KS2 curriculum relies on a culture of developing singing ability, understanding beat and rhythm whilst developing a knowledge of simple notation rhythm. Students arrive with the KS2culture of ensemble work, singing in assemblies, concerts, shows/events and in class. First Access delivered in KS2 enables students to develop instrumental ensemble skills, building on notation reading, making music together and keeping to a beat learning simple rhythms. Most learners come to us with this knowledge.

In Year 7 we aim to build on this prior learning in cycle 1 focusing on skills and knowledge they have some experience of.  The Model Music Curriculum (MMC) encourages singing in two and three part harmony and singing is interleaved throughout the instrumental units where students will sing along with their instrumental study where appropriate. Our firs unit in cycle 1, ‘Feel the Beat’ builds on understanding beat and rhythm with an instrumental focus on the djembe. Students are required to build on their understanding of simple notated rhythms whilst developing instrumental skills on the djembe and some cultural understanding of the instrument. Building on prior learning we move from unison rhythm playing to understanding and performing polyrhythmic pieces, allowing for students to produce their own rhythmic compositions demonstrating knowledge of different rhythms, notations, polyrhythm and musical structures.

Into cycle 2 of Year 7 students continue to build on their prior knowledge of rhythm and tempo through a new instrumental focus of ukulele and guitar. This unit introduces students to a new form on notation –Tablature which is a transferable skill between both instruments. Students further develop their knowledge through a study of riffs and their roles within popular music, learning to perform a riff on the guitar in time with a chord structure as a part of a smaller ensemble performance.

Through Cycle 3 we build on prior learning through Cycle 1 and Cycle 2 introducing Year 7 ‘Melody Making’ using keyboards. This unit teaches appropriate keyboard skills, reading pitch notation as well as rhythm and understanding of how melodies are created and performed. The focus here is on melodies and using the right hand only in order to refine excellent keyboard technique.

In Year 8 we aim to build on the knowledge and skills developed in Year 7 beginning in cycle 1 with a unit exploring ‘Music for Film’. We pursue this unit through two different musical disciplines – through keyboard performance and through music technology which takes us coherently through to cycle 2.  Students further develop keyboard skills using two hands performing famous leitmotifs from film understanding beat, chords and melodies whilst being introduced to music in new keys.

The knowledge of ‘Music for Film’ is then further embedded and developed through our music technology unit, students compose their own musical responses to a scene from the film ‘Harry Potter’ focusing on leitmotif, use of Foley effects and mickey mousing, they understand and use chromaticism and drone and how these are combined to create a suitable atmosphere.

Cycle 3 then focuses on world music percussion, we deliver ‘Real Steel’ introducing students to music of the Caribbean with a focus on performing melodies and chords in a major key whilst learning appropriate technique on the steel pan. Students take on the role of a musical arranger inputting a well-known popular song and making it their own. This allows for independent creativity, using prior knowledge of the musical elements developed though Year 7 and 8 to build a successful arrangement. Students are encouraged to complete their own arrangements and perform their finished piece using the skills they have been developing throughout KS3.

In Year 9 cycle 1 students build on small ensemble skills through our ‘Let’s Rock!’ unit which explores popular music and how it is performed. Cycle 1, 2 and are built upon this year giving the students a real feeling of musicianship and performance.

In cycle 1 students explore the instruments that make up a rock band, students develop their instrumental skills learning guitar, bass, keyboard, drums and vocal parts separately and how to combine those successfully in time as a small ensemble. This encompasses prior knowledge from year 7 and 8 on instruments and brings them together in parts as a band.  Cycle 2 builds in their instrumental technique and adds on understanding of different musical genres through practical performance work.  We discover music through the decades and how genres have developed and finally in cycle 3 year 9 students will be able to perform different genres of songs as a band.

Building from KS3 to KS4 we break down schemes into 3 focus’ leading into the Eduqas qualification we deliver at KS4: Performing, Creating and Events Management. This is a year of knowledge and skills development preparing our students for the expectations at KS4. Cycle 1 is spent initially focusing on the creating and composing aspect. Students learn how to successfully write a song using all of the musical elements. They must be aware of each element and how to successfully apply it to their creative process. They spend the latter part of cycle 1 preparing a performance to a given brief. This allows for them to organise and plan their own musical piece either using music technology to realise it or preparing a live solo or ensemble work.

In Year 10 and 11 we follow the Eduqas Level ½ Certificate in Performing Arts focusing on the Music Performance and Music Technology pathways. Students are required to complete three units over two years: Unit 1 – Performing (30% final grade) , Unit 2 – Creating  (30% final grade)  and Unit 3 – Performing Arts in Practice  (40% final grade). During cycle 1 and cycle 2 Year 10 are introduced to Unit 2- Creating building on their prior learning of writing their own music. Students are required to create a piece of music to meet a given brief (which is changed each cycle). They must plan, organise and manage their time to create their song. The final piece is presented to an audience and later evaluated making use of teacher and peer feedback. This is usually completed to meet a deadline in May. This is internally assessed and a moderation request of 10 learners is later generated.

In cycle 2 year 10  begin to approach music from an arts administrative side. We look at organising an event considering job roles, promotion, cost and making a pitch for funding. We combine this time with an additional song writing project. The song which is written will play a crucial part of the event that students decide to put together. As a progression from the previous creating and composition song writing project, students will now be expected to put this in an arts administrative context understanding and explaining how they aim to promote themselves as an up and coming songwriter/composer of original music.

During cycle 3 we revisit our Performing focus again combining this with an Arts administrative perspective. Students must organise a final summer event to a live audience of performance material they have rehearsed and prepared.  This will combine all of the skills and knowledge they have developed through KS3 and will have them secure in the knowledge to succeed in year 11 and KS4.

In Year 11 students are required during cycle 1 to complete Unit 1 – Performing to meet their December deadline. They prepare and perform their work to a live audience who are again (as in Unit 2) required to feedback on what they have seen and heard. Students then use this feedback to effectively evaluate the rehearsal and performance process, informing further performance opportunities in the future. This is internally assessed and a moderation request of 10 learners is later generated.

Cycle 2 and Cycle 3 are focussed on the exam unit, given to a specific brief.  This time is spent preparing and completing Unit 3 – Performing Arts in Practice. This unit is an externally assessed unit requiring students to plan an event which they will pitch to a panel of experts hoping to raise funding for their event.