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Subject Vision Statement: To provide a rich, equitable and challenging 4-18 music curriculum; authentically delivered, community centred and values driven.
| Ensemble | Exploring all music authentically 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 living well. | ||||
| Creativity | Pushing the boundaries of music making and celebrating self and group expression. | ||||
| Flow | Reaching a state of unconscious competence where the knowing of music is in you. | ||||
| 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. | ||||
School 21,
Pitchford Street,
Stratford,
London,
E15 4RZ
Big Education Trust,
Sugar House Lane,
Stratford,
London,
E15 2QS
