Welcome to Music Key Stage 3!
On this page you can find out the following:
If you are looking for the Independent Learning Activities - Please click the button below.
- What topics we teach at Key Stage 3
- Information about each topic
- How you are Assessed
- Useful Web Sites, Books & Resources for extra help!
If you are looking for the Independent Learning Activities - Please click the button below.
Key Stage 3
The schemes of work aim to develop skills in Performance, Composition, Listening & Analysis. All schemes have three assessment points and an overall level is achieved by each student. Year 7 have three hours of music a fortnight, year 8 & 9 have only two hours a fortnight.
Autumn Term 1
Year 7 - Baseline Assessment
Year 8 - Reggae
Year 9 - Pop Culture
Autumn Term 2
Year 7 - What Makes a Good Song?
Year 8 - Making Connections
Year 9 - Hip Hop
Spring Term 1
Year 7 - Latin Beats
Year 8 - Going Solo
Year 9 - The Guitar
Spring Term 2
Year 7 - Folk Music
Year 8 - Film Music
Year 9 - Remixes
Summer Term 1
Year 7 - Impressionism
Year 8 - Film Music
Year 9 - TV Music
Summer Term 2
Year 7 - The Ukulele
Year 8 - Cover Versions
Year 9 - Independent Project
The schemes of work aim to develop skills in Performance, Composition, Listening & Analysis. All schemes have three assessment points and an overall level is achieved by each student. Year 7 have three hours of music a fortnight, year 8 & 9 have only two hours a fortnight.
Autumn Term 1
Year 7 - Baseline Assessment
Year 8 - Reggae
Year 9 - Pop Culture
Autumn Term 2
Year 7 - What Makes a Good Song?
Year 8 - Making Connections
Year 9 - Hip Hop
Spring Term 1
Year 7 - Latin Beats
Year 8 - Going Solo
Year 9 - The Guitar
Spring Term 2
Year 7 - Folk Music
Year 8 - Film Music
Year 9 - Remixes
Summer Term 1
Year 7 - Impressionism
Year 8 - Film Music
Year 9 - TV Music
Summer Term 2
Year 7 - The Ukulele
Year 8 - Cover Versions
Year 9 - Independent Project
Assessment - Curriculum Steps
Performance Steps
Singing Skills
1 I can participate in a simple singing task.
1 I can sing a simple tune in an ensemble.
2 I can sing with some accuracy of pitch with help from another instrument.
3 I can sing in tune with reasonable fluency and accuracy without help.
4 I can sing in tune with expression and good breath control.
5 I can sing with expression and clear diction.
6 I can sing alone with fluency, accuracy and confidence using a wide variety of pitches.
7 I can sing a solo which changes key demonstrating excellent technique in melismatic sections.
8 I can demonstrate outstanding performance skills, showing high levels of confidence and technical ability.
9 I can sing a song with a pitch range greater than a 10th, with long sustained passages where the solo line is exposed.
Notation Skills
1 I can follow basic instructions when performing.
2 I can learn something by heart and perform it.
3 I can perform by ear and using simple notations.
4 I know some notes on a musical stave and read fairly accurately from a score with note names.
5 I can perform a pop or jazz piece using a lead sheet.
6 I can perform a longer piece from memory and/or from music notations, showing understanding of the notes on the stave.
7 I can demonstrate understanding of chords and melodies.
8 I can play from a musical score without the notes written to assist me.
9 I can perform extended pieces of music in different styles using relevant notations.
Rhythm Skills
1 I can repeat a basic two note ostinato
2 I can perform simple patterns on unturned percussion
3 I can repeat simple patterns (clapping/unturned percussion)
4 I can perform simple parts on the keyboard (note guide + one finger) and tuned percussion (beater)
5 I can perform simple patterns on the keyboard and tuned percussion with reasonable fluency and accuracy.
6 I can perform fluently and accurately on the keyboard and tuned percussion.
7 I can perform more difficult syncopated rhythms in time with others.
8 I can play more challenging parts on my own instrument or keyboard, following complex rhythms and playing more than one part.
9 I can accurately perform syncopated/dotted rhythms on an instrument without hesitation and losing tempo.
Ensemble Skills
1 I can play a simple repeated part in an ensemble performance.
2 I can demonstrate co-ordination on an instrument within an ensemble.
3 I can keep in time with others whilst performing a simple part.
4 I can demonstrate reasonable confidence within a group performance.
5 I can maintain my own part in an ensemble performance.
6 I can show flexibility within an ensemble by changing roles (solo, lead, support)
7 I can show awareness of others needs by co-ordinating with others in my group, considering timing.
8 I am sensitive to my role in a group and can make appropriate adjustments to my part, taking the lead where appropriate.
9 I can collaborate effectively with other performers, showing the ability to direct an ensemble.
Solo Performance Skills
1 I can demonstrate some co-ordination on an instrument
2 I can perform simple parts on a keyboard (note guide + one finger) and tuned percussion (beater)
3 I can perform a simple piece with reasonable fluency on the easier passages.
4 I can play a simple piece with note guides/chord charts fluently throughout.
5 I can demonstrate a high level of confidence within performance.
6 I can play the keyboard without note guides or chord charts.
7 I can perform two parts with fluency and accuracy on the keyboard and/or my own instrument.
8 I can perform longer parts with reasonable technical skill and expression, using tempo, timbre, dynamics and phrasing.
9 I can demonstrate outstanding performance skills, showing high levels of confidence and technical control.
Composition Steps
Group Composition
1 I can show the ability to work in a group
2 I can make a limited contribution to a group composition
3 I can participate in the group composition process
4 I can share a range of ideas in a group task
5 I can make a significant contribution to a group
6 I can create coherent compositions, contributing developed ideas in group tasks
7 I can support others by composing complementary parts
8 I can lead the compositional process within a group showing confidence in all areas.
9 I can support others in order for a group composition to be of a high quality, fluent and accurate.
Notation Skills
1 I can follow simple instructions to form a basic composition.
2 I can compose and remember basic compositional ideas.
3 I can write my compositions down using letter names & basic symbols
4 I can write my compositions own using letter names and present them in a given structure.
5 I can compose using a variety of notations & symbols
6 I can use relevant notations to plan and revise material
7 I can notate part or most of my composition using treble clef
8 I can notate part or most of my composition using bass clef
9 I can make accurate use of appropriate notations, using software if necessary
Musical Elements
1 I can order sounds in a creative way
2 I can select appropriate sounds for compositions (timbre)
3 I can create a simple composition that has a sense of structure
4 I can create compositions which have explored different sounds and elements
5 I can use dynamics and tempo creatively
6 I can create compositions that explore contrasts through use of the musical elements &/or style
7 I can compose with attention to detail by using the musical elements to enhance the piece
8 I can create compositions that are structured, have a range of textures & variety of styles.
9 I can compose using the musical elements creatively and have more complex textures.
Compositional Ideas
1 I can compose using repeating patterns
2 I can improvise using short repeated ideas
3 I can improvise simple melodic/rhythmic phrases with a small set of given notes in the given timeframe
4 I can improvise melodic and/or rhythmic material within extended structures
5 I can sustain and develop musical ideas using my time effectively
6 I can create coherent compositions; contributing developed ideas to the task refine and improve work.
7 I can develop highly imaginative and original compositions which explore advance techniques
8 I can adapt, improvise, develop, extend and discard musical ideas within chosen musical styles.
9 I can compose extended, memorable pieces with a sense of direction and shape, with consideration of melody, rhythm and overall style.
Listening & Appraising Steps
Key Words
1 I know one key word per topic/Scheme of Work
2 I know some generic key words
3 I know some key words for a range of topics
4 I can identify different genres of music and their features in a listening task
5 I can describe and compare musical features in listening tasks, using appropriate vocabulary
6 I can analyse music in detail, using keywords and musical terms
7 I can write accurate descriptions, using technical vocabulary to give detailed answers
8 I can evaluate and make critical judgements about the use of musical conventions and other characteristics
9 I can display excellent knowledge of key words for topics covered and musical terms, with detailed descriptions of musical features identified.
Analysis & Evaluation
1 I can identify one improvement needed to my own work
2 I can identify improvements needed in someone else’s work
3 I can make some improvements to my own work
4 I can suggest improvements to my own and other’s work
5 I can evaluate how venue, occasion nd purpose affect the way music is created, performed and heard
6 I can consider successful/non-successful outcomes and improve my own and other’s work
7 I can evaluate the success of my work and set realistic targets for refinement
8 I can evaluate how different contexts are reflected in my own work and other’s work
9 I can discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and justifying the conclusions that I have drawn.
Notation
1 I can understand very basic musical symbols such as dynamic markings
2 I can recognise musical symbols such as treble clef & stave
3 I can recognise rhythmic musical symbols (durations)
4 I have a basic understanding of notation
5 I have a reasonable grasp of treble clef notation
6 I have a good understanding of treble clef notation
7 I have a clear understanding of treble clef notation & some bass clef knowledge
8 I can read treble and bass clef notation correctly
9 I can demonstrate excellent score-reading skills and a clear understanding of music notation and symbols.
Musical Elements
1 I can recognise high and low sounds
2 I know when a piece is loud or quiet
3 I can identify when dynamics are making gradual changes (cresc & dim)
4 I can identify if a piece is fast or slow
5 I can identify accurately the tempo, dynamics and pitch within a listening exercise.
6 I can identify a basic structure of a piece during a listening exercise
7 I can justify how a composer has used timbre effectively in a piece of music
8 I can give a very full and accurate description of a piece of music using the musical elements
9 I can identify different textures used in a piece of music in a listening exercise.
Singing Skills
1 I can participate in a simple singing task.
1 I can sing a simple tune in an ensemble.
2 I can sing with some accuracy of pitch with help from another instrument.
3 I can sing in tune with reasonable fluency and accuracy without help.
4 I can sing in tune with expression and good breath control.
5 I can sing with expression and clear diction.
6 I can sing alone with fluency, accuracy and confidence using a wide variety of pitches.
7 I can sing a solo which changes key demonstrating excellent technique in melismatic sections.
8 I can demonstrate outstanding performance skills, showing high levels of confidence and technical ability.
9 I can sing a song with a pitch range greater than a 10th, with long sustained passages where the solo line is exposed.
Notation Skills
1 I can follow basic instructions when performing.
2 I can learn something by heart and perform it.
3 I can perform by ear and using simple notations.
4 I know some notes on a musical stave and read fairly accurately from a score with note names.
5 I can perform a pop or jazz piece using a lead sheet.
6 I can perform a longer piece from memory and/or from music notations, showing understanding of the notes on the stave.
7 I can demonstrate understanding of chords and melodies.
8 I can play from a musical score without the notes written to assist me.
9 I can perform extended pieces of music in different styles using relevant notations.
Rhythm Skills
1 I can repeat a basic two note ostinato
2 I can perform simple patterns on unturned percussion
3 I can repeat simple patterns (clapping/unturned percussion)
4 I can perform simple parts on the keyboard (note guide + one finger) and tuned percussion (beater)
5 I can perform simple patterns on the keyboard and tuned percussion with reasonable fluency and accuracy.
6 I can perform fluently and accurately on the keyboard and tuned percussion.
7 I can perform more difficult syncopated rhythms in time with others.
8 I can play more challenging parts on my own instrument or keyboard, following complex rhythms and playing more than one part.
9 I can accurately perform syncopated/dotted rhythms on an instrument without hesitation and losing tempo.
Ensemble Skills
1 I can play a simple repeated part in an ensemble performance.
2 I can demonstrate co-ordination on an instrument within an ensemble.
3 I can keep in time with others whilst performing a simple part.
4 I can demonstrate reasonable confidence within a group performance.
5 I can maintain my own part in an ensemble performance.
6 I can show flexibility within an ensemble by changing roles (solo, lead, support)
7 I can show awareness of others needs by co-ordinating with others in my group, considering timing.
8 I am sensitive to my role in a group and can make appropriate adjustments to my part, taking the lead where appropriate.
9 I can collaborate effectively with other performers, showing the ability to direct an ensemble.
Solo Performance Skills
1 I can demonstrate some co-ordination on an instrument
2 I can perform simple parts on a keyboard (note guide + one finger) and tuned percussion (beater)
3 I can perform a simple piece with reasonable fluency on the easier passages.
4 I can play a simple piece with note guides/chord charts fluently throughout.
5 I can demonstrate a high level of confidence within performance.
6 I can play the keyboard without note guides or chord charts.
7 I can perform two parts with fluency and accuracy on the keyboard and/or my own instrument.
8 I can perform longer parts with reasonable technical skill and expression, using tempo, timbre, dynamics and phrasing.
9 I can demonstrate outstanding performance skills, showing high levels of confidence and technical control.
Composition Steps
Group Composition
1 I can show the ability to work in a group
2 I can make a limited contribution to a group composition
3 I can participate in the group composition process
4 I can share a range of ideas in a group task
5 I can make a significant contribution to a group
6 I can create coherent compositions, contributing developed ideas in group tasks
7 I can support others by composing complementary parts
8 I can lead the compositional process within a group showing confidence in all areas.
9 I can support others in order for a group composition to be of a high quality, fluent and accurate.
Notation Skills
1 I can follow simple instructions to form a basic composition.
2 I can compose and remember basic compositional ideas.
3 I can write my compositions down using letter names & basic symbols
4 I can write my compositions own using letter names and present them in a given structure.
5 I can compose using a variety of notations & symbols
6 I can use relevant notations to plan and revise material
7 I can notate part or most of my composition using treble clef
8 I can notate part or most of my composition using bass clef
9 I can make accurate use of appropriate notations, using software if necessary
Musical Elements
1 I can order sounds in a creative way
2 I can select appropriate sounds for compositions (timbre)
3 I can create a simple composition that has a sense of structure
4 I can create compositions which have explored different sounds and elements
5 I can use dynamics and tempo creatively
6 I can create compositions that explore contrasts through use of the musical elements &/or style
7 I can compose with attention to detail by using the musical elements to enhance the piece
8 I can create compositions that are structured, have a range of textures & variety of styles.
9 I can compose using the musical elements creatively and have more complex textures.
Compositional Ideas
1 I can compose using repeating patterns
2 I can improvise using short repeated ideas
3 I can improvise simple melodic/rhythmic phrases with a small set of given notes in the given timeframe
4 I can improvise melodic and/or rhythmic material within extended structures
5 I can sustain and develop musical ideas using my time effectively
6 I can create coherent compositions; contributing developed ideas to the task refine and improve work.
7 I can develop highly imaginative and original compositions which explore advance techniques
8 I can adapt, improvise, develop, extend and discard musical ideas within chosen musical styles.
9 I can compose extended, memorable pieces with a sense of direction and shape, with consideration of melody, rhythm and overall style.
Listening & Appraising Steps
Key Words
1 I know one key word per topic/Scheme of Work
2 I know some generic key words
3 I know some key words for a range of topics
4 I can identify different genres of music and their features in a listening task
5 I can describe and compare musical features in listening tasks, using appropriate vocabulary
6 I can analyse music in detail, using keywords and musical terms
7 I can write accurate descriptions, using technical vocabulary to give detailed answers
8 I can evaluate and make critical judgements about the use of musical conventions and other characteristics
9 I can display excellent knowledge of key words for topics covered and musical terms, with detailed descriptions of musical features identified.
Analysis & Evaluation
1 I can identify one improvement needed to my own work
2 I can identify improvements needed in someone else’s work
3 I can make some improvements to my own work
4 I can suggest improvements to my own and other’s work
5 I can evaluate how venue, occasion nd purpose affect the way music is created, performed and heard
6 I can consider successful/non-successful outcomes and improve my own and other’s work
7 I can evaluate the success of my work and set realistic targets for refinement
8 I can evaluate how different contexts are reflected in my own work and other’s work
9 I can discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and justifying the conclusions that I have drawn.
Notation
1 I can understand very basic musical symbols such as dynamic markings
2 I can recognise musical symbols such as treble clef & stave
3 I can recognise rhythmic musical symbols (durations)
4 I have a basic understanding of notation
5 I have a reasonable grasp of treble clef notation
6 I have a good understanding of treble clef notation
7 I have a clear understanding of treble clef notation & some bass clef knowledge
8 I can read treble and bass clef notation correctly
9 I can demonstrate excellent score-reading skills and a clear understanding of music notation and symbols.
Musical Elements
1 I can recognise high and low sounds
2 I know when a piece is loud or quiet
3 I can identify when dynamics are making gradual changes (cresc & dim)
4 I can identify if a piece is fast or slow
5 I can identify accurately the tempo, dynamics and pitch within a listening exercise.
6 I can identify a basic structure of a piece during a listening exercise
7 I can justify how a composer has used timbre effectively in a piece of music
8 I can give a very full and accurate description of a piece of music using the musical elements
9 I can identify different textures used in a piece of music in a listening exercise.