You are hereHantsweb Homeks3 musiceffective practiceplanning models

KS3 Music

a professional development programme

Planning models

Title of resources What this resource demonstrates Where this resource is referred to if applicable
Document 1c Microsoft Word 54kb This is an example of a unit plan (Gamelan) focusing on style (closed learning) in Year 7 at the ‘Identify and Manipulate’ stage of progression Unit 1, Good Practice, Activity Resource 2
Document 1d Microsoft Word 50kb This is an example of a unit plan (Film) focusing on genre (guided learning) in Year 7 at the ‘Identify and Manipulate’ stage of progression Unit 1, Good Practice, Activity Resource 2
Document 1e Microsoft Word 80kb This is an example of a unit plan (Samba) focusing on style (closed learning) in Year 8 at the ‘Identify and Relate’ stage of progression Unit 1, Good Practice, Activity Resource 2
Document 1f Microsoft Word 62kb This is an example of a unit plan (Chess) focusing on tradition (open learning) in Year 9 at the ‘Identify and Relate’ stage of progression Unit 1, Good Practice, Activity Resource 2
Document 1g Microsoft Word 50kb This is an example of a unit plan (Toccata) focusing on genre (open learning) in Year 9 at the ‘Identify and Integrate’ stage of progression Unit 1, Good Practice, Activity Resource 2
Document 1k Microsoft Word 51kb This demonstrates how progression in musical understanding can be used as the basis for planning units of work. It takes the same type of music (Eastern European roma music) and shows how changing the stage of progression as the basis for the learning would lead to three very different units. Each unit would address not only the different stage of progression but would also lead to the pupils exploring different contexts and conventions
Documents 1l Microsoft Word 54kb 1m Microsoft Word 55kb and 1n Microsoft Word 54kb These demonstrate how the initial thinking from Document 1k could lead to a full unit plan for the relevant stage of progression. Each unit explores Eastern European roma music but through different contexts, conventions, skills and knowledge – and because of this, both the learning and the final, end-of-unit activites are all very different  
Document 5b Microsoft Word 67kb This demonstrates a curriculum map which is being built over time to include appropriate breadth of learning. This is seen  in terms of: styles, genres and traditions; contexts; conventions, knowledge of elements; development of skills; and opportunities for working with other musicians and with other subjects across the curriculum Unit 5, Good Practice, Activity Resource 2b
 
Department for children, schools and families

In association with

Secondary National Strategy for School Improvement Name