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💬 'Niks always has a positive attitude towards everything and is always willing to challenge himself.' #YoungAchiever #PrideOfGuernsey Retweeted by La Mare High School 4 weeks ago

test Twitter Media - 💬 'Niks always has a positive attitude towards everything and is always willing to challenge himself.' #YoungAchiever #PrideOfGuernsey https://t.co/GBjUp0ltlB

Amazing leadership from Vicky Godley. She has created a vision & a school full of leaders. Privilege to be led by someone who cares as much twitter.com/lamarehighscho… Retweeted by La Mare High School 2 months ago

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Subject Content for Music Year 7

  • Introduction to pulse and pattern, performing keyboard pieces by Edward Grieg.
  • Learn key musical vocabulary and using this to show understanding and opinion.
  • Introduction to reading basic notation in treble and bass clef and note lengths.
  • Sing a variety of songs in unison and in harmony and parts.
  • Introduction to steps and leaps, composing keyboard pieces based on Greig.
  • Listen to music by Greig including ‘Hall of the Mountain King’ and ‘Morning’.
  • Introduction to Balinese gamelan.  Listen to and perform ‘Lancaran Cobowo’, ‘Tempung Ketan’ and ‘Pavane pour une infante defunte’, solo and as a class.
  • Compose and improvise gamelan pieces and structure.
  • Understanding occasions for gamelan music and how a gamelan orchestra is organised.
  • Introduction to timbre, explore a variety of different musical sounds of instruments and combinations.
  • Compose in groups using a variety of instruments.
  • Listen to and analyse performances constructively to improve.
  • Introduction to folk music, perform traditional music from a wide range of world music with increasing control of instrument techniques.
  • Practice, rehearse and perform, with awareness of different parts, roles and contribution of different members of an ensemble.
  • Improvise and develop rhythmic and melodic materials.
  • Understand stylistic features of a jig and compound time.
  • Maintain vocal parts in whole class and smaller group performances.
  • Practice, rehearse and perform with an understanding of different parts.
  • Explore and develop vocal techniques based on types of voices and excerpts heard.
  • Introduction to Red Hot Festivals, samba music, instruments and festival events.
  • Maintain an individual part in whole class and smaller group performance.
  • Improvise 4- and 8- bar rhythmic phrases.
  • Compose using percussion, encouraging samba band techniques.
  • Recognise the role of music in dance and celebration.
  • Identify instruments, structures and styles of ensemble performances of Samba Batucada.

Skills Acquired/Developed Year 7

  • Perform and develop keyboard and singing skills, performing vocally in small groups and as a class.
  • Listen to a range of music from different time periods and from all around the world.
  • Read staff notation of varying difficulty, become familiar with Italian terminology.
  • Respond to and review musical ideas, evaluating own and other’s work.
  • Understand how a composer tells a story through music.
  • Review and evaluate their own and other’s work, communicating using musical vocabulary.
  • Listen to and analyse music, aurally and visually.
  • Compose using a range of instruments.
  • Understand the effects of different moods created musically.
  • Respond to differing kinds of musical stimuli.
  • Improve skills they have to compose music from a stimulus.
  • Control sounds through singing, playing and performing.
  • Create and develop musical ideas.
  • Listen and apply knowledge.
  • Perform as a whole class and groups of varying size.
  • Communicate ideas and feelings about music, using expressive language and musical vocabulary, to justify their own opinions.

Subject Content for Music Year 8

  • Introduction to ragtime, performing Scott Joplin’s ‘The Entertainer’ as a solo and group.
  • Understanding the practical use of syncopation in melody and a vamped left-hand chord.
  • Compose ragtime pieces with answering phrases with an accompaniment.
  • Listen to ragtime music by Joplin identifying key stylistic features, similarities and differences.
  • Understanding the musical traditions of ragtime and cultural history and how it influenced blues and jazz.
  • Appreciating the cultural significance in popular music ragtime had.
  • Introduction to ‘Twittering Machine’ artwork stimulus, responding to different works of modern art as stimulus for composition, including Paul Klee – Heroic Strokes of the Bow, Kandinsky – Composition XIII and Paul Klee – Twittering Machine.
  • Rehearsing and improving compositions based on feedback.
  • Review of graphic score work.
  • Introduction to ‘Music Through Time’, exploring music conventions through a wide range of different musical time periods.
  • Perform pieces with a range of different textures and timbres.
  • Compose music incorporating timbrel contrasts in line with a given brief.
  • Improvise pieces vocally and using a range of instruments.
  • Introduction to Rock’N’Roll, perform key works from the Rock’N’Roll era.
  • Follow a range of different scoring methods and notation.
  • Improvise over a 12-bar blues structure and use as a composition tool in popular song form.
  • Use graphics to notate composition.
  • Understand cultural context of music within 1950’s America.
  • Introduction to working with chords, demonstrating an understanding of chords by manipulating them in a variety of styles and contexts.
  • Recognise and discriminate aurally between different chords and chord progressions.
  • Perform fanfare composition.
  • Take part in class performances of ‘Three Little Birds’ and ‘Eleanor Rigby’
  • Improvise two, four and eight bar phrases using piano and guitar.
  • Introduction to the music of India and Africa, introducing instruments and sounds of world music styles in India and Africa
  • Listen to and analyse different structures, scales and methods of performance.
  • Compose using stylistic techniques relating to other countries’ music, structure and occasion.
  • Identify key musical elements using appropriate language.

Skills Acquired/Developed Year 8

  • Listen to and analyse music orally and visually.
  • Analyse and compare different pieces of music.
  • Compose different forms of music using skills they have learnt.
  • Develop singing in groups and solo.
  • Describe music using appropriate musical language.
  • Listen to and appraise their own and other’s work, giving suggestions and improvements.
  • Improve skills they have to compose music from a stimulus.
  • Develop keyboard and guitar skills.
  • Control sounds through singing, playing and performing.
  • Maintain an independent part, in at least one group performance, with an awareness of the individual parts.
  • Compose in groups, using a variety of instruments.
  • Identify key works, structures and instrumentation.
  • Perform as a class with increasing control and develop technique.
  • Creat and develop musical ideas/improvise.
  • Listen and apply knowledge.
  • Discuss context and stylistic features of music, describe what they hear using correct musical vocabulary.
  • Understand how feelings and emotion are communicated musically.
  • Demonstrate an understanding of texture and timbre by manipulating them in a variety of styles and contexts.
  • Recognise and discriminate aurally between different instrument families.
  • Recognise the features of music from different eras and countries.
  • Use ICT to manipulate and refine sounds.


Subject Content for Music Year 9

  • Introduction to musical architecture including structures such as binary, ternary and rondo forms
  • Perform ‘Wherever You Will Go’ by The Calling, ‘Imagine’ by John Lennon and ‘Carillon’ by Poulenc in solo and group work.
  • Compose and improvise pieces with given structure.
  • Listen to ‘Unsquare Dance’ by Dave Brubeck, ‘Vorgefuhle’ by Berg, Rondos by Mozart & Purcell, Canon by Pachelbel and ‘Cry Me A River’ by Justin Timberlake
  • Introduction to popular music, explore popular modern day music styles.
  • Investigate computer packages and rhythms to create a piece of dance music.
  • Improvise a rap.
  • Introduction to music of Japan, performing one or more Japanese songs.
  • Follow a graphic score.
  • Improvise a mountain shaped piece of music using notes from a scale.
  • Incorporate Japanese techniques and features, using graphics to notate compositions.
  • Identify Japanese timbres and textures through listening.
  • Introduction to world fusions, taking part in group and class performances of Indian and African music, incorporating fusions of styles.
  • Compose in bhangra style with live and synthesised instruments.
  • Improvise, develop rhythmic and melodic material.
  • Produce and develop extended musical ideas, combining resources within musical structures.
  • Improvise raga and tala, composing a call and response form.
  • Listen to and analyse music from India and Africa and identify different genres such as gat and bandish.
  • Identify different instruments and styles that are fused into popular music.
  • Introduction to stage music, listen to and watch a variety of theatre, opera and musical songs.
  • Investigate chord progressions and melodies in order to compose their own song.
  • Improvise an operatic recitative.
  • Explore composition of lyrics and the effectiveness of words and emotion on stage/screen.
  • Introduction to film music, listen to and watch examples of film music including themes from Titanic, Braveheart and Star Wars.
  • Develop musical ideas in relation to film and programme music.
  • Compose music to a given brief, describing a moving image, using music technology.
  • Analyse and compare pieces of film music in relation to its purpose and generic conventions.

Skills Acquired/Developed Year 9

  • Listen to and analyse music orally and visually.  Contribute to class discussion, informing their own individual opinions.
  • Compose using music technology and recording techniques.
  • Sing individual parts and understanding the importance of different roles.
  • Improve skills to compose music from a stimulus, with appreciation of different styles and generic conventions.
  • Develop keyboard and guitar skills
  • Produce develop and extend musical ideas, selecting and combining resources within musical structures.
  • Controlling sounds through singing, playing and performing with the ability to perform and enhance their’s and other’s work based on feedback.
  • Create and develop musical ideas/improvise.
  • Respond and review/appraise to improve work.
  • Listen and apply knowledge to compose and use musical terms effectively.
  • Perform as a group with an individual part.


Students work is assessed in 4 main ways; performing, listening, composing and evaluating.

Students perform regularly, both vocally and in practical work, within solo and group ensemble work.
All composition and listening work is assessed in written form as well as in live performances and recorded versions. The classes are assessed in every unit and have a final listening paper at the end of the year.

Provision for Gifted and Talented

All students are encouraged to utilise the additional tuition, performances and facilities.  Lessons are all differentiated to provide for a wide range, from beginners to very advanced musicians. All performing and composition tasks enable similar level ability students to be stretched to potential.  Additional opportunities are available for gifted and talented students to perform in and outside the classroom.

Continuity from KS2

Year 7 Music builds on skills learnt in Key Stage 1 and 2 and follows the Guernsey National Curriculum Levels.  Listening, analysing, performing and composing continue with more advanced practical explorations.  More emphasis is put on musical theory, written work. individualised development as well as group work.

Resources in Lessons

The Music Department has 3 practice rooms equipped with keyboards, music stands and a range of musical instruments. Each is built with a music technology based MacBooks and iPads with a range of software available.
There is a full PA system, mixing desk and 2 multi-input audio interfaces.
We have a full class set of MIDI keyboards and both electric and acoustic guitars.

Extra Curricular Activities

We have several after school music-oriented clubs; orchestra, choir, music theory, music technology and band practise.  Students are encouraged to partake in clubs and use the practice rooms for both course and personal ensemble work. Regular concerts are held such as; Battle of the Bands, assemblies, talent shows and a school musical every year.

Instrumental lessons are taught in school by the School Music Service.

Staff who teach Music at La Mare de Carteret High School

Mr D. Furness – Head of Department

We have high expectations for all our children and young people

 The Music curriculum enables them to become:

are we trying
to achieve?
Responsible citizensEffective contributorsSuccessful learnersConfident Individuals

Examples of how the curriculum enables student’s to achieve these characteristics:

Students partake in a range of rehearsals, both in class and outside. This requires students to work as a team, to contribute and rely on each other.

There are a number of roles, from both the technical and performance aspect and students work collaboratively to support one another in rehearsal and performance.

Working as an ensemble, students perform music and drama within rehearsal and performance.

All students take on roles whether on stage, technical, musical or directorial.

All devised drama work relies on contributions from a group.

Musical rehearsals combine skills of practice and group work.
Students gain skills that they will ultimately use in the Performing Arts Industry. This can mean taking their learning further into a stage play, musical or concert.

Students may also take Drama and Music as a passion to enjoy further as a hobby or career.

Students may win competitions or take examinations further in Music and Drama.

Performance delivers opportunities to gain confidence in front of an audience. We regularly present showcases of student work to a public audience.

Class work always contains aspects of performance, review and self/peer evaluation.

Skills gained across Music and Drama improves student confidence across a wide range of skills outside of the classroom.



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