Welcome to Harrop Fold

At Harrop Fold, we are committed to making the difference for all our young people.  Our aim is to produce well-rounded young people who are prepared for our ever-changing world. We do this by focusing on the Personal, Social and Academic aspects of education, which will drive our young people to reach their potential and achieve true excellence.

Music

Curriculum Intent

In music, our aim is that all pupils receive a full and extended curriculum within lessons that is accessible, achievable and gives everyone the opportunity to experience success. Pupils will be able to develop their musical skills through Solo and Ensemble Performance, Composing, ICT in Music and Theory Knowledge and understanding. Pupils will look at a diverse range of styles and genres to enable a wider understanding of Cultural, Historical and Geographical development of Music over time. Pupils are educated on the prospects of job opportunities in the Music Industry that are accessible as future career opportunities. Our Curriculum is challenging, engaging, personalised and enriched with a range of extra-curricular activities to allow communal performance opportunities.

Curriculum Map




KS3

KS3:
Our year 7, 8 and 9 pupils have the opportunity to experience music through a range of topics. This will enable students to develop their musical stills in performances or compositions via solo, paired or ensemble activities with theoretical development throughout. These topics are designed to enrich students’ knowledge and understand music through a linear learning process. At the start of year 7, students will complete a Baseline Assessment to gauge students understanding of music before moving forward into our extensive and engaging Music Curriculum. Each year group will complete a new topic every half term with an ‘end of unit’ assessment to enable pupils to showcase their work and progress made on their journey to becoming musicians. The four Assessment objectives that students will be assessed against are ‘AO1: Musical Performance’, ‘AO2: Musical Composition’, ‘AO3: Knowledge and Understanding’ and ‘AO4: Evaluative and Critical Judgement’, as well as the United Learning Key Performance Indicators (KPIs). These topics include:

Year 7:
The Elements of Music (Space Odyssey)
Musical Notation Incorporating ICT
The Conventions of the Classical Piano
The Conventions of the Aural Tradition (Ukulele)
Electronic Sounds through Dance Music
Cultural Developments of Chinese Music

Year 8:
The Contextual and Historical Elements of Blues Music
RAP Music/ICT
Film Music Composition
Samba Drumming
Spooky Music 1
Spooky Music 2

Year 9:
M.O.B.O (Music Of Black Origin)
Indian Music
Popular Music through the Decades
African Music
Musical Fusion around the world
Music and the Media

All pupils will have access to an extensive range of music from all different styles, cultures and genres. Their musical journey will consist of a multitude of cross-curriculum links, development of personal skills, have an understanding of the music industry and possible career opportunities. All pupils will have the opportunity to show progress and create targets that are personal to them in their Progress Booklets, enabling them to push for their ‘Expected’, ‘Good’ or ‘Outstanding’ targets, giving them the independence to obtain and display their own personal progress.

KS4

Year 10 & 11 students at Harrop Fold will work towards the brand new ‘Pearson, Edexcel BTEC Level 1/Level 2 TECH Award in Music Practice’ qualification. The components in the qualification give learners the opportunity to develop a broad knowledge and understanding of the Music Industry, specialist skills and techniques in music practice, and how to respond to a commercial music brief.
There are 3 components for students to complete, they are:
Component 1: Exploring Musical Products sand Styles (Internally Assessed)
Component 2: Music Skills Development (Internally Assessed)
Component 3: Responding to a commercial Music Brief (Externally Assessed)

Components 1 and 2 are assessed through internal assessment. Internal assessment for these components has been designed to relate to achievement of application of the conceptual underpinning for the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on:

• The development of core knowledge and understanding of music styles and techniques used in a range of music genres, and how to respond to a music industry brief
• The development and application of skills such as practical and interpretative, musical rehearsal and performance through workshops and classes
• Reflective practice through the development of skills and techniques that allow learners to think about the development of their idea from the initial plan to the final musical product.

Internal assessment is through assignments that are subject to external standards verification. We have adapted materials to our local contexts and assess assignments that provide the valid and rigorous final summative assessment for each component.

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life situation. Component 3 requires learners to apply musical skills and techniques in response to a brief to produce a music product. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment is based on a key task that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. The external assessment takes the form of a set task taken under supervised conditions, which is then marked, and a grade awarded by Pearson. The external assessment comprises 40 per cent of the total guided learning hours (GLH) of the qualification and is weighted accordingly in the calculation of the overall qualification grade. This component is delivered and assessed at the end of the course of study.

CEOP

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