Our music curriculum is carefully sequenced to develop students' musical knowledge and skills progressively across Key Stage 3. Each unit builds on the previous, increasing in complexity and depth, and is underpinned by the three pillars of progression: technical, constructive, and critical engagement, as outlined in the Model Music Curriculum. Learning is practical and rooted in musical sound, in line with the National Plan for Music Education’s ambition to provide high-quality, inclusive musical experiences for all students.
Year 7: Foundations of Music Making
Singing and the Elements: Students begin their journey through active engagement with singing and exploration of the interrelated elements of music. This foundational unit introduces key terminology, encourages ensemble awareness, and supports aural development, forming the basis for musical literacy. In Year 7, students sing in unison and in rounds, developing ensemble awareness and basic part-singing confidence.
Rhythm and Pulse: Building on their understanding of musical elements, students develop rhythmic accuracy and internalise pulse through clapping, body percussion, and tuned/unpitched instruments. This prepares students for more independent performance work.
Hooks and Riffs: Students apply their rhythm and pulse skills to keyboard and ensemble work, focusing on short, repetitive musical patterns. Keyboard performance begins with a single hand position, supporting technical development while embedding musical vocabulary and listening skills.
Rationale: These Year 7 units establish aural, technical, and theoretical foundations, ensuring all students, regardless of starting point, can access music practically and confidently.
Year 8: Developing Musical Fluency and Creativity
Tonality and Structure: Students deepen their understanding of musical form and tonal relationships through listening, analysis, and practical tasks. They learn to recognise and create simple structures such as binary, ternary, and rondo form.
Ensemble Musician: Students apply performance and rhythmic skills in group settings, developing ensemble awareness, coordination, and communication. Keyboard tasks now require two-hand positions, introducing chords and harmonic context. In this and the following unit, students progress to singing in harmony within small-group contexts and begin to take on solo phrases. This supports the development of tuning accuracy, blend, and vocal independence, with an emphasis on expressive performance.
Creative Musician: This unit focuses on improvisation and composition, encouraging students to make original musical choices and apply theoretical understanding creatively.
Rationale: Year 8 builds fluency and independence. Students transition from structured performance to more creative work, laying the groundwork for expressive interpretation, improvisation, and ensemble discipline.
Year 9: Musical Interpretation, Composition and Specialisation
What Makes a Good Song?: Students explore song structures, lyric writing, harmony, and arrangement. Keyboard and band work involves both hands, with a focus on chord progressions and harmonic layering, developing from the foundational skills of Year 7 and 8. By Year 9, students are performing in two- and three-part harmony, with increased opportunities for solo singing and small ensemble work. Students are encouraged to interpret music expressively and confidently in both group and individual contexts, developing vocal technique and stage presence in preparation for GCSE performance components.
Film Music: Students investigate how music creates mood, supports narrative, and shapes character. They analyse film scores and compose music using devices such as leitmotifs and soundscapes.
Film Music Terminal Task: A capstone composition project where students apply their learning in a structured, creative context, mirroring GCSE-style expectations.
Rationale: Year 9 units consolidate prior knowledge while preparing students for GCSE music. Tasks become more open-ended and expressive, demanding greater autonomy, musical judgement, and technical skill.
Curriculum Design Principles
Progressive Complexity: Each year revisits key concepts (rhythm, pitch, harmony, form), but in increasingly complex contexts e.g., keyboard work evolves from one-hand melodies to two-hand harmonic textures.
Practical and Engaging: All units centre on making music through performing, composing, and listening, in line with the Model Music Curriculum’s emphasis on breadth and balance.
Preparation for GCSE: The curriculum builds foundational skills and confidence, fostering musical curiosity and laying a clear pathway to Key Stage 4.
A more detailed description and overview for each term can be found in the Whole Academy Curriculum Plan