Music Curriculum

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At Archbishop Tenison’s, the Music Department delivers a specialised and practical curriculum designed by subject experts. Rooted in our Christian ethos, it nurtures a love for music while providing academic breadth and depth. Our curriculum develops performance and composition skills, builds confidence, and fosters an understanding of musical traditions, styles, and histories within an inclusive and caring environment. By integrating technology, instrumental tuition, and exposure to diverse musical genres, we prepare students for external examinations at GCSE and for further study and careers in music. 

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Intent 

The Music Department at Archbishop Tenison’s aims to nurture and develop an appreciation and understanding of music across the ages and genres. Our curriculum builds upon foundational knowledge and skills explored at primary school, ensuring progression through Key Stages 3, 4, and 5, while fostering confidence in performance, composition, and listening. 

A knowledge-rich curriculum underpins the Music Department, explicitly teaching pupils the language, concepts, and techniques required to develop musical mastery. It reflects the National Curriculum, improves literacy, and equips pupils for external examinations through carefully sequenced topics and skill development. 

At Key Stage 3, we expose pupils to the elements of music through a variety of topics that develop skills sequentially: 

Year 7: Pupils begin with rhythm-based learning, developing ensemble skills, vocal confidence, and performance foundations through body percussion, Christmas singing, ukulele, keyboard, and wind band. They are introduced to basic notation, musical structures, and ensemble playing. 

Year 8: Students focus on form and structure, exploring global music traditions such as African drumming. They continue to develop instrumental skills through ensemble performance and composition projects. Key activities include ukulele and singing, keyboard work, and rock and pop band performance. 

Year 9: Pupils build on their musical knowledge by engaging in a GarageBand project that introduces them to music technology and composition for media. They explore the creation of soundtracks for film, developing skills in digital audio workstations. 

At GCSE (Key Stage 4), we follow the Eduqas syllabus, where students refine their musical understanding through advanced performance, composition, and appraising tasks. Pupils explore a variety of musical genres and learn to analyse, describe, and compose music with precision. Emphasis is placed on individual performance and developing structured, creative compositions. 

At 6th Form (Key Stage 5), students follow the RSL Music Vocational Course, which provides a practical, industry-relevant qualification. This course focuses on live performance, composition, and music technology, preparing students for careers in the music industry or further study. 

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Implementation 

Our curriculum delivers a rich and varied experience, balancing practical musicianship, creative composition, and critical listening. It systematically builds skills through structured learning, sequencing topics to ensure that pupils master concepts and are prepared for external examinations: 

Performance: Pupils perform regularly in lessons, with opportunities for solo and small group work. 

• Year 7 focuses on foundational performance skills using body percussion, Christmas singing, ukulele, keyboard, and wind band. 

• Year 8 develops ensemble skills through African drumming, rock/pop band performances, and keyboard work. 

• Year 9 refines performance skills through practical music theory work and using the keyboard. 

• GCSE students focus on individual performance assessments, aligned to the Eduqas syllabus, while 6th Form students develop professional-level performance projects through RSL Music. 

Composition: Pupils explore a variety of tools and structures such as binary, ternary, rondo forms, and more contemporary styles. 

• Year 9 features a GarageBand project, focusing on music technology and media composition. 

• GCSE students create original compositions in various styles, developing skills in notation, harmony, and thematic development. Sibelius is introduced at Key Stage 4 to support composition and arranging projects. 

• RSL Music students focus on creating compositions for live performance and media. 

 

Listening/Appraising: Pupils critically evaluate music across Western Classical, popular, and world music traditions, understanding the historical, cultural, and social contexts. 

• Key concepts are embedded through listening tasks linked to performance and composition units. 

• GCSE students develop analytical listening skills through the Eduqas set works and unfamiliar music. 

Visiting Instrumental Teachers: Eight instrumental teachers visit weekly, offering tuition in a variety of instruments. Pupils are encouraged to take lessons and develop their individual skills, complementing classroom learning. 

Technology: Use of tools like GarageBand and Focus on Sound ensures pupils develop modern skills for music production and composition. Sibelius is introduced at Key Stage 4 for notation and arranging projects. Lessons incorporate diverse activities such as: 

• Group and individual performance work. 

• Creative composition tasks using notation and digital tools. 

• Peer and teacher feedback to refine skills and understanding. Regular assessment through performances, listening tasks, and creative projects ensures pupils receive clear feedback to improve their skills. 

 

Impact 

By the end of Key Stage 3, pupils: 

• Have a secure understanding of the elements of music, including rhythm, texture, structure, and melody. 

• Perform with confidence, compose creatively, and develop an appreciation for a wide range of genres. 

• Are equipped with the skills and knowledge to progress to GCSE Music. 

At GCSE, students develop advanced skills in performance, composition, and appraising, achieving strong outcomes aligned with the Eduqas syllabus. 

At 6th Form, students excel in the RSL Music Vocational Course, gaining practical skills that prepare them for: 

• University courses in music and related fields. 

• Careers in the music industry, including performance, production, and composition. 

Beyond the classroom, music thrives at Archbishop Tenison’s: 

• Visiting instrumental teachers provide expert tuition, supporting the development of individual musicianship. 

• Regular concerts and events provide platforms for pupils to showcase their talents, building confidence and promoting collaboration across year groups. 

This dynamic curriculum ensures that every pupil leaves with a life-long appreciation of music and the skills to engage with it both creatively and critically, fulfilling our school’s aim to provide academic excellence in a Christian community. ​​​

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