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Music Curriculum Overview


Here at Southmoor Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success.  We want our students to enjoy the challenges that learning offers.

Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.


The music curriculum includes formal teaching through subject areas, instrumental lessons, assemblies and an extensive choice of diverse extracurricular activities.

We regularly review content to ensure we continue to meet our curriculum aims and provide every pupil with a music curriculumwhich:

  • Gives every student the opportunity to master an instrument
  • Inspires students with a diverse selection of musical styles to perform in.
  • Nurtures and develops soft skills such as independent learning, resilience, problem solving, work ethic, self-motivation etc.
  • Understand the theory of Music required to master an instrument.

The Music curriculum is planned to enable all students to develop skills in the following areas:

  • Performance
  • Composition
  • Music Theory
  • Stylistic analysis
  • Patience
  • Problem Solving

Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which support employers say are important in the workplace;

  • Resilience (Aiming High Staying Positive Learning from Mistakes)
  • Collaboration (Teamwork Leadership Communication)
  • Creativity (Originality, Problem Solving, Independent Study)

The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly within the Music curriculum and reinforced in the way in which the school operates.

Sequence and structure 

Our curriculum is split in to Key Stage 3 (Years 7, 8 & 9) and Key Stage 4 (Years 10 & 11).

  • KS5 Curriculum

    Our Key Stage 5 Curriculum:

    Click here to view the KS5 Music curriculum intent for 2022-2023.

    We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.

How does our Curriculum cater for students with SEND?

Southmoor Academy is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.

Specific approaches which are used within the curriculum areas include:

  • Seating to allow inclusion
  • Differentiation activities to stretch and support in all lessons
  • Resources are accessible
  • Displays and visual learning tools are used where necessary
  • Where appropriate support from additional adults is planned to scaffold students learning
  • Group work and discussion
  • Clear teacher/student communication
  • Feedback that allows students to make progress, whether written or verbal
  • Independent study/homework.
  • Intervention when required

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of Music, we;

  • Give all pupils an orchestral instrument as well as access to tuition free of charge from the day they start Year 7.
  • Offer an extensive and diverse range of extra-curricular activities.
  • Give all pupils the opportunity to see live orchestras and visit the West End, the Sage etc.
  • Work to identify barriers, interests and what might help each pupil make the next steps in learning.
  • Provide targeted support for under-performing pupils during lesson time, in addition to revision lessons and intervention outside school hours.
  • use strategies best suited to addressing individual needs
  • Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time
  • Provide students with revision materials to reduce financial burden on families  

How do we make sure that our curriculum is implemented effectively?

The Music curriculum leader is responsible for designing the Music curriculum and monitoring implementation.

The subject leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and also to shape future learning.

Assessments are checked for reliability within departments and across the Trust.

We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data. We also work closely with examination team leaders across trust to valid.

Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness

The Music curriculum has numerous links to future careers. Within lessons we aim to build employability skills such as the soft skills detailed above to enable pupils to transfer these when leaving school and looking for employment and future careers. We teach team work and the importance of clear communication, improving oral and written literacy skills and homework provides effective practice of research skills. As part of the whole school careers program, pupils are expected to implement the skills acquired during lessons to plan their own journey to an interview in London and abroad. Employment opportunities associated with Music and higher education opportunities are evident in lessons and we have a display board which promotes Music at our trust sixth form.

How do we make sure our curriculum is having the desired impact?

  • Examination results analysis and evaluation
  • Termly assessments-analysis and evaluation meetings
  • Lesson observations
  • Learning walks
  • Book scrutiny
  • Regular feedback from Teaching Staff during department meetings
  • Regular feedback from Middle Leaders during curriculum meetings
  • Pupil Surveys
  • Parental feedback
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