Secondary GTP Initial Subject Audit for MUSIC
February 2009
Prior knowledge and understanding – complete with subject specialist/head of
department
Candidate:
School:
Subject specialist:
Position/role:
Key aspect
Subject content: key concepts, skills,
topics and ideas
Integration of Practice:
 development of knowledge, skills,
understanding via integration of
Performing, Composing, Listening.
 Students developing listening skills
via performance and composition
activities as well as formal listening
activities
Cultural Understanding:
 understanding musical traditions
and part music plays in
national/global culture
 exploring how ideas, experiences,
emotions conveyed in range of
music from different times/cultures.

learn how / why music is different
in order to appreciate unfamiliar
music
Critical Understanding:
 developing views and justifying
opinions via engagement with
performance / listening / appraising
 justifying views as a result of
drawing on experience of wide
range of musical styles / genres /
traditions to inform judgements
Creativity:
 using existing music knowledge,
skills, understanding to compose in
a new context / for new purpose

exploring how music can be
combined with other art forms including music linked to video,
film, dance, drama
Communication:
 how thoughts, emotions, ideas can
be expressed via music
Key Stages:
Candidate’s knowledge:
very good/good/satisfactory/
insufficient
Action required if
accepted
The relationships within the subject:
Integrated Practice: Links between

Performing,
 Composing and
 Listening / Appraising
Music as an area within:
 Expressive Arts Curriculum and/or
 Performing Arts Curriculum
Current subject-related issues
KS3
1. Provision must be made at KS3 for:
 Singing within solo / group
contexts in unison and harmony
 Performance in range of contexts
– student / public concerts /
assemblies, working with range of
musicians
 Integration of practice – steered
via concepts being delivered within
stylistic / cultural / genre context
2. Students should gain an
understanding / knowledge of:
 Staff Notation developing
understanding of traditional staff
notation in range of musical styles
 Music Technology to create,
manipulate and refine compositions
3. KS3 Music Strategy (in addition to
NC) – emphasising concepts being
delivered within stylistic / cultural /
genre context
4. Assessment in music
 self / peer Assessment
 AfL principles
 linked to KS3 Levels and GCSE / AS
/ A2 exam criteria
KS4
New developments at GCSE level
1. Course delivered via 3 strands of learning
(Western Classical Tradition, 20th and 21st
C popular music, World music)and
developing understanding of 5 Areas of
Study under the Elements of Music and
Structural principles of composition
2. Increased weighting to 40% for
performance – Solo and Ensemble
3. Composition exploring 2 or more Areas of
Study – completed under controlled
assessment
4. Integrated Assignment – exploring 2 or
more Areas of Study linking to one of three
strands of learning (Western Classical, 20th
and 21st C Popular Music, World Music)
KS5
New developments at A level
1. Units more specifically inter-related
especially Composing and Musical
Understanding (listening, study of
vocal and instrumental compositions,
analysis of unseen music score,
completion of harmony exercise)
2. Students able to choose whether to
perform as Soloist and / or as member
of Ensemble
Why is the subject in the school
curriculum? Cultural, social & ethical
relevance.

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unique form of communication
empowering and powerful form of
non-verbal communication and
human expression
brings together intellect, feelings,
enabling personal expression,
reflection and emotional
development
develops students’ cultural
understanding
strong cultural context helping
students to understand themselves
in relation to others
encourages active involvement in
different forms of music-making:
group, solo, developing group
identity and team work
can influence students’
development, fostering personal
development and maturity
creates a sense of achievement
and self-worth
increases students’ ability to work
with others in group context
increases self-discipline, creativity,
aesthetic sensitivity and sense of
fulfilment
Importance of EXTRA-CURRICULAR
programme, and contribution to success
of department
How would they justify Music to a parent?
Subject language/terminology
1. Styles, genres, tradition
2. Performance:
solo, ensemble, improvising
3. Composition:
Devices = riffs, ostinato, repetition,
call and response, canon, sequence,
cyclic, ornamentation
Forms / Structures = binary,
ternary, rondo, variations, raga,
12 bar blues,
Elements = dynamics, duration,
texture, timbre, tempo, pitch, silence
Tonalities = major, minor, atonal,
modal, modulation
Harmony – dissonant, consonant
Melody – conjunct, disjunct
Rhythm - syncopated
Improvising
Relevant health & safety issues
 Safe use of all equipment including setting up of all electrical
equipment
 Awareness of leads, use of gaffa
tape
 Issues involved in public concerts
 Teacher- pupil contact and
protocol
Historical context
 Different national and cultural
traditions
 Western classical tradition
 Folk music
 Jazz music
 Contemporary music
 20thC popular music
 Film music
 Television music
 Stage music
Own experience at school, university and as
a performer
Further knowledge, understanding &
attitude
Enthusiasm & love of subject
 music they have seen/heard and
enjoyed recently (and why)
 music activities
 performance experience
 skills, experiences, ideas would
they like to share with pupils.
Enthusiasm to learn/commitment to CPD
 courses, talks, events have they
attended
 preparation for this programme
 what CPD needs do they have?
 Commitment to contributing to
and development of, an Extra –
Curricular programme
Some ideas of how pupils learn in the
subject (pedagogy)
Experience as:
 performers
 composers
 critical listeners
Compositional process:
 improvise,

explore,
 select,
 develop,
 refine…
Suitable works, resources and starting points
for music in school
Links across subjects, especially lit.,
num. & ICT
Literacy – use subject specific language
appropriately
Language – discussion, terminology,
describe/analyse/ interpret/evaluate music
performance / composition
Numeracy - beats per bar, beats per
minute, bars within a structure, balance of
structure
ICT – use of subject specific software to
develop, manipulate and refine compositions,
perform using ICT
Cross Links - art, dance, drama, film / video
– shared language, similarities, differences
Knowledge of relevant exam content
 GCSE course content
 GCE course content.

AS / A2 Music Technology
 BTEC Performing Arts
Overall summary:
Very good
Good
Satisfactory (i.e. sufficient to start the programme)
Insufficient