Music

“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.” ― Plato

We want to foster a passion & love for music, to enable all to appreciate varying musical genres.

The music department aims to enable all pupils to access and experience music from all cultures, backgrounds and historical contexts. We believe in the value of music because of its importance in making connections with the world and expression within ourselves but also with the world around us. Whilst adhering to the National Curriculum the wider curriculum and extra-curricular offer we aim to:

• Create the environment and opportunities for pupils to access a relevant, inspiring music education led and delivered by specialist teachers
• Reduce the barriers for engagement for all pupils so that all pupil can access our music offer regardless their background, SEN, culture
• Keeping creativity and relevance at the heart of our thinking and make appropriate use of modern technology to enhance the pace of learning.
• Embrace collaboration – cross curricular – link with Drama, History, DT, ICT, Numeracy and Literacy
• Engaging with the wider local community
• Support the development of skills which will prepare for success in public examinations such as GCSE, A Level and Music Specific Examinations. (ABRSM, RGT, etc.)

Choice of Content

Pupils need to develop knowledge and skill in the three National Curriculum areas of Composing, Performing as well as Listening and Appraisal. Pupils will become increasingly skilled in all three areas and develop competence through a spiral curriculum where each musical experience builds and extends upon what has been previously learnt.

1. Composing – pupils are able to develop wider curriculum skills such as: curiosity, inquiring minds, retrieval, through composition activities and stages such as: experimenting, improvising, creating musical ideas, developing, refining and evaluation.
2. Performing – confidence, presentation skills and resilience are promoted through technical control, musical expression as well as accuracy. Every child has the opportunity to perform to an audience either in class or at a concert or event.
3. Listening and Appraising – to ensure a broad musical experience, a range of topics are studied. Pupils undertake describing, identifying musical features, reflecting on what they have heard and how it relates to them.

Enable pupils to develop critical engagement and a “deep understanding of the music that they perform and to which they listen and its history” (National Curriculum 2013)

At Key Stage 4 and 5 we have chosen the Eduqas specification because of its choice of Set Works and Areas of Study which mirror our aim to provide a diverse musical experience.  The works that pupils will study cover a range of genres and historical periods and enable pupils to engage in a critical way making links with the context of the piece.  Rather than choosing the most popular specification, we regularly review our choice with the question “is this the best choice for our pupils and will it enable them to achieve success?”  The HOD meets with other local Heads of Music to discuss matters relating to GCSE and A level Music. 

The extra-curricular musical offer goes hand in hand with the curriculum.  Practice rooms can be used during lunch and after school by pupils and there are a wide range of clubs offered in diverse musical styles.  Clubs and instrumental/vocal lessons are delivered by specialist teachers under the leadership of the Director of Instrumental Studies.  To sum up, we desire to enable pupils to develop critical engagement and a “deep understanding of the music that they perform and to which they listen and its history” (National Curriculum 2013)

We also use chromebooks so that pupils can access activities – worksheets, instructions and internet links to support learning activities and homework. 

To address gaps in knowledge in year 11 and 13 we intend to  offer a tailored intervention programme.

The timetable allocation is as follows:

• Key Stage 3 – 2 x 1 hour lessons per fortnight
• Key Stage 4 (GCSE option group) – 4 x 1 hour lessons per fortnight (also intervention 1 hour per week after school)
• Key Stage 5 (A Level option group) 9 x 1 hour lessons per fortnight in year 13 and 8 x 1 hour lessons per fortnight in Year 12 – plus 2 scheduled Music Academy sessions to enable A Level students to participate in ensemble work, alongside other musicians not taking A Level music. Thus widening their experiences and collaborative options.
• 6th Form Music Academy, Enrichment programme – 3 x 1 hour sessions per fortnight

Classroom music is taught through various topics which give a sample of each flavour of a range of musical styles. Whilst the spiral curriculum model enables for progression upwards i.e. becoming increasingly more challenging there is also progression across the curriculum to create a deep and wide music curriculum.  Topics and timings are discussed at department level to take account of: what pupils need to know, understand and do, links to GCSE and A Level courses, staff expertise and pupil engagement. At the core of the content are the elements of music – Dynamics, Rhythm and Metre, Context, Structure, Melody, Instrumentation, Texture, Harmony and Tonality (otherwise known as DR C SMITH)

Our aim with assessment is that we, as both pupils and staff, know what we are assessing, how we assess and use the information to lead onto the next step of the musical journey. We have adopted various ways of using practical projects and a termly listening test as well as pupil self reflection to support both teaching and learning.

• Year 7: Focus is on establishing classroom based routines and an introduction or a re-introductions to the foundations of music.
• Units include: Find Your Voice, Music and Me, Samba, Keyboard Skills, Timbre / Dynamics, Pop Music.   All pupils have the opportunity to perform at a concert specifically for Year 7, plus numerous other performance opportunities.
• Year 8: Building on the year 7 work, we cover topics such as:  Rock and Roll, The Beatles, Theme and Variation, Indian Music
• Year 9: This is very much a transition year moving from key stage 3 to the start of GCSE.   In terms 4&5, pupils are encouraged to think about GCSE Music via the topics of: Music and War, Film Music, Ground Bass
• Year 10: Step up to GCSE -Set Works -use of long term memory techniques especially retrieval skills
• Year 11: Completion of coursework, Revision
• Year 12: Set Works – study of harmony, more sophisticated composition techniques.
• Year 13: Completion of analysis of Set works Coursework and revision.

Present staffing consists of 3 teachers: HOD, and 1 part time staff  each with different expertise, plus 1 other teacher to cover Year 7 classes. HOD focuses on year 7, 8, GCSE and A-Level and makes choices of suitable repertoire for both curriculum and extracurricular activities. The part time member of staff  leads the instrumental scheme and focuses on Year 9 teaching.   Regular department meetings and school appraisal systems are viewed as opportunities to plan, moderate and share good practice.  

Our aim with assessment is that we, as both pupils and staff, know what we are assessing, how we assess  and use the information to lead onto the next step of the musical journey.  We have adopted various ways of using practical projects and a termly listening test as well as pupil self reflection to support both teaching and learning.  Each pupil is informed – one to one verbally – of their progress and opportunity for them to reflect on their learning in that unit and how they have developed.  These are assessed using similar criteria to the GCSE and A Level courses. New knowledge is built upon a strong foundation of prior learning and connections are made between work completed the previous lesson, unit and year group.  For example, GCSE pupils are reminded about the unit they completed in year 9 on Ground Bass but also expected to know what a chord is based on content from year 7.  Fluency in performance work is about layering and re-layering skills so that they become instinctive.  We expect pupils using the keyboard to use all five fingers to play the keyboard because this is part of the rehearsal process.  

At Key Stages 4 & 5, a similar system is in place with frequent review points.

SEN pupils – often music can be a form of expression for SEN and something in which they feel confident as it is a language that enables them to effectively communicate.

The skills of literacy and numeracy are woven into lessons with a focus on knowing and applying key vocabulary from each unit and the retrieval of knowledge from previous topics.

Some pupils enter the school with often little to no musical experience whilst others enter having achieved graded exams in performance.  The department, whilst giving equality of opportunity and experience, realises the activities need to be adapted and bespoke to each pupil.  An accelerated curriculum is applied for some pupils especially in year 9 where those opting for GCSE are given a booster theory course for term 5.  Instrumentalists are encouraged to perform to the class and use their instruments and knowledge in lessons.

When studying some styles of music, it can be the case that the pupil is “the expert”.  This is especially true in the Indian Music topic where pupils have grown up immersed in Bollywood, Bhangra and Classical Indian Music.  They are encouraged to bring and share this knowledge so that the teacher is in some way a learner too.

Homework – at key stage 3 there is one homework set per term.  At Key Stage 4, 5 this homework includes regular practise and attendance at instrumental/vocal lessons.

As well as knowing, remembering and being able to make more music, pupils leave The Key Stage 3 with a Scheme of Work that fully meets, if not exceeds, the requirements of the National Curriculum.

The impact of Music at The Math is not always evident as sometimes musical seeds which are planted may develop even years later when a person may decide to learn an instrument in retirement!  As the pupils have described it,  “Music is for life, not just school.  It’s about turning potential into reality”.

We view our impact through:

• We view our impact through:

  •  Results in GCSE and A LEVEL
  • Pupil self-evaluation of what they know, have learnt and can do.  At the end of each term in Key Stage 3, pupils complete a self-evaluation.  This enables us to gauge the effectiveness of our teaching and what the pupils have learnt and achieved so that we can plan more effectively.
  • Numbers of pupils opting for GCSE and A Level 

  The department offers both GCSE and A Level Music.  Numbers at GCSE and A level have fluctuated (5 at GCSE 22-23, risen to 17 for 23-24 and fallen to 11 for 24-25, and risen back to 20 for 25-26 and 1 at A Level 24-25 and 5 for 25-26), compared to (20 pupils at GCSE and 3 for A Level 2021-2022).   Although this seems to be a national trend, we are confident that now pupils are back to having a more practical experience and able to attend lunchtime clubs, numbers will return to, or be more than, the uptake pre-pandemic. 

  • Uptake of instrumental lessons – currently there are over 200 pupils learning an instrument. 
  • Concerts – numbers of pupils involved and quality of performances  – this will be expanded on as we are still reintroducing a variety of instrumental and vocal groups. 
  • Examination results – instrumental – Many pupils have taken Graded examinations data is collected  and displayed in the Music Department.
  • Involvement in County and MMA KNBJ
  • Pupils who continue to study music at university or music colleges  – currently 1 out of 1.

  SEND Student Support

  SEND students at SJWMS are supported in lessons by being seated closer to the teacher and receiving consistent reminders to stay focused on their tasks. Many also benefit from the assistance of a learning support officer who helps guide them through activities as needed. In Key Stage 3, differentiation is student-led: all pupils learn the same foundational musical principles, but their application of these principles reflects individual ability levels. This approach ensures SEND students engage with the full curriculum content while allowing them to express their unique creative strengths in ways that best suit their needs.

This is about opportunities for pupils to sing and play music, outside of lesson time, including choirs, ensembles and bands, and how pupils can make progress in music beyond the core curriculum.

Music Tuition Offered Outside of Lesson Time

At SJWMS, we provide private music tuition beyond the classroom through individual lessons that cater to a wide variety of instruments. Pupils can choose from 20-minute sessions priced at £117 for a block of 10 lessons, or 30-minute sessions at £175 for 10 lessons. Currently, PP pupils are able to access instrumental lessons for free and the Math Music Academy runs bursaries to encourage pupils from whom cost is a limiting factor. These private lessons cover an extensive range of instruments, including:

• Strings: Violin, Viola, Cello, Double Bass, Guitar, Keyboard
• Percussion: Side Drum
• Brass: Trumpet, Eb Horn, Cornet, French Horn, Trombone, Euphonium, Baritone, Tuba
• Woodwind: Flute, Oboe, Bassoon, Clarinet, Saxophone

Students receiving private music lessons have the opportunity to take graded music exams through recognised external exam boards. These qualifications not only provide formal accreditation of their musical skills but can also contribute UCAS points, supporting their university applications and further education pathways in post 16 educational settings.

Instrument Hire

Instrument hire is available to support pupils’ learning with the following termly fees:

• £20 per term: Violin, Viola, Guitar, Keyboard, Side Drum, Cello
• £25 per term: Trumpet, Eb Horn, Cornet, French Horn, Trombone
• £30 per term: Flute, Oboe, Bassoon, Clarinet, Euphonium, Baritone, Tuba, Double Bass
• £40 per term: Saxophone

Choirs and Ensembles

SJWMS offers a broad range of free extracurricular music ensembles for secondary pupils, encouraging involvement regardless of musical background. These include:

• Brass Band
• Woodwind Band
• String Group
• Jazz Band 
• Choir
• Gospel Choir
• GCSE Rock Band
• KS4 Keyboard and Composition Club
• GCSE Composition Club
• House Music competitions

Each group rehearses regularly at  form, break and lunch times within the school day, providing enriching opportunities to develop ensemble skills and perform.

Additional Opportunities

Annually, pupils have the opportunity to participate in a residential trip to Fort Pitt for ‘The 16’ vocal workshop, a prestigious event that nurtures vocal technique and performance.

The section outlines the musical experiences students at The Math can be a part of.

For 2025-2026 The Math will offer the following musical experiences: 

Term 1

• Fort Pitt Workshop with Choir
• A Level & GCSE Performance Evening

Term 2

• Year 7 Celebration Concert
• Year 7 Celebration Concert
• Carol Service

Term 3

• House Music Day 1
• House Music Day 2

Term 4

• Dress Rehearsal Show, 2:00 pm
• Musical Production, 7:00 pm 

Term 5

• Spring Concert

Term 6

• Summer Concert

Performance Attendance and Charges

The annual musical/drama show is a ticketed event specifically for parents and carers. All other school music performances and events throughout the year are free of charge and open to all family members and the school community. While attendance is free, parents are kindly encouraged to support the school’s music programme by making a small charitable donation to the RMSA, either directly or through the purchase of refreshments on the day of performances.

Participation and Audience

All year groups at SJWMS actively participate in the full range of music events. Notably, House Music is compulsory for all Year 7 students, who take part both as performers and as audience members during the two-day event, fostering a strong sense of community and engagement from the outset of their secondary education.

The section outlines the musical experiences students at The Math can be a part of.

For 2025-2026 The Math will offer the following musical experiences: 

Term 1

• Fort Pitt Works

  At SJWMS, we are committed to providing pupils with numerous opportunities to develop essential personal skills such as confidence, resilience, and collaboration. Our curriculum is thoughtfully designed to encourage exploration and experimentation, allowing pupils to work independently or collaboratively within teams. Topics are carefully selected to engage pupil interests and reflect contemporary musical trends. For example, the study of Indian music not only broadens pupils’ understanding of diverse styles such as Indian Classical, Bhangra, and Bollywood but also offers a chance to connect with their own cultural heritage. We actively promote the recognition and celebration of pupils’ individual musical tastes as a valued part of our school’s musical life.

  Pupils are encouraged to take ownership of their learning by working in small groups, pairs, or individually on creative projects. They are empowered to choose and combine resources thoughtfully and apply effective time management skills to produce polished musical pieces, fostering focus and commitment to excellence. Peer feedback and shared listening sessions further enhance learning by developing pupils’ ability to make constructive musical evaluations and judgements. Pupils are expected to act as supportive and respectful audiences during review activities, reinforcing a positive and collaborative learning environment.

  We take pride in our Sixth Form Music Academy, which offers a flexible enrichment pathway for students wishing to continue their musical development outside the constraints of formal qualifications such as GCSE or A Level. This programme provides a valuable outlet for self-expression and skill-building, often serving as a refreshing balance to academic study. The annual showcase event organized by the Music Academy has become a highlight, inspiring both participants and audiences alike.

  Looking ahead, we are committed to ensuring equitable access to music tuition and enrichment opportunities. Currently, pupil premium students can access subsidised instrumental lessons, and the Music Academy offers bursaries to support those for whom cost may be a barrier. With the transition to the SOCS platform, we will be able to better monitor participation rates among SEN pupils in extracurricular music activities. Although current involvement from SEN pupils is strong, we aim to document and analyse this data more comprehensively to ensure inclusive provision and targeted support.

  hop with Choir

• A Level & GCSE Performance Evening

Term 2

• Year 7 Celebration Concert
• Year 7 Celebration Concert
• Carol Service

Term 3

• House Music Day 1
• House Music Day 2

Term 4

• Dress Rehearsal Show, 2:00 pm
• Musical Production, 7:00 pm 

Term 5

• Spring Concert

Term 6

• Summer Concert

Performance Attendance and Charges

The annual musical/drama show is a ticketed event specifically for parents and carers. All other school music performances and events throughout the year are free of charge and open to all family members and the school community. While attendance is free, parents are kindly encouraged to support the school’s music programme by making a small charitable donation to the RMSA, either directly or through the purchase of refreshments on the day of performances.

Participation and Audience

All year groups at SJWMS actively participate in the full range of music events. Notably, House Music is compulsory for all Year 7 students, who take part both as performers and as audience members during the two-day event, fostering a strong sense of community and engagement from the outset of their secondary education.