Music at key stage 3

Time allocation

Each unit is designed to be taught between five and 14 hours, depending on the emphasis given to each activity within the unit. Units may be used as 'major' units (12 to 14 hours), while others may be used as 'minor' units (five to seven hours).

The time allocation is based on recommendations in the 1995 review of the curriculum and QCA's research on the range of times allocated by schools to music. The times are indicative only; they do not constitute a recommended time for music.

Coverage of the programme of study

The units cover the programme of study for key stage 3 music. However, the programme sets out a minimum entitlement for music, so schools are free to supplement the units and decide the depth of coverage. Teachers may need to adjust the units to suit pupils' needs and the time available. The table below shows how the units cover the programme of study.

Focus and coverage of the units

Year 7

		Main focus for work (relevant Units)	Areas covered (relevant Units)
1 Controlling sounds	a Singing	2, 6	1, 3, 4, 5
	b Playing	1, 2, 3, 6	4, 5
	c Together	4, 6	1, 2, 3, 5
2 Creating and developing	a Improvising	2, 4, 6	1,3, 5
	b Reflective composing	1, 2, 3, 4, 5, 6
3 Responding and reviewing	a Express	3, 4	1, 2, 5, 6
	b Improve	1, 2, 3, 4, 5, 6
4 Listening, and applying knowledge and understanding	a Aural memory		1, 2, 3, 4, 5, 6
	b Elements/ devices	2 (structure), 4 (cyclic patterns), 6	1, 3, 5
	c Processes	1 (composing), 3 (using ICT), 5 (use of conventions), 6 (arranging)	2, 4
	Notation	4 (mnemonics)	1, 2, 3, 5, 6
	d Context	1, 2, 3, 5	4, 6
Performing, composing and appraising skills are developed in all units

		Main focus for work (relevant Units)	Areas covered (relevant Units)
1 Controlling sounds	a Singing	7, 8, 10	9, 11
	b Playing	8, 9, 11	7, 10
	c Together	9	7, 8, 10, 11
2 Creating and developing	a Improvising	7, 8	9, 10, 11
	b Reflective composing	7, 10, 11	8, 9
3 Responding and reviewing	a Express	11	7, 8, 9, 10
	b Improve	7, 8, 9, 10, 11
4 Listening, and applying knowledge and understanding	a Aural memory	8	7, 9, 10, 11
	b Elements/ devices	7 (variations), 10, 11	8, 9
	c Processes	8, 10	7, 9, 11
	Symbols	8 (chord), 9	7, 10, 11
	d Context	10, 11	7, 8, 9

		Main focus for work (relevant Units)	Areas covered (relevant Units)
1 Controlling sounds	a Singing	12, 15	13, 14
	b Playing	13	12, 14, 15
	c Together	14, 15	12, 13
2 Creating and developing	a Improvising	12, 14	13, 15
	b Reflective composing	13, 14, 15	12
3 Responding and reviewing	a Express	13, 15	12, 14
	b Improve	12, 13, 14, 15
4 Listening, and applying knowledge and understanding	a Aural memory	12	13, 14, 15
	b Elements/ devices	12, 14, 15	13
	c Processes	13, 15	12, 14
	Notation	15	13, 14
	d Context	13, 15	12, 14

The units suggest a range of approaches to teaching and learning, including:

• direct teaching, through whole-class and small group sessions (demonstrated in the 'Exploration' section);
• opportunities for pupils to apply their learning, either on their own or with others with varying degrees of support (demonstrated in the 'Bringing it all together' section);
• opportunities for pupils to reflect on their own learning.

The approaches may need to be adapted to meet pupils' needs.

Example long-term plan

To see a long-term plan that shows how units could be sequenced across the key stage, click on the link in the left-hand menu.