Yew Chung International School of Beijing

Performing Arts

The Role of Music

Music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links

between home, school and the wider world.

Lower Secondary Music (Years 7-9)

• Our curriculum map is based on the framework of the National Curriculum for England.

• It embeds the learning objectives and assessment standards required for a strong foundation for IGCSE.

• The units of study are progressive across the year groups. They ensure that listening, and applying knowledge and understanding, are developed through the interrelated skills of performing, composing, and appraising.

Lower Secondary Music (Years 7-9)

• Our curriculum includes a combination of theoretical study and practical lessons

• Each week students get:– 1 lesson general music– 2 practical lessons

• Successful application of general music concepts into performance through choir and orchestra.

Curriculum Opportunit iesThe following opportunities are integral to learning and enhance engagement

with the concepts, processes and content

Develop individual performance skills, both vocal and instrumental

Develop listening and aural perception skills in practical activities

Develop creative and compositional skills, including songwriting

Work individually, in musical groups of different sizes and as a class

Build on their own interests and skills, taking on different roles and responsibilities and developing music leadership skills

Make links between music and other subjects and areas of the curriculum

IGCSE Curriculum (Years 10 - 11)

• Our curriculum map follows the IGCSE requirements set by Cambridge International Examinations board.

• It embeds the learning objectives and assessment standards designed and tested by CIE.

• Our units of study are progressive across the two-year cycle.

IGCSE Music• The IGCSE Music program develops students’ appreciation in music

through performing, composing and analysis

• IGCSE provides fundamental theoretical knowledge of music as a foundation for further study in upper secondary

• Class teaching hours divided for instruction on solo and ensemble performance, composition through aural performance and computer software, and the history of music

IB Music• Our curriculum map follows the IB Diploma requirements set by the

International Baccalaureate Organisation. (www.ibo.co.uk)

• It embeds the learning objectives and assessment standards designed and tested by IBO.

• Our units of study are progressive across the two-year cycle and teach critical musical analysis through performing, composing and listening to music.

• Students will learn to effectively communicate musical ideas in prose and proper musical terminology, developing their Music skills.

Key Processes of MusicPerforming, composing and listening

Perform with control of instrument-specific techniques and musical expression

Practice and perform with awareness of different parts, and the roles of different members

Develop on musical ideas by selecting and combining resources within musical elements

Identify the expressive use of musical elements, devices, tonalities and structures

Reviewing and evaluating

Analyze, review, evaluate and compare pieces of music

Identify conventions and contextual influences in music of different styles, genres and traditions

Communicate ideas and feelings about music, using expressive language and musical vocabulary to justify their opinions

Lower Secondary Assessment• Ongoing assessment: homework, ear training, rubrics of listening,

performance, and creating music• End of unit performances• Composition submissions• Public performances solo and ensemble• Two progress reports• Mid-year report, End of Year report• Two parent-teacher interviews

IGCSE Assessment• Ongoing assessment: homework, rubrics for performance, rubric of

compositions, listening charts• Class performances and public performances• End of unit listening assessments• Comparison work• December/ May exams• Two progress reports• Mid-year report, End of Year report• Two parent-teacher interviews

IB Assessment• Ongoing assessment:

IA work• 3 – Compositions notated and performed (HL)• 15 min (SL) – 20 min (HL) - Performance

EA work preparation• Daily Listening activities, listening log, research, listening test• Musical Links Investigation

• December exam, Mock exam, IB external exam• Two progress reports• Mid-year report, End of Year report• Two parent-teacher interviews

Homework Policy• KS3 – 20 minutes per day (practices included)

• IGCSE -30 to 45 minutes per day (listening/composition/performing)

• IB - 40 to 60 minutes per day (listening/composition/performances/research)

• Homework is an extension task, related to the in-school taught programme

Music Performance Events

• Concerts: Christmas, IB/IGCSE Recitals/End of Year Spring Concert• Tuesday and Thursday PA Assembly presentations– Choir– Orchestra– Small Ensembles• School Musicals• Seeds of Hope Concerts• Global Community Day Performance• Graduation Performance• Jazz & Rock Band Performance• Secondary Talent Show

Our dynamic PA department encourages students to develop their skills through a number a school wide events during the year.

• To find out more about YCIS Beijing, please contact:

• (+86 10) 8585 3731

• enquiry@bj.ycef.com

• www.ycis-bj.com

Thank You!