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About Consilium

Consilium Academies is a multi-academy Trust working across the North of England. It has nine academy schools located in Yorkshire, the North West, and the North East. Consilium is dedicated to enriching lives and inspiring ambitions for both students and colleagues.

Music

Head of Department Mrs H Wylie

At Moorside High School, we believe that pupils deserve a broad and ambitious music curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. We aim to create the very best musicians, to ensure every student leaves us ready for their next successful chapter. We challenge pupils to think, act and speak like those working in the field. We do this through quality first teaching which challenges our pupils to not only understand the complexities of different styles, genres and cultures of music but requires them to explore, discuss and demonstrate this understanding in creative ways. The regular use of modelling to demonstrate processes, standards and expectations helps to raise standards and expectations of pupils’ progress and outcomes within composition, performance and analysis tasks. Pupils are challenged in all lessons to be able to demonstrate understanding and creativity through performance, composition, through collaboration with their peers and through evaluation of their own work. Through the development of these skills, at both key stages, we would expect to see an increase in self-confidence and creativity throughout all aspects of the curriculum. This personal development will be shown through independent work, but also through ensemble performances and compositions.

The curriculum at Moorside has been planned to develop knowledge and skills over time, with topics linking together to show a continuation of skills learnt. A range of strategies are used across the curriculum to deepen knowledge and allow all pupils to find a ‘way in’ to the music. Music has strong links with other curricular subjects across the school and these are made explicit to pupils, so that they can draw links from each subject and build on existing knowledge. A systematic approach to teaching staff and other relevant notations has been included and embedded within and across all topics, differentiated as appropriate, to ensure that pupils build up confidence with reading from sheet music for performances as well as being able to write it accurately as part of their work on creating music through composition. We expect and encourage pupils to use key musical terminology within their work. We have created bespoke curriculum booklets which support the learning of our pupils at KS3 and KS4 giving them the opportunity to reflect on their achievements and areas which they feel need further development.  

The curriculum embeds all of the core values and expectations of a Moorside High School pupil, ensuring that they CARE about the work that they produce. This is shown through their resilience when learning a new skill and pupils are often pushed to aspire to complete the next challenge and put themselves out of their comfort zone. Within every lesson, pupils are expected to consider other pupils’ points of view and be considerate of all values and abilities when sharing performances, compositions or during class discussions, creating a sense of shared equality to improve their spiritual, social, moral and cultural understanding. Pupils are encouraged to evaluate their progress to ensure that they are challenged to achieve the best that they can in every lesson. They will build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect.

Our urriculum at Moorside High School goes far beyond what is taught in lessons, for whilst we want pupils to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. As a department we offer a wide range of extra-curricular opportunities for those pupils who want to develop their musical skills and abilities beyond a classroom curriculum. Individual instrumental lessons are available to all pupils throughout the school. These links to MAPAS and the GM Hub are of vital importance to show aspiring pupils where music can take them and the importance of learning to play an instrument. As a department, we also have a vibrant collection of extra-curricular clubs that pupils can take part in, from choirs, keyboard and theory clubs to being involved with the whole school Musical production, a collaboration between the Drama and Music departments. We believe these offer opportunities for pupils to develop to a wide range of pupils, allowing them to collaborate with other musicians and thus develop their performance skills, understanding and love of the subject. Where possible, and appropriate, we endeavour to expose our pupils to live music including visits to the theatre and to other live concerts. We have also had musicians visit school, to perform and work with our pupils, All pupils involved in music are given regular opportunities to perform in front of others both as individuals and with the various groups. This builds on their performance skills and also helps to develop their confidence and understanding as musicians. We build on more traditional composition skills from the beginning of KS3 so that the composition requirements of the GCSE curriculum are more accessible.

Music tuition, both within the curriculum and as an extra-curricular opportunity can help to shape the lives of our pupils at Moorside High School. Pupils will understand how music can support the development of life skills, such as confidence, self-awareness, perseverance and discipline and provide a holistic experience that they can take beyond their musical studies and in to their wider school careers and beyond. Our pupils have the opportunity to develop their skills for future study, in to KS4 and beyond – KS5 and Higher Education or in to employment. Both employers and universities see creative subjects as an asset and help to create a well-rounded individual with many interests and skills. However, our main priority as a department, is to ensure that pupils enjoy learning and are able to do this as much as possible in a fun, hands-on and engaging learning style, that enables all pupils to feel successful, regardless of their prior skills or academic needs. Every pupil is challenged to be the best musician that they can be. Practical subjects, such as the Arts, and making Music specifically, can help a young person maintain good mental health during times of high pressure, such as examination series. Music acts as a medium for processing emotions, as well as being used as a regulating or calming agent.

Curriculum Overview

Year 7

  • Autumn Term 1: Introduction to singing
  • Autumn Term 2: Stomp and Samba
  • Spring Term 1: Melodies and notation
  • Spring Term 2: Around the world
  • Summer Term 1: Musicals
  • Summer Term 2: Band project

Year 8

  • Autumn Term 1: Four Chords song
  • Autumn Term 2: Music through the ages
  • Spring Term 1: Dance music
  • Spring Term 2: Britpop
  • Summer Term 1: Film music
  • Summer Term 2: Band project

Year 9

  • Autumn Term 1: Blues and Jazz
  • Autumn Term 2: Blues and Jazz
  • Spring Term 1: Variations
  • Spring Term 2: Variations
  • Summer Term 1: Band songwriting
  • Summer Term 2: Band songwriting

Year 10

  • Autumn Term 1: Performance, composition, listening, theory, appraising
  • Autumn Term 2: Performance, composition, listening, theory, appraising
  • Spring Term 1: Performance, composition, listening, theory, appraising
  • Spring Term 2: Performance, composition, listening, theory, appraising
  • Summer Term 1: Performance, composition, listening, theory, appraising
  • Summer Term 2: Performance, composition, listening, theory, appraising

Year 11

  • Autumn Term 1: Performance, composition, listening, theory, appraising
  • Autumn Term 2: Performance, composition, listening, theory, appraising
  • Spring Term 1: Performance, composition, listening, theory, appraising
  • Spring Term 2: Performance, composition, listening, theory, appraising
  • Summer Term 1: Performance, composition, listening, theory, appraising
  • Summer Term 2: Performance, composition, listening, theory, appraising