Twitter Wall

Twitter Wall

http://www.twitter.com/twicksch/status/1365286038046994432

26/02/21

We cannot wait to welcome back our students! ⁦ https://t.co/UOWfT2qEGc

http://www.twitter.com/twicksch/status/1364953395732316166

25/02/21

Year 11 Food & Nutrition NEA Coursework still in full flow despite the news this morning. https://t.co/VzCtBt3FmE

http://www.twitter.com/twicksch/status/1364923521948876801

25/02/21

Interested in becoming a social worker or getting involved in child protection? Join for a live Q&A session on 1st March. ⁦⁦ https://t.co/CMwyxeSXDY

http://www.twitter.com/twicksch/status/1364679421349748740

24/02/21

Twickenham School is incredibly excited to confirm our newly assembled Editorial Team for our upcoming Creative Writing & Arts magazine. Well done all! ⁦ https://t.co/ACClQf5wGl

24/02/21

The Parents’ Guide to – National Careers Week 2021 https://t.co/obhQwBcrYg

http://www.twitter.com/twicksch/status/1364543950279827468

24/02/21

Do you know what you want to be? What is your dream job? National Careers Week coming soon will help with important decisions. https://t.co/PD2aGTE3J2

http://www.twitter.com/twicksch/status/1364228214999064586

23/02/21

Twickenham School Book Club are currently reading Jungle Drop by Abi Elphinstone and it is proving to be a very popular choice. https://t.co/qBrXVAffFt

http://www.twitter.com/twicksch/status/1363912252680790021

22/02/21

Looking forward to National Careers Week ⁦ https://t.co/i7aOgMnOpz

http://www.twitter.com/twicksch/status/1360269540416970758

12/02/21

Staff and students were treated to two gorgeous cakes today. Thoroughly enjoyed by all! ⁦ https://t.co/torlXCveLO

09/02/21

Today we launched the poster competition. We look forward to sharing some examples of the winning entries and designs. Download a family activity pack from https://t.co/C2ys4Lmzzh

09/02/21

Twickenham School celebrates and we are working with the UK Safer Internet Centre to make Watch out for further tweets here and find out more at www.saferinternet https://t.co/ISWykiUKp0

http://www.twitter.com/twicksch/status/1355242819913474049

29/01/21

Our Poet Laureate’s (Y8 Harley) offering this week. Lamenting on the snowfall last weekend. https://t.co/ZeGyt7S1Wy

http://www.twitter.com/twicksch/status/1355108974211854336

29/01/21

Large scale acrylic painting by Taylor demonstrate use of tonal work and form in the combined imagery. https://t.co/Fl6tbwuWIa

http://www.twitter.com/twicksch/status/1354790796327837698

28/01/21

Our chickens were eggstremely happy with their new swing ! As a sign of appreciation they laid 4 eggs today! https://t.co/rT0cC4yNJv

http://www.twitter.com/twicksch/status/1354766147497963523

28/01/21

Intricate pattern work by a GCSE student showcases attention to detail and precision. https://t.co/Ct4NiGBdA4

http://www.twitter.com/twicksch/status/1354765418519531524

28/01/21

Retweetd From London Teaching Pool

Boris Johnson delays reopening of schools in England by at least two weeks. https://t.co/0WlA0gSAXS https://t.co/Rpk1hyb5yH

28/01/21

Well done to Cassia in Year 7 who has logged the most amount of Merits this week and to Petya, also Year 7, who tops the leader board so far this academic year. Well done girls!

28/01/21

Congratulations to Hannah in Year 10 who has passed Grade 8 Alto Saxophone with a Merit .A significant step towards her ambition to be a professional musician!

http://www.twitter.com/twicksch/status/1354763727963353089

28/01/21

Retweetd From Assal Ruse

https://t.co/NgK8O9qH0l

Music

Intent:

In Music, students experience working in a highly creative environment and are encouraged to explore their own ideas and professional work within lessons. The curriculum is mapped across Key Stage 3 based on the GCSE examination strands; creating, performing and appreciating the art form. Students are taught the skills and understanding needed to be successful at GCSE as well as broaden their own cultural, social and creative development. Music offers a diverse perspective of cultures, practitioners, time periods, creative processes and techniques. Students work practically in most lessons to explore and develop both transferable and subject specific skills.

Curriculum Sequence 7-9

Implementation:

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

7

Rhythm grids

Introduction to music theory such as musical notation and dynamics

Rock music

Developing vocal and piano skills as a group (rock band) performance of Queen’s We Will Rock You

Classical music

Consolidating an understanding of treble clef notation and developing an understanding of bass clef notation through a keyboard performance of Pachelbel’s Cannon in D

Indian music

Exploring and appreciating traditional Indian music culture with a focus on instrumentation and performance

Composition

Developing core skills in Garageband and Logic Pro software.

Appreciating musical style, structure and form

Creating a final fully sequenced  composition.

8

Blues

Developing music theory skills through understanding of chords and the blues scale. Composing stylistically appropriate Blues pieces and performing in a blues band.

Instrumental performance

Developing foundation group and solo performance skills with an emphasis on pitch and timing Keyboards and Boom Whackers.

Japanese music

Consolidating an understanding of treble clef notation and developing an understanding of bass clef notation through a keyboard performance of Sakura.

Musical Theatre

Exploring the genre of musicals and learning about the use of simple chord sequences to create our own compositions.

Minimalism composition

Improving core skills in Garageband and Logic Pro software.

Applying conventions of the brief.

Creating a final sequenced composition.

Film music composition

Refining core skills in Garageband and Logic Pro software.

Applying conventions of the brief.

Creating a final recorded piece of music.

9

Romantic period

A focus on the Romanic period of time with an understanding of orchestration and programme music. Piano skills will be developed through a performance of Swan Theme from cleaned by Adblock for Youtube™ Share.

Tchaikovsky’s Swan Lake.

 

 

Rap music

Appreciation of contrasting genre

Using the music from Hamilton to explore style, form and performance. Hamilton serves as a vehicle to explore the structure and form of a well written rap, students use the skills learnt to compose their own rap about themselves.

Reggae music

Exploring the cultural and musical aspects of reggae music by listening playing and composing as a soloist and part of a group.

 

Music technology

Understanding the functions and possibilities within GCSE software Logic Pro.

Developing composition skills through use of theme and variation.

Appreciating modern production skills.

Performance unit

Exploring music technology, vocal or instrumental performance.

Developing and refining skills for performance in chosen discipline.

 

 

Key Stage 4

The Music department follows the AQA specification, which can be found here; GCSE Music Specification Specification for first teaching in 2016 (aqa.org.uk)

This specification focuses on the three areas of appreciating music (40%), performing (30%) and composing (30%). Students have the options of performing vocally or instrumentally and work as soloists and ensembles. When composing, students will work professionally to a brief as well as having the opportunity to explore a free composition. All GCSE students are encouraged to take instrumental or vocal tuition to enhance their potential in examinations; the department facilitate this and encourage participation in enrichment opportunities to further support progress.

Curriculum Sequence 10-11

Implementation:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

10

The Basics of Reading and Writing Music

Discovering and learning the key words within music and using them to describe and write our own compositions.

Western Classical Tradition 1650-1910

Art music of (or growing out of) the European tradition, normally notated, and normally intended for public performance.

Listening:

The Coronation Anthems and Oratorios of Handel.

The Orchestra Music of Haydn, Mozart and Beethoven.

The piano music of Chopin and Schumann.

The Requiem of the late Romantic period.

Popular Music

Musical styles and genres including rock, pop, musical theatre, film and computer gaming music from 1950 to the present.

Listening:

Music of Broadway 1950s to 1990s.

Rock music of 1960s and 1970s.

Film and computer gaming music 1990s to present.

Pop music 1990s to present.

Traditional Music

Music that takes influences from traditional sources including folk music and reinterprets them in a contemporary style, and traditional music from traditional sources and cultures that is performed as intended by the composer.

Listening:

  • Blues music from 1920–1950
  • Fusion music incorporating African and/or Caribbean music
  • Contemporary Latin music
  • Contemporary Folk music of the British Isles.

Western Classical Tradition since 1910

Music that comprises modern, contemporary classical music, experimental and minimalist music as well as other forms.

Listening:

the orchestral music of Copland

British music of Arnold, Britten, Maxwell-Davies and Tavener

The orchestral music of Zoltán Kodály and Béla Bartók

Minimalist music of John Adams, Steve Reich and Terry Riley.

Study pieces

Mozart Clarinet Concerto in A Major, k622, 3rd movement, rondo.

Little Shop Of Horrors

Focus on the familiar study pieces with exam practice for 8 mark questions.

11

Western Classical Tradition 1650-1910

Popular Music

Revision of topics studied in year 10.

Traditional Music

Western Classical

Tradition since 1910

Revision of topics studied in year 10.

Practice Papers

Coursework Completion

 

 

Assessing, Embedding and improving coursework compositions, performances alongside exam technique and past paper practice.

Practice Papers

Coursework Completion

 

 

Assessing, Embedding and improving coursework compositions, performances alongside exam technique and past paper practice.

Written exam preparation

 

 

 

Final preparations for the GCSE exams with an emphasis on all students achieving their best and feeling confident.