Chiltern Hills Academy A Church of England Academy

Create, Aspire and Excel

to 'Live life in all its fullness' (John 10:10)

Music Development Plan

Music development plan summary: Chiltern Hills Academy

 

Overview Academic Year 2024/25

Curriculum Leader Music:  Gary Upton

SLT link Anthony Griffiths

Name of local music hub: Bucks Music Trust

 

Curriculum music

Chiltern Hills Academy provides a broad and varied Music Curriculum for Key Stages 3, 4 and 5. Music at Key Stage 3 comprises of 1 hour of music per week, taught in mixed ability groups, with the following topics being studied in a modular style throughout the year. Each module is assessed at the end of the topic, with the assessment based on a performance, a composition, a test of knowledge or a combination of these. Students study percussion, singing and keyboard mainly. Throughout KS3 students are given the option to learn instruments with our teaching partners, participate in workshops, attend trips or join clubs suitable for beginners such as Rock Group and Ukulele group to expand the instruments they can play. These can then be used in lessons as group work and choice are introduced.

Music at Key Stage 3 Curriculum map

  

AGE  

  

Year 7  

Building Bricks of music, using musical words 

Graphic and rhythmic notation, writing down and reading/interpreting/ 
performing from these 

Keyboards, reading rhythmic and pitch notation (Grade 1 theory prep for GCSE)  

Instruments of the Orchestra and reading advanced rhythms 

Learning rhythmically simple bass lines and moving to more complex ideas such as chords  

Samba Music, playing rhythmically complex parts in preparation for Rap/Reggae and Blues in year 8   

  

Composing own rhythms and developing through elements of music. Performing in time 

Rhythm and Metre 

Playing Mars from the planets.  

  

Variations on a ground bass using own rhythms as learnt earlier in year and preparing for year 8 units using more complex ideas and describing variation in music elements  

 

  

Year 8  

Scat/Rap/Vocal/Hip Hop and application of keywords 

  

Links with Popular Music history and building on concepts of riffs, chords and bass lines  

12 Bar Blues

Tubular Bells and variation continuation, 20th century minimalist techniques  

  

James Bond 

  

  

Fun computer-based composition work with any remaining lessons  

  

Rap Music  

  

 Reggae  

12 Bar Blues 

12 Bar Blues 

Music In the Media  

  

 

  

(Performance at end of topic)  

  

(Performance at end of topic)  

  

GCSE Y9  

  

Ensemble Performance, 12 Bar Blues and Beatles history including looking at historic chord patterns and structures.  

  

PC2 Theory exam followed by Grade 2 theory and composition techniques.  

Billy Jean and Killer Queen Performances  

  

Introduction to Music Theory, Rhythms followed by PC1/Grade 1 assessment, learning scales and keys including chords up to 1 sharp or flat, writing out Triads, prep for PC2 grade 1 test including pitch/scales/triads 

  

  

Introduction to GCSE Composition, applying chords, triads and melodies.  

  

  

Billy Jean and Killer Queen Performances, begin Killer Queen Set Study  

  

 

 

 

 

 

 

 

 

 

 

 

  

Set Brief Composition  

  

  

Solo and Ensemble Performances  

  

  

Set Brief Composition  

  

 

Key Stage 4

At Key Stage 4 we use the Pearson Edexcel specification for our GCSE Music qualification. We are allocated 5 hours a fortnight to complete the curriculum. This curriculum consists of a study of 8 set works of varying different genres as well as a performance module and a composition module which are assessed as coursework early in Year 11. We offer intervention sessions for both theory and practical (in the way of extracurricular practice, known to improve outcomes) to GCSE students who wish to improve their understanding and completion of work.

GCSE Y10  

  

Baroque Set Works – Bach and Purcell  

  

Beethoven and Schwartz Set Works  

Williams and Queen Set Works  

  

Ensemble Performance  

  

  

Solo Performance  

  

  

Composition Coursework  

  

GCSE Y11  

  

Fusion Set Works – Afro Celt Sound System and Spalding  

  

Revision of Set Works, Comparison Questions and Aural Skills  

Revision  

 

Music at Key Stage 5

We also study the Pearson Edexcel curriculum for GCE Music. We are allocated 3 hours a week to complete the curriculum. This consists of 6 areas of study with multiple set works, a performance module and a composition module.

Differentiation

As well as following the school SEND policy, we assess the individual needs of students within our department and adjust these access supports as necessary to allow all students equitable access to our Music Curriculum. This includes running groups for all abilities, assessing how well a child can play instruments both inside and outside the lesson and offering them additional opportunities. It can often be the case that SEND students

Development points

  1. Using assessment data to provide different roles in groups
  2. Using School planning policy to inform students of different outcomes and choices in a lesson
  3. Assigning group roles to leaders (HPA) and timekeepers (SEND).

 

Part B: Extra-curricular music

This is about opportunities for pupils to sing and play music, outside of lesson time, including choirs, ensembles and bands, and how pupils can make progress in music beyond the core curriculum. We currently offer in house lessons in the following instruments

  • Piano/Keyboard
  • Vocals
  • Violin/Ukulele
  • Woodwind (Clarinet, Sax, Flute)
  • Electric/Classical Guitar
  • Drums
  • Brass

Our tutors are self-employed or employed through the Bucks Music service and arrange costings and finances themselves, we offer a contribution towards lessons for SEND/LAC/PP students. All students are offered the opportunity to enter a graded exam with the following boards: ABRSM, Trinity, RSL. These exams happen approximately three times a year.

Currently we have about 50 students taking instrumental or vocal lessons during the school week. In 2021 this was about 12 students. We have a similar number of students participating in our extracurricular groups. A key part of our development plan has been to encourage participation in Music activities as this directly impacts outcomes, the growth in this area is notable.

Development

  • Promote the offer to PP/SEND/LAC children
  • Continue to develop different ensembles for different groups of musicians.

We run several free extra-curricular clubs running every week to cater to the tastes and abilities of all groups of students.

Concerts

Each year we perform a Christmas and Spring/summer concert as a showcase for all our groups and soloists. In conjunction with the Drama department, we also run a school musical which involves the whole choir and orchestra and in conjunction with the House system and Performing Arts department we arrange house competitions/talent shows etc. We support these student led events

Extra-Curricular timetable

 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Before School

 

 

Revision/GCSE Practice (Week 1) 

 

 

 

 

Lunch 

Rock Group/Swing Group

 Music technology group

Ukulele Group

 Revision/GCSE practice

 

 

Wind Group and String Group

 

 Revision/GCSE practice

 

After School

 

Choir or Orchestra

 

 

Choir or Orchestra

 GCSE Revision

(Week 2)

 

 

Part C: Musical experiences

We have performances and regular singing in assembly, concerts and shows, and trips to professional concerts.

We currently have the following annual performances:

  • Remembrance Service 
  • School Carol Service
  • Christmas Concert
  • Spring Concert Series
  • Summer Concert
  • Belgium tour trip 2025

 

GCSE music students trip to see a musical in the West End which links to the Edexcel specification. We subsidise these trips with proceeds from our concert ticket sales, as much as possible, and Pupil Premium students can have a reduction in ticket price to ensure they have experiences of music performance. The Performing Arts Faculty comes together to stage a whole school musical every year. It is open to all year groups and the cast is selected by audition. We also provide opportunities for the more advanced instrumentalists to play in the pit band and help with the sound technology.

 

In the future

We are looking forward to implementing a more comprehensive KS3 curriculum that is fit for purpose and better prepares all students to take GCSE Music if they wish.

The curriculum will focus on a balance between composition, music theory and appreciation and performance. The focus remains on engaging all students and fostering a love of music while ensuring the rudiments of theory are embedded in each Scheme of Work.

We are also intending to re-kindle our partnership with our local feeder primary schools, bringing ensembles to perform and exploring further workshop and collaborative opportunities. The experience with working with The Chesham Symphonic Group was a successful example of how this collaboration can work. We are also keen to identify musicians in our feeder schools and begin nurturing this talent and enthusiasm through workshops and participation before they reach secondary school.