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Music Department

"I think music in itself is healing. It's an explosive expression of humanity. It's something we are all touched by. No matter what culture we're from, everyone loves music"

Billy Joel



To encourage a positive and curious interest in Music both in, and outside of, the classroom. To create a practical and active environment where students can become real musicians, enjoy their learning and strive for the best outcomes. To provide a series of integrated projects that introduces students to the key musical disciplines. This will enable each student to express themselves, work alongside others, explore their creativity, experience other cultures and achieve their potential.


  • To develop the habit of listening to a range of music for pleasure, appreciating the diversity of different styles and personal taste.
  • To enable students to be familiar with the conventions of musical language and music theory so that they can access and understand the way music has developed over time and in different places.
  • To expose students to a wide range of music and sound. Music exists within in a context and we aim to enable students to discover how music has been influenced by the culture it was created in.
  • To enable students to develop independence, as well as the ability to work in a group through solo and ensemble musical practice.
  • To encourage students to be confident performers and composers. Students should feel safe to make mistakes and evaluate and improve their own learning and the learning of others.
  • To give students the opportunity to develop their core skills in Literacy, Numeracy, SMSC and ICT through a range of musical activities.
  • To give every child equal access to a holistic music education through the creation and teaching of an engaging and practical curriculum and up-to-date pedagogical strategies.
  • To value each individual and give them the opportunity to view themselves as a musician.
  • To use all information available to enable every child to reach their musical potential.
  • To create an ethos where all students are eager to learn, respect the learning of others and look after the resources around them.
  • To provide a programme of enrichment activities for students to extend their learning and musical experience outside of the classroom.
  • To encourage students to, and provide opportunities to, perform both in and outside of the Academy.
  • To allow students to see the links between music and other art forms as well as the core subjects.
  • To provide students the opportunity to develop valuable and meaningful skills in Music Technology so that they are able to prepare for music-related work in the 21st century. 


Key Stage 3 (Year 7 and 8)

Course content:

Students are introduced to a variety of musical styles and traditions in order to understand the key musical disciplines of performance, composition, listening and appraising. Music is essentially a practical subject and through playing, singing, experimenting and exploring, students have the opportunity to build upon their technical skills, confidence and ability to work effectively in groups, as well as becoming musically literate and able to write and talk about music they play or listen to. Performance work, either in a whole class setting, a small ensemble or as a solo forms an important part of the pupil’s learning.

Schemes of work are based on the National KS3 Music Curriculum and integrate the four key disciplines. Students will begin to engage with music from a wide range of times and places: Western Classical; C20th Experimental; Blues and World Music (African Drumming, Steel Pans and Gamelan etc.).


Key Stage 4 (Year 9, 10 and 11)


Students study the OCR Music GCSE, with a few students given the option of the Single Award BTEC. The GCSE course expands upon the learning of the four key disciplines (performance, composition, listening and appraising) through the students own musical interests as well as a prescribed musical focus. All students are encouraged to open their minds to musical styles that they are unfamiliar with, develop an interest in new areas and begin to form links between different musical styles and traditions. Pupils are expected to be independent thinkers and learners, organising a practice schedule for their instrument and rehearsing regularly with others. Emphasis is based on gaining an understanding of the development of music over time, how it is used to create different emotions and moods as well as performance and composition skills. Year 9 acts as a foundation year for students to build upon the required skills and start the course content in year 10. The course consists of four units (that link with the four key musical disciplines) and four Areas of Study (My Music, Shared Music, Dance Music, and Descriptive Music). The students are assessed through a range of means including:


To be completed during year 10 and 11

  • One solo performance (15%)
  • One ensemble performance (15%)
  • Two compositions (one for the pupil’s instrument, one for an ensemble) (20%)
  • One composition log (5%)
  • A written commentary on a chosen instrument (5%)


To be completed at the end of year 11

  • Creative Task (timed composition) (15%)
  • Listening Test (terminal paper) (25%)
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