose with understanding that music can enhance a visual image or sell a product.
  • sounds, eg discord, resolution, major, minor, chromaticism, dynamics, timbre, texture
  • processes, eg linking music to other forms of expression
  • contextual influences, eg media, advertisement, incidental music, soundtrack
create music that enhances a visual stimulus, such as film or advertising; evaluate how music is used in different situations Indian classical bhajans; songs of surdas
14 The concerto (exploring characteristics of a selected genre) This unit develops pupils' ability to recognise and use characteristics of the concerto with understanding of how different parts interact.
  • sounds and devices, eg concerto grosso, tutti, virtuoso, cadenza, concertante
  • processes, eg composing and performing within an established genre
  • context, eg how the concerto provides an opportunity to exploit individual instruments and how this reflects developments in available resources
have some understanding of the interaction between different musical resources; plan a structure for a concerto and perform their own part within a group performance, making subtle adjustments to fit own parts into the ensemble Concertos from Baroque to present day; related music that balances soloist with ensemble such as jazz
15 Song (exploring songs and the use of music technology) In this unit, pupils learn to recognise and understand how composers structure songs and how instrumental arrangements can play an important part in the success of popular songs.
  • sounds and devices, eg form, structure, arrangement, ballad, pop standard, rhythm and lead, string pad, commercialism, sequencer, cut-copy-paste, general MIDI, backing track, acoustic, electronic.
  • processes, eg composing to a brief, writing a song
  • context, eg the influence of ICT on performance (the use of miming), commercialism
develop musical ideas, within structures, with understanding of the processes and influence of the context in which the music will be heard; compose within fixed parameters and to a deadline; understand how some songs become popular and succeed in the commercial music world and how music technology can be used Songs from across time and culture including popular songs

*This is based on the information included in the resource section in each unit.