Music at key stage 3

The following guidance may be helpful for teachers who want to review or create their own scheme of work.

Defining a key-stage plan

A key-stage plan for music:

• takes account of the circumstances of the school and its aims and purposes;
• is a whole-school plan agreed by all staff;
• is based on the requirements for music for the appropriate key stage;
• sets out an agreed time allocation for music per year for each year group or mixed-age class;
• identifies the specific skills that need regular ongoing development, for example singing, listening;
• defines how time is to be used, for example in weekly sessions and/or short regular periods supported through more extended sessions;
• makes clear school priorities, for example personal, social and health education.

Constructing a scheme of work for music

When developing a scheme of work for music, teachers will need to make decisions about appropriate depth, breadth and balance.

Depth

Teachers may find it helpful to:

• identify the key learning objectives for each programme of units - this should include specific skills and knowledge, such as the conventions used within the selected genre, style or tradition;
• define the vocabulary pupils are expected to understand and use in each unit - this will be directly related to the key learning objectives;
• define the broad outcomes expected of the majority of the class;
• differentiate outcomes by including expectations for those who may not make so much progress, but still achieve within the unit, and the expectations for those who may make more progress.

Depth and balance

It is important to check that there is an appropriate balance between:

• using the voice and playing instruments;
• developing disciplined skills (rhythmic and melodic skills), such as playing and singing with a sense of the pulse and pitch, and descriptive skills, such as creating music to portray animals or the weather;
• creating and performing their own music, eg adding sounds to a story, and performing and adapting the music of others, eg singing songs;
• creating and performing music using aural memory and using symbols/notations;
• creating and performing music for/on tuned and untuned instruments;
• improvising skills, eg developing rhythmic and melodic material when performing, and more reflective composing skills, eg exploring, choosing, combining and developing musical ideas through a process of refining and improving.

Breadth and balance

Teachers should also look across the units and check that:

• the statutory requirements will be taught and the expectations reached by mapping the specific skills and areas of knowledge across the programme;
• the three interrelated skills of performing, composing and appraising are developed together in every unit of work;
• listening skills are developed and specific musical knowledge applied in every unit;
• there is a range of different starting points (stimuli) for the units that will help to motivate the class and enable the development of the key learning objectives, eg stories, poems, music and songs;
• pupils are given opportunities to work individually, in groups of different sizes and as a class;
• the use of ICT is maximised, for example by using:
  - a tape recorder to record and play back pupils' work for analysis and evaluation;
  - software to explore sounds and create simple compositions;
  - software to investigate music from different times and cultures;
  - the internet to collect information and to share work with others;
• pupils will experience a range of classical, folk, jazz and popular music taken from different times and cultures.

A simple way to ensure an appropriate breadth of musical experiences and repertoire is to make sure that every pupil is helped to move from the familiar to the unfamiliar. For example, many pupils listen to popular music extensively and this genre could be used as the starting point from which to investigate classical music, which may not be so familiar.

In addition, teachers should consider providing opportunities for all pupils to:

• perform to different audiences including whole-school events for parents;
• experience live music from professional musicians;
• develop their musical skills through specialist instrumental tuition;
• extend their interests and expertise through involvement in school, community and regional musical activities.

Evaluating a scheme of work

It may be helpful to consider whether each unit:

• has a title which reflects the content and makes the unit sound interesting;
• defines the key learning objective;
• describes briefly the main content of the unit;
• identifies specific statements in the statutory programme of study that are to be taught;
• defines the essential vocabulary that pupils should recognise and use;
• outlines the prior learning that is needed by the pupil before this unit is used;
• defines the key learning outcomes, differentiated and based on the relevant levels. This includes:
  - expectation (quality response at expected level);
  - working towards some achievement, but needing help to reach the expectation;
  - working beyond (quality response at the next level);
• defines specific objectives, activities and outcomes in relation to the key learning objective and the key learning outcomes;
• makes connections with movement/dance activities;
• makes reference to involvement of instrumental expertise (from specialist tuition);
• defines repertoire using a range of selected excerpts chosen to illustrate the key learning objective, including one piece which will be heard many times;
• describes ways in which the unit can be extended;
• identifies potential links with other subjects including literacy and mathematics;
• describes how the unit can develop key skills, thinking skills, creativity;
• describes how the unit can enhance PSHE and spiritual, moral, social and cultural development.