Staffing
Mr D R Roberts MMus PGCE – Head of Music
Mr O J Gorman-Tysoe BA QTS – Teacher of Music
Mr R Saudek BA(Hons) LRAM – Teacher of Piano
Mrs K A Saudek BA LTCL – Teacher of Upper Strings and Piano
Mrs B Gilbertson – Teacher of Strings, Guitar, Voice and Piano
Miss C Jackson GRNCM LGSMD (MT) – Teacher of Voice
Mr A Roze – Teacher of Guitar
Mr I Butterworth CTABRSM – Teacher of Brass
Mr R Rigby – Teacher of Percussion
Mr G Linsley – Teacher of Single Reed Woodwind
Mr A McQuiston BMus Perf – Teacher of Cello
Mrs C Johnson BMus(Ed) MMus – Teacher of Voice
Mr M E Johnson MA – Teacher of Brass
Queen Elizabeth Grammar School: End of Year Summer Concert 2021
Queen Elizabeth Grammar School: Easter Concert 2021
Queen Elizabeth Grammar School A Festival of Nine Lessons and Carols
School Song
Department Overview
Music at Queen Elizabeth Grammar School perpetuates a tradition of exceptional musical ability and thrives within the school. Pupils of all backgrounds, having studied music prior to their education here or not, are encouraged to develop their understanding of a wide variety of music in three main ways – analysing, performance and creating. Many pupils choose to receive individual singing/instrumental lessons to broaden their musical skill, with many pupils placing in groups like the National Youth Orchestra and National Youth Choir. A high percentage of pupils also contribute in some way to the musical life of the school.
Daily rehearsals allow pupils to develop their sense of musicianship and responsibility as an individual to their fellow peers. These rehearsals culminate in regular End of Term Services, concerts, trips, performances outside of school, the Penrith School’s Music Association Christmas Concerts, tours abroad, and the department’s annual school production.
The Music Department has use of a large teaching room at the top of the school for timetabled lessons, whilst boasting five equipped practice rooms for peripatetic teaching and personal practice. We have use of the School Hall for our concerts and productions, which is well equipped with stage, setting and a Kawai Grand Piano. We also have use of the Atrium of the Colin Burnie building for other musical events.
For GCSE and A Level pupils we have a library of musical scores, reference books and other literature on music, whilst having computer-notating facilities to aid composition.
Key Stage 3
We approach these years by encouraging pupils to develop their musicianship in three main ways – listening (analysing), performing (producing) and composing (creating). As part of finding out about each pupil, pupils receive a baseline assessment test when they arrive at school, which allows us to understand their previous musical training better.
Listening:
Pupils will have the opportunity to listen to, watch, experience and analyse a range of musical styles from music of the Western Canon of classical music right through to music from the far reaches of the world.
Performing:
Pupils will have the opportunity to perform a range of musical styles from music of the Western Canon of classical music right through to music from the far reaches of the world using their voices, percussive and pitched instruments.
Composing:
Pupils will be given the tools to create their own music within a framework of different genres of musical styles from music of the Western Canon of classical music right through to music from the far reaches of the world.
Scheme of Work: Year 7
Term |
Unit of Work |
Skills |
Assessment/Feedback |
Autumn 1 |
Baseline Assessment
|
Assessment of musical abilities.Through the recorder, pupils learn traditional score notation to realise their group performances.Pupils learn musical theory. |
Pupils are given a starting grade.Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Autumn 2 |
Recorder from the Beginning
|
Pupils continue to develop their understanding of traditional score notation, using more complex and technical pieces of musicPupils learn musical theory |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Spring 1 |
Form and Structure
|
Having the knowledge to now write out musical ideas, pupils begin analysing how music is ordered to compose coherent and satisfying musical pieces.
|
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Spring 2 |
Folk Music
|
Singing , pupils rehearse and refine performances of traditional Folk Music. This is used as a way to introduce the idea of melody and contour. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Summer 1 |
Instruments of the Orchestra |
Pupils develop their aural abilities by recognising the different timbres of each group of families within the orchestra.Pupils learn musical theory |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Summer 2 |
Gamelan |
Using rhythm and pitch, pupils focus on the musical staff, whilst learning about the traditions of Indonesian music.Pupils learn musical theory. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Scheme of Work: Year 8
Term |
Unit of Work |
Skills |
Assessment/Feedback |
Autumn 1 |
Ladders |
This is an introduction to the many different musical scales which are used in music and what effect each of them have. Pupils will study pentatonic, chromatic and diatonic scales. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Spring 1 |
Offbeat |
Pupils use melody and chord sequences to think about syncopation in many musical textures. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Summer 1 |
Variations |
Pupils learn a set of musical devices to vary existing compositions. Pupils learn how composers vary their music. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Scheme of Work: Year 9
Term |
Unit of Work |
Skills |
Assessment/Feedback |
Autumn 1 |
Film Music |
This unit teaches pupils to play familiar music, like the James Bond theme, whilst working on their own understanding of the word Leitmotif. Pupils design and arrange their own performance to fit a trailer. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Spring 1 |
Rock and Roll |
Pupils learn about chords and bass lines, recreating some of the iconic pieces of this period. |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencing monitor. |
Summer 1 |
Minimalism |
In preparation for GCSE music, this unit brings together melody, pitch, form and structure to reinforce pupil understanding. Pupils look at how different motifs can be repeated/layered to give an over-arching structure |
Formative assessment in lesson.Written feedback on a progress sheet with a video evidencingmonitor. |
Key Stage 4
Why Study GCSE Music?
In GCSE music, pupils are encouraged to develop their analysing, performing and composing abilities through the study of a wide range of music. This includes listening to, analysing and comparing different pieces of music from different periods of music, performing music on their voice or instrument to ABRSM Grade 5 standard and composing their own music on computer-notating software (Sibelius 8). A competent level of performing is required as a pre-requisite to the course as well as a deep passion for the subject.
Features of the Edexcel GCSE Music Course
There are three ways in which this subject is assessed – a 1 hour and 45 minute listening exam on the Set Works we will study and some unfamiliar music, a pair of performances (solo and ensemble) and a pair of compositions (free and to a set brief). The performances and compositions are examined as coursework and makes up 60% of the marks for the course. The listening paper makes up the remaining 40%.
Enrichment
There is always the opportunity to attend the daily rehearsals within the music department and to take a leading role in the concerts, End of Term Services, trips, and annual musical production. GCSE pupils are encouraged to lead and organise groups of their own or to direct some of the already established ensembles.
The music rooms are always open for pupils to use to be creative, practise or study.
The musical tour gives pupils the opportunity to experience life as a freelance musician.
As other musical groups tour the country, pupils attend concerts and lectures with them as a way to observe their musical life and styles.
What opportunities for progression does this offer?
Personal autonomy, discipline, problem solving, compromise, creativity, creative thinking, observational skills, ability to study and work independently, organisation, scientific analysis, ability to react and respond to a range of differences.
Scheme of Work: KS4 Curriculum – Edexcel GCSE Music
Year one:
Autumn 1 |
Autumn 2 |
Introduction to the GCSE course (3 weeks):
Instrumental Music 1700–1820 set works (4 weeks):J.S. Bach: 3rd Movement from Brandenburg Concerto no.5 in D majorL. van Beethoven: 1st Movement from Piano Sonata no.8 in C minor ‘Pathétique’
Preparation for the performance component is ongoing. |
Instrumental Music 1700–1820 wider listening (5 weeks):Explore pieces in genres related to the two set works, which may include:– concerti by Vivaldi– concerto grosso by Handel– piano sonata movements by Haydn and Mozart.
Vocal Music set work (2 weeks):H. Purcell: ‘Music for a While’
|
Spring 1 |
Spring 2 |
Vocal Music set work (2 weeks):Queen: ‘Killer Queen’ (from the album Sheer Heart Attack)
Vocal Music wider listening (4 weeks):Explore other settings of words to music for soloist and accompaniment, which may include:– arias by G.F. Handel and J.S. Bach– songs by Beach Boys and Alicia Keys– if time, songs by Schubert, Faure and/or Britten
Preparation for the performance component is ongoing. |
Free composition inspirations and task setting
|
Summer 1 |
Summer 2 |
Music for Stage and Screen set work (2 weeks):J. Williams: ‘Main title/rebel blockade runner’ (from the soundtrack to Star Wars Episode IV: A New Hope)
Music for Stage and Screen wider listening (2 weeks):
– songs from musicals like Matilda and Hairspray.
Free composition and performance is ongoing. |
Music for Stage and Screen wider listening (2 weeks):
– excerpts from other film scores by Deborah Lurie and composers like Howard Shore.
Work on free composition.Preparation for the performance component is ongoing.End-of-year examination (1 week). |
Year two:
Autumn 1 |
Autumn 2 |
Revision of Year One areas of study (4 weeks).Fusions set works (4 weeks):Afro Celt Sound System: ‘Release’ (from the album Volume 2: Release)Esperanza Spalding: ‘Samba em Preludio’ (from the album Esperanza)
Preparation for the performance component is ongoing. |
Fusions wider listening (4 weeks):
Discussion of composition briefs (1 week):
Thereafter composing to a brief is ongoing.Preparation for the performance component is ongoing. |
Spring 1 |
Spring 2 |
Mock exam (1 week).Composing to a brief is ongoing.Preparation for the performance component is ongoing. |
Revision of all set works and consolidation of wider listening (4 weeks).Complete composition to a brief.Record performances (2 weeks). |
Summer 1 |
Summer 2 |
Revision of all set works and consolidation of wider listening (5 weeks).Complete free compositionPerforming and Composing submitted for moderation by 15 May (1 week). |
Written examination. |
Key Stage 5
Why Study A Level Music?
A level music allows pupils to become completely autonomous over their performance and compositional output, focusing on disciplines that interest them the most. The course provides a clear and coherent structure that provides a real focus on music. Through the study of the Set Works, a holistic understanding of music is nurtured with a breadth and depth of musical understanding. This leads to continuous progression and is a highly valued skilled set for any progression to High Education or Workplace activities, be that in the sciences, the arts or the vocational.
Features of the Edexcel GCSE Music Course
There are three ways in which this subject is assessed – a 2 hour listening paper on the Set Works we will study and some unfamiliar music, a solo or ensemble recital and a pair of compositions (free and to a set brief). The performances and compositions are examined as coursework and makes up 60% of the marks for the course. The listening paper makes up the remaining 40%.
Enrichment
There is always the opportunity to attend the daily rehearsals within the music department and to take a leading role in the concerts, End of Term Services, trips, and annual musical production. A level pupils are encouraged to lead and organise groups of their own or to direct some of the already established ensembles.
The music rooms are always open for pupils to use to be creative, practise or study.
The musical tour gives pupils the opportunity to experience life as a freelance musician.
As other musical groups tour the country, pupils attend concerts and lectures with them as a way to observe their musical life and styles.
What opportunities for progression does this offer?
Personal autonomy, discipline, problem solving, compromise, creativity, creative thinking, observational skills, ability to study and work independently, organisation, scientific analysis, ability to react and respond to a range of differences. It is also worth mentioning that this qualification is a fine and highly looked upon addition to application for Higher Education or Workplace activities.
Scheme of Work: KS5 Course Planner
Year one:
Autumn 1 |
Autumn 2 |
Introduction to the course (4 weeks):
Free composition, Vocal Music, performance (3 weeks)Free composition inspirations and task setting:
Vocal Music:J.S. Bach, Cantata, Ein feste Burg, BWV 80: Movements 1, 2 and 8Mozart, The Magic Flute: Act 1 Nos. 4 and 5
Preparation for the performance component is ongoing |
Vocal Music, free composition, performance (7 weeks):Vocal Music:Vaughan Williams, On Wenlock Edge: Nos. 1, 3 and 5
Work on free composition is ongoing.Preparation for the performance component isongoing. |
Spring 1 |
Spring 2 |
Instrumental Music (3 weeks):Vivaldi, Concerto in D Minor, Op. 3 No. 11Clara Schumann, Piano Trio in G minor, Op.17: Movement 1Berlioz, Symphonie Fantastique: Movement 1
Free composition is ongoing.Preparatory exercises are started towards composition to a brief assessing technique.Preparation for the performance component is ongoing. |
Instrumental Music (3 weeks):
Music for Film (3 weeks):Bernard Herrmann, Psycho excerptsRachel Portman, The Duchess excerpts
Free composition is ongoing.Preparatory exercises are continued towards composition to a brief assessing technique.Preparation for the performance component isongoing. |
Summer 1 |
Summer 2 |
Music for Film:Danny Elfman, Batman Returns excerpts
Free composition is ongoing.Preparatory exercises are continued towards composition to a brief assessing technique.Preparation for the performance component is ongoing. |
Popular Music and Jazz:The Beatles: selected songs from RevolverCourtney Pine: selected songs from Back in the DayKate Bush: selected songs from Hounds of Love
Free composition is ongoing.Preparatory exercises are continued towards composition to a brief assessing technique.Preparation for the performance component isongoing. |
Year two:
Autumn 1 |
Autumn 2 |
Thorough revision of areas of study from Year One(4 weeks)Popular Music & Jazz (3 weeks):
Revise, refine, complete and record free composition.Continue preparatory work towards brief assessing technique.Preparation for the performance component is ongoing. |
Fusions:Debussy, Estampes: Nos. 1 and 2Anoushka Shankar: Breathing under water selected tracksFamilia Valera Miranda: Caña quema selected songs
Continue preparatory work towards brief assessing technique.Preparation for the performance component is ongoing. |
Spring 1 |
Spring 2 |
New Directions:Cage, Three Dances for two prepared pianos: No. 1Stravinsky, The Rite of Spring excerptsSaariaho, Petals
Continue preparatory work towards brief assessing technique.Preparation for the performance component is ongoing. |
Thorough revision of all areas of studyContinue preparatory work towards brief assessing technique.Preparation for the performance component isongoing. |
Summer 1 |
Summer 2 |
Record final performance.Complete and record composition to a brief assessing technique.Revise areas of study. |
Examination |
Extra-curricular music
We aim to encourage a wide variety of music-making opportunities and to develop the musical potential of each pupil by making music an enjoyable and rewarding experience inside and outside the classroom.
Extra-Curricular Timetable
|
Lunch |
After-school |
Monday |
Chamber ChoirYear 9-13Music Room |
CambiataBoys only.Music Room |
Tuesday |
TheoryAll WelcomeIT2 |
Show RehearsalAll WelcomeMusic Room |
Wednesday |
CompositionAll WelcomeIT2 |
Show RehearsalAll WelcomeMusic Room |
Thursday |
School ChoirAll WelcomeMusic Room |
Brass GroupAll WelcomeMusic Room |
Friday |
OrchestraAll WelcomeMusic Room |