Sheringham High School Music department seeks to enthuse and inspire students and to promote the value of music in life.
The department has a class set of ukulele’s and African drums, which gives the students a wide range of resources to use both in and outside of lessons. The department has two rehearsal rooms, a suite of Apple Mac computers and a range of instruments both electronic and acoustic. The Music department also offers several extra-curricular in instrumental and vocal workshops. There is a School Concert Band that perform in productions and concerts. Extra theory sessions and GCSE composition and performing are offered to Key Stage 4 students
If students wish, they can opt to have instrumental lessons on an instrument of their choice. A team of dedicated, experienced peripatetic tutors teaches them. Students can choose from a range of instruments including singing, piano, brass, woodwind, strings, drums and guitars. There are currently over 60 students who receive instrumental tuition in school.
The Music department tries to offer other opportunities for students to get involved. There are student led bands and vocal groups that perform for events during the year.
Considering a career in music: Working in Performing Arts, Music therapist, Music journalism, Musician, Performer, Composer, Sound engineer, IT and the internet.
In 2017 the music department composed and performed a new musical version of, The War of the Worlds.’
In the summer term 2017, we worked with the drama department to perform, ‘The Jungle Book’.
In December, we annually hold a joint Christmas Concert at Sheringham Church with other local primary schools.
In June 2018, the school production was the Cameron Macintosh musical, 'Mary Poppins' and included a large number of music, drama and dance pupils.
The May 2019 production was our own version of ‘Oliver Twist.’
In 2020 we produced our own version of the Aladdin story.
We also were proud to work with the Norwich based Arts team from, ‘The Garage’ helping our students to improve their band skills.
|Key Stage 3|
In Key Stage 3, students will:
In particular, there will be a focus on:
Students are formatively assessed during each unit, leading to a summative assessment at the end of each unit of work, usually at the end of a half term.
Year 7 units of work:
Year 8 units of work:
|Key Stage 4|
At Key Stage 4, students can opt to study
Year 9 GCSE foundation year units of work:
Year 10 GCSE Units of work:
Unit 1. Area of study 1: Musical Forms and Devices. Structure, Variation form, Baroque and modern examples. Rondo, Rondeux, Ritornello.
Unit 2. Area of study 1: Musical Forms and Devices. ABA. Binary, Terraced dynamics, Canon Reggae, Blues, Britpop.
Unit 3. Popular Music and fusion. Area of study 4. Pavane, Irish and Scottish fusion, Modal music and Fusion cultures. Impressionism.
Unit 4. Music for Ensemble Area of study 2. Pavan , Minuet, Canon, Carrillion.
Unit 5. Popular Music and fusion World. Area of study 4. Scales, Fusions. Serialism and Expressionism, Minimalism.
Unit 6. Music for film and TV. Area of study 3: Film Music. Animation, Brass, Strings, timbre, Dynamics. Cubase. Set works and Mock exam. Time signatures including irregular ones.
Year 11 Units of work;
Area 1. Forms and devices including form not already covered. Periods of musical history; Baroque, Classical, Romantic, 20th century. Exam board composition set work
Unit 2. Area 4 popular music. Bhangra, Fusion, Pop history, pop set work, Solo performance.
Units 3. Exam content revision techniques. Past papers. Free composition. Ensemble performance.
Unit 4. Mock exams. Film music Area 4, special effects, music processing. Harmonies and patterns. Various textures, monophonic, polyphonic, homophonic, heterophony. Film texture, dynamics. Exam preparation and practise. Recording solo and ensemble pieces.
Deadlines are before the Easter holiday to allow reporting grades to parents and students.
Successful completion of either of these courses would allow students to continue onto Level 3 Music qualifications, or for some A Level Music.
|Key Stage 5|
A massive thank you to all our parents and carers for your feedback on how remote learning is going!
As we all learn more about how we can work together while apart, we will continue to refine what we do and get better at it. We will continue to contact you about how your child is doing and keep you informed of how best they can be helped. Stay safe.
There’s nothing ‘remote’ about learning at SHS!
Everything about the Covid crisis has been about distance. We must be physically apart, we might find ourselves emotionally apart and we have been compelled to be educationally apart.
Recent press headlines and discussions have focused on the difficulties of engaging students without in-person contact. Some press reports have used ‘statistics’ gathered in dubious ways to talk about the percentages of students who are actually working remotely. Indeed, a recent study by UCL has suggested that 20% of students have done ‘little or no school work’ since lockdown.
Whatever the alleged ‘national picture’ of student engagement in distanced learning, the crucial question that has emerged is: how do we engage learners when we are not together physically? It’s a complicated question and, as with most issues, there isn’t one solution, one style, or one computer program for increasing learner engagement and motivation. But the answer, as with many things educational, seems to be what many of us call ‘common sense’!
Research seems to say that ‘online’ teachers need to combine multiple strategies to reach learners and, unsurprisingly, they must be behavioural, cognitive and emotional. In short, teachers must set a variety of work. They must reply and feedback early and often; building relationships. There must be regular, simple parental feedback so that the carer knows what work is actually being submitted. There must be a caring ear and a personal call for students and parents.
Here, at Sheringham High and Sixth, we set work which can be done independently and in REAL households with all their individual restrictions such as connectivity issues and multiple use computers. We mark and feed back quickly. We track students fortnightly. Student managers and tutors ring home personally!
So, let me share our actual statistics since the closure on March 23rd at Sheringham High given that 20% of students nationally seem not to have been engaged by their staff. On average, each of our students has completed 73% of the work set on time. Only 0.4% of students has completed no work since lockdown. Over one third of all our Year 7,8,9 and 10 students has submitted over 90% of their work on time. A quarter has done ALL work set! Since March 23rd, our students have watched 7033 podcasts on our GCSE Pod portal; usage doubling since last year. Between March and June, 3079 individual pieces of work have been set by our staff for Years 7-10 and 435 for Year 12. Over half of our sixth form students has completed 100% of the work set.
If we believe what we are told about national statistics and the etymology of the word ‘remote’(to ‘push away’) what we have at Sheringham High and Sixth is an engaged, embraced learning community which is working well and bucking the national trend! Well done to students, parents, carers and staff!Stay safe!