Why do we learn music?
We know that many of our students are passionate about music before they even arrive at BDA. Music plays a significant role in the lives of young people: it can influence the formation of their identity, their friendships, and even their aspirations in life. It is essential, therefore, that we harness our students’ interest in music and give them the opportunity to develop their musical skills and knowledge. This, in turn, enables them to actively participate in music-making activities, to have an awareness of a wide variety of musical genres, and to make critical judgements about the music they are hearing.
By learning music at BDA, our students will develop a lifelong enrichment that music can offer: the ability to form friendships through music-making, the satisfaction of continuing to learn and develop their musical skills long after they have left BDA, and the foundations to pursue a career in music, should they choose to do so.
Our approach
We have created a pathway that progressively builds upon pupils’ existing musical skills and knowledge. Music lessons mostly contain practical music-making activities rather than written or theoretical tasks; often the theoretical concepts will be taught through practical means.
Skills are broken down into performing, composing and critical listening.
Knowledge is split into musical ‘elements’ which are linked to the language used by Edexcel at GCSE & A-Level: structure; pitch and melody; harmony and tonality; texture; tempo, metre and duration; dynamics and articulation; performing forces and playing techniques.
Year 7 - Music
Autumn |
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Rhythm: Stomp and Sing |
Performing: ensemble performance of 'Sylvie' with body percussion. Composing: ensemble composition of own body percussion piece. |
Spring |
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Melody: The Power of the Pentatonic |
Performing: solo performance of 'Amazing Grace'. Composing: solo composition of pentatonic melody in a folk style. |
Summer |
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Harmony: Band Musicianship 1 |
Performing: whole class band performance. Composition: compose a 4-chord verse and chorus. |
Year 8 - Music
Autumn |
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Rhythm, texture and structure: West African Music. |
Performing: ensemble performance of the whole-class piece. Composing: West African inspired composition. |
Spring |
---|
Melody, harmony and texture: The Beauty of Baroque. |
Performing: ensemble performance of Pachelbel's cannon on keyboards. Composing: arrangement of own canon using music software. |
Summer |
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Melody and harmony: Band Musicianship 2 |
Performing: solo performance of 'Bags Groove' head melody. Performing and composing blues performance in bands. |
Year 9 - Music
Autumn |
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Melody, harmony and rhythm: Fusions/EDM |
Performing: band performance of a fusion piece. Composing: composition of own EDM pieces. |
Spring |
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Harmony, texture and timbre: Music for film |
Performing: to play and develop a leitmotif to represent a character. Composing: to compose an underscore that reflects the mood/atmosphere of a film clip. |
Summer |
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Melody, harmony and rhythm: Band Musicianship 3 |
Performing: band cover of 'Imagine'. Performing and composing: performance of own 'protest' song in bands. |
Year 10 - Music
Autumn |
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Intro to Logic Pro software Unit 7 Unit 1 - The Music Industry (Exam unit) |
Mock Unit 1 Exam |
Spring |
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Unit 7 - Sequencing |
Formative in-class assessment |
Summer |
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Unit 2 - Managing a music product |
Formative in-class assessment |
Year 11 - Music
Autumn |
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Unit 2 - Managing a music product Unit 1 - The Music Industry |
Exam practice for January |
Spring |
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Unit 2 - Managing a music product Unit 5 - performing or Unit 6 - recording |
Formative in-class assessment |
Summer |
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Unit 5 performing or Unit 6 recording |
Final performance |