Music
Sir John Leman High School - Music Development Plan
KS3
The intent of the Music Curriculum
Music is important to many of our students whether they take an active role playing instruments or taking part in extra-curricular activities or a more passive role by taking advantage of listening to the huge variety of music available to them.
The KS3 Music curriculum at Sir John Leman High School has been created to develop students' interest and enjoyment of music. We aim to ensure students experience a wide range of musical genres and styles. We focus on the development of skills within the following four areas:
- Performance (instrumental and singing)
- Composition (including improvisation)
- Appraising & Theory
- SMSC (Spiritual, Moral, Social & Cultural Development)
This is to give students the opportunity to explore a broad and rich variety of music, and to see how music links into the real world.
How is the Music Curriculum implemented?
The skills listed above are then taught and developed through the following curriculum-based projects:
KS3 Curriculum Map 2025-26
The impact of the Music Curriculum at the end of Key Stage 3
Through a variety of activities students develop their understanding and awareness of music notations, vocabulary and different genres and styles as well as developing their confidence with singing, performing, improvising, composing, appraising, and listening. We aim to make students resilient in their approach to musical literacy and give them the tools to tackle a wide variety of music, whether performing, composing or appraising. The KS3 Music curriculum develops these skills to enable further study at GCSE and A level as well as ensuring students have the skills to take part in music activities beyond the curriculum.
How is it assessed?
The assessment of each unit is outlined in the curriculum map above - this will largely be a combination of practical and written musical skills. Students are made aware of the area in which they are to be assessed and the criteria for assessment are shared with them.
How can I help my child?
Encourage your child to listen to and discuss music with you - what do they like/dislike? Why? Encourage them to use musical vocabulary. Try listening to a different genre/style from your usual choice - you may find something new to enjoy! There are many different genres and styles now available online for everyone to listen to and enjoy but don't forget to encourage listening to a wide range of music and not just pieces you like!
Useful websites:
- http://www.bbc.co.uk/orchestras/learn
- www.dsokids.com
- www.guardian.co.uk > Culture › Music › Pop and rock
KS4
The intent of the Music Curriculum
The Eduqas GCSE in Music is for students who wish to perform, create and study a wide variety of music. The course develops a variety of employable skills, including resilience, confidence, and analytical skills, and could lead to careers or further training in Music, Music Technology, Audio Engineering, Performing Arts, and much more.
How is the Music Curriculum implemented?
You will develop your own performing skills on an instrument or voice and will be expected to perform a solo and as part of an ensemble through work completed in school, and regularly practice your instrument independently. You will also compose music in different styles, learning about a variety of different approaches and techniques. You will expand your knowledge and understanding of music through listening and learning about set works from different times, places and cultures.
The most important independent learning in GCSE music is the development of a regular, purposeful practice routine. All basic work is completed in school but to achieve a good grade the extra hours will pay dividends.
The impact of the Music Curriculum at the end of Key Stage 4
- Students will deepen their knowledge of music theory, and how this is applied to the composing process, rehearsing for performances, and analysing music.
- Students will develop their appraising skills and ability to critically listen to and analyse a variety of music and genres.
- Students will develop a resilient approach to rehearsing to perform on their instrument, and develop ensemble skills for performing with others.
- Students will understand the different processes and approaches to composition, and how to craft a musical response to a set brief, dictating genre, audience and occasion.
- Students will leave the course with the foundations to study Music or Music Technology at A Level, BTEC, or other vocational pathways.
How is it assessed?
Component 1: Performing (NEA) - total 72 marks (30% of GCSE)
Students must complete a minimum of 2 performances, between 4-6 minutes in total. These include:
- An ensemble performance of at least 1 minute
- An additional solo OR ensemble performance
Student responsibilities: to have a regular practice routine on their instrument, & to be planning & preparing potential pieces for final submission. Where students receive feedback & guidance, it is the student’s responsibility to spend time rehearsing and preparing their performances as part of their independent study.
Component 2: Composing (NEA) - total 72 marks (30% of GCSE)
Students will complete 2 compositions, recommended between 3-6 minutes in total. These include:
- A free choice composition
- A composition chosen from a brief set by Eduqas
Student responsibilities: to complete necessary wider listening to support composition planning, and attend additional sessions (lunchtimes/ afterschool) where appropriate when coursework completion begins.
Component 3: Appraising – total 96 marks (40% of GCSE)
Listening exam based on 2 set works (Badinerie by J.S Bach & Africa by Toto), and unfamiliar listening pieces based on the Areas of Study. This exam is approximately 1 hour 15 minutes long.
Student responsibilities: to complete homework & revision tasks when set. Knowledge organisers for the course become available to students as we cover each part of the course, and are also available on the Eduqas site for GCSE Music.
What qualification will I get? What could it lead to?
- Eduqas Level 1/Level 2 GCSE (9-1) in Music
From this you might go on to study A Levels in Music or Music Technology or a Level 3 BTEC Diploma.
Career directions could include:
Performing, Teaching, Music Therapy, Recording and Music Production, Media work or Administration, Arts Management and Concert Hall/Events Manager.
Useful Websites
Music (KS5)
Music – A-Level Qualification
Examining Body:
Eduqas
Entry Criteria:
Grade 4 GCSE Music or equivalent BTEC qualification alongside a minimum performance standard of Grade 5 and a good theoretical understanding.
Course Leader:
Miss M Ellis
Why?
The course provides a holistic understanding of Music in which students investigate, analyse, perform, compose and evaluate music and its features from a variety of styles and genres. This will provide a strong foundation for studying Music at Higher Education level. This can lead to a career in composing, performing, teaching or working in the music industry for TV, radio or film companies. Music is a highly regarded subject due to the range of skills required and the self-discipline of learning an instrument.
Course Structure:
The A level is divided up into three key components of Performing, Composing and Appraising. Students are able to develop a specialist area of study, of either performance or composition.
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Component 1: Performing (NEA) - Externally assessed by a visiting examiner
- Option A: Performing (35%) - A performance consisting of a minimum of three pieces, of total duration 10-12 minutes. At least one of these pieces must be as a soloist. At least one other piece must reflect the musical characteristics of one other, different area of study.
- Option B: Performing (25%) - A performance consisting of a minimum of two pieces, of total duration 6-8 minutes, either as a soloist or as part of an ensemble or a combination of both. One piece must reflect the musical characteristics of one area of study.
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Component 2: Composing (NEA)
- Option A: Composing (25%) - Two compositions of total duration 4-6 minutes, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. The second composition is a free composition.
- Option B: Composing (35%) - Three compositions of total duration 8-10 minutes, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to a brief set by WJEC. The second composition must reflect the musical characteristics of one different area of study (i.e. not the Western Classical Tradition) while the third composition is a free composition.
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Component 3: Appraising (40%)
Students will study a variety of music based on a selection of the following areas of study:
• The Western Classical Tradition
• Rock and Pop
• Jazz
• Musical Theatre
• Into the 20th Century
• Into the 21st Century
There are four set works in total, and students will complete a wide variety of wider listening tasks on relevant musical works. Analysis, knowledge and understanding will then be tested in a 2 hour 15 minute listening examination at the end of the course. The types of questions include: set work analysis with a score, extended responses on wider context, unprepared extracts of music with and without a score, and comparison questions.
Extended Learning:
A variety of extended learning tasks will be set weekly to cover the various elements of the course. Students are expected to develop a regular practice routine to develop their performance skills. Students who do not have a grade 5 theory qualification will be expected to attend the theory classes run weekly to develop knowledge and understanding.
Music Technology (KS5)
Music Technology – A-Level Qualification
Examining Body:
Edexcel
Entry Criteria:
GCSE Music grade 4 or equivalent BTEC qualification along with a good theoretical understanding and/ some appropriate experience in the field of music technology
Course Leader:
Miss M Ellis
Why?
A Level Music Technology provides an enjoyable and valuable experience in understanding, capturing, producing, and composing popular music. It is also provides good preparation for students aiming for Higher Education in the subject or similar related fields. Music Technology careers could include work in a recording studio with a job such as a sound engineer, work as a technology based composer and/ or music producer, or a teacher. The course provides opportunities to embrace recent developments in the field and involves much practical work which encourages the cultivation of a wide range of skills. You will have opportunities to sequence MIDI and audio, record live instruments, produce and compose using music technology.
Course Structure:
For A Level you are required to complete two pieces of coursework. The first is a multitrack recording from a choice of 10 commercially available songs, which you will individually capture, mix and master. This is worth 20%. The second is a technology based composition, chosen from a choice of 3 briefs at the start of the year which is also worth 20%. There are two exams at the end of the course. The first is listening and analysing worth 25%, and the second is a producing and analysing exam, worth 35%. The latter is a more practical based exam with production tasks in timed exam conditions, and the first is based on the use and development of technology throughout the history of popular music, and the effect on popular music’s development.
Extended Learning:
Extended learning studies will be given to students during the course to expand their knowledge of Music and Music Technology. Projects will include topics on sound recording methods throughout history, the development of electronic instruments and studio production techniques. Students will also be encouraged to explore all types of popular music, development of various genres and the impact made by notable pop artists. The knowledge gained during these studies will be applied during the written papers.
Curriculum Road Map - Music Technology