We work together as an enthusiastic team and promote an environment where all students develop personal responsibility and self-motivation but consider the needs and achievements of others. We achieve this by offering a broad balanced curriculum, which allows students to achieve their maximum potential. Programs of study are differentiated to match the ability, attitude and developmental level of individual pupils.
We strive to stimulate a lasting interest in learning through problem solving and technological activities. We attempt to help students to develop their imaginations, sensitivity and creative responses to a wide range of aesthetic experiences. Technology has an important part to play in helping all students to acquire the knowledge and skills that will be needed for them to take an active role in future developments.
The study of music technology fosters a wide range of desirable qualities, which we value. Students should develop lively enquiring minds, the ability to question and argue rationally and to apply themselves to tasks and physical skills, both on their own and in groups
Our department’s aim is to provide all learners with a stimulating and challenging curriculum, in an encouraging, supportive environment, providing opportunities to develop their musical knowledge and skills including listening and appraising, composing and performing.
The Music Department aims to aid pupils in finding their own star qualities. Pupils take part in music and drama lessons where they are encouraged to develop skills as performers, composers and creators. Work is completed through whole class and group activities, with opportunities for solo work in the projects that are completed. We encourage pupils to take an active role in lessons, supporting them to build their confidence as musicians and actors in each area of the curriculum.
The department also offers a variety of extra-curricular activities for pupils including Peripatetic music lessons on a variety of instruments.
The Music department has high expectations of all pupils and aims to develop creative, resourceful and independent learners and to prepare and equip them for life for when they leave Little Lever School, for further study or employment in a Performing Arts career pathway.
“Creativity is intelligence having fun” Albert Einstein
The National Curriculum aims for all children to:
Perform, listen to, review and evaluate music from a range of historical periods, genres, styles and traditions, including the works of famous composers and musicians.
Learn to sing, and to use their voices to create and compose music on their own and with others.
Have the opportunity to learn a musical instrument, and use music technology appropriately.
Understand and explore how music is created, produced and communicated, including a knowledge of pitch, dynamics, tempo, timbre etc.
as 1-9 in line with the school assessment criteria. Marksheets can be generated from thisand used for Parent’s Evenings and SIMS marksheets.
Pupils will no longer have booklets and will receive personalised feedback via the googledrive system.
Music can continue after KS3 with pupils choosing during the options process to study with GCSE Music or BTEC Music Technology.
Currently we study the Eduqas GCSE course. We believe, after extensive research, this is the best specificationfor our students to study Music GCSE. The course is broken down into three main areas
Component 1: Performing – 30% of the final grade
Performing A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble.
Component 2: Composing – 30% of the final grade
Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The second composition is a free composition for which learners set their own brief.
Component 3: Appraising – 40% of the final grade
This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. Two of the eight questions are based on extracts set by Eduqas.
Each week the students will receive three GCSE lessons and one instrumental lesson. Students have one practical lesson, one composition lesson and one theory/listening lesson each week. Throughout the course pupils will build up a bank of compositions and performance recordings that will also assist with the knowledge required for the Listening paper and final submissions in Year 11.
This qualification is taught over 120 guided learning hours (GLH).
These units include: two mandatory units (60 GLH) and two optional specialist units (60 GLH).
Unit 1: The Music Industry
Unit 2: Managing a Music Product
Unit 6: Introducing Music Recording
Unit 7: Introducing Music Sequencing
How will I be assessed?
Grading grids with level descriptors for the 4 different levels (L1, L2 Pass, Merit, Distinction and Distinction*) are used to assess the standard of the work.
There is a formal exam for Unit 1 which is externally assessed. The other 3 units are all assignment based and internally assessed.
When will I be assessed?
Assignments are regularly set throughout the course and follow a detailed assessment plan. Students will be given one further opportunity to improve the level they receive for their work.