Music

Music education opens doors that help children pass from school into the world around them - a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.

Gerald Ford

Intent

A room full of young people each at varying musical abilities, each playing a different instrument, each unique, all making music. Only music can achieve this, which is why it is of such importance in education. It is a powerful, all inclusive, unique form of communication that can change and impact the way our young people feel, think and act. Music goes far beyond what is learnt in the classroom. A Music education has been scientifically proven to improve language, reading and numeracy skills by affecting the way our brains develop and function. Our students are encouraged to build upon their skills in lessons and be motivated to explore their musicality further outside of lessons.

We all have a steady pulse, a heart rate, our personal drum beat. Without a drum beat, without music how can we truly live. A Music education helps the body and mind work together; it is about developing insightfulness, understanding and quality of mind. Not only do they develop musically, teaching Music educates our students in the importance of prior preparation whilst developing in self-confidence and learning to work as a team - all essential life skills.

Design Rationale

Our curriculum is based on performing, composing and listening and appraising, taking guidance from the National Curriculum, Musical Futures and the Music Model Curriculum. Our curriculum makes use of ukuleles, keyboards, guitars, drums and music technology. Music is made up of three main threads in which we develop throughout our curriculum, rhythm, melody and harmony; through the Key Stages we build on these foundations so that learning is retained.

The learning journey begins with basic rhythms, scales and harmonies encouraging the use of primary chords on ukuleles and part singing. Year 7 are invited to showcase their singing skills in the Summer Concert and Carol Service. The journey continues in Year 8 using more complex rhythms, transposition in Pachelbel’s Canon, harmonies using 7th chords in 12 bars as well as improvising a blues scale. Students learn how Music has evolved through time from the 1600s to the present day. For some in Year 9 this is the end of their learning journey, however they walk away being able to perform most chords, compose with careful thought to harmonies taught when composing dance music and finally bring together all the knowledge they have acquired by composing their own film music. Our lessons are mostly practical however, we naturally refer to the Music industry using terms such as copyright, record labels, commissioned tasks. We also educate our learners in the musical journey of performers and composers from classical to pop.

In Years 10 and 11, we teach the BTEC Tech Award in Music; all prior knowledge and skills come together at this point within three components: Exploring Music Products and Styles, Music Skills Development, Responding to a Commercial Music Brief.

Delivery

Surrounded by instruments, terminology, musical imagery and influences, learners are immediately engaged in Music. Within minutes, they are challenged with retrieving key musical elements and a listening task. Once teaching is complete students, using a musical instrument of their choice are set to task breaking down information, rehearsing, learning either as an individual or within a group. At this point music engulfs the classroom; there is plenty of noise, however the noise is a hive of learning and improving. The teacher is guiding, modelling various outcomes, facilitating musical ideas, encouraging students to improve and refine - showcasing any exemplar work. With support and reward, students are asked to showcase their work encouraging them to become confident performers with a supportive, respectful audience. By nurturing students with little confidence who are reluctant to perform, they begin to grow being reassured that they are in a secure environment, where mistakes can be made as one day they will master what they hope to achieve.

The delivery of music education at our school extends beyond the traditional classroom setting. We offer a variety of extra-curricular clubs where students can explore their musical talents, create their own music, and connect with others who share similar interests. These clubs provide opportunities for students to collaborate and perform together, fostering a sense of community and teamwork.

We encourage performances across all age groups, both within and outside of the classroom environment. Our students have the chance to showcase their skills through physical performances at school events and community gatherings. Additionally, we leverage social networking platforms to give our students a broader audience and a modern venue for their musical expression. This holistic approach helps students develop their musical abilities, build confidence, and gain valuable experience in performing arts.

Impact

High Stake Testing

The accumulation of skills and knowledge acquired over time is formally assessed twice a year to support students in developing long-term memory. Time is built in lessons to ensure that students reflect and respond to teacher feedback.

Mid Stake Testing

During each learning phase, students undertake musical performance and practical tasks completed independently or in groups. Students receive personalised written feedback to guide them in making the necessary improvements to their performance. Teachers will check how students have acted on this feedback.

Low Stake Testing

To embed knowledge in long-term memory, every lesson starts with students quizzed on prior knowledge (Verbal and Written Do Now Tasks). Student performance is then used effectively by teachers to identify misconceptions and plan accordingly to narrow knowledge gaps.

Hartford Church of England High School

Music

Intent

Design Rationale

Delivery

Impact

High Stake Testing

Mid Stake Testing

Low Stake Testing

Knowledge Organisers

Long Term Plans

GCSE Music

Music Development Plan