Curriculum Framework

Cambridge Lower Secondary

Music 0078

Version 1
Why choose Cambridge International?

Cambridge Assessment International Education prepares school students for life, helping them develop an informed
curiosity and a lasting passion for learning. We are part of the University of Cambridge.

Our international qualifications are recognised by the world’s best universities and employers, giving students a
wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to
delivering high-quality educational programmes that can unlock students’ potential.

Our programmes and qualifications set the global standard for international education. They are created by subject
experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
students to progress from one stage to the next, and are well supported by teaching and learning resources.

Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge students
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.

Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
an international education from Cambridge International.

Quality management
Our systems for managing the provision of international qualifications and education programmes for students
aged 5 to 19 are certified as meeting the internationally recognised standard for quality management, ISO
9001:2008. Learn more at www.cambridgeinternational.org/ISO9001

Copyright © UCLES September 2019

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for
internal use within a centre.
Contents

1  Why choose this Curriculum Framework? ......................................................................... 2

Key benefits 2
Supporting teachers 3
Progression through the Cambridge Pathway 3
Teaching time 3

2  Curriculum overview ...............................................................................................................4

Aims 4
Overview of the strands 6
Overview of teaching approaches 7

3  Learning objectives by stage..................................................................................................8

Stages 7 and 8 8
Stage 9 9

4 Glossary ....................................................................................................................................10
Cambridge Lower Secondary Music 0078 Curriculum Framework.

1  Why choose this Curriculum Framework?

Key benefits
Music fosters creativity and builds confidence. It helps learners develop a deeper understanding of self-expression, and
shows them the importance of communication as they learn to connect with other musicians and audiences. Music
broadens learners’ experiences as they make, create and explore their own music along with music from different
cultures, times and places. It sparks imagination, requires problem solving and builds intellectual curiosity, as well as
developing physical coordination, empathy and emotional intelligence.

The curriculum emphasises musical exploration with opportunities for learners to perform and present their music at
every stage of development. The focus is on experimentation and responding to music which leads to an increasing
awareness of self and personal musicality. Musical language is introduced gradually so that it is accessible to learners,
while creating a foundation for success.

It is important that learners recognise that being a musician is not restricted to any single way of making music, and
that what makes a musician is the way that they are able to apply the core skills and qualities of musicianship to
any type of music and musical activity. Both objective and subjective viewpoints are necessary in making music and
making sense of music. The core skills and qualities outlined are the mechanisms that musicians use to make personal
connections with music, and to enable them to approach unfamiliar music with an open mind.

Cambridge Lower Secondary Music is designed to be flexible so you can combine music from your local context with
music from other cultures. Learners will experiment and contribute as they follow a wide variety of possible musical
paths. This will help each learner to develop a personal affinity to music as well as find ways to express their unique
musical personality.

Throughout Cambridge Lower Secondary Music, learners will develop a genuine depth of understanding, so they can
both make music and make sense of music. This prepares them to be lifelong makers and listeners of music while also
providing a solid foundation for learners who continue to study music through the Cambridge Pathway.

2 www.cambridgeinternational.org/lowersecondary Back to contents page

 Cambridge Lower Secondary Music 0078 Curriculum Framework.  Why choose this Curriculum Framework?

Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your learners the best possible experience of Cambridge Lower Secondary Music.

You will find most of these resources on the Cambridge Lower Secondary support site
(https://lowersecondary.cambridgeinternational.org). Ask the Cambridge coordinator or exams officer
in your school if you do not already have a log-in for this support site.

Teaching resources Assessment

•. Curriculum Framework •. Assessment guidance (to support classroom
assessment)
•. Teacher Guide
•. Schemes of work
Cambridge
Lower
Training Secondary  Community
•. Online training You can find useful information, as well as
•. Cambridge Professional Development share your ideas and experiences with other
Qualifications teachers, on our social media channels and
community forums.
Find out more at
www.cambridgeinternational.org/social-media

Progression through the Cambridge Pathway

Cambridge Lower Secondary Music has been designed to support learners to develop the skills required for success
in their lower secondary education and to progress to the next stage of the Cambridge Pathway. This curriculum
framework is typically for learners aged 11 to 14, but it may be appropriate to use it for slightly different ages to
suit your context.

You can download more information on progression from the Cambridge Lower Secondary support site.

Teaching time
For guidance, this curriculum framework is based on learners having 1.5 hours of music per week (i.e. about 45
hours per stage). Your actual number of teaching hours may vary according to your context.

Back to contents page www.cambridgeinternational.org/lowersecondary 3

Cambridge Lower Secondary Music 0078 Curriculum Framework.

2  Curriculum overview

Aims
Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning,
including:
•• curiosity about the world around them and enthusiasm for learning
•• knowledge, understanding and skills that can be applied in and across subjects
•• effective and confident communication skills, including in English
•• understanding of their personal and local context, as well as having a global awareness.

In Cambridge Lower Secondary Music, learners:

•• cultivate a joy of music through participating in meaningful and enjoyable experiences
•• develop the knowledge, skills and attitudes necessary to think and contribute as musicians
•• collaborate with others in purposeful and expressive ways through singing and playing instruments
•• nurture individual and collective creativity
•• use their growing knowledge to explore and generate music that is unique, valuable and relevant.

The Cambridge approach encourages learners to be:

fident
Con
d
Engage

Cambridge
learner

4 www.cambridgeinternational.org/lowersecondary Back to contents page

 Cambridge Lower Secondary Music 0078 Curriculum Framework.  Curriculum overview

Cambridge Lower Secondary Music supports learners to become:

Responsible – They understand that ideas, experiences and emotions are conveyed in music, and make creative
and thoughtful decisions in practical work. They explore and appreciate the importance of music making within
their own community and of music from outside their familiar context.

Innovative – They have a relationship with music which drives them to experiment with ideas, instruments, sounds
and techniques to create music. Learners adapt their own musical ideas and recognise that being a musician is not
restricted to any single way of making music.

Confident – They are enthusiastic musicians who explore, experiment and take risks to build musical skills. They
develop confidence in performing, so they can express themselves effectively, connecting as musicians to peers and
listeners.

Engaged – They explore music of different styles and from different cultures, times and places. They are curious
listeners, engaged performers and informed communicators through and about music. Learners make music
independently and with others.

Reflective – They experience the influence of music on themselves and others, listen to feedback and observe
audience reaction. They have opportunities for thinking, feeling and making judgements while reflecting on their
own and others’ work, and have space to assess and enjoy their own music making.

Back to contents page www.cambridgeinternational.org/lowersecondary 5

Cambridge Lower Secondary Music 0078 Curriculum Framework.  Curriculum overview

Overview of the strands

The curriculum framework provides a comprehensive set of learning objectives for Cambridge Lower Secondary
Music. These give a structure for teaching and learning and a reference against which learners’ attainment and skills
development can be checked.

The learning objectives are divided into two main areas called ‘strands’ which run through every stage. These are:
•• Making Music
•• Making Sense of Music.
Cambridge Lower Secondary

Making Music
Music

Making Sense of Music

Below is a brief description of each strand:

Making Music
Learners apply an increasingly wide range of techniques in their composing and performing. Learners continue
to collaborate with peers but also begin to compose with growing independence and perform and improvise as
soloists. In the classroom, learners work together to rehearse and perform; contribute to musical compositions and
explore the make-up of musical pieces; and engage with new and different methods for writing music.

Making Sense of Music

Learners explore a range of music which demonstrates the different ways music is used and created. Learners
become more confident in talking about their own and others’ music by considering the broader development
of music across time and cultures. They also have the opportunity to become more confident using notation to
explore and expand their knowledge of music.

In Stages 7 and 8 the same objectives are used to structure learning, and it is intended that learners will encounter
a wider range of music in Stage 8 than in Stage 7, both as listeners and performers. Separate learning objectives are
provided for Stage 9.

6 www.cambridgeinternational.org/lowersecondary Back to contents page

 Cambridge Lower Secondary Music 0078 Curriculum Framework.  Curriculum overview

Overview of teaching approaches

The Cambridge Lower Secondary Music curriculum is designed to be flexible so learners can perform through
singing and playing musical instruments of any kind (as well as found objects and music technology). We
recommend that learners experience music from their own culture as well as exploring music from other times and
places.

There is a wide variety of musical notation which reflects different instruments and musical styles. Where notation
is used in Cambridge Lower Secondary Music, the intention is that it supports practical music making. Although not
compulsory, learners who intend to progress to IGCSE Music will benefit from having some familiarity with staff
notation and aural dictation.

The programme is designed to supplement, rather than replace, instrumental or singing lessons.

You can find more information and ideas for teaching and learning activities in the Cambridge Lower
Secondary Teacher Guide and schemes of work available on the Cambridge Lower Secondary support site
(https://lowersecondary.cambridgeinternational.org).

The teacher guide will support you to plan and deliver lessons using effective teaching and learning approaches.

The scheme of work for each stage of Cambridge Lower Secondary Music contains:
•• suggested units showing how the learning objectives in the curriculum framework can be grouped and ordered
•• at least one suggested teaching activity for each learning objective
•• a list of subject-specific language that will be useful for your learners
•• sample lesson plans.

You can use each scheme of work as a starting point for your planning, adapting them to suit the requirements of
your school and the needs of your learners.

Back to contents page www.cambridgeinternational.org/lowersecondary 7

Cambridge Lower Secondary Music 0078 Curriculum Framework.

3  Learning objectives by stage

Stages 7 and 8
Making Music
•• 78MM.01 Rehearse, perform and make musical choices within a broad range of musical material, beginning
to make choices about repertoire.
•• 78MM.02 Perform in a variety of given and chosen styles, being responsive to others including
communicating a good level of musical effectiveness to audiences.
•• 78MM.03 Contribute to coherent and successful compositions and improvisations, drawing on internalised
sounds from a wide variety of sources.
•• 78MM.04 Organise and structure material including harmony, melody and rhythm, in order to convey
intentions to an audience.
•• 78MM.05 When composing, demonstrate some understanding of writing for the instruments or digital
media they have chosen to use.
•• 789MM.06 Use post-production techniques to refine own music making.

Making Sense of Music

•• 78MS.01 Begin to identify, discriminate between and explore musical conventions across a wider range of
musical influences, using a greater variety of technical language.
•• 78MS.02 Begin to explore and recognise specific features of particular styles, genres and traditions in music,
relating it to context.
•• 78MS.03 Identify and describe creative decisions made by performers, arrangers and composers (including
self).
•• 78MS.04 Begin to explore the ways that key events and people influence music in different ways, across
time as well as culture and genre, recognising influences in their own music as well as existing music.
•• 78MS.05 Use notation(s) to support musical learning appropriate to the context.

8 www.cambridgeinternational.org/lowersecondary Back to contents page

 Cambridge Lower Secondary Music 0078 Curriculum Framework.  Learning objectives by stage

Stage 9
Making Music
•• 9MM.01 Perform convincingly music from different traditions, time and genres.
•• 9MM.02 Experiment with familiar material, using some improvisatory skills, creatively and flexibly, when
rehearsing and performing.
•• 9MM.03 Improvise and compose using a range of musical structures and devices, with growing
independence.
•• 9MM.04 Organise and structure material with increasing sophistication to convey intentions to an audience.
•• 9MM.05 When composing and arranging, demonstrate a good understanding of writing for the instruments
or digital media they have chosen to use.
•• 789MM.06 Use post-production techniques to refine own music making.

Making Sense of Music

•• 9MS.01 Listen and respond to familiar and unfamiliar musical extracts in a broad range of musical styles,
justifying responses with technical language.
•• 9MS.02 Identify, explain and demonstrate how specific features of music relate to its context.
•• 9MS.03 Identify, describe and justify creative decisions made by musicians in different contexts (including
self).
•• 9MS.04 Describe key events and people who have influenced the development of music across time and
cultures, demonstrating an understanding of the historical and contextual links between music and its roots.
•• 9MS.05 Confidently discuss their music through recognising who and what has influenced their work and
demonstrate these influences.
•• 9MS.06 Use notation(s) to support musical learning appropriate to the context.

Back to contents page www.cambridgeinternational.org/lowersecondary 9

Cambridge Lower Secondary Music 0078 Curriculum Framework.

4 Glossary

Arranging – adapting an existing piece of music so that it can be played by a different group of instrumentalists or
singers. Arranging can include changing the tempo, instruments, voices, dynamics, harmony, rhythm or key.

Aural dictation – hearing a melody, harmony or rhythm, and producing a written representation of it using staff
notation or non-staff notation such as symbols or graphs, in order to develop the connection between what is
heard and what is written.

Composing – creative musical activity in which, contrasted to improvisation, learners make deliberate decisions
about the structure and melodic content of their music.

Harmony – two or more notes played at the same time that sound good together, such as a chord; music can be
written in harmony, or harmony notes can be added to a melody.

Improvising – creative musical activity in which musicians create music in the moment, according to loose ‘rules’
provided, but without refinements.

Internalised sounds – pitch, rhythm or harmony that is created, repeated or ‘read’ inside of your head without
making any audible sounds.

Learning objectives – statements from the curriculum framework of the expectations of knowledge, understanding
and skills that learners will develop; they provide a structure for teaching and learning, and a reference against
which to check learners’ attainment and skills development.

Melody – a combination of pitch and rhythm in a single line to create a ‘tune’ or song.

Musical device – the tools composers use to develop musical ideas and make music more interesting. Examples of
musical devices include repetition, round, ostinato, and imitation.

Musical structure – the way a piece of music is organised into parts. Examples of musical structure include round,
theme and variations, songs, AB (two parts), and ABA (same-different-same).

Musicality – the use of musical skills and expression to produce music that links the emotion of the performer to
the music’s mood.

Notation – the visual representation of the pitch, rhythm and structure of music. Notation allows the same piece
of music to be played multiple times and enables it to be shared with others.

10 www.cambridgeinternational.org/lowersecondary Back to contents page

 Cambridge Lower Secondary Music 0078 Curriculum Framework. Glossary

Performing – presenting prepared work in a variety of contexts: to the class, to other classes, to the whole school,
and to parents and the wider school community.

Post-production techniques – the process in which musicians evaluate and polish digital music. Techniques
include combining different parts of several pieces of music into one piece of music, using MIDI instruments,
clarifying timing, and adding effects.

Rehearsing – repeatedly practising a piece of music to improve skill and prepare for performance. Rehearsing can
include practising a small portion of music several times, taking a slower speed, checking for the accuracy of pitches
and tuning, and adding dynamics and expression.

Repertoire – a collection of musical pieces that can be performed. Individual learners or groups of learners can
have a repertoire.

Rhythm – the division of individual notes over a pulse. It is possible to tap a rhythm with fingers, while keeping the
pulse by tapping a foot.

Scheme of work – support materials for each stage of Cambridge Lower Secondary Music. Each scheme of work
contains a suggested long-term plan, a medium-term plan with suggested teaching and learning activities and
sample short-term (lesson) plans.

Staff notation – a type of musical notation common in Western music using five lines, clefs, notes and rests.

Strand – a collection of learning objectives in the curriculum framework that forms an area of learning.

Teacher guide – a document providing support in using the curriculum framework to plan and deliver lessons using
effective teaching and learning approaches.

Back to contents page www.cambridgeinternational.org/lowersecondary 11

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org

Copyright © UCLES September 2019

*1979492959*