This presentation was given at the Teach Through Music Conference by Katie Hasler,
Head of Music at Woodford County High School.
Katie describes how she has approached the development of KS3 curriculum music at
her school, in response to the Teach Through Music Inspire Event ‘Preparing all Pupils
for KS4 Music?’
Key Stage 3 progression and assessment
Progression
throughout
KS3?
Assessing
progress?
Progression
to KS4?
The ‘cook’s tour’ approach
The ‘spiral’ curriculum approach
This graphic has been removed by Teach Through
Music as it is copyright of Charanga Music.
The original slide shows a spiral curriculum from the
Charranga Music School primary resource, showing
Pulse, Rhythm, Pitch, Dynamics, Tempo, Timbre,
Structure and Texture being developed ongoing across
years.
My preference:
a progress-based ‘cook’s tour’!
Benefits:
- Variety
- Inclusivity
- Skill learning and development in a range of
contexts
Creative use of musical devices
Year 7 Unit 1: Graphic Scores
Simple rhythmic and pentatonic
composition in response to
a graphic score
Year 7 Unit 3: Programme Music
Ostinatos and drones within
an A minor tonality, ABA structure
Year 7 Unit 6: Rap
Ostinatos used within a 3-part
texture, verse-chorus structure
Year 8 Unit 3: Ground Bass Remix
Melodic ostinatos and development
into 8- and 16-bar melodies over a
ground bass, C major tonality
Year 8 Unit 2: Samba
Rhythmic ostinatos used within
polyphonic texture and samba structure
(main groove, breaks, intro/outro)
Year 9 Unit 1: Film Music
More extended melodic and
rhythmic composition using new
devices such as chromaticism,
rhythmic diminution. Choice of
minor tonalities. Through-composed
structure to fit film scene.
Year 9 Unit 3: Pop Song Composition
Extended melodies, structure including
bridge and intro/outro sections, focus on
chord sequences including extended chords in
any key