To provide a rich, equitable and challenging 4-18 music curriculum; authentically delivered, community centred and values driven.
Ensemble: Exploring all music authentically and purposefully through the vehicle of ensemble
Mastery :Progressing towards technical, academic and creative excellence, where every mistake is an opportunity to learn
Community : Music making for purpose- promoting social action, developing community empowerment and supporting well-being
Creativity: Pushing the boundaries of music making and celebrating self and group expression
Flow :Reaching a state of unconscious competence in music making that transcends time and place
| Phases 1 and 2 | Developing a love of learning | ||||
| Phase 1 Journey | Students build the foundational skills of music making & musical literacy through whole class singing, practical engagement with theoretical aspects of music, and creative exploration with instruments. | ||||
| Phase 2 Journey | Students receive cyclical exposure to instruments that are strummed, blown and struck to establish foundational mastery & ensemble skills of instrumental learning before they encounter the Band Project programme in Y5. They will share their work with the community at least once a year, with the final culmination of this phase being a whole year group school musical performed at the end of Y4. | ||||
| Phases 3 and 4 | Developing passions and increasing independence | ||||
| Phase 3 Journey | Students engage in the foundation stage of our rigorous & immersive Band Project Programme where they receive two years of specialist instrumental tuition and form a curriculum big band, wind band or string orchestra. This is their authentic vehicle for exploring the big ideas in new contexts and at greater depth. During this time they will perform in range of concerts as well as working with professional musicians inside the classroom. | ||||
| Phase 4 Journey | Students explore music through termly (12 week) projects in which all students are held accountable for their learning through community linked outcomes, concerts & other events. Projects follow a REAL (Rigorous, Engaging, Authentic Learning) project based learning approach, and involve students creating and exploring a broad range of musical genres and purposes. Within this phase, students also have the opportunity to take part in the Band Project Scholarship Programme in which they continue on their immersive journey learning an instrument through rich ensemble projects that engage with the local community. | ||||
| Phases 5 and 6 | Building choice, autonomy and empowered professionalism | ||||
| Phase 5 Journey | Students focus on finding their unique musical ‘voice’, empowered by a strong ensemble culture & a commitment to curiosity & discovery in what they explore next. They apply and deepen their understanding of music through the big ideas within the context of KS4 qualifications, and produce professional quality recordings of their composition and performance work. | ||||
| Phase 6 Journey | Students continue to focus on finding their unique musical ‘voice’, working within the context of KS5 qualifications, which encourages engagement with a range of complex scores and producing professional quality recordings of their composition and performance work. Students are encouraged to push the boundaries of what music is and could be, taking their journey of exploring music through the big ideas into a new context of possibility and change. This is exhibited in their final A level outcomes. | ||||
Autumn term 1
Jolly music
How do we learn music together?
Autumn term 2
Singing
How can I share songs with my community?
FESTIVAL of LIGHT
FESTIVAL of LIGHT
Spring term 1
Jolly Music and percussion
How do we keep in time?
Chants and songs, finding the heartbeat
Spring term 2
Jolly Music and percussion
Pitch and Familiar songs
Percussion instruments
Summer term 1
Jolly Music and Ukulele
What is the ukulele?
Naming the parts, holding and strumming
Summer term 2
Jolly Music and Recorder
What is a recorder?
Holding and blowing the recorder
Autumn term 1
Jolly Music and drawing sound
How can we read and write different sounds?
Oscar and Friends
Autumn term 2
Integrating instruments and songs
When do I play my instrument?
FESTIVAL of LIGHT
Spring term 1
Controlling and conducting music
What are pulse, rhythm and tempo?
Spring term 2
Programme Music – Songs and stories
RECEPTION GIG
Summer term 1
Summer term 2
Recorder rhythms
How can I make a sweet sound on the recorder?
Simple tonguing patterns
Autumn term 1
Tuned Percussion
What is tuned percussion?
Pitch, notation and conversations
Autumn term 2
Tuned Percussion
How can instruments enhance a performance?
FESTIVAL of LIGHT
Spring term 1
Ukulele Fingers
How can I play more tunes?
Learning LH fingers and how to change the pitch; good positioning
Spring term 2
Music Tech intro
How can I make music using computers?
Chrome MusicLab and creating creatures for carnival of the animals
Summer term 1
Recorder left hand
How can I play simple melodies on the recorder?
Left hand melodies and reading notation
Summer term 2
Composition project
What can I learn from famous composers?
(LSO/pictures at an exhibition)
Using instruments to create group compositions
Autumn term 1
Ukulele Chords
What is a chord and how do I play one?
Chord detectives and ukulele tab
Autumn term 2
Ukulele Songwriting
How can we turn a poem into a song?
FESTIVAL of LIGHT
Spring term 1
Recorder right hand
How can I play harder melodies on the recorder?
Right hand melodies and reading notation
Spring term 2
Tuned Percussion
How do we choose notes to go together?
Scales and chords and ostinato compositions
Summer term 1
S21 Songbook Project
Which songs represent our community?
Carnegie Hall interactive singing
Collecting songs from our community
Summer term 2
S21 Songbook Project
How can we share our music?
Preparing our community songs for publication and performance
Autumn term 1
Recorder Recap
What makes me more fluent when I play?
Listening for mistakes. Learning to practice!
Autumn term 2
Recorder Rounds
How can I use rounds to play in harmony?
Keeping track of your part and playing in time.
FESTIVAL of LIGHT
Spring term 1
Music Theatre
How does a show come together?
Focus and energy in songs and storytelling
Spring term 2
Music Theatre
How does a show come together?
Learning songs and script
Summer term 1
Music Theatre
How does a show come together?
Blocking and creating scenes and props
Summer term 2
Music Theatre
How does a show come together?
Performance and reflection
Autumn term 1
Intro to Samba
What is Samba Batacuda?
Learning Samba Reggae or Samba Funk
Autumn term 2
Samba and protest
How do people use music to say something important?
Creating our own polyphonic piece
FESTIVAL of LIGHT
Spring term 1
Band Project
How can we become a music ensemble?
Learning about different instrumental groups
Building on the essentials of playing together
Spring term 2
Band Project
How can we create our own sound?
Graphic scores and soundpainting
Summer term 1
Band Project
How can we prepare for our first ensemble performance?
Focus on practice and reading notation
Summer term 2
Band Project
How can we prepare for our first ensemble performance?
Focus on
GALA PERFORMANCE
Autumn term 1
Band Project
How does film music tell a story?
Developing playing techniques
Autumn term 2
Band Project
How does film music tell a story?
(Tech composition project?)
FESTIVAL of LIGHT
Spring term 1
Band Project
How can we create a small ensemble sound?
Transferring ensemble techniques
Spring term 2
Band Project
What makes a great ensemble performance?
TEA PARTY RECITAL
Summer term 1
Band Project
How can we showcase our skills?
Summer term 2
Band Project
How can we showcase our skills?
GALA PERFORMANCE
Autumn term 1
How do I (re) find my voice?
Autumn term 2
How do I (re) find my voice?
Spring term 1
How do you write a number 1 hit?
Spring term 2
How do you write a number 1 hit?
Summer term 1
How can we use the Blues to tell people’s stories? Whose stories need telling?
Summer term 2
How can we use the Blues to tell people’s stories? Whose stories need telling?
Autumn term 1
What could a School21 ‘Homecoming’ Performance Look Like?
Autumn term 2
What could a School21 ‘Homecoming’ Performance Look Like?
Spring term 1
What makes a music icon?
Spring term 2
What makes a music icon?
Summer term 1
How does music & film work together?
Summer term 2
How does music & film work together?
Autumn term 1
How did Hip-Hop change the world?
Autumn term 2
How did Hip-Hop change the world?
Spring term 1
Battle of the Bands
Spring term 2
Battle of the Bands
Summer term 1
How do you write music that makes people want to dance?
Summer term 2
How do you write music that makes people want to dance?
Autumn term 1
GCSE:
Conventions of Pop Music
Autumn term 2
GCSE:
Conventions of Pop Music
Spring term 1
GCSE:
Film Music & The Concerto Through Time
Spring term 2
GCSE:
Film Music & The Concerto Through Time
Summer term 1
GCSE:
Rhythms of the World
Summer term 2
GCSE:
Rhythms of the World
Autumn term 1
GCSE:
Rhythms of the World Part 2 & Coursework- How do we maximise our potential in our GCSE music coursework?
Autumn term 2
GCSE:
Rhythms of the World Part 2 & Coursework- How do we maximise our potential in our GCSE music coursework?
Spring term 1
GCSE:
GCSE Music Coursework Unit
Spring term 2
GCSE:
GCSE Music Coursework Unit
Summer term 1
Summer term 2
School 21,
Pitchford Street,
Stratford,
London,
E15 4RZ
Big Education Trust,
Sugar House Lane,
Stratford,
London,
E15 2QS