Quick Links

Useful Links

Knights Templar

Contact Us

Music - Year 9

Mathematics - Year 7

Click here to return to our Music curriculum overview

Below you will find more specific information about the curriculum in Music for Year 9 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

Autumn 1


Jazz, Blues, R&B and Hip Hop


·         Jazz as an American art form

·         The relationship of Jazz to Blues

·         Added note chords

·         Modes

·         Improvisation

·         How Jazz and Blues developed into later styles

·         How Hip-Hop samples a range of African American musical styles

·         Samples and their manipulation



·         Reading a chord chart

·         Playing 4-note (seventh) chord sequences

·         Improvising using a mode

·         Improvising using phrases and melodic shapes

·         Manipulating audio samples in Logic

·         Creating a collage for the backing track to a piece of Hip-Hop

·         Adding MIDI material to a Logic project

Autumn 2

Performing cover versions


·         Understanding chord charts

·         Recognising the texture of a standard pop song

·         Chords, rhythm, vocal melody, bass line, riff

·         Recognising musical features of specific popular styles

·         Rock, Reggae, R&B, Acoustic folk

·         How to alter musical material to create a different style



·         Following a chord chart on an appropriate instrument

·         Singing the main vocal line

·         Inputting musical material into Logic

·         Rearranging musical material into a different style by altering the musical features

·         Maintaining a part of the pop song texture in a performance with others

·         Altering your part using the same musical material to be part of a different style

·         Confident performance techniques

Spring 1

Film Music


·         Diegetic/non-diegetic, commercial music, foley, FX

·         Leitmotifs and character themes

·         Enhancing mood and drama

·         How technology can sync sound and image

·         Using melodic shape and tonality

·         Mickey-mousing and hit points

·         Examples from well-known films and composers




·         Creating moods using tonalities, chords and melodic shape

·         Selecting appropriate timbres and instruments

·         Matching sound to moving image

·         Using Logic Pro to compose to a film clip including:

·         A character theme

·         Tension-building music

·         Exciting fight scene music

Spring 2

Song Writing


·         Structure of pop songs

·         Texture/instruments used in pop songs

·         Commercial pop songs compared with other types of song

·         Conceptual lyric writing

·         Repetition and hooks

·         Storytelling in lyrics

·         Using chords in song writing (building on cover song work)

·         Bass lines, drum beats and other layers



·         Writing own lyrics using a central metaphor to construct

·         Selecting a suitable chord sequence for lyrics

·         Playing the lyrics rhythm/melody using tuned percussion/keyboard/other

·         Experimenting with lyrics spoken then sung to the chords

·         Adding layers to complete the texture in a group

·         Performing to an audience

Summer 1

Dance Music


·         What makes Dance music?

·         Dance Music from around the world and through time

·         Different percussion patterns for different styles:

·         Latin rhythms

·         EDM rhythms

·         Synthesisers

·         Arpeggiators

·         Samples and time stretching

·         Larger structure of Dance Music

·         Examples of builds and breakdowns




·         Inputting Latin rhythms using the pencil tool

·         Inputting drum and bass patterns using the pencil tool

·         Combining with breakbeats

·         Adding own musical material

·         Importing and time stretching vocal samples

·         Creating a longer structure using introduction, builds and breakdowns

Summer 2

Music and Identity


·         Music and national identity
(e.g. Folk music)

·         Music and cultural identity

·         Music and personal identity

·         Music and subculture

·         How we express ourselves through musical taste

·         How we express ourselves through our own music

·         Combining our musical identity with that of others

·         Fusions




·         Understanding musical features that contribute to music and identity

·         Understanding how music can contribute toward the construction of cultural and personal identities

·         Identifying and articulating own musical identity

·         Creating music that reflects your musical identity

·         Working with others to create a fusion of musical identities in a piece of performed or composed/produced music

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?

Students can choose music as one of their two arts options in Year 9. We organise our classes by mixed ability. Students have three one hour lessons per fortnight. These lessons are split between our computer suite (K2) and our music classrooms (K1/K3). 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 work independently as well as in pairs and groups. They may also enjoy some or all of the following aspects of music making:

  • - creating music using our music software programme; Garageband
  • - playing an instrument
  • - singing
  • - writing and/or recording their own music

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
  7. Use of the internet to research pop styles and powerpoint/google slides/word to present findings
  8. Use of music software programmes

How will students’ learning be assessed at this level?

Continued monitoring of progress through informal observations and listening task results. Composition/performance work is recorded and assessed at the end of each project.

There is also a short end of year listening test based on the topics covered.

When do key assessments take place?

  • End of topic assessments each half term.
  • Listening test in June.

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
  4. Download/purchase some music software (there are some free programmes available). NOTE: This is optional, not a requirement.

What equipment do students need for this subject?

Essential school equipment.

If the student 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?