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

               Banner Music


Our curriculum focuses on improving the quality of students’ musical responses and musical understanding to promote good prospects for further study and a life-long appreciation for the art form. Music encompasses practical skills, listening skills, creative skills, self-management skills, problem-solving, and communicative skills, and the curriculum has been designed to build practical musical skills in a sequenced and fundamentally musical way by linking all musical activities to the act of making music. All students have the opportunity to take part in the extra-curricular programmes, such as Choir, and instrumental lessons to develop their instrumental/singing skills and general musicianship. The learning experiences are high quality and authentic (where possible), with clear progression routes. The curriculum strives to be inclusive, absorbing, relevant, varied, progressive and respectful – all of which are important in producing active and confident students.

Throughout our Music course students will be inspired to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As students’ progress, they will develop skills which allow them to compose and to listen with understanding to music from different times and places and in a variety of different styles.

During the Music course, students will have the opportunity to:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, sonority, texture, structure and appropriate musical notation


Learning journey 23

HGCSE learning journey




Students are assessed according to the Skills Pathway Trackers, with their target to be securely achieving their pathway criteria. Formative assessment takes place continually through music lessons as teachers work with students individually and in groups in developing their skills in performing, composing and appraising music.

Formal assessment points each term may be individual or group performances, assessed compositions or theory, knowledge or listening tests.

KS3 assessment


Assessment in GCSE Music


Students opting to sudy music at KS4 follow the Eduqas syllabus.

Formative assessment is ongoing throughout music lessons, with individual teacher support and feedback for performance and composition work. Listening and appraising tasks are a regular part of both class lessons and homework assignments.

The main summative assessment points are highlighted in the table below.

GCCSE assessment


Christmas Performances:


Cultural Capital Opportunities

CC 23


  • Participation in choir, band and other extra-curricular activities
  • Opportunities to perform in school concerts and shows
  • Opportunities to lead music within worship
  • Participation in Tees Valley Music Service groups such as TVYC and TVYO
  • Representing the Academy at events such as Big Sing, Christmas Services and Diocese Services


KS3 Knowledge Organisers

Year 7

Unit 1 - Building Blocks

Unit 2 - Marvellous Melodies

Unit 3 - Seasonal Sounds

Unit 4 - Fanfare

Unit 5 - Bar Blues

Year 8

Unit 7 - Chords

Unit 8 - Perform

Unit 9 - Pachelbel's Canon

Unit 10 - Film Music

Unit 11 - Ragtime

Year 9

Unit 13 - Harmony in Context

Unit 14 - Meody in Context


KS4 Knowledge Organisers


JS Bach: Badinerie

Forms and Devices


Film Music

Popular Music

Terms and Signs