Music is available for all students at Key Stage 3, and as an option at GCSE and A Level (BTEC Level 3). In addition to the curriculum music lessons, the department also runs a vibrant co/extracurricular programme of activities, clubs, events and performances that showcase the diverse musical talents of our students - a plethora of instrumental lessons run throughout the week delivered by a committed team of visiting instrumental staff.
At Key Stage 3, students cover various musical styles and disciplines within our Arts Award project. The Arts Award has students working towards projects covering music, drama, and art to produce a showcase performance at the end of each term. In music, students will learn about songwriting, composition, rehearsal performance skills using various means of music making whether it be singing, instrumental or creating through music technology.
Kingsley's music department welcomes students of all musical genres and encourages all to explore unfamiliar genres through classroom-based learning and our co/extracurricular programme. Students can access various instruments in the curriculum, such as ukuleles, keyboard, electric/acoustic guitar, bass guitar and percussion. We also advocate students using their own orchestral instruments and are fortunate to have a suite of Macbooks in which KS3 students use Garageband and Logic Pro X.
Regarding skills development, the following is a basic guide to how we structure the development of our Arts Award. All skills focus on the core musical elements of Dynamics, Rhythm, Texture, Structure, Melody, Instrument (and Timbre), Tonality and Harmony.
Perform and compose songs/compositions as a soloist or part of a group to a creative stimulus; developing an awareness of others and one's role.
As students' progress through KS3, the complexity and technical skill increase with students learning nuanced melodies, chord progressions/harmony, rhythms and expression . Students will develop technical skills and will also work in different group contexts, learning how to contribute to their projects.
Arts Award (non-GCSE Music syllabus) projects will demonstrate different compositional devices and methods, moving onto learning about how students use devices and methods for more elaborate pieces. This leads to learning how to use stimuli to write songs and compositions that reflect the story or context of the project.
Students will be introduced to the core musical elements in a learning-by-doing environment, embedding them into practical work, which they then use for their music-making. Learning traditional stave notation will be prominent, but other notational forms such as tablature and piano roll would also be used. By focusing on a 'sound over symbol' ethos, we aim to get students to understand why and how music is constructed, such as what successful composers use and its effect on the listener.
GCSE Music at Key Stage 4 (AQA syllabus) offers helps students to develop subject knowledge, theoretic, musicianship and composing skills, with choices catering for a wide range of interests and abilities. The syllabus is separated in three sections: performance (solo and group), composition and an exam which assesses students' skills in listening and appraising set works that have been taught throughout the GCSE.
GCSE Music is a solid foundation for progression to other music studies, including BTEC Level 3 Music and often to a music-related career. Our course allows students to develop valuable transferable skills such as self-confidence, concentration, creativity, evaluation and teamwork. We are delighted to have received the ISM Gold Medal for the last two years in recognition of over 20% of the Key Stage 4 cohort taking GCSE Music.
The GCSE Music syllabus is designed to engage pupils in music making, and allow students to develop as effective, independent learners and reflective thinkers with enquiring minds. Students will expand their musical interests, learn and appreciate various musical cultures and disciplines and enjoy performing individually and in groups. It is strongly advised that pupils taking GCSE Music have individual instrumental lessons, and there is an expectation that they will be involved in performances, recitals and shows throughout the school.
Performance - preparation for a solo performance taking the lead, and group performance assessed as part of an ensemble.
Composition - preparation of a piece to a given brief and another of the composers choosing e.g. free composition.
Analyse music set works and recordings - learning characteristics related to musical elements
Score analysis - annotation of scores accompanied with music.
Exam preparation - mock papers, exam technique and how to handle the stress in getting ready for work submission and sitting the paper.
BTEC Music at Key Stage 5 (Pearson) is designed to allow students to pursue their own musical interests through research, instrumental practice coursework completion, resulting in completing a portfolio of work rather than sitting an exam at the end of their sixth form study. The coursework (units) will be completed by students and depending on the unit, can be completed as part of a team or individually (though coursework must be submitted individually).
The BTEC specification is designed to offer students greater freedom and depth in what they study, as well as cultivating independence. Students can, for instance choose to research and/or perform western classical repertoire and popular music's, they also can choose to complete units outside of western classical/pop music covering African, Folk and Asian music for instance. Students will have access to Logic Pro X, which also gives more opportunities for Electronic based music as well as MIDI programming, scoring to media and other compositions that use the program.
Over the duration of the two years, students must complete mandatory units and select optional units from the Music Performance list. The mandatory units cover the foundations of music theory that will be applied to practical musicianship, knowledge of the music industry and various careers that come from this and performance skills designed to develop students into well-rounded and knowledgeable musicians. The optional units range from students learning about improvisation in performance, composition, genre-specific and solo performance.
For students who wish to study an aspect of music in higher education after completing BTEC level 3, opportunities include:
BA(Hons) in Music, if taken alongside an A Level in Music and a Pearson BTEC Level 3 National Extended Certificate in Performing Arts
BA(Hons) in Music Business, if taken alongside a BTEC Level 3 National Foundation Diploma in Business or A Levels in Business and Maths
BA(Hons)in Music for Media, if taken alongside a Pearson BTEC Level 3 Diploma in Sound Production or Music Technology.
Learners should always check the entry requirements for degree programmes with specific higher education providers.
Students who wish not to persue music at higher education, there are opportunities during the BTEC Level 3 course to help develop employability skills such as:
cognitive and problem-solving skills: using critical thinking, approaching non-routine problems by applying expert and creative solutions, using systems and technology
interpersonal skills: communicating, working collaboratively, negotiating and influencing, self-presentation
intrapersonal skills: self-management, adaptability and resilience, self-monitoring and development.
