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 |
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Year 7 |
Building Bricks of music, using musical words |
Graphic and rhythmic notation, writing down and reading/interpreting/ |
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 |
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Composing own rhythms and developing through elements of music. Performing in time |
Rhythm and Metre |
Playing Mars from the planets.
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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
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Year 8 |
Scat/Rap/Vocal/Hip Hop and application of keywords
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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
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Fun computer-based composition work with any remaining lessons
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Rap Music
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Reggae |
12 Bar Blues |
12 Bar Blues |
Music In the Media |
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(Performance at end of topic) |
(Performance at end of topic)
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GCSE Y9 |
Ensemble Performance, 12 Bar Blues and Beatles history including looking at historic chord patterns and structures.
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PC2 Theory exam followed by Grade 2 theory and composition techniques. |
Billy Jean and Killer Queen Performances |
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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
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Introduction to GCSE Composition, applying chords, triads and melodies.
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Billy Jean and Killer Queen Performances, begin Killer Queen Set Study
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Set Brief Composition
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Solo and Ensemble Performances
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Set Brief Composition
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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
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Beethoven and Schwartz Set Works |
Williams and Queen Set Works |
Ensemble Performance
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Solo Performance
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Composition Coursework
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GCSE Y11 |
Fusion Set Works – Afro Celt Sound System and Spalding
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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
- Using assessment data to provide different roles in groups
- Using School planning policy to inform students of different outcomes and choices in a lesson
- 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
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Before School
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Revision/GCSE Practice (Week 1) |
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Lunch |
Rock Group/Swing Group
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Ukulele Group Revision/GCSE practice |
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Wind Group and String Group
Revision/GCSE practice |
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After School |
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Choir or Orchestra
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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.