Music

Intent

At Academy 360, the intention of our music curriculum is to inspire all children to see themselves as musical and to develop a lifelong love and appreciation of music. We aim to nurture confident performers, composers and listeners by developing the knowledge, skills and understanding needed to engage with music meaningfully and creatively.

Our curriculum introduces pupils to a wide range of musical traditions from around the world and across generations. Through this, children learn to respect and celebrate diversity, promoting the British Values of mutual respect, tolerance, individual liberty and respect for different cultures and beliefs. Music also provides opportunities for pupils to work collaboratively, take responsibility and contribute positively, supporting democracy and the rule of law within a creative context.

We are committed to ensuring equality of access for all pupils, including those with SEND and disadvantaged pupils. Lessons are inclusive, adaptive and ambitious, enabling every child to succeed and thrive musically. High expectations are maintained for all learners, with appropriate support and challenge provided to ensure progress.

Oracy is embedded throughout our music curriculum using Voice 21 approaches. Pupils are encouraged to articulate ideas, reflect on their learning, evaluate performances and collaborate effectively through structured talk, discussion and performance opportunities.

Alongside musical development, our curriculum explicitly supports the Skills Builder framework. supporting success across the curriculum and in later life. In primary music, these skills are taught explicitly and reinforced through practical, collaborative and performance-based learning.

• Listening is developed as pupils listen carefully to music from a wide range of genres and cultures, follow instructions, respond to musical cues and evaluate the work of others.
• Speaking is embedded through Voice 21 approaches, with pupils discussing musical ideas, explaining choices, giving feedback and reflecting on performances using appropriate musical vocabulary.
• Teamwork is strengthened through ensemble work, group composition and shared performances, where pupils learn to cooperate, respect different viewpoints and contribute positively.
• Leadership is encouraged as pupils take on roles within group work, lead warm-ups, direct performances or support peers during rehearsals.
• Creativity is central to music learning, particularly through improvisation and composition, where pupils explore ideas, experiment with sound and make independent musical decisions.
• Problem solving is developed as pupils refine performances, adapt compositions, overcome technical challenges and make improvements based on feedback.
• Staying positive is fostered through rehearsal and performance, helping pupils build resilience, manage mistakes and develop confidence in performing in front of others.
• Aiming high is promoted by setting high expectations, encouraging pupils to improve their work, perform with confidence and take pride in their musical achievements.

Through regular opportunities to perform, compose, discuss and reflect, music provides a meaningful and engaging context in which pupils can practise and embed these essential life skills from an early age.

Skills and Knowledge

Through the music curriculum, pupils will:

• Sing and use their voices confidently, individually and as part of a group
• Create, improvise and compose music independently and collaboratively
• Use technology appropriately to support composing and performing
• Learn to play a range of tuned and untuned instruments
• Understand how music is created, produced and communicated
• Listen to, review and evaluate music from a range of historical periods, genres, styles and cultures
• Develop an appreciation of a wide range of musical styles, including Classical, Jazz, Hip Hop, Pop and Rock
• Use and understand musical language and apply musical features in their own work
• Make informed judgements about the quality and effectiveness of music
• Take part in performances that build confidence, resilience and a sense of achievement

Implementation

Academy 360’s music curriculum takes a holistic approach, weaving together the following strands to create engaging and meaningful learning experiences:

• Performing
• Listening
• Composing
• The history of music
• The interrelated dimensions of music

These strands are delivered through a spiral curriculum, ensuring that key skills and knowledge are revisited, reinforced and built upon over time. Pupils learn to sing fluently and expressively, play instruments accurately and with control, and use the interrelated dimensions of music — pitch, duration, tempo, timbre, structure, texture and dynamics — in their own compositions and improvisations.

Lessons are practical, inclusive and engaging, incorporating independent tasks, paired and group work, discussion, movement and performance. Cross-curricular links are made where appropriate to deepen learning and engagement. A range of adaptive strategies and differentiated guidance ensures lessons meet the needs of all learners, including SEND and disadvantaged pupils, while providing opportunities to stretch and challenge.

Knowledge organisers support pupils in building secure foundations of vocabulary and key facts. Oracy strategies from Voice 21 are embedded throughout, encouraging pupils to explain ideas, reflect on learning and give constructive feedback.

Beyond lessons, pupils benefit from weekly singing assemblies, termly performances, opportunities to work with music specialists, choir participation, after-school clubs and one-to-one instrumental lessons, further enriching their musical experiences.

Impact

The impact of Academy 360’s music curriculum is monitored through ongoing formative and summative assessment. By the time pupils leave primary school, they are equipped with the musical skills, confidence and enthusiasm needed to succeed in secondary education and to enjoy music throughout their lives.

As a result of our music curriculum, pupils will:

• Be confident performers, composers and listeners
• Show respect and appreciation for a wide range of musical styles and cultures
• Understand how music reflects social, historical and cultural contexts
• Use musical notation to support composing and performing
• Communicate ideas effectively using musical and spoken language
• Demonstrate enthusiasm for music and identify personal musical preferences
• Develop key Skills Builder skills that support learning, wellbeing and future success
• Meet the end of Key Stage expectations set out in the National Curriculum

Please see the link below to view the Music Curriculum Overview.
Music-Curriculum-Overview.pdf

mmc_progression_of_knowledge_skills_and_elements_years_1_6.pdf

mmc_musical_spotlight_descriptions.pdf

a360_music_development_plan.docx.pdf

Curriculum Intent – Music

At Academy 360 in Music, we aim to provide all students with knowledge of diverse musical traditions, theory, and performance skills, fostering cultural appreciation and creativity. Through focused literacy and oracy development, students enhance their ability to articulate musical ideas, analyse compositions, and engage in meaningful discussions. By engaging with musical vocabulary, reading notation, and responding to a wide range of texts about music, students also strengthen their wider literacy skills, supporting confident communication across the curriculum. Every student can gain confidence, resilience, and teamwork skills through practical music-making and performance opportunities. Music’s unique power to inspire, express, and connect ensures that our students will leave with lifelong skills that enrich their education and personal growth. 

We have organised our curriculum as a continuous learning journey that builds on the learning of KS2 and prepares pupils for life after A360 by developing their musical knowledge, creativity, and critical thinking skills. By equipping students with the ability to listen, analyse, and express themselves through music, we prepare them for a lifetime of musical appreciation and potential future study or careers in the creative industries. 

Our curriculum is structured around six threshold concepts that underpin all musical learning: Performing, Composing, Listening and Appraising, Musical Elements and Theory, Genres and Contexts, and Technology in Music. These concepts are introduced in accessible forms in Year 7 and revisited with increasing complexity each year. This approach ensures that students develop secure foundational knowledge, such as the basic elements of music, notation, and instrumental skills, before moving on to substantive knowledge about musical styles, traditions, techniques, and theoretical understanding. Over time, students also develop disciplinary knowledge, learning to think, rehearse, create, and evaluate like musicians. 

In Year 7, students are introduced to the musical elements, notation, and ensemble skills that allow them to access more complex performing, composing, and listening work in later years. They begin to understand how music is structured, how to use key vocabulary, and how to listen with increasing awareness.  

In Year 8, this foundation is deepened through the exploration of a wider range of genres, styles, and cultural influences. Students develop more confident performance and composition skills, apply theoretical knowledge to practical tasks, and begin to use music technology to create and refine musical ideas.  

By Year 9, students consolidate and extend their learning through more sophisticated compositional techniques, ensemble performance, improvisation, and critical listening. They explore contemporary, classical, and world music, strengthening their understanding of musical contexts and developing independence in using technology for composition and production. 

In Year 10, students begin the WJEC Vocational Award in Performing Arts (Music Pathway), applying their KS3 learning to advanced performance work, composition, and industry focused study. They explore genres and contexts in greater depth, refine their theoretical understanding, and use technology to support rehearsal, production, and coursework.  

Year 11 builds on this foundation, enabling students to refine their musicianship, compositional skills, and understanding of the music industry. They complete practical and written coursework, demonstrating mastery of the threshold concepts and preparing for further study or careers in the performing arts. 

Our pedagogical approach is grounded in research informed strategies that support long term learning. Lessons begin with retrieval activities that revisit prior learning, reinforce key vocabulary, and strengthen memory of musical elements, theory, and genre knowledge. Knowledge is embedded through a consistent cycle of teaching, practising, and applying. Teachers model performance techniques, compositional processes, theoretical concepts, and listening strategies before students practise these skills through guided rehearsal, structured composition tasks, and focused listening activities. Students then apply their learning independently through performance, creative composition, analytical writing, and the use of music technology. 

Assessment is continuous and purposeful. Formative assessment takes place through live verbal feedback during rehearsals and composition work, mini listening quizzes, vocabulary checks, and peer and self assessment. Summative assessment includes end of unit performance or composition tasks at KS3, written listening and appraising activities, and the externally moderated WJEC units at KS4. Assessment is used diagnostically to inform planning and ensure that all students make strong progress. 

Inclusion is central to our curriculum design. Every student is supported to succeed regardless of prior experience or ability. We provide scaffolded tasks, differentiated resources, accessible instrumental options, and the use of technology to support learners with additional needs. Clear modelling, chunked instructions, and personalised rehearsal support ensure that all students can participate fully in performance and composition work. Our curriculum celebrates diverse musical cultures, ensuring representation and relevance for all learners. 

Music connects meaningfully with many subjects across the curriculum. Students develop literacy skills through analytical writing and the use of musical vocabulary, mathematical understanding through rhythm and structure, historical awareness through the study of musical traditions, and performance skills that link closely with drama. Technology and ICT are embedded through digital composition and production, while PSHE themes such as confidence, resilience, teamwork, and emotional expression are naturally developed through practical music making. 

To ensure high quality delivery, we use a range of quality assurance processes, including lesson drop ins, learning walks, work reviews, and student voice activities. Departmental moderation ensures accuracy and fairness in assessment, while curriculum reviews help us evaluate sequencing, resources, and outcomes. These processes ensure that the curriculum intent is delivered effectively and that students receive a rich, ambitious, and inclusive music education. 

Contributing to our A360 Curriculum Intent in Music, we contribute to our whole school intent by: 

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

Students who are disadvantaged, including those with multiple barriers, are actively considered in curriculum planning and sequencing to ensure equitable access, targeted support, and the best possible outcomes for all. 

Core knowledge and skills are sequenced in small, manageable steps, with explicit modelling and repeated opportunities to revisit key concepts so no learner is left behind. Practical work is structured to ensure every student has access to instruments, technology, and high quality resources, and tasks are adapted so that all can succeed while still being challenged. Targeted support, such as scaffolded notation, vocabulary pre teaching, and flexible grouping, helps students build secure foundations. 

Literacy Skills

Students develop strong literacy skills within Child development through deliberate opportunities to read, write, speak, and listen using subject-specific vocabulary and language, enabling them to communicate and think critically with confidence. 

The music curriculum strengthens literacy by weaving reading, writing, speaking and listening into everyday learning. Students use subject specific vocabulary when analysing music, discussing ideas and evaluating their own work, helping them communicate clearly and think critically. Structured talk, focused listening and concise written tasks all support the development of confident, accurate musical language. 

Qualifications

Students leave our academy with excellent qualifications that give them a wide range of choices and opportunities as they move into the next stage of education and adult life.

Through practical experiences, technical skill development, and industry-focused learning, students gain valuable transferable skills such as teamwork, communication, and resilience.  

Strong Character

Students develop strong character traits that will support them to adapt and thrive in a rapidly changing world.

We provide students with a strong foundation in performance, composition, and music industry knowledge, promoting creativity, confidence, and critical thinking. Performance skills are developed through regular practical work using keyboards, drums, guitar, bass, and a wide range of percussion instruments, allowing students to rehearse and perform both individually and as part of an ensemble.

Composition is strengthened through creative tasks that use both instruments and digital tools such as Charanga and GarageBand, enabling students to experiment with musical ideas, structure their own pieces, and refine them using modern music making technology. As students move into KS4, they apply these skills to vocational briefs that mirror real world industry expectations, preparing and delivering performances or compositions in response to professional style scenarios.

Their understanding of the music industry is further enhanced through exploration of roles, responsibilities, production processes, and event planning, supported by opportunities to participate in our annual Christmas Concert and Summer Show. These experiences promote creativity, build confidence, and develop critical thinking as students learn to evaluate their own work, respond to feedback, and perform with increasing professionalism. 

Physical and Mental Health

Our students develop their physical and mental health, alongside their intellectual growth.

Our curriculum supports students’ coordination, breath control and fine motor skills through playing instruments and singing. Mentally, it can assist in reducing stress, promoting emotional expression and building resilience. This combined with the strengthening of cognitive abilities such as memory and problem solving contributes to overall academic success. 

Cultural Experiences and Opportunities

Students have access to high-quality cultural experiences and extra-curricular opportunities.

Students across all phases can take part in numerous extra-curricular activities such as the annual school production, vocal group and rock band. We have peripatetic music teachers who deliver lessons on drums, guitar, piano, violin and singing. We often engage with local organisations such as the Sunderland Music Hub and the Sunderland Empire to provide students with opportunities for cultural enrichment outside of the classroom. 

Careers Information

Students engage with high-quality careers information and guidance across all key stages.

Student learning, both inside and outside of the curriculum is linked to career opportunities. Partnerships with organisations such as the Sunderland Music Hub often provide students with opportunities to learn about specific careers within the music industry. 

British Values

Students have a highly developed understanding of the fundamental British Values of democracy, the rule of law, individual liberty, mutual respect and tolerance.

By integrating these values into lessons, performances and discussions, the curriculum helps students develop musical skills and a deeper understanding of British values in practice. For example, working as part of an ensemble encourages student voice, cooperation and appreciation of each member's contribution.  

Protected Characteristics

Students have a strong understanding and appreciation of all protected characteristics, including race, gender, religion, disability and sexual orientation.

Through inclusive repertoire choices, discussions on social and historical contexts, and opportunities for creative expression, the music curriculum can help students develop empathy, respect and a deeper appreciation of diversity. 

Click the link below to see our Secondary Music Curriculum

Music 5 Year Curriculum Map