Staff lead: Mr Williams
Curriculum intent
Throughout human history, music has played a vital role. It is an aural language of self-expression equally, if not more powerful than the written word in whichever aspect of life it places under the microscope. It requires no prior knowledge to be accessed and, as a consequence, speaks to us all vividly. In the hierarchical nature of modern education, music is often viewed as a means to an end to justify its inclusion in a crowded curriculum, but no; music is an end in itself, worthy of study in its own right and absolutely crucial in a properly functioning society or community. Our curriculum intends for student to take their musical experiences from school into their adult lives and disseminate their musical passions to their own families in the future.
We intend that all students are familiar with the language and concepts that underpin competent musicianship and to that end the fundamentals of analytical listening, performance, composition and production are embedded across our curriculum. As a result, the music curriculum at Tuxford teaches students to express themselves in new ways and connects to their own experiences, preferences and ambitions. Our students will explore an eclectic selection of music from across times, places and purposes and in key stage 4 this will be in greater depth as we reveal the musical characteristics of specific genres that have found a place in the hearts of audiences over the years. On this understanding we build musicians with a genuine sense of identify and appreciation of a wide range of musical experiences.
Our instrumental tuition programme offers affordable access to students with a commitment to establishing financial sponsorship for those in poverty. Trips to professional music events provide inspiration and motivation to follow a music based employment pathway or simply to strengthen personal identity as a musician.
The music curriculum fulfils a spiritual role as students gain confidence in expressing themselves. It also fulfils a social function, as students develop greater respect for peers through shared experiences of the art form. Music further supports student character development as students becomes more resilient first acquiring the base knowledge to contribute successfully in the early stages then navigating the complexities of practice, convention, context and vocabulary that underpins more formal study through, for instance, qualification pathways.
Our inclusive extracurricular programme provides a place for all students whether it be for social and spiritual reasons or for ambitions to improve and grow as a musician. This contributes to a schedule of regular live music events in the Academy develops ‘The Music Scene’, spreading the word and making music visible to everyone in the Tuxford Academy community.
Music development plan
Key stage 3
| Year | Topic | Knowledge and skills |
| 7 | An introduction to music (four chords); brass band; African drumming; ukulele; and instruments of the orchestra. | Students develop the foundations of musicianship through singing, performing and composing. They learn keyboard, brass, percussion and ukulele techniques, develop ensemble performance skills and gain an understanding of orchestral instruments, notation and musical conventions from a range of musical traditions. |
| 8 | Introducing performance techniques; samba; introduction to music technology; reggae; rock music; and build a band. | Students build upon their performance, listening and ensemble skills through the study of a range of musical styles and cultures. They develop confidence as performers, explore music technology and composition, and learn how musicians collaborate effectively within bands and ensembles. |
| 9 | Creating music for a sporting event; motown and R&B; film and TV composition; film music; and riffs and hooks. | Students apply their musical knowledge through increasingly independent composition and performance activities. They develop their understanding of genre, structure and musical features while using music technology to compose for specific briefs and audiences, preparing them for further study at key stage 4. |
Key stage 3 progress ladder
Our progress ladders show how student thinking and skills typically improve in each subject whereas our learning journeys are an overview that can be used to understand each subject in more detail.
Key stage 4
Qualification: BTEC Level 1 / Level 2
Exam board: Eduqas
Course code: 603/7020/8
| Year | Unit | Topic | Knowledge and skills |
| 10 | Unit one: performing | Research and rehearsal; performance techniques; reproducing existing musical works; and developing instrumental and vocal skills. | Students develop practical musicianship through rehearsal and performance. They learn how to interpret and perform existing musical works, refine technical and expressive skills, and evaluate their own performances to support improvement. |
| 10 | Unit two: creating | Introduction to creative briefs; composition techniques; music technology and production; and developing original ideas. | Students begin creating original music in response to a brief. They develop composition, production and creative-thinking skills while learning how musical ideas are developed, refined and presented to an audience. |
| 10 | Unit three: performing arts in practice | Introduction to industry practice; understanding clients and audiences; and planning creative projects. | Students explore how music and performing arts projects are developed in professional settings. They develop planning, communication and teamwork skills while considering the needs of different audiences and clients. |
| 11 | Unit one: performing | Advanced performance skills; final rehearsal process; performance assessment; and reflection and evaluation. | Students refine and showcase their performance skills through internally assessed practical work. They demonstrate increased confidence, accuracy and expression while evaluating their development as performers. |
| 11 | Unit two: creating | Responding to final creative briefs; producing and refining original compositions; and evaluation of creative work. | Students independently create and refine original musical work. They apply composition and production techniques effectively while evaluating the success of their creative intentions. |
| 11 | Unit three: performing arts in practice | Industry commission or vocational brief; planning and delivering a project; and presentation of final work. | Students apply their musical knowledge and skills to a realistic vocational project. They demonstrate independence, creativity and professionalism while responding to an externally assessed brief. |
Key stage 4 assessment information
| Assessment | Topic | Information |
| Unit one: performing | Research, rehearsal, performance and evaluation. | Internally assessed practical performance project. |
| Unit two: creating | Creative briefs, composition, development and evaluation. | Internally assessed original creation project. |
| Unit three: performing arts in practice | Applying performing arts skills to a vocational brief. | Externally assessed project completed under Eduqas guidelines. |
Careers and future pathways
| Further study opportunities | Career pathways |
| A level music | Musician |
| A level music technology | Composer/songwriter |
| Level 3 performing arts | Music producer |
| Creative media qualifications | Sound engineer |
| Music technology courses | Arts administrator |
| Higher education in music or performing arts | Music teacher |
