Quick Links

Useful Links

Knights Templar

Contact Us

Music - Year 7

Mathematics - Year 7

Click here to return to our Music curriculum home page

Below you will find more specific information about the curriculum in Music for Year 7 students, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

Subject Key Concepts

                                   #1 Singing        

                                #2 Composing         

                               #3 Improvising 

                                #4 Performing      

                         #5 Critical Engagement

                               #6 Technology

           #7 Spiritual, Moral, Social and Cultural

Please click here for Subject Key Concepts.

Please click here for PDF 

Music Learning Journey

Curriculum Overview for the Year




Specific Knowledge

Specific Skills



 Playing and singing in an ensemble


·         Different types of ensembles

·         Ensembles from around the world

·         What am I hearing?

·         Acoustic/Electric and synthesised instruments

·         Following a musical structure

·         Texture and layers in ensemble pieces

·         Pentatonic scales





·         Playing in time

·         Singing with others

·         Using the voice well

·         Correct technique on classroom (and own) instruments

·         Pitched percussion, ukulele and keyboards

·         Playing a part of the texture with accuracy

·         Improvising using the pentatonic scale

Spring 1

 Musical Patterns


·         Pulse, rhythm and metre

·         Ostinatos

·         Music made using ostinatos

·         Developing and altering patterns in performance

·         Minimalism, funk, techno

·         How different rhythms and pitches can interact

·         Rhythm notation

·         Music with a strong pulse

·         Music with no pulse




·         Playing in time

·         Following notation in performance

·         Percussion instruments

·         Keeping a unique part in a complex texture

·         Composing rhythms and adding pitches

·         Notating rhythms

Spring 2


 Keyboard instruments


·         The layout of the keyboard

·         Why keyboard instruments are useful – from melodies and chords to song writing, synths and MIDI keyboards

·         How the music we have learned so far relates to the keyboard

·         (pentatonic and major scales)

·         Different types of keyboard instruments through history

·         Pitch notation on the treble clef

·         Texture: melody and chords




·         Playing the ostinatos from Spring 1 on the keyboard

·         How to play 5 finger melodies with the right hand

·         Playing in time with a partner

·         How to play chords on the keyboard

·         Accompanying a partner playing the melody

·         Creating a texture on the keyboard using groups of notes

Summer 1

Music and Meaning


·         How different tonalities can convey specific moods and meanings

·         How other musical elements (pitch, tempo, dynamics etc.) can contribute to the meaning

·         Well-known pieces of programme music that represent moods/characters/paintings/ animals etc.

·         Using texture and timbre to create a musical space

·         Using melodic features to create different effects




·         Using different timbres effectively to create musical effects

·         Composing a melody using specific musical elements to represent an animal

·         Recognising musical elements in listening

·         Writing down melodic and textural ideas in forms of notation

Summer 2

 Performing in an ensemble 2


·         Following a musical structure

·         Texture and layers in ensemble pieces

·         Using notation to follow own part and the overall structure




·         Playing in time

·         Singing with others

·         Using the voice well

·         Correct technique on classroom (and own) instruments

·         Pitched percussion, ukulele and keyboards

·         Playing a part of the texture with accuracy

·         Performing to an audience


Useful documents:

Please click here for a PDF of curriculum overview.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Byers if you have any questions.

Please click on the questions below to find out more.

How are groups organised?

We organise our classes by mixed ability. The students have three separate blocks of twelve one-hour lessons as part of the arts carousel system. As well as full class teaching time, there are also opportunities for groups to ‘break out’ into smaller rooms to rehearse and develop their work.

What characteristics does a successful student have in this subject?

The most successful students in this subject will enjoy working practically and creatively. They will listen to a wide range of musical styles and be keen to participate in group/paired performance and composition tasks.

How will students learn at this level?

  • Practising
  1. Paired/group collaboration
  2. Listening tasks which help to embed vocabulary and key concepts
  3. Trial and error when experimenting with different musical ideas
  4. Peer and teacher constructive feedback tasks/discussion
  5. Observing your peers
  6. Watching practical demonstrations

How will students’ learning be assessed at this level?

  • Baseline listening and musical understanding test in September
  1. Continued monitoring of progress through informal observations and listening task results
  2. Completed composition/performance work recorded and assessed

When do key assessments take place?

End of each carousel unit (dependent upon cycle)

How can parents/carers support students’ learning?

  • . Listen to a wide range of different types of music e.g. from different parts of the world, different decades, different styles. Perhaps listen together in the car or make use sites such as youtube
  1. Discuss what you can hear e.g. instruments, mood
  2. If you have an instrument, give time and space for the student to experiment at home (peripatetic lessons are available if desired)
  3. Ask the student about their music work  

What equipment do students need for this subject?

Essential school equipment

If the students plays an instrument there will be lessons where they can use it as part of the classwork

How does this subject link to other subjects?


What websites or resources may be helpful to support students’ learning?


What extra-curricular or enrichment opportunities are available for students in this subject at this level?


What sort of careers can this subject lead to?


What does student work look like in this subject at this level?


How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?


How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?


How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?