Curriculum - Music

“Music is the great uniter, an incredible force, something that people who differ on everything and anything else can have in common” Sarah Dessen

Article 31. Every child has the right to join in a wide range of cultural and artistic activities.

Our curriculum aims to challenge and inspire students to make excellent progress throughout the Performing Arts department. Through knowledgeable and motivating teaching, students will learn a variety of skills that build on subject specific knowledge from year to year and give students aspirational goals for the future through our BTEC components. Through Music, Dance and Drama BTEC courses, it is our intention that students will take charge of their own learning at KS4 giving them an opportunity to explore the world around them through the practical application of a wide range of styles, and the study of practitioners; as well as to partake in practical group work and research tasks that focus on the development of performance skills and techniques.

To enable students to make excellent progress, we aim to do this by introducing students to a range of different styles and techniques throughout each discipline, and by building confidence through both group work and independent application.

The curriculum in KS3 Music is associated with building skills. The range of classes taught, mean that the curriculum gives students the overall practical knowledge of the conventions of music and build on this art form from year to year. Students at this key stage will learn group work, concentration, confidence and communication through the exploration of different genres, styles and performances. Music lessons are additionally beginning to form cross-curricular links which allow students to draw on previous learning and embed new terminology learnt.

 

 

Teaching staff will:

  • Ensure the curriculum is implemented in accordance with this Curriculum Area policy;
  • Keep up to date with developments in their subjects;
  • Have access to, and be able to interpret data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students;
  • Contribute to departmental evaluation and development of the curriculum for their subject;
  • Participate in high quality professional development, working with colleagues to develop their skills in understanding the learning needs of their students and how best to plan a curriculum to address those needs and engage them;
  • Work in partnership with other agencies to provide an appropriate range of curriculum opportunities.

Students will:

  • Be treated as partners in their learning;
  • Have their individual needs addressed, both within the school and extending beyond the school through a curriculum which offers breadth, support and challenge;
  • Be given opportunities to involve themselves in wider school activities;
  • Be given additional support with their learning if they are not making expected levels of progress.

The Music curriculum will:

  • Lead to qualifications that are of worth to employers and for entry to higher level education;
  • Fulfil statutory requirements;
  • Enable students to fulfil their potential meeting the needs of students of all abilities;
  • Provide equal access for all students to a full range of learning experiences beyond statutory guidelines and requirements;
  • Help students develop lively, enquiring minds, an ability to question, to debate and argue rationally and an ability to apply themselves to challenging levels of work;
  • Include the following characteristics: breadth, balance, relevance, differentiation, progression, continuity and coherence;
  • Ensure continuity and progression within the school and between phases of education increasing students’ choices during their time at school;
  • Help students, where appropriate, develop numeracy and literacy skills which can be applied across the curriculum;
  • Ensure that students' social, moral, spiritual and cultural understanding is at the heart of the school's work in promoting fundamental British values and addressing prejudice and extremism by building resilience, confidence and a sense of belonging.
  • Make clear links to RRSA.

Music Club

Band Club

Peri lessons

Whole school play

London trip

Music Club – Thursday lunchtimes

Band Club – Monday 3:00 – 4:00

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