Music

Intent

The Directorate of Creative Arts joins together the artistic areas of Art, Media, Drama, Dance, Music, Photography and Textiles. We intend to offer students broad, varied and inspirational curriculum teaching, not only artistic skills but giving students means and methods to explore their creative ideas. Wherever they find themselves in the world, we want Tavistock College students to be able to access and contribute to the Arts and culture. At the heart of what we strive to do is a clear philosophy of the importance of arts education – not only for emerging artists but as a training ground for creativity.

The Creative Arts are vital to young people’s development. Their language is truly universal. Every culture explores its passions and fears through drama, dance, music and art. Regardless of gender, ability and belief, students respond intuitively to these modes of expression, and through them explore and communicate issues of morality and identity in a unique way, which enriches and personalities their education, enhancing their emotional intelligence. The social skills and complex problems solving acquired during creative group work decision making, delegation, adaptability, negotiation, listening to options and the justification of your own ideas are imperative to personal development, arguably all other subject areas and the rapidly changing environment of the workplace.

Further information

Key Stage 3

Year 7 and 8 Music

Music is taught for 1 hour per week across Years 7 and 8, forming a key part of our Performing Arts curriculum alongside Drama and Dance. Music follows similar themes and projects, allowing students to make meaningful connections across the three disciplines. This integrated approach reflects the collaborative nature of the performing arts industry and helps students develop as well-rounded performers.

What Students Learn

In Music, students explore a wide range of musical styles, instruments, and traditions through practical and creative activities. The curriculum is designed to build core musical skills in performance, composition, and listening, while also introducing students to music theory and technology.

Year 7 Topics:

• Rhythm and Stomp
• Instruments of the Orchestra
• Keyboard Skills through Medieval Music
• The Blues
• Guitar Riffs
• Pop Music Performance

Year 8 Topics:

• Musical Theatre
• Guitar Riffs 2
• Film Music
• Musical Futures Band Work
• Mozart and Classical Music

Students learn to read and write music, perform individually and in groups, and compose their own pieces using both traditional instruments and digital tools.

Opportunities and Progression

Over the 2 years, students will:

• Perform using voice, keyboard, guitar, and percussion
• Develop ensemble and solo performance skills
• Listen to and analyse music from different cultures and time periods
• Reflect on their own work and that of others

This foundation prepares students for further study in Music at Key Stage 4 and beyond, while also building confidence, creativity, and collaboration skills.

Year 9 Music

In Year 9, students deepen their musical understanding and begin to explore more advanced concepts in preparation for GCSE Music or other creative pathways. The curriculum balances practical music-making with critical listening and composition.

Curriculum Highlights

• Pachelbel’s Canon – Exploring harmony and variation
• Podcast Project – Combining music and media production
• Composition Skills – Creating original music using notation and technology
• Tango – Studying world music and dance rhythms
• Bronze Arts Award – A nationally recognised qualification that encourages independent arts practice and reflection

Music in Year 9 supports students in developing:

• Composing for different occasions and events
• Confidence in performance and presentation
• Critical thinking and self-evaluation
• Technical skills in music production and composition

These experiences not only prepare students for GCSE Music but also equip them with transferable skills valuable in many academic and professional contexts.

Key Stage 4

Students are taught through practical exploration, performing music, composing original pieces, listening to and analysing a wide range of musical styles, sharing and discussing musical ideas, watching live and recorded performances, using music technology, reflecting on their own work and that of others, researching composers and genres, experimenting with musical elements, and developing their own musical voice.

The Eduqas GCSE Music course has been chosen as it offers a clear and balanced progression to KS5 Music and Music Technology, while providing a wide range of practical and creative opportunities. It is academically rigorous and encourages personal expression and musical development.

The exam board areas are as follows:

Component 1 – Performing (30%)
You will perform as a soloist and as part of an ensemble. Performances are recorded and assessed for accuracy, expression, and interpretation. You will develop confidence, technical control, and musical communication.

Component 2 – Composing (30%)
You will compose two original pieces of music: one to a set brief and one free composition. You will explore different styles, structures, and techniques, using both traditional and digital tools to bring your ideas to life.

Component 3 – Appraising (40%)
You will study four areas of music: Musical Forms and Devices, Music for Ensemble, Film Music, and Popular Music. You will listen to and analyse a wide range of music, including two set works, and develop your understanding of musical elements, context, and vocabulary.

Key Stage 5

The Level 3 RSL Subsidiary Diploma in Music Practitioners (Business Pathway) has been designed to reflect the dynamic and evolving nature of the music industry. This qualification prepares students for the demands of higher education, professional training, or direct entry into the creative industries. It is ideal for students who are passionate about music performance, production, and the business of music, and who want to develop a broad and practical skill set.

Developed in collaboration with industry professionals, the course focuses on real-world scenarios and project-based learning. Students will take ownership of their creative development, refine their technical and performance skills, and gain valuable insight into the commercial and entrepreneurial aspects of the music sector.

This course complements a KS4 programme that includes vocational qualifications or A Levels and supports progression into music-related careers or further study.

Units studied include:

• Unit 349 – Planning a Career in Music
  Explore the pathways available in the music industry and develop a personalised career plan. This unit supports students in aligning their learning with long-term goals and understanding how to navigate the professional landscape.
• Unit 359 – Live Music Performance
  Refine your skills as a live performer by taking full responsibility for the planning, rehearsal, and delivery of a live music set. Perform to an audience and use feedback to inform your development as a confident and expressive musician.
• Unit 370 – Studio Sound Recording
  Gain hands-on experience in a professional studio environment. Learn how to plan and produce a multi-track recording using overdubbing techniques, while managing the technical and creative aspects of the recording process.
• Unit 363 – Session Musician
  Develop the versatility and professionalism required to work as a session musician. Perform in a range of styles and settings, both live and in the studio, and build the skills needed to adapt quickly and collaborate effectively.
• Unit 316 – Understanding Musical Styles
  Analyse the development of musical genres through historical, cultural, and socio-economic lenses. This unit deepens students’ understanding of how music reflects and shapes the world around us.
• Unit 389 – Music Promotion and Event Management (External Unit)
  Plan, promote, and deliver a live music event. This unit provides a practical insight into the business side of the industry, from budgeting and logistics to marketing and audience engagement.

Curriculum Plans

 

Curriculum time allocation

KS3 - 1 hour a fortnight

KS4 - 6 hours a fortnight (option)

KS5 - 10 hours a fortnight (option)

SEND Learner Experience in Music

In the Creative Arts we are very proud to offer an inclusive and accessible curriculum that ensures students with the full range of Special Educational Needs and Disabilities (SEND) can fully participate and succeed across all our subjects. All students access the Key Stage 3 curriculum, and many go on to study subjects at Level 2 and Level 3, gaining valuable qualifications and recognition for their achievements. Our commitment to inclusion extends beyond the classroom—students with SEND are actively involved in a wide range of enriching experiences; you will find our SEND equally with their peers, on local and national trips and visits, workshops with professional practitioners, on stage and backstage in shows and concerts, and sharing their work in exhibitions. These opportunities help to build confidence, broaden horizons, and celebrate the talents of every learner.

Planning

In Creative Arts we are committed to supporting students with Special Educational Needs and Disabilities (SEND) through a structured and inclusive approach embedded across all key stages. Every scheme of work includes built-in scaffolding—such as step-by-step guides—to ensure accessibility for all learners. Individual Learning Plans (ILPs) and Education, Health and Care Plans (EHCPs) are carefully read by all staff and directly inform the development of Class Plans, which are created at the start of each academic year and reviewed termly. These plans outline the specific strategies used to support students in lessons and ensure that reasonable adjustments are made where necessary. Regular SEND briefings provide staff with ongoing professional development and up-to-date information to enhance planning and delivery. Additionally, AD (Academic Director) meetings are used to monitor and support the progress of students with SEND. Our Anchor cohort follows the mainstream Creative Arts curriculum with tailored scaffolding and support to meet their individual needs. Literacy development is a key focus, supported through tools such as word banks, CRESS sentence starters, differentiated and verbal feedback, and subject-specific scaffolding documents, particularly in Key Stages 4 and 5. This consistent and thoughtful approach ensures that all students, regardless of their needs, are given the opportunity to thrive.

Before each lesson

Staff make regular use of updates from Arbor to stay informed about student needs, behaviour and wellbeing. These updates are carefully reviewed and, where relevant, used to update Class Plans to ensure that support strategies remain current and effective. Seating plans and groupings are also an important part of our classroom management and are tailored to meet the needs of individual students providing structure and routine in our non-traditional classroom and studio spaces. In Visual Arts (VA), specific seating arrangements are used to support learning, while in Performing Arts (PA), students are typically seated in register order at the start of the lesson but work in regularly changed groups. All seating plans/ groups are reviewed and adjusted regularly based on classroom dynamics, behaviour patterns, and individual student needs, ensuring a supportive and productive learning environment for all.

Entry routine

Students with SEND are welcomed into the classroom with the same warmth, positivity and familiar structures as all students. Staff use a consistent thresholding approach at the door, greeting each student personally to create a calm and welcoming start to the lesson. A retrieval task is provided at the beginning of each lesson to reinforce routines and expectations, helping students transition smoothly from outside the classroom into focused learning. Where necessary, specific adjustments—such as accessible seating for wheelchair users—are made to ensure all students feel comfortable and included. If a student with SEND is struggling, staff are proactive in offering support, whether through quick check ins, gentle encouragement, supportive seating and grouping, additional scaffolding, or tailored interventions, ensuring that every student feels safe, supported, and ready to learn.

During teaching

The Creative Arts spaces, classrooms and studios are thoughtfully designed to support students with SEND through both physical space and structured routines. Classrooms are kept open and consistent to accommodate physical needs and help students feel secure in familiar surroundings. A targeted menu of support allows staff dedicated time to read and act on student information, ensuring Class Plans are regularly updated. Assessment for Learning (AFL) is used similarly to mainstream teaching but with more specific, tailored feedback to guide student progress. The Framework for Learning provides a consistent structure across the curriculum, promoting clear routines and expectations that place all students on an equal footing. At each stage—thresholding, retrieval, guided practice, independent work, feedback, and exit routines—students with SEND receive appropriate scaffolding, such as sentence starters, targeted questioning, live marking, and verbal feedback. Teaching Assistants (TAs) are assigned to specific students with physical disabilities or are present in Anchor classes to provide additional support. Reasonable adjustments, such as modified questioning techniques, are made in line with students’ ILPs and EHCPs. Changes to routines or expectations are communicated calmly and in advance whenever possible. Our behaviour system is applied consistently, with flexibility to accommodate individual needs. Resources are scaffolded to ensure accessibility, and teacher circulation is used effectively to check understanding, offer 1:1 support, and model tasks. For our Anchor cohort, the mainstream curriculum is followed with additional scaffolding to ensure full access and engagement. This comprehensive approach ensures that every student with SEND is supported to thrive academically and emotionally.

After each lesson

Feedback (both verbal and written) plays a vital role in supporting students with SEND, and our approach is tailored to meet individual needs. Depending on the discreet subject, teachers use a combination of verbal and visual feedback to help students understand their progress and next steps. Marking is consistent and supportive, designed to reinforce learning and build confidence. Teachers actively plan for common misconceptions, which are addressed throughout lessons to ensure clarity and understanding. If concerns arise, staff communicate directly with the SEND team and/or parents via email or Arbor, ensuring timely and effective support. Teachers regularly reflect on student progress and review the Creative Arts curriculum frequently to ensure it remains appropriate and accessible for all learners. This ongoing cycle of feedback and adaptation ensures that students with SEND continue to receive the support they need to succeed.  

After each assessment

Feedback and assessment are key tools in supporting the progress of students with SEND. Creative Arts teachers use a range of feedback methods—including verbal, visual, modelled and written approaches—tailored to the subject and the individual needs of each student. This feedback is designed to be clear, supportive, and actionable, helping students understand their next steps and build confidence in their learning. Assessment information is regularly analysed to identify patterns, track progress, and highlight any areas where additional support may be needed. This data is then used to inform and adapt teaching strategies and provoke conversations with the support team for the students, ensuring that the curriculum remains accessible and appropriately challenging. Teachers review and adjust their planning termly, using assessment insights to tailor content, scaffold learning, and address any misconceptions. This responsive approach ensures that students with SEND receive the right support at the right time, enabling them to thrive in the classroom.

Reading and literacy in Music

Subject contact

Mr Joe Lambert

j.lambert@dmatschools.org.uk