Our Curriculum Intent
Our curriculum is designed to offer exciting and stimulating opportunities, differentiated to meet the needs of all our learners. At the heart of this is the teaching of core skills, knowledge, concepts and values which are spiralled and recurring across all Years. Equally important is the development of inter-personal skills that will contribute to the development of happy, well-rounded students who can thrive. We aim to build on prior learning with the aim of developing responsible, independent and confident musicians (RIC) who can adapt and apply their skills within a range of genre and instruments. This gives students the best opportunity to develop a genuine love of the subject as well as being able to showcase their talent and develop their skills. As well as a stimulating class-based learning environment, we offer our students a rich and diverse extra-curricular programme including inclusive lunch and after school clubs aimed at all, regardless of ability as well as opportunities for performance at the highest level through peripatetic music teachers, concerts within the trust and local communities, masterclasses, whole school shows, music platforms, large sale choral events, various ensembles such as samba, guitar, choir, duets/trios/quartets and small orchestral ensembles, culminating in a music tour.
Gold Standard Teaching and Learning in Music Goal Orientated (Planning for Progress)
- Starter Task in every lesson.
- Blooms, learning objectives displayed clearly.
- Students understand the Big Picture, what they are learning and why.
- Links to RIC (Resilience, Independence and Confidence).
- Highly effective and varied questioning.
Open dialogue (Feedback for improvement).
- Regular assessment and feedback.
- Literacy marking in line with literacy stickers.
- Student response to feedback (DIRT) using green pen.
- Self and peer-assessment used to develop independence.
- Progress tracked on student’s assessment maps
- Positive Learning Environment created by mutually respectful relationships.
- Adults consistently model the values of the school and support curriculum intent.
- Reward effort and resilience by providing opportunities for students to speculate, investigate, and make mistakes.
- Pride is shown in their learning through the presentation of work.
Differentiation for Challenge and support
- Data and student information is used to plan for individual needs.
- Stretch and challenge is provided for High Ability students.
- Oracy in the classroom is a priority; students respond to questions or contributions in full sentences (talk for writing).
- Additional intervention provided for those who need it.
Key Stage 4 Examination Overview
Eduqas–GCSE Music (9-1) Areas of Study – Musical Forms and Devices, Music for Ensemble, Film Music, Popular Music
Unit 1 – Component 1 Performing 30% (a minimum of 2 pieces) one solo and one ensemble
Unit 2 – Component 2 Composition 30% (two pieces, one in response to a brief set by Eduqas, the other a free composition)
Unit 3 – Component 3 Appraising 40% 1 hour 15 minutes written listening exam – 8 questions on each of the 4 areas of study
What resources could I buy or borrow that will help my child?
Eduqas GCSE Music revision guide
What are the key websites or Apps that my child could use?
What can I do to encourage my child to take further interest in Music?
Learn a musical instrument or get involved in any of the musical activities on offer at school
What after school or other extracurricular activities are available in Music and when are they?
Monday Treblemakers – everyone
Tuesday Samba club – everyone
Wednesday guitar club – guitarists only
Thursday ensembles – by invitation only
Friday keyboard club – everyone
Monday – music theory/intervention – Years 9-11 or musicians wishing to take ABRSM theory examinations
Friday – whole school rehearsals bespoke each term
- Emma Dale – Head of Performing and Creative Education
- Rachael Thomas-Nash – Federation Director of Music
To find out more about the curriculum we are studying please contact staff via email