The music curriculum aims to equip our students with the skills to perform music, to create their own compositional ideas, and to be able to describe music using subject-specific vocabulary. The projects in years 7, 8, and 9 are sequenced in a way that builds on these skills, whilst simultaneously exposing the students to different cultures, genres, and contexts. We aim to provide rich and diverse learning experiences that allow students to not only study existing practitioners but to also explore their own musicality through participation in both curricular and extracurricular programmes.

We aim to foster a supportive working environment that allows all participants an equal voice, an opportunity to contribute, and the facilities to ensure that they are not restricted in what they desire to achieve within the subject area at any level.

We aim to equip our students with instrumental skill in a variety of instruments, the ability to create music with others, a broad understanding of the role of music in our history and society, the capability to describe sound using subject-specific vocabulary, and the confidence to express their own musicality in whichever form they choose.

Our key aims from the curriculum follow the federation’s ASPIRE strapline.

AMBITION – We want our pupils to be ambitious to improve their own practical musicianship, and to explore both the history of music and music of different cultures.
SUCCESS – Understanding the role of music in both our own society and in other societies across the world.
PROGRESS – Knowledge and understanding of key musical skills and concepts allows pupils to grow into creative and expressive musicians.
INSPIRATION – Inspired by both historical and contemporary musicians and ensembles, our pupils strive to improve their own musicianship.
RESPECT – In the Creative Arts, an environment of respect is created. This is respectful of all people in the classroom, as well as respect for the cultures that we are studying.
EQUALITY – Every pupil is given the same opportunities regardless of background. Through our curriculum, pupils appreciate their equality but recognise the inequality that exists locally and globally.

What do we expect students to get from Music?

Students will learn and experience a wide range of music, the cultures from which they are taken, and the role of music throughout history and in today’s society. They will improve their practical instrumental skills through learning to play the music of other artists, and also their own musical explorations. They will acquire a specific musical vocabulary that allows them to describe sound and articulate how sound changes over time. Students will grow in confidence by performing both as a soloist and as a member of an ensemble. They will have the opportunity to pursue a variety of extracurricular activities that both complement and enhance the curriculum.

How does learning develop over the five years?

Year 7:

In the first term of Year 7, students learn how to appraise Music using the elements. They learn basic keyboard skills to build confidence, are introduced to pitch and rhythm in practice both through notation and through practical musicianship, and experience performing as both a soloist and as a member of an ensemble. Students are introduced to the orchestra and its instrument families as well as the roles within other ensembles such as a pop or rock group. Moving on through the year, they begin to learn music production skills with software; they focus on rhythmic performance and composition as well as studying the Western Classical tradition by investigating narrative in music and creating their own descriptive pieces. ‘Performing Skills’ projects improve students’ singing, instrumental skill, and ensemble performance.

Year 8:

Students learn how to perform, compose and appraise Music from a wide variety of genres, including electronic dance music and reggae, developing their own improvisation and composition skills using these as a starting point. Students develop their understanding of the orchestra and the history of western classical music, and develop their performance and ensemble skills through the study of key pieces of Western classical music and through studying and practising world musics such as West African drumming. The ‘Performing Skills’ projects return to continue to build upon prior learning in singing, instrumental skill, and ensemble performance.

Year 9:

Students explore composition to a set brief through the study of music for special occasions. They develop their understanding of the elements of music and composing to a brief through the study of film music, exploring the relationship between music and stage/screen leading directly into an area of study at both GCSE and A level Music. Students are introduced to the music industry; they learn about the different roles and responsibilities involved, and developing their understanding of the planning and delivery of music events. Students learn about a variety of popular music genres and explore the compositional process of songwriting. The ‘Performing Skills’ return again, building upon acquired musicianship at a higher level and providing a greater freedom for students to follow their own musical and instrumental interests.

Year 10/11:

The intention for KS4 Music is to ensure that the performing and composition skills of the students are fully developed within the GCSE framework. Our aims are that students are given a wealth of skills within their lessons and in a wider extra-curricular context to allow them to effectively and confidently communicate their intentions as composers as well as performers. It is also essential that students have ample opportunities to develop their technical skills with performance, composition, and listening/ appraisal. In addition to the academic and creative components of the course, the KS4 music curriculum is a creative outlet for stress – it enhances resilience and determination as well as the ability to use constructive criticism to support progress.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

A variety of musical extra-curricular clubs and performance opportunities are offered, both within school and in the wider community. These projects support the improvement of performance skills and also allow us to showcase composition projects. Trips to see live music are fundamental to both support and widen students’ understanding of contextual music, whilst providing both inspiration and aspiration to our learners.

In what ways does our curriculum help to develop students?

• Cultural diversity and identity: students study music from the Western Classical tradition, Popular and Jazz music, as well as World music. They investigate the role and importance of music in different settings and cultures to better understand the world in which they live.
• Community Participation: regular performing opportunities and workshops take place within the wider community.
• Technology and the media: students learn to use industry standard software to create their own music; acquiring skills that prepare them for future learning and careers in the music industry.

What forms do assessments take? What is the purpose of assessment?

Our assessment covers a range of approaches such as:

• Class based self and peer assessments.
• Regular teacher marking and verbal feedback.
• KS3 progress mats allow students the opportunity to assess their own progress and set individual targets in order to achieve a higher level of attainment.

The purpose of our assessment process is to ascertain the current level of progress for each student. This allows us to effectively monitor, plan and develop a purposeful curriculum that offers opportunity for all students to make good or better progress.

How do we know if we have a successful curriculum?

Students are able to recall skills taught within previous lessons. They are able to articulate themselves clearly about their learning journey and can identify how skills and projects link not only on a week to week basis but also termly and yearly. We recognise all abilities and adapt teaching accordingly to ensure that all students are able to engage and produce meaningful work that they are proud of.

How do we support ‘High Attaining’ pupils?

We ensure that our assessment and feedback is focused and targeted to give students the opportunity to maximise their own progress. We carefully design and select tasks that can be adapted to extend the learning of high attaining students. Our extra curricular activities offer students the opportunity to further develop skills that are taught within lessons, allowing them to explore these within different contexts.