Curriculum – Music

The Music Curriculum

In KS2 students have learnt to sing and play musically with increasing confidence and control as a soloist and in an ensemble. They have developed an understanding of musical composition and musical notation and are able to reproduce sounds from aural memory. They can appreciate and understand a wide range of music from different traditions and from great composers and musicians.

In KS3 Music, students will study a range of instruments and great composers. High-quality teaching enables all students to reach their potential, regardless of age, ability or gender. Students will learn to appreciate music from a broad range of countries, cultures and historical periods.

Instruments covered in KS3:

● Ukulele/guitar

● Keyboard

● Drums

● Vocals

Our aim is to ensure all students are at least “competent” composers, listeners and performers* to prepare them for the three main components of GCSE Music in KS4 and provide them with a love and appreciation of music from different cultural backgrounds and historical periods.

Extra-curricular activities are used to extend and enhance our curriculum by providing all students with opportunities to participate and excel in their chosen instruments. Students will have a range of performance opportunities throughout the year at all levels. Our extracurricular provision includes:

● Droylsden voices

● Ukulele/guitar group

● Advanced Vocal Group

● School Musical

All students have opportunities to receive specialist 1-1 peripatetic lessons each week. They receive a half an hour lessons from an instrumental specialist which allows them to work towards graded exams on their chosen instrument. Lessons are available on our 4 main chosen instruments.

*see assessment page

Curriculum Aims – Music

Students will become expressive, skilled, and knowledgeable musicians who can perform, compose, and listen with understanding and creativity.

By the end of KS3 Music, students will aim to:

Sing and play instruments with increasing accuracy, fluency, control, and expression and perform individually and as part of an ensemble, responding to others musically
Understand key musical elements (pitch, rhythm, dynamics, tempo, texture, structure, timbre, harmony), and explore how these elements are used across different genres, cultures, and historical periods.
Study music from diverse traditions, styles, and communities while understanding how music reflects cultural, social, and historical context
Create original music using a range of techniques, structures, and styles whilst applying notation (staff notation, graphic scores, chord symbols, DAW sequencing) to record and develop ideas.

By the end of KS4 Music, students will aim to:

Demonstrate secure technique on their chosen instrument or voice, performing with accuracy, fluency, stylistic understanding and expressive control.
Compose original music that shows control of musical elements, structure, and style, whilst exploring compositional devices and techniques, using technology effectively.
Listen critically to music from different genres, cultures, and historical periods, and
identify musical devices, instrumentation, and structural features with precision.
Analyse set works with contextual and theoretical understanding.

Beyond the Examination

All pupils study Music in sufficient depth and breadth, in line with the National Curriculum, to develop competence, confidence and understanding.
The curriculum prepares pupils for the next phase of education, training or employment, including pathways into Performing Arts

Enrichment, Electives and Competition

Electives, enrichment activities and educational visits enhance and broaden the Music curriculum by widening experiences, raising aspiration and supporting progress.
Electives provide inclusive opportunities for all pupils to participate, perform and compete at a range of levels.

Pupils are encouraged to develop leadership, teamwork, resilience and performance through structured participation and performance opportunities.

Knowledge & Skills

Year 7

Students will develop KNOWLEDGE of:

A range of the musical elements E.g. Pitch, tempo, dynamics etc
Basic musical symbols e.g Treble Clef, stave etc
Basic rhythmic symbols e.g Crotchet, Minim etc
Being able to recognise various genres of music and their key features
Basic Italian terms for tempo & dynamics
Read basic tab & notation

Students will develop their SKILLS in:

Performing Music:

Sing in tune with reasonable accuracy and fluency
Keep in time with others
Perform simple parts on a variety of instruments as a soloist and as part of an ensemble
Perform by ear and simple notations

Composing Music

Improvise simple patterns
Share a range of ideas in groups tasks
Compose using simple harmony & repetitive patterns
Create Compositions which explore different sounds & elements

Understanding Music

Identify different genres and some of their features
Begin to use Italian terms when describing Music
Recognise a variety of different instrument sounds

Year 8

Students will develop KNOWLEDGE of:

A range of the musical elements E.g. texture, timbre, harmony
Musical symbols e.g Treble Clef, bass clef
Being able to recognise various genres of music and know some of the genres of musical features of that genre
Italian terms for Tempo & dynamics (higher level)
Read basic Tab & notation

Students will develop their SKILLS in:

Performing Music:

Sing with clear diction, attempting to sing in harmony (2 parts)
Keep their own part going in a group performance, with good timing
Perform with more fluency & accuracy on a number of instruments
Demonstrate a reasonable confidence in a performance

Composing Music

Improvise with a degree of confidence
Arrange music, considering different sounds and the musical elements
Refine and improve work, developing initial ideas further
Use specific chord progressions within a composition

Understanding Music

Explore the context, origin and tradition of different musical styles
Using appropriate musical vocabulary when creating or evaluating work
Use subject specific vocabulary to describe music they are listening to
Recognise the musical elements in listening tasks

Year 9

Students will develop KNOWLEDGE of:

Musical symbols (such as notes on a stave, treble clef, ledger lines, time signatures, accidentals)
Some rhythm symbols (semiquaver, quaver, minim, crotchet & semibreve)
Being able to recognise various genres of music and know some of the genres of musical features of that genre
Musical genres with some exploration of origin and context
Musical vocabulary (musical terms, Italian terms and subject specific vocab, which can be applied to work)

Students will develop their SKILLS in:

Performing Music:

Maintain an appropriate role within a group which shows awareness of others
Perform more fluently and accurately on an instrument
Develop technical skills on a specific instrument to a higher level
Develop a high level of confidence in a performance

Composing Music

Use extended harmony to compose (in some cases, relative minors)
Compose extended melodic patterns & consider rhythmic supporting patterns
Compose with a good sense of structure
Use effects to enhance work on DAW
Composing music for different genres and exploring different musical features and devices

Understanding Music

Compare and contrast similar music using key terminology
Use appropriate vocabulary to describe music
Identify different genres of music and their features in listening tasks

Year 10

Students will develop KNOWLEDGE of:

Musical elements — melody, harmony, rhythm, texture, structure, sonority, dynamics, tempo
Notation basics — note values, key signatures, time signatures, accidentals
Forms & Devices — binary, ternary, rondo, theme & variation
Ensemble types — chamber groups, jazz combos, musical theatre roles
Film music features — leitmotifs, underscoring, sound effects, orchestration
Popular music features — riffs, hooks, chord patterns, production techniques
Chord knowledge — primary chords, secondary chords, cadences
Set work foundations — introduction to AoS1–4
Basic DAW knowledge — tracks, MIDI, audio, quantising, editing

Students will develop SKILLS of:

Perform accurately — secure pitch, rhythm, and fluency
Rehearse effectively — planning practice, responding to feedback
Ensemble listening — balance, blend, timing, cueing
Compose motifs — creating and developing short musical ideas
Use chords creatively — building progressions and cadences
Structure compositions — organising sections clearly
Analyse music — identifying elements, devices, textures, and features
Compare pieces — describing similarities and differences
Read notation — interpreting rhythms, pitches, and expressive markings

Year 11

Students will develop KNOWLEDGE of:

Advanced harmony — inversions, extended chords, cadential patterns
Detailed AoS knowledge — stylistic features, context, devices
Score analysis concepts — spotting sequences, pedals, imitation, modulations
Film scoring techniques — tension, atmosphere, orchestral colour
Popular music production — effects, mixing basics, layering
Composition to a brief — understanding requirements, intention, audience
Exam command words — describe, explain, evaluate, compare

Students will develop their SKILLS in:

Perform with expression — phrasing, dynamics, articulation, stylistic accuracy
Prepare final performances — selecting repertoire, polishing recordings
Compose full pieces — complete structures, coherent development, clear intention
Refine compositions — editing, improving textures, evaluating effectiveness
Respond to a brief — meeting criteria, shaping ideas to purpose
Analyse scores in depth — identifying features in notated extracts
Write exam responses — using musical vocabulary accurately and concisely
Apply listening skills — identifying features quickly under exam conditions

KS3 Lesson Sequence

YEAR 7- One lesson per week

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPIC	Introduction to the Elements	Notation & Piano	Introduction to Ukulele	Programme Music	Strings & Keys (ensemble)	World Music 1 (African Drumming, Samba Indian music)
Focus	Performance & composition	Performance	Performance	Composition	Performance	Performance & Composition

YEAR 8- One lesson per week

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPIC	Theme & Variation	Ensemble Performance (band project)	Hip-Hop & Rap (sequencing)	Advanced Strings	Songwriting	World Music 2 (The Blues & Reggae)
Focus	Composition	Performance	Composition	Performance	Composition	Performance

YEAR 9- One lesson per fortnight

	Term 1	Term 2	Term 3
TOPIC	Electronic Dance Music	Advanced Ensemble performance	Film Music
Focus	Composition	Performance	Composition

Year 10- 5 lessons per fortnight

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPIC	AOS 1- Forms & Devices (Music theory)	Set Work 1 (Badinerie)	Free Composition & AOS 2 (Music for ensemble))	Free Composition & AOS 3 (Film music)	Free Composition & AOS 4- Popular Music	Set Work 2 (Africa)

Year 11- 6 lessons per fortnight

	Term 1a	Term 1b	Term 2a	Term 2b	Term 3a	Term 3b
TOPIC	Brief Composition & AOS1	Brief Composition & AOS2	Brief Composition & AOS 3/4	Composition & Performance	Exam Revision

KS4

Details of specification

Exam board – Eduqas

https://www.eduqas.co.uk/qualifications/music-gcse/#tab_keydocuments

Details of course:

Component 1: Performing (30%)

Total performance time: 4–6 minutes.
At least two pieces: one ensemble (minimum 1 minute), plus solo or ensemble.
One piece must link to an Area of Study.
Internally assessed, externally moderated.

Component 2: Composing (30%)

Total composition time: 3–6 minutes.
Two compositions:
- One to a set brief released in September (linked to an Area of Study).
- One free composition with your own brief.
Internally assessed, externally moderated.

Component 3: Appraising (40%)

Written listening exam: 1 hour 15 minutes.
Eight questions covering four Areas of Study:
- Musical Forms and Devices
- Music for Ensemble
- Film Music
- Popular Music
Includes questions on musical elements, context, and musical language.
Some questions are based on set works (e.g., Bach Badinerie, Toto Africa).

Key assessment dates:

Practical assessment recorded by Spring term Year 11
Exam- June

British Values in Music

Across the Music curriculum from Year 7 to Year 11, students develop the core British Values through a wide range of musical traditions, historical contexts and practical activities.

Music lessons build self‑knowledge and confidence as students perform, compose and share work, learning to express themselves creatively while showing respect for others during performances and feedback. Through studying genres such as Rap and Hip‑Hop, Blues, Reggae, Indian Classical Music, Dance Music, and the works of great Western composers, students explore how music reflects different cultures, identities and historical periods, promoting tolerance and cultural understanding.

Listening tasks across all year groups expose students to a broad range of styles and eras, helping them distinguish artistic choices, understand context, and appreciate the diversity of musical expression. This supports respect for different beliefs, backgrounds and traditions.

Students also learn about the role of public institutions—such as the BBC, the music industry, and the legal frameworks around copyright—developing awareness of how law, democracy and societal structures shape the arts. Discussions around musical movements, protest music and social change help students understand how citizens influence society through creative expression.

Throughout KS3 and KS4, students are encouraged to take responsibility for their behaviour, collaborate positively, and contribute to a supportive classroom environment. They learn to challenge discrimination, value diversity and recognise the importance of fairness and respect—both in music and in wider society

SMSC in Music

Students explore a wide range of musical traditions—including World Music, Blues, Reggae, Indian Music and Classical composers—to develop personal reflection, emotional expression and cultural awareness. In Year 7, they study the Elements of Music, The Orchestra and World Music to build early understanding of sound, creativity and identity, while Year 8 expands this through Film Music, Hip‑Hop and Rap, Dance Music and further World Music units. Across KS3 and KS4, regular listening activities expose students to diverse eras, cultures and beliefs, and composition work encourages individuality, creativity and expressive decision‑making. Moral and social themes are embedded throughout the curriculum: The Blues in Year 8 explores the slave trade, oppression and resilience; Rap and Hip‑Hop examine social justice and protest; and Film Music prompts students to consider moral choices, character motivations and emotional storytelling.

Classroom expectations emphasise fairness, responsibility and respectful feedback, while ensemble work develops teamwork, communication and cooperation. Students support one another during performances, offer constructive feedback and collaborate effectively in group composition tasks, building leadership and shared responsibility. Social development is further strengthened through extra‑curricular activities such as choirs, bands and clubs, with respectful behaviour during peer performances consistently reinforced. Regular listening tasks throughout the key stages ensure students continually build cultural awareness and an appreciation of diversity.

Example Scheme of work