University Academy of Engineering South Bank
Learning Area: Music Year 8
Module 3: Theme and Variation
Week Number
Week 1
Context
Skills
Sailing Different Seas
Demonstrating singing techniques and skills
Behaviour for learning in Music
Listening skills
Sharing of the Assessment Criteria
Analysis skills
Introduction to Theme and Variation
Writing skills
Warm up singing ‘Sailing’ song and adjusting for a
stormy sea and a calm sea
Example of a famous Theme and Variation by Mozart
Establishing different tools for theme and variations,
including articulation, dynamics, tempo, texture and
pitch
Week 2
Adding to the Melody
Demonstrating singing techniques and skills
Singing activities for ‘Wade in the Water’, discussing
melody, drone, rhythmic ostinato and melodic
ostinato
Arranging skills
Arranging song in groups
Rehearsal skills
Performing music with others
Reflections on what has been used as a variation
Week 3
Creative skills
Performance skills
Reflection skills
Changing the Mood
Demonstrating singing techniques and skills
Example of a famous Theme and Variation by Mahler
Listening skills
Introduction to major and minor tonality
Keyboard skills
Keyboard skills for major and minor chords
Introduction to the Assessment task on cover versions
Week 4
Hallelujah
Demonstrating singing techniques and skills
Group arrangement project involving creating a
variation on the theme of ‘Hallelujah’ by Leonard
Cohen.
Creative skills
Group planning task
Arranging skills
Whole class progress review and reflection
Week 5
Ready?
Teamwork and Leadership skills
Keyboard skills
Demonstrating singing techniques and skills
University Academy of Engineering South Bank
Week 6
Final arrangements and group rehearsals
Keyboard skills
Assessments
Performance skills
Reflections on assessments
Reflection skills
Show Me!
Demonstrating singing techniques and skills
Listening assessment
Keyboard skills
Concert for cover versions
Listening skills
Reflections on Module 3
Performance skills
Audience skills
Music Year 8 Module 3: Theme and Variation
Level
Aural
Group Work
Composing
Reflection
7
I can internalise and
repeat small
sections of what I
hear either by
whistling/singing or
playing the
keyboard.
I can support others
by composing
complimentary
parts or guiding
their composition
process.
I have lots of ideas
to offer and can
pick and choose
which ones are
most appropriate to
suit the brief.
6
I can describe
what I hear with
accuracy and use a
range of musical
vocabulary.
I make a significant
contribution to a
group task, I have
good ideas and
incorporate the
ideas of others.
I can sustain a flow
of musical ideas and
know how to
develop these.
I can evaluate how my
outcomes may be
affected by the context,
and adjust this
accordingly. I plan in time
for developing and
improving my work.
I can evaluate the success
of my work and set
realistic targets for
refinement.
5
I can describe
what I hear with
some accuracy
and using some
musical
vocabulary.
I am an asset and
make valuable
contributions to group
work.
I borrow ideas from
other sources and
change them to
make them my
own.
I can consider
successful/non-successful
outcomes and improve
my own and others’
work.
4
I can demonstrate I
know the difference
between high/low
and loud/quiet.
I can recognise high
and low, and loud
and quiet sounds.
I can share my own
ideas in group
tasks.
I have initial ideas in
reaction to a
stimulus.
I can suggest
improvements to mine
and others’ work.
I can make a limited
contribution to group
composition.
I can order sounds
in a creative way.
I can identify what needs
to be improved in my
work.
3