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A Warm Welcome to Huxlow

Welcome to Huxlow Science College

At Huxlow Science College we believe that school days are precious and form the foundations for our students’ future lives. We have a determination to ensure that our students are given the best possible opportunities to succeed both academically and as young people who are an asset to the communities in which they live. Our community is rightly very proud of our school, our students and their successes. We have a rich history of students of all abilities and backgrounds fulfilling their potential in all areas of their education and they are supported and challenged daily to gain the skills, confidence and qualifications they will need to be successful in an ever-changing world.

We pride ourselves on the levels of support and guidance we offer our students and place students and their needs at the heart of everything we do. We work hard to ensure students are happy, feel safe and are taught well. Developing ‘The Whole Child’ is one of our core responsibilities and our students are challenged to aim for the highest personal and academic standards. We have high expectations of behaviour and respect across our community and forge excellent relationships with both students and parents.

I am hugely proud to be the Headteacher of Huxlow Science College and to lead the school as we build on recent increases in both student numbers and exam results. It is such a privilege to be entrusted with the lives of the young people in our community, to shape their characters and enable their success.

We look forward to welcoming all prospective students, parents and carers to experience all that is Huxlow in the very near future.

Paul Letch - Headteacher

Headteacher

Music

KEY STAGE 3

Music is a universal language which embodies one of the highest forms of creativity. Music lessons in Years 7 and 8 will engage and inspire pupils to develop a love of music and their talent as musicians. This will help to develop their self-confidence, creativity, communication, teamwork and leadership skills and foster an overall sense of achievement. Students will work both independently and collaboratively to develop Performance, Composing and Listening skills.  They will be taught to:

  • Play and perform confidently in a range of solo and ensemble contexts using instruments and their voices fluently and with accuracy and expression.
  • Improvise, compose and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions.
  • Use relevant notations appropriately and accurately.
  • Listen with increasing discrimination to a wide range of music from great musicians and composers from around the world. 

Our Goal: “At Huxlow every individual is empowered to fulfil their potential”

To fulfil your potential at Key Stage 3 you should:

  • Ensure that you complete homework set to the best of your ability and hand it in on time.
  • Be prepared to listen to, perform and compose music in the style of something that’s probably not on your own playlist.
  • Try your hardest in every lesson – not everyone is going to be the next Ed Sheeran or Elgar, but you can all give it a go!

KEY STAGE 4

GCSE Music - Eduqas

GCSE Music helps you to develop musical skills and interests, understand and appreciate a range of different kinds of music and make music individually and in groups. The course is designed to give you the opportunity to develop your knowledge, understanding and skills of music whatever your previous experience in Years 7 and 8, through four interrelated areas of study:

Area of study 1: Musical Forms and Devices
Area of study 2: Music for Ensemble
Area of study 3: Film Music
Area of study 4: Popular Music.

The specification has three components based on the three skills of performing, composing and appraising. An integrated approach to the three skills is encouraged through each area of study and serves to highlight the importance of the relationship between composer, performer and audience.

Knowledge and understanding of each area of study is assessed explicitly in Component 3. However, students are also required to perform and compose music using conventions, styles or idioms linked to at least one area of study. Students may choose the same or different areas of study for Components 1 and 2. Students will also have the opportunity to follow their own musical interests in composition and performance.

Component 1: Coursework- Performing Music (30% of the course)

You have to perform a minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. The total duration of the performances is 4 to 6 minutes.

Component 2: Coursework- Composing Music (30% of the course)

You have to compose two pieces, one of which must be in response to a brief set by the exam board. Students will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which students set their own brief. The two compositions must last between 3 and 6 minutes.

Component 3: Exam- Music – Appraising (40% of the course)

The biggest part of the course is the listening examination, which is based on knowledge and understanding of the history of Western music. You will study in detail two set works (Badinerie by J.S. Bach for Flute and String Orchestra with Harpsichord - Final movement, Orchestral Suite No.2 in B minor, BWV 1067 and Africa by Toto) and answer questions on these, as well as six questions based on music from unfamiliar extracts.

Area of study 1: Musical Forms and Devices

Forms and devices are of fundamental importance in musical composition, and many of the common musical forms and devices used by composers today have their origin in the Western Classical Tradition. The music of the Baroque, Classical and Romantic eras provides the context for a study of binary, ternaryminuet and trio, rondo, variation and strophic forms. Students are encouraged to engage with a variety of music from the prescribed eras, through a range of performing, composing and appraising activities. They are also encouraged to make links between music they listen to, pieces they perform and their own compositions, as well as music by composers from the twentieth and twenty-first centuries who use these forms and devices.

Area of study 2: Music for Ensemble

Music for ensemble forms the basis for a study of texture and sonority. Through a study of diverse musical styles composed for ensemble, such as jazz and blues, musical theatre and chamber music, students will consider how music is composed for small groups of instruments and voices. Students will also consider how texture is manipulated and they are encouraged to use small instrumental/vocal groupings in their own music. Students are required to perform as part of an ensemble, and through this to actively engage with ensemble music, understanding the relationship between performers on the stage and the audience.

Area of study 3: Film Music

The film industry is of considerable commercial and cultural interest in both the UK and abroad. There are many areas of specialism for musicians within this industry such as composer, orchestrator, arranger, performer, music editor, producer and more. A film composer scores music to accompany a motion picture for film or television. This includes dramatic underscore and thematic music as well as popular songwriting. Through this area of study students are encouraged to consider how music for film is created, developed and performed, and the impact this has on the audience. Students will have the opportunity to compose and perform film music and are encouraged to use musical technology to create mood and atmosphere through engaging with the story of the film.

Area of study 4: Popular Music

Popular music is a wide-ranging and diverse art form encompassing several distinct genres. The popular music industry offers a wide range of opportunities for both composers and performers, including singer, song-writer, music producer, arranger and more. Through this area of study students are encouraged to explore the musical idioms associated with a variety of popular music, and they will have the opportunity to perform popular music as well as compose music associated with a popular music genre. Students are also encouraged to use music technology, understanding the impact this has on the way music is developed and performed in popular music.

The learning for the GCSE is broken down over the 3 years as follows, with each half term focussing on composition activities, performance activities and developing listening and appraising skills:


Year 9:

Term 1:   Rock and Pop 1: Birth of Rock 'n' Roll
              Music Theory Basics 1

Term 2:   Rock and Pop 2: 1960s Developments
              Music Theory Basics 2

Term 3:   Rock and Pop 3: 1970's and Rock Music
              Music Theory Basics 3

Term 4:   Rock and Pop 4: 1970/80s disco and Electronic Dance Music
              Music Theory Basics 4

Term 5:   Musical Forms and Devices (Area of Study 1): Western Classical Tradition - History and development
              Music Theory Basics 5

Term 6:   Music for Ensemble (Area of Study 2): Ensemble types
              Music Theory Basics 6

Year 10:

Term 1:   Introduction to AoS 1 - Musical Forms and Devices
              Music Theory 1

Term 2:   Introduction to AoS 2 - Music for Ensemble
              Music Theory 2

Term 3:   AoS 4: Going Deeper into Pop
              Music Theory 3

Term 4:   Introduction to AoS 3 - Film Music
              Music Theory 4

Term 5:   AoS 1: Going Deeper into Musical Forms and Devices
              Music Theory 5

Term 6:   Revision
              Music Theory 6

Year 11:

Term 1:   AoS 1: Revision

Term 2:   AoS 2: Going deeper into Music for Ensemble

Term 3:   AoS 3: Going Deeper into Film Music

Term 4:   REVISION 1

Term 5:   REVISION 2

 

 

 

Our values #2: “Everyone is ambitious and welcomes the challenge of being the best they can”

To be the best you can be at Key Stage 4 you should:

  • Ensure that you complete homework set to the best of your ability and hand it in on time.
  • Be prepared to listen to, perform and compose music in the style of something that’s probably not on your own playlist.
  • Try your hardest in every lesson – not everyone is going to be the next Ed Sheeran or Elgar, but you can all give it a go!
  • Be prepared to make mistakes, find out what you did wrong and learn from your experience for the next time.

 

ASSESSMENT

  • Component 1 – Performing Coursework – 30% (Internally marked, externally moderated)
    • 1 Solo Performance, minimum 1 minute
    • 1 Ensemble Performance, minimum 1 minute
  • Component 2 – Performing Coursework – 30% (Internally marked, externally moderated)
    • 1 Composition set to a brief from the exam board, released in the year of accreditation
    • 1 Free composition
  • Component 3 – Appraising Exam (Externally marked)–4 Areas of Study with Two Set Works in each:
    • Instrumental Music 1700-1820
    • Vocal Music
    • Music for Stage and Screen
    • Fusions

WHAT CAN I DO WITH A MUSIC QUALIFICATION?

Anything and everything! Musicians have a wide range of career options, including performer, teacher, administrator, songwriter, conductor, composer, recording engineer, manager, promoter, music therapy or music publisher. There are also more jobs than ever in music business related areas such as social media, PR and technology.

Music complements a range of commonly required A-level subjects like Maths, Physics, English and Biology. These are also known as ‘facilitating subjects’, and selecting a good mix can help keep degree choices wide open.  You can choose to study music at degree level at either a university or conservatoire. Most universities will require you to study Music A-level or equivalent like Music and Grade VII/VIII for more traditional courses. If you study Music at GCSE or A-level, this can be a good foundation for vocational courses in music technology and jobs in sound recording, audio engineering, studio facilities or music production. 

                                                                                                                                                                                     

KEY STAGE 5

Huxlow Science College, The Ferrers School and Rushden Academy work together to create a unique post-16 learning community, The East Northamptonshire College (TENC). For details of the full range of courses and opportunities available, please visit www.tenconline.co.uk

 

ENRICHMENT OPPORTUNITIES

  • College Choir
  • Beginner Ukulele Group
  • Advanced Ukulele Group
  • KS3 Keyboard Group
  • KS4 Performance Group

 Music Tuition 2021 - 22 Terms and Conditions

DEPARTMENT STAFF

Mrs R Runnells - Head of Music

NMPAT Instrumental and Vocal Teaching Staff:

  • Alison Bell - Strings and Piano
  • Mary Jane Dixon - Voice
  • Faye Laurie - Percussion
  • Ewa Welters - Woodwind
  • Sean McAuley - Guitar
  • Andy Johnson - Brass, Keyboard and Piano

 

FURTHER INFORMATION

If you would to find out more about the Music curriculum, please contact Mrs R Runnells