Project Description


The curriculum aims to engage and inspire creativity, confidence, enjoyment and an understanding of the cultural importance of Music through engagement with a range of music from different times and places. Knowledge and understanding of musical techniques and processes are developed through the integrated skills of Performing, Composing, Listening and Appraising so that pupils become increasingly confident musicians and may wish to engage in further musical opportunities beyond the classroom. The practical focus of the curriculum enables the development of important transferable skills which can be applied beyond the music classroom such as perseverance, resilience, team work and problem-solving.

  • Music is a one-person department, delivered by the HoD. This allows consistency across classes / year groups and key stages as well as the ability to be flexible and adaptable to the needs of learners.
  • KS3 Music is topic-based but skill focussed with the aim of integrating Performing, Composing and Listening.
  • Tasks at KS3 are practical-based and topics interrelate/build upon previous learning/skills.
  • 10 minute starters are now used largely as opportunities to develop Listening skills.
  • Lessons at KS3 are delivered on the Creative Arts/Tech carousel (2 X 16 lessons for years 7 and 8, 2 X 12 lessons for year 9), positives of which are smaller class sizes allowing for greater individual support and scope for practical activities.
  • Topic content at KS3 is regularly reviewed, developed and refined. Resources are largely developed in-house and are therefore bespoke with contributions from subscription sites “Focus on Sound” and “Musical Contexts”.
  • The KS4 music course follows the OCR GCSE music syllabus. Resources are developed in-house and adapted from Rhinegold OCR GCSE Music publications, OCR, Focus on sound and Musical Contexts (subscription sites).
    • Assessment at both key stages is based upon the three skill areas of Performing, Composing and Listening.
    • Pupils complete a self evaluation at the end of each unit of work in order to review and make targets.


    • Each year group has a document detailing the expected outcomes at the end of the year for each of the three skill areas. Tasks are designed with this in mind and specific assessment criteria provided.


    • Pupils are assessed based upon OCR exam board marking criteria.