Music

Music brings harmony to the world.

Head of Department:  Dr M Esslin-Peard

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement as well as providing enjoyment and companionship.

As our students at Gumley House progress, they develop a critical engagement with music, allowing them to compose and to listen with discrimination. The Music curriculum at Gumley allows for a deep understanding of the different genres of Music, from the Baroque period to modern day popular music, including the composers and artists of the time. It allows for a gradual progression of musical skills to enable all students to have the opportunity to learn a musical instrument and learn to read traditional notation including rhythm, pitch and chords and to develop creativity and confidence through a series of performance, compositional and improvisational tasks.
Our curriculum also provides opportunities for collaborative work to develop transferable skills such as leadership, communication and confidence especially through the work in performing as part of an ensemble and group composition work, which inspires creativity. The students learn how to sing in unison as part of a group with the development and progression to 2 and 3 part harmony which develops their confidence, self-worth, pride and mental health and wellbeing.

The students learn how music is created and communicated through the musical elements. The curriculum allows for opportunities to work independently to support their deep learning of knowledge supported through retention and retrieval activities that will exercise the long-term memory through regular, interleaved spaced low stake quizzing. The curriculum provides opportunities for students to listen, analyse and evaluate different genres of music to bring inspiration and joy and learn about the many different cultures of music which crosses economic cultural and social boundaries. We are increasingly embedding Music Technology into schemes of work so that students develop audio recording and editing skills and learn how to compose using BandLab for Education and Sibelius music notation software.

Our students at KS4 and KS5 benefit from our active partnership with British Army Music which offers inspirational workshops linked to the GCSE curriculum and also gives our students valuable insights into the life of an army musician. We work closely with the music production and music industry departments of University of West London and we are partnering in 2024 for the launch of a new song writing competition. At UWL, our KS4 and KS5 students attend open days and workshops giving them an understanding of a wide range of university courses and careers in music. UWL also visits Gumley to offer bespoke workshops, for example, in improvised music and sound effects for film. Our 2023 winners of the Hounslow Battle of the Bands competition spent two days in a professional recording studio with Dr Daniel Pratt recording an original song for future release.

Furthermore, our varied modules improve students’ ability to critically evaluate and express their opinion through a variety of aural and written activities, developing their academic vocabulary through Tier 2 and 3 words, which will support their learning after they leave school. The skills and knowledge that are taught will also provide opportunities to develop the pupils SMSC learning as well as ensuring everything they do has Christ at the centre, demonstrated through the Gospel values we strongly adhere to at Gumley House School FCJ.

CURRICULUM DOCUMENTS (Music)

Our curriculum also provides opportunities for collaborative work to develop transferable skills such as leadership, communication and confidence especially through the work in performing as part of an ensemble and group composition work, which inspires creativity. The students learn how to sing in unison as part of a group with the development and progression to 2 and 3 part harmony, to help develop their confidence, self-worth, pride and wellbeing, enabling students to have the opportunity to progress to the next level of musical excellence beyond Year 11 and A Level.

The students learn how music is created and communicated through the musical elements. The curriculum allows for opportunities to work independently to support their deep learning of knowledge supported through retention and retrieval activities that will exercise the long term memory through regular, interleaved spaced low stake quizzing. The curriculum provides opportunities for students to listen, analyse and evaluate different genres of music to bring inspiration and joy and learn about the many different cultures of music which crosses economic cultural and social boundaries. We are increasingly embedding Music Technology into schemes of work so that students develop audio recording and editing skills and learn how to compose using BandLab for Education and Sibelius music notation software.

Furthermore, our varied modules improve students’ ability to critically evaluate and express their opinion through a variety of aural and written activities, developing their academic vocabulary through tier 2 and 3 words, which will support their learning after they leave school. The skills and knowledge that are taught will also provide opportunities to develop the pupils SMSC learning as well as ensuring everything they do has Christ at the centre, demonstrated through the Gospel values we strongly adhere to at Gumley House School FCJ. 

Music in Year 7

Subject Topics Covered:

• • STOMP or SAMBA
  • Introduction to the Orchestra
  • The Blues
  • Music technology including inputting and editing melodieslinked to Orchestra
  • Music technology: creating a Soundscape – a day in the life of a student or of Gumley School
  • Singing worship songs
  • Skills developed:
  • Developing a sense of pulse and rhythmic awareness.
  • Building vocal confidence.
  • Creating and developing musical ideas through composition and improvisation.
  • Writing lyrics.
  • Using traditional and non-traditional notation to read and write music.
  • Developing keyboard skills.
  • Developing ensemble sills
  • Communicating ideas and opinions using musical vocabulary.
  • ICT: to create, manipulate and refine sounds using Sibelius and BandLab for Education

   

• Book and Resources used:
  • Curriculum workbooks compiled by department.
  • Departmental vocal and instrumental arrangements.
  Activities/visits:
  • Performing in Christmas and Summer Concerts.
  • Opportunities to perform in assemblies, liturgies and other school events
  • Individual and group performances in the Music Festival
  

• Assessment
  • Individual, small group and whole class performance – recording and informal assessment.
  • A range of listening and discriminating tasks relating to topics – formal assessment.
  • Composition work relating to topics covered which are assessed using departmental criteria and the whole school policy on marking and assessment.
  Types of Homework
  • Revision of musical vocabulary for tests.
  • Practice for performances.
  • Independent research.
  • Projects demonstrating applied learning, e.g. write and illustrate a guide to give a Samba performance in your old primary school.

Music in Year 8

Subject Topics Covered:

• • African Drumming
  • Reggae/Song writing
  • Programme Music/composition
  • Film Music/using Music ICT
  • Trap/lyric writing/ICT
  • Music technology: creating a reggae mix
  • Music technology: creating a story in sound
  • Music technology: creating a Trap backing track
  • Singing worship songs

  
  Skills developed:
  • Developing a sense of pulse and rhythmic awareness.
  • Building vocal confidence.
  • Creating and developing musical ideas through composition and improvisation.
  • Using traditional and non-traditional notation to read and write music.
  • Developing keyboard skills.
  • Developing ensemble sills
  • Communicating ideas and opinions using musical vocabulary.
  • Developing skills in Music technology to create, manipulate and refine sounds using Sibelius and BandLab for Education

• 
  Book and Resources used:
  • Curriculum workbooks compiled by department.
  • Departmental vocal and instrumental arrangements.
  Activities/visits:
  • Performing in Christmas and Summer Concerts.
  • Opportunities to perform in assemblies, liturgies and other school events
  • Individual and group performances in annual Music Festival

• Assessment
  • Individual, small group and whole class performance – recording and informal assessment.
  • A range of listening and discriminating tasks relating to topics – formal assessment.
  • Composition work relating to topics covered which are assessed using departmental criteria and the whole school policy on marking and assessment.

• Types of Homework
  • Revision of musical vocabulary for tests.
  • Practice for performances.
  • Independent research
  • Projects demonstrating applied learning, e.g. describe how you would run an African Drumming workshop for a primary school

Music in Year 9

• Music is taught as part of a subject rotation in Year 9. Girls follow an expressive and creative pathway to develop and refine core skills in listening and appraising, composition, improvisation and performance. The syllabus focuses upon four main areas: Minimalism, Experimental Music and Music Theatre.
  

• Topics covered:
  • Concepts of Minimalism in Music, Drama and Fine Art
  • Clapping Music – percussion performance
  • Tubular Bells - pitched instrument performance
  • Ring tone composition/minimalist composition
  • Concepts of Experimental music
  • Terry Riley – ‘In C’ pitched instrument class improvisation
  • Musical Theatre – Alexander Hamilton composition/lyric writing

  Students explore the socio-cultural contexts of these three genres, considering the impact of each style upon players and audiences and gain in-depth knowledge of music notation programmes like Sibelius and the DAW BandLab for Education. Students are encouraged to develop their instrumental and vocal skills as individuals and in ensembles in preparation for transition to GCSE Music (Edexcel) if they so choose.

• Taught lessons are supported by twice-weekly music theory clubs before school to ensure that aspiring GCSE candidates are fully prepared and confident to progress to KS4. Year 9 students also play a key role in performing for school concerts, liturgies and events.

Music in Year 10 and 11 (GCSE)

Award:  GCSE in Music (click here for specification)
Exam Board:  Edexcel

GCSE What is the importance of studying Music at GCSE?

GCSE Music is a unique course.  It is both strongly practical and academically demanding.  It develops confidence, creativity, self-expression, self-discipline, empathy and communication. For these reasons, Music is highly valued by universities and employers.

What are the aims of the course?
The course aims to make you a better musician in every sense; deepening your understanding of the subject, strengthening your practical skills and providing a rich range of musical experiences.

What will I learn on this course?
You will develop as a performer by working as a soloist and in groups.  Your composition work will improve dramatically through completing two whole pieces on your own.  By studying 8 set works, you will form an overview of classical, popular and world music and develop your ability to write about music using specialised terminology.

What is required of me when completing the course?
You will need to perform as part of the course, so you should be having instrumental or vocal lessons.  If you do not currently have a teacher, we can arrange a teacher for you through Hounslow Music Service.  We will expect you to commit to playing/singing in a weekly ensemble.  You will need some ability to read music – if this is a problem, you can attend the weekly lunchtime theory club to develop your skills.  Overall, you will need to be organised, committed and able to take responsibility for your own progress.

How will I be assessed on the course?

What resources are available to use?
You will have priority access to the Music department’s suite of practice rooms; you will use the Sibelius programme on the department’s computers to help produce your compositions; you can support your research using the Music library within the department and the ever-expanding selection of electronic resources on the internet.
 

What extracurricular activities will be available?
The Music department runs a rich programme of extra-curricular activities in which you will be expected to play a significant role.  These include ensembles, such as choirs and instrumental groups, and opportunities for solo and small-group performance in concerts and through the annual Music Festival.  We organise concert trips for GCSE students to world-class venues such as the Barbican and the Royal Festival Hall and workshops with leading practitioners such as the Philharmonic Orchestra and the Army Music School at Kneller Hall.

Music at A Level  

For more information on the content of Music at Key Stage 5, please visit our Sixth Form Course Guide.