Music is taught by three teachers; these include Mr Oliver Craze, Ms Pamela Hulme and Miss Rhiannon Eglin. They are supported by Jordan Smith, the Music Technician.

 

Our vision in the music department at Cumberland School is that all our pupils from whatever social or ethnic background are engaged and motivated by the subject. Pupils should enjoy participating in practical music activities and each individual’s creativeness should be fully stretched and challenged, through a range of topics and units that are; modern, diverse and cover the whole music spectrum. Pupils will be supported to achieve high levels of progress in their learning as young musicians in a safe, caring and enthusiastic environment.

 

In line with the whole school’s development plan, we have three main aims for the present academic year.  These are...

 

The first aim has already been targeted and the music department staffing issues have been addressed and finalised. With Mr O Craze taking over the role of Teacher in charge of Music, Ms P Hulme stepping down into the 2^nd in department role and Ms R Eglin to carry on with her part time hours. It is hoped that the stability and consistency music department is set to improve as a result of the staffing issues.  

 

In order to tackle the second issue of improving levels of achievement our objectives are to...

a)      Improve musical understanding in preparation for GCSE Music Listening and Appraising exam.

b)      Improve attainment in performing coursework.

c)      Improve attainment in composing coursework.

 

And lastly in accordance with third aim we have devised and are implementing the following...

a)      Ensure consistency in planning across music teaching staff.

b)      Ensure consistent use of levelled assessments across all teachers and groups.

c)      Improve pupil awareness of assessment in music.  

 

Across the whole extra-curricular music programme, pupils had over twenty opportunities to perform during 2009/10, including twilight concerts to the school community, performances in assembly, evening performances to parents and the local community, and external concerts in local venues such as Stratford Circus and Kingsford School. Some of these events were internal collaborations with the Drama Department, some were part of wider projects such as the Newham Young People’s Chorus, where our pupils worked collaboratively with pupils from other local primary and secondary schools. We are very pleased to report that general pupil participation continues to grow, and also that the extent to which pupils take on responsibility for organising and contributing to these activities has increased significantly in 2009/10.

The Music Department contributes hugely to celebratory events such as Awards Evening, Year 11 Leavers’ Evening; school community events such as Diversity Day and Sports Day; and local community events such as Newham Arts Festival, Stratford Circus, the Newham Young People’s Chorus, and singing at the Isle of Dogs Parish.

Our Black History Month performance in October 2009 was organised by a committee including the Teacher in charge of Music, the Teacher in charge of Drama, and a group of Year 10 pupils. This forms part of our successful Breaking Conventions urban arts festival. This was a charitable event and the proceeds were given to the Desmond Tutu Foundation to support projects that promote community cohesion around the world.

Residents of local care homes and local primary schools were invited to afternoon performances of our major events during 2009/10, including the Christmas Concert and Summer Show

The community of musicians working around the Music Department is highly supportive of each other, with pupils frequently working together in small groups that cut across year-groups to perform and compose music together. This generally takes place informally at lunchtimes/after school, and is also encouraged through the teacher-led instrumental ensembles.

Peer-mentoring is actively encouraged as part of curriculum lessons, involving pupils who are gifted and talented in music supporting others to achieve musical aims. Mentoring is an important skill for musicians to learn as it directly impacts on the success of ensembles performing together at all levels.

The choirs, Jazz Band, and our music technology programme are run with strong pupil input. Senior Choir and the Urban Music programme operate as ‘collectives’ where pupil voice determines the direction of the group and the teacher assumes the role of ‘facilitator’ / coach. Cumberland Choir operates a ‘prefect’ system where a group of Year 8 pupils help to run the choir for Years 7 & 8, including choosing music, promoting the choir, and helping younger pupils remember to attend. A similar system operates within the after-school music technology clubs, where more experienced performers/composers routinely coach younger pupils.

Cumberland musicians are well-regarded in local schools, because of a combination of their positive behaviour and their professional approach to music-making.

 

Pupils are given the opportunity to work on projects with Urban Development, where they develop songwriting / music production skills in workshops with professional musicians/producers, typically creating a CD of finished songs, and working towards a final performance at Stratford Circus.

Many of the skills developed by pupils through the music curriculum are fully transferable into the workplace; particularly relating to creativity, presentation and communication skills, and the general building of confidence that comes with regularly performing in front of others in the classroom.

Within our extra-curricular programme pupils are often encouraged to take risks, particularly with regard to composing their own music and performing to an audience. Pupils are also encouraged to develop enterprise capabilities by organising music events, such as the Black History Month concert, and some of our twilight performances. Pupils are typically supported through these processes through coaching, where a member of staff will be attached to a particular event or group of pupils within a set time-frame. 

 

The Music Curriculum in Year 7

In Year 7 pupils study Music for 1 hour a week and undertake four units of work.

1.      Graphic Scores – Pupils study how art/pictures and numbers are closely linked with the interpretation of various forms of music. Pupils then compose their own piece using symbols and drawings they have designed themselves.

2.      Gamelan Music – Pupils study the popular Indonesian style of music that is Gamelan. A style famous for its use of numbers as opposed to traditional notation, the pentatonic scale and the use of repeated patterns. 

3.      Work Songs – Pupils study a wide range of songs that have been adapted and used in a variety of workplace scenarios. The unit covers African work songs, US Army work songs (otherwise known as cadences) and Hebrew work songs. Pupils then develop the skills needed to make up their own arrangements of these styles of work songs.

4.      Advert Music – Pupils compose a piece of music to accompany and advert to promote the Borough of Newham. Using the ICT equipment available at the school pupils work on applying themes that are suitable for the advert.

 

The Music Curriculum in Year 8

In Year 8 pupils study Music for 1 hour a week and undertake four units of work. 

1.      Underground Music – A vocal piece of work where pupils work towards composing a Rap that describes a journey on the London underground. All elements of the work must be vocal based without the use of instruments.

2.      Blues Music – Pupils study the history of Blues music and its origins. Pupils develop an understanding of 12 bar chord sequences and solo improvisation.

3.      Mobile Phone Ringtones – Pupils work to compose in groups a ringtone theme that is versatile and that can be played on polyphonic and monophonic style mobile phones. This can then be uploaded to their phone for personal use.

4.      Musical Structure – Pupils study a range of musical structures found within music. Pupils then proceed to work in pairs to compose a a piece of music in ternary form.

 

The Music Curriculum in Year 9

In Year 9 pupils study Music for 1 hour a week and undertake four units of work. 

1.      Superhero Fanfares – Pupils learn the history surrounding fanfares and working in partnerships to compose their own fanfares for a special occasion. Pupils develop skills based on intervals and arpeggios. 

2.      Jazz Music – Pupils study the history of Jazz music and its origins. Pupils use this unit to strengthen their improvising skills studied in year 8 and work on furthering their ideas, incorporating new skills such as call and response, use of syncopation and movement by step or by leap. 

3.      Pop Song Composition – Pupils study Pop music from its roots in the 1960’s to present day. Pupils then work to compose their own pop song. Focusing on developing skills in the following areas; use of lyrics, developing melodic hooks, composing their own chord sequences and working within group situations.

4.      Film Music – Using the ICT equipment available, pupils compose a piece of music to accompany a short video. Pupils develop skills such as onomatopoeia in music (made famous in cartoons), building tension through dissonance and developing and creating leitmotifs linked with specific characters in the video. 

 

The Music Curriculum in Year 10

In Year 10 pupils study Music for 3 hours a week and undertake two areas of study. Pupils follow OCR GCSE Music Syllabus.

1.      Area of Study 1 - My Music: Throughout this unit pupils study their own instruments (which can include voice or ICT) and work towards preparing 1 solo performance piece and 1 composition with a written commentary.

2.      Area of Study 2 - Shared Music: Pupils explore the relationships and roles of voices and instruments in a variety of different situations that include; ensembles, large vocal ensembles, voice and accompaniment and music contrasting one solo instrument with orchestra/band. Pupils must also prepare 1 group performance piece and 1 composition with a log and commentary.

 

 The Music Curriculum in Year 11

In Year 11 pupils study Music for 2 hours a week and undertake two units of work. 

1.      Area of Study 3 - Dance Music: Pupils study the characteristic features and rhythmic patterns of three types of social dance drawn from contrasting social/historical/geographical contexts. Which include; Paired dance (Waltzes and Latin Dance), Group/Folk/Synchronised dance (Line dancing, Bhangra) and Improvised dance (Disco and Club dance) 

2.      Area of Study 4 - Descriptive Music: Pupils study and develop the understanding of how composers use music to express;

·         A story, picture or scene

·         A mood or emotion

·         A drama or action.

As well as studying the above four Areas of Study pupils will also have to undertake a listening paper and undertake a timed task where pupils develop a short piece based on a stimulus.

 

At Key Stage 3, assessment is an integral part of the teaching and learning process in Music. Pupils are encouraged to evaluate their own work and that of their peers. Pupils are provided with clear assessment criteria at the start of each unit, so they can reference what they need to do in order to develop as an individual. The assessment criteria are then revisited at the end of each unit so that pupils can accurately comment on their work.

Our team mark children’s work regularly, and then provide pupils with an indication of the level that they are currently working at, thus allowing pupils to ascertain their overall progress. All feedback given is in relation to the National Curriculum essential skills that include; composing, performing, listening and reviewing and evaluating.

Pupils are awarded a sub-level for each practical task which is then recorded in SIMS Assessment Manager in order to enable effective recording, analysis, and dissemination of assessment information to pupils, parents, and staff.

 

At Key Stage 4 the pupils follow the OCR examination board and the assessment is broken down in the following way.

Pupils are assessed throughout the course on small assignments such as composing skills and aspects of music theory. However, the key points of assessment which support staff in predicting final grades are the Year 10 Exam, Year 10 Composition Assessment, the Mock Listening/Appraising Exam, and the Mock Performing Exam in Year 11.

 

Results at end of Key Stage 3 (Level 5+)

	2008	2009	2010
Music Level 5+	66%	70.4%	74%

 

Results at end of Key Stage 4 (A*-C)

	2008	2009	2010
GCSE Music	23%	60%	25%