Learning Knowledge Learning Outcomes & Cross-Curricular

Year 7 Topic
Skills Links
Learning Outcomes: Literacy – reading and
Half This unit develops pupils’ understanding of the process of composing by creating
and performing music in response to the weather related themes read in the
 Keyboard skills enable pupils to
develop their reading of notation which
writing compositions through
graphic score/notation

Term Storm Glass book. It provides an opportunity for pupils new to the school to
develop and demonstrate musical skills, knowledge and understanding achieved
in turn will allow them to learn more
complex repertoire for their GCSE
Numeracy – counting in each
part/layer and keeping a
in years 5 and 6. pieces. steady tempo (staying in
1a During the unit pupils will explore how weather can be used descriptively,  Performing the Over the Rainbow time)
History – historical occasions
rhythmically and melodically to create a composition. They will also develop piece allows pupils to be assessed on
for musical performance.
their accuracy, control and difficulty
keyboard skills to be able to play a piece by notation by the end of the unit.
level. All of these relate to the GCSE
1. Music carousel lesson – trying out different areas of the music marking criteria.
block in groups. Karaoke area, band area, ukulele area, Imac area.  Compositional techniques will be used
2. Lesson 1 WALT: Develop keyboard skills and aural awareness. to create their final composition on
3. Lesson 2 WALT: To understand how to apply note direction skills ‘weather’ related themes. 2
when learning how to play a piece of music on the keyboard compositions must be completed for
4. Lesson 3 WALT: To understand how to develop rhythmic skills GCSE.
when learning Over the Rainbow.
5. Lesson 4 WALT: Understand how to play the blue LH part of Over
the Rainbow and how this relates to the red right hand part.
6. Lesson 5 WALT: To perform Over the Rainbow for final
assessment. Through the activities in this unit pupils will
7. Lesson 6 WALT: To develop your ideas within your composition be able to understand, use and spell
for Weather. correctly words relating to:
‘Weather in Music’

• sounds, e.g. pitch, getting higher/lower,

phrase, note cluster, duration,
longer/shorter, pulse, rhythm, metre,
tempo, timbre, texture
Storm Glass

• processes, e.g. use of graphic and

rhythmic notation, composing, arranging,
improvising, performing
• context, e.g. intentions, purpose, venue,
occasion
 Links to GCSE: Literacy – reading and
Half This unit develops pupils’ understanding of learning different musical pieces,
therefore developing keyboard skills. It provides an opportunity for pupils to
 Keyboard skills enable pupils to
develop their reading of notation which
writing compositions through
graphic score/notation

Term develop and demonstrate musical skills, knowledge and understanding achieved
in the previous unit.
in turn will allow them to learn more
complex repertoire for their GCSE
Numeracy – counting in each
part/layer and keeping a
pieces. steady tempo (staying in
1b During the unit pupils will explore how to use left hand chords on the piano to
develop the complexity of their playing.  Performing the pieces allow pupils to time)
History – historical occasions
Christmas Keyboard Skills (Xmas based)

be assessed on their accuracy, control

for musical performance.
and difficulty level. All of these relate to
Music theory workpack to be completed alongside the bridging unit the GCSE marking criteria.
 Music theory booklets will be used to
1. ‘Firework’ lesson to correlate with Guy Falk’s night: pupils learn practice the theory behind their
Katy Perry song as bands. keyboard playing. 40% final exam is
2. Music theory booklet pages 1,2,3. Start easy Xmas song on music theory related at GCSE.
Keyboards (Jingle Bells easy sheet)
Through the activities in this unit pupils will
3. Music theory booklet 4,5,6 Jingle Bells more difficult sheet with be able to understand, use and spell
second part added on keyboards. Finish Jingle Bells all in the RH. correctly words relating to:
4. Music theory booklet 7,8,9. Add chords in LH for Jingle Bells on • sounds, e.g. pitch, getting higher/lower,
the harder sheet. phrase, note cluster, duration,
longer/shorter, pulse, rhythm, metre,
5. Music theory booklet pages 10, 11. Continue chords with Jingle tempo, timbre, texture
Bells in the LH. Finish first line with chords. • processes, e.g. use of graphic and
6. Music theory booklet page 12. Finish Jingle Bells up to ‘fine’ with rhythmic notation, composing, arranging,
improvising, performing
chords. Extension task to add second section with chords.
• context, e.g. intentions, purpose, venue,
7. Final lesson showcase lesson of Jingle Bells/karaoke. occasion
 Learning that Gospel music originated from Spiritual/work songs and that these Links to GCSE: Referring to PEED when
Half were songs of spiritual devotion and a yearning of freedom from bondage.
Learning that Gospel music is composed and performed for many purposes,
 Vocal techniques relating to Gospel
singing will increase difficulty grade of
discussing Gospel,
correcting grammar and

Term including aesthetic pleasure, religious or ceremonial purposes, and as an

entertainment product for the marketplace. 
songs learned for GCSE.
Performing the pieces allow pupils to
spelling.
Numeracy – counting in each
All students will also be able to ornament a basic spiritual melody. be assessed on their accuracy, control part/layer and keeping a
2a Some students will be able to create more complex ornamented and syncopated
rhythmic phrases
and difficulty level. All of these relate to steady tempo (staying in
time)
the GCSE marking criteria.
A few students will be able to freely embellish by ear an elaborate melody based History – historical context of
on a spiritual melody.  Musical key words such as ostinato, Gospel music – why was it
slides, dynamics, call & response and written? African American
1. Introduce Gospel music. Show documentary up to 4 mins 40 secs. harmony all relate to the 40% final slavery.
Complete initial worksheet and answer the questions. Show Oh listening exam which includes music
Happy Day video from Sister Act and learn the song as a class theory at GCSE.
using laminated red worksheets. Move in to smaller groups to
learn this.
2. Learn the whole of Oh Happy Day plus the other side (solo)
section. Add movement/formation to performance. Groups perform
this at the end of the lesson. To maintain a vocal part within an
3. Worksheet on vocal singing. Add ostinato to Oh Happy Day. Begin arrangement. To build a performance that
planning in books. incorporates improvising through pitch and
4. Add harmony. Watch video clip on harmony. Teacher modelling of development of close harmony parts.
CEG chord and get class to sing each note in groups to demo
harmony in action. Add to Oh Happy Day. (Perfs at end) Learning how Gospel Music features,
5. Add challenge cards to performance. Give each group 2 or 3  Call and Response

Gospel Music

challenge cards to work on for that lesson. Cash in at end of Melismatic Ornamentation
lesson with performances to prove they have achieved these. Write  Close Harmony
challenge cards in books.  A Cappella elements
6. Assessment of Oh Happy Day video. Pupils fill out assessment  Syncopation
sheets.
7. Fun lesson of showcasing/karaoke
 Learning that Gospel music originated from Spiritual/work songs and that these Links to GCSE: Referring to PEED when
Half were songs of spiritual devotion and a yearning of freedom from bondage.
Learning that Gospel music is composed and performed for many purposes,
 Vocal techniques relating to Gospel
singing will increase difficulty grade of
discussing Gospel,
correcting grammar and

Term including aesthetic pleasure, religious or ceremonial purposes, and as an

entertainment product for the marketplace. 
songs learned for GCSE.
Performing the pieces allow pupils to
spelling.
Numeracy – counting in each
All students will also be able to ornament a basic spiritual melody. be assessed on their accuracy, control part/layer and keeping a
2b Some students will be able to create more complex ornamented and syncopated
rhythmic phrases
and difficulty level. All of these relate to steady tempo (staying in
time)
the GCSE marking criteria.
A few students will be able to freely embellish by ear an elaborate melody based History – historical context of
on a spiritual melody.  Musical key words such as ostinato, Gospel music – why was it
1. Begin No Hiding Place learning the lyrics. Divide in to groups slides, dynamics, call & response and written? African American
(decide based on behaviour of first half term). Then add vocal harmony all relate to the 40% final slavery.
slides after teacher modelling. Add new formation/movement. listening exam which includes music
Perfs at end of lesson. theory at GCSE.
2. Write 3 new verses in books talking about rhyming, number of
syllables, theme of the music (stick to it), following the original
tune. Perform these in groups and have performances at end of the To maintain a vocal part within an
lesson. arrangement. To build a performance that
3. Adding harmony line to the chorus. Teacher demonstration by incorporates improvising through pitch and
dividing class in half and giving one side original tune and the development of close harmony parts.
Gospel Music

stronger side the harmony line. Then adding ostinato to the

verses. Learning how Gospel Music features,
4. Plan whole piece on sugar paper including all of the necessary  Call and Response
features we have studied.  Melismatic Ornamentation
5. Video final performances with the peer assessment page in  Close Harmony
assessment booklets filled out for each other - plan up on the  A Cappella elements
board behind them.  Syncopation
 In order to inform all their music making and thinking, the students need to learn Links to GCSE: Dance / Drama / Art:
Half about the following contextual influences for this music:
Geographical location: France, initially
 Composition skills developed enabling
pupils to create their own music using
Impressionism Movement
Literacy – the study of poetry
Term Original point in time: Classical compared to Impressionist
Original occasion:
more complex techniques such as
octaves and chords based on a scale. by Impressionists.
Original purpose: Often making small-scale pieces to reflect an idea This will help pupils to learn different Numeracy – Mathematical
3a Typical performance venue: Small-scale venue (house drawing room?)
The role of creator is: to convey a story through impressions of sound
compositional techniques for the counting.
GCSE composition tasks. Media studies – cinematic
The role of performer is: to blend the ideas to create a ‘wash’ of sound
The role of audience is: to be transported by the overall effect / story  Performing the pieces allow pupils to film examples.
Wider culture of origin: Linked to Art of the same periods be assessed on their accuracy, control
1. Go through Impressionism PPT. Give out images of art/photo and and difficulty level. All of these relate to
answer questions. Watch doc on Debussy and complete a fact file the GCSE marking criteria.
on Debussy.  Learning about musical periods and
2. Debussy ‘Nuages’ listening sheet. Copy pentatonic scale in to composers links to the 40% final exam
books. Compose a short phrase on keyboards to match your mood at GCSE.
of your image from last lesson.
3. 5 minute development tasks for phrase on keyboards based on
moving phrase in to RH, tempo, dynamics and timbre changes.
4. ‘Moods’ listening sheet. Then notate your phrase in books (red,
amber and green differentiated ways to do this on PPT). Add pedal
note in to your performance in the LH.  Listening to and comparing
5. Final performances of phrases that match the mood of your image. Impressionist and classical Music and
Showcase lesson. comparing same periods to Art.
 Developing musical motifs to explore
timbre to create mood
 Explore how the musical elements
(dimensions!) can be used to create a
variety of moods/change of mood
 Explore how musical ideas can be
Impressionism

developed/evolved by making changes

to the way the elements are used
within a scale
 Creating a structured piece of music
that uses ideas that develop and
evolve rather than repeat.
 Creating an image to inspire the
composition.
 In order to inform all their music making and thinking, the students need to learn Links to GCSE: Dance / Drama / Art:
Half about the following contextual influences for this music:
Geographical location: France, initially
 Composition skills developed enabling
pupils to create their own music using
Impressionism Movement
Literacy – the study of poetry
Term Original point in time: Classical compared to Impressionist
Original occasion:
more complex techniques such as
octaves and chords based on a scale. by Impressionists.
Original purpose: Often making small-scale pieces to reflect an idea This will help pupils to learn different Numeracy – Mathematical
3b Typical performance venue: Small-scale venue (house drawing room?)
The role of creator is: to convey a story through impressions of sound
compositional techniques for the counting.
GCSE composition tasks. Media studies – cinematic
The role of performer is: to blend the ideas to create a ‘wash’ of sound
The role of audience is: to be transported by the overall effect / story  Performing the pieces allow pupils to film examples.
Wider culture of origin: Linked to Art of the same periods be assessed on their accuracy, control
1. Introduce Impressionism project on Gotham City, talk about image and difficulty level. All of these relate to
of Gotham City and describe this in books – what can you see? the GCSE marking criteria.
What mood is created? Begin composing motif for Gotham city  Learning about musical periods and
using pentatonic scale on keyboards thinking about what timbre composers links to the 40% final exam
will match the mood. at GCSE.
2. Adding the accompaniment in the LH of octaves. Look at how we
find octaves as a class from image on PPT.
3. Adding a new section to the composition where chords are
introduced in the left Hand rather than octaves. Perfs at end of  Listening to and comparing
lesson. Impressionist and classical Music and
comparing same periods to Art.
 Developing musical motifs to explore
timbre to create mood
 Explore how the musical elements
(dimensions) can be used to create a
variety of moods/change of mood
 Explore how musical ideas can be
Impressionism

developed/evolved by making changes

to the way the elements are used
within a scale
 Creating a structured piece of music
that uses ideas that develop and
evolve rather than repeat.
 Creating an image to inspire the
composition.