Music

Curriculum Intent

Music is a universal language that is heard all around us; it is the soundtrack to our lives and has the ability to add an extra dimension to any situation. It has the power to develop pupils emotionally as well as being proven to enhance academic development. The music curriculum at Corpus Christi is creative, collaborative, celebratory and challenging. It is designed to engage and inspire pupils and its overarching aim is to develop breadth of knowledge, skill and personal development. Music at Corpus Christi is designed to bring pupils together and allows pupils to express themselves and connect with people from a variety of backgrounds. Through practical group work pupils are encouraged to use and develop personal transferable life skills such as communication, teamwork, self-motivation, and organisation, that will enrich their lives no matter what their chosen pathway. They are also encouraged to develop problem solving techniques and resilience as well as developing physical dexterity and co-ordination. The curriculum at Corpus Christi is inclusive and accessible for everyone to be actively involved irrelevant of prior learning, background, or extra-curricular involvement. The combination of a diverse, quality-focused curriculum, and a rich extra-curricular culture arms pupils with a growth-based mindset. This gives pupils the opportunity to grow in confidence, creativity, and sense of achievement and enjoy social, emotional, and mental health benefits that come from a genuine enjoyment and love for music.

At Corpus Christi we are not solely striving to teach music to encourage pupils to go on to study music at further education, but also to develop a genuine love of music making. If our music making experiences encourage pupils at some point in their life to go and join a community ensemble, which will in turn give them social opportunities, or supports them in developing a hobby that improves their mental health or helps develop their confidence and self-belief then our intent is successful. Even though a career within the Music Industry may be the goal for some pupils, this is not the goal for other pupils, yet music can still contribute to their both their academic success and overall wellbeing.

Aims

The national curriculum for music aims to ensure that all pupils:

Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
Learn to sing and use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
Understand and explore how music is created, produced, and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Taking this into consideration, the music department at Corpus Christi believes pupils should meet these aims and explore their creativity through a variety of engaging, practical topics that have equal focus on knowledge, skill, analysis, and personal development. Our aim is for pupils to want to get involved, want to set themselves high expectations to succeed and engage in musical experiences they may not elsewhere get the opportunity to engage with. Our aim is to spark pupils’ interest, develop inquisitive, creative minds and give pupils the confidence to continue to explore breadth of music knowledge and skill well into their future.

Subject Content Key Stage 3

Pupils should consolidate and extended their knowledge and skills across a range of different musical settings. They will develop their theoretical music knowledge as well developing musical performance skills. Pupils should develop their teamwork and communication skills through ensemble music making and will have the opportunity to work both in small groups and as a whole class. Pupils will explore, compose, and perform music from different historical periods, genres, styles, and traditions (some of which include African Drumming, Samba, Blues, British Rock & Pop music, Rap and the Classical Orchestra). They will learn to play a variety of instruments, including keyboards, djembes, ukuleles, samba instruments, tuned percussion and their voices. Pupils will have the opportunity to use traditional acoustic instruments as well as exploring the use of music technology to create, record, and produce music. They should develop their understanding of the bigger picture of the music industry and how music is heard all around us. Pupils should develop their ability to be critical thinkers and be reflective practitioners of their own, and their peers, work. They should develop their ability to identify their own strengths and areas to develop from a given success criteria.

Pupils should be taught:

Knowledge – develop their theoretical musical knowledge including:

How to read and write music using staff notation.
How to follow expressive musical performance directions on sheet music.
How to read chord charts.
Key tier 3 terminology that overarches every scheme of work including the elements of music (rhythm, pulse, structure, timbre, texture and dynamics).
Context, origin and key features of a variety of genres and cultures including; African Drumming, Reggae, The Blues and Samba music.

Skills – develop their performance skills including:

Ability to keep a steady pulse and perform in time with other pupils.
Ability to apply theoretical knowledge of reading music to a practical, instrument-based task.
Ability to develop specific instrumental playing techniques. For example, finding notes on a keyboard, using the correct fingers, finding chords on the fretboard of a ukulele, developing strumming patterns, performing with correct technique on a djembe.
Ability to apply understanding of the elements of music to enhance a performance.
Ability to use transferable life skills to offer creative ideas to group work, have high expectations and self-motivate in order to use rehearsal time wisely.

Analysis and reflection – develop their ability to analyse and reflecting including:

Ability to offer creative ideas during group work and being able to make decisions.
Ability to offer constructive feedback to others based on a success criteria.
Ability to have own high expectations, resilience and own desire to succeed.
Ability to provide continuous formative self-reflection – analysing own progress by identifying own strengths and areas for development throughout the topic.
Providing summative end of topic self-reflection – analysing own progress by identifying own strengths and areas for development at the end of the topic and reflecting again both their own starting points and the given success criteria.

KS3 Overview

Year 7

Using Your Voice

To understand what pulse is
To know why it is important to warm up your voice
To sit or stand with good posture when singing
To understand how to breathe and use the diaphragm
To perform with good diction and projection
To perform as part of an ensemble with a steady pulse

Rhythm and Pulse… Stomp-style!

To understand the difference between rhythm and pulse
To understand the difference between note and beat
To be able to read and write note length durations
To be able to compose a 4 beat rhythm
To keep in time with a group, even during polyrhythms
To include changes of timbre
To include changes in dynamics
To organise the structure of a performance

African Drumming

To hold the djembe correctly
To play 2 different sounds on the djembe
To include both call & response and polyrhythms in a performance
To keep in time with a group, even during polyrhythms
To include changes in dynamics
To organise the structure of a performance

Pitch and Keyboard Skills

To understand how to read the pitch of notes on a stave
To know how to find notes on a keyboard
To understand the difference between melody & accompaniment
To play melody & accompaniment on keyboard with a partner
To perform fluently on keyboard with a steady pulse.

Instruments of the Orchestra

To know the 4 families of instruments in an orchestra
To recognise some of the instruments in an orchestra
To understand the role of a conductor
Ro improve ability to read treble clef notes on a stave
To understand how to read bass clef notes on a stave
To perform as part of an ensemble with a steady pulse

Year 8

Let’s Samba!

To understand the context of Samba music
To recognise Samba instruments by look and sound
To include all 3 sections in a Samba performance; Call & Response, Main Groove and Break.
To keep in time during a group performance, especially during polyrhythms
To include changes in dynamics
To organise the structure of a performance

Syncopate

To be able to read music notation on a stave
To understand what syncopation is
To perform on a tuned percussion instrument with correct technique
To perform with a steady pulse, even during polyrhythms
To include changes in dynamics
To organise the strcture of a performance

The Blues

To understand where Blues music originated from
To play the 12-bar blues chord progression
To play the ‘Downbeat Blues’ melody on keyboard
To perform in time with a backing track
To add improvisation to performance
To add changes of dynamics to performance
To use Garageband to record and finalise performance

Ukulele and the 4-chord trick

To be able to read ukulele chord charts
To hold a ukulele correctly
To strum a ukulele with correct technique and follow strumming patterns
To be able to play 4 chords: Am, F, C and G
To be able to play 6 chords on the ukulele; C, Am, F, G, D Em
To perform in time with a backing track

Year 9

African Music- The Next Step

To be able to read music notation on a stave
To understand what syncopation is
To be able to find notes on tuned percussion instruments
To understand the difference between melody and accompaniment
To perform as part of a percussion performance with correct technique
To keep in time with a group, even during polyrhythms
To add changes of dynamics to performance
To organise the structure of a performance

Reggae Release

To understand the key features of Reggae music
To develop ability to read notation on a stave
To perform Buffalo Soldier melody on the keyboard
To play a Reggae accompaniment on keyboard
To add changes of dynamics to performance
To perform with a steady pulse in time with a backing track
To use Garageband to record and finalise performance

Music for Film

To understand the purpose of film music
To understand the difference between diegetic and non-diegetic music
To compose a leitmotif on keyboard to fit with a character
To choose appropriate tracks for accompaniment tracks to fit with the scene
To match the soundtrack to specific moments in the scene
To successfully layer tracks and change the texture
To include changes of dynamics within soundtrack

The Rise of British Rock and Pop

To understand key features of music from each decade between 1950 and 1990.
To understand what Britpop is
To understand, and recognise, the main instruments used in popular music and the roles of the instruments
To understand how to read chord charts for ukulele
To perform an accompaniment on ukulele in time with a backing track

KS4 Overview

Year 10

Year 10
Term 1	Introduction – Pupils develop understanding on basic theory including reading music notation, performance techniques, musical elements – Pupils learn about compositional techniques including melody writing, choosing key signatures and tonality, composing chord progressions, building chords, organising structures, exploring texture, – harmony and dynamics. – Introducing Soundtrap software – Mock Unit 2 composition; responding to a brief. Unit 2 (Creating) – Task 1 (creative brief). – Exam board brief released, and composition ideas explored – Initial ideas for composition researched and task 1 planning takes place – Begin Unit 2 Task 2 (development log) – Initial compositional ideas started – Logbook updated throughout the composition process – Milestone 1 and Milestone 2 take place with a chance to showcase composition so far and receive peer and teacher feedback
Term 2	Unit 2 (Creating) – Pupils continue composing and developing compositions. – Milestone 3 completed as a chance to showcase progress with composition and receive peer and teacher feedback – Pupils continue Task 2 (development log) – update logbook throughout process – Pupils complete composition prepares for Task 3 (presentation) – Pupils deliver their presentations – introduction of composition and how the brief has been met. Time to showcase final composition and receive feedback. – Task 4 (evaluation). A time to analyse and evaluate the whole composition progress from initial ideas, through to final composition. Pupils’ complete self-reflection as well as responding to feedback.
Term 3	Unit 1 (Performing) – Initial introduction to performance unit and a whole class performance. – Exam board brief is released, and performance ideas explored. – Exploration into different pieces that could be chosen for performance, including a range of styles and difficulty level. Pupils explore what would be appropriate for their performance. – Once pieces chosen, pupils research and plan for Task 1a and 1b – initial context of pieces and then how this will influence and impact their performance – Pupils learn about different types of rehearsal, and how to complete a rehearsal schedule, and complete Task 2 – Milestone 1 takes place to show their starting point on chosen performance pieces – Pupils start their rehearsal process, both in curriculum lessons, in their instrumental lessons and during practise at home, and complete their Task 3 logbook throughout the process.

Year 11

Year 11
Term 1	Unit 1 (Performing) – Pupils continue practise their performance pieces and completing their Task 3 logbook to show their journey. – Milestones 2 and 3 take place as an opportunity to practise their performance to an audience and receive peer and teacher feedback. – Pupils complete their final Task 4 performance and receive final feedback. – Task 5 (evaluation) takes place to analyse and evaluate the whole process from first starting to learn their piece, through to final performance. It includes development of specific instrument technical skills, performance techniques and effectiveness of the rehearsal process. Pupils’ complete self-reflection as well as responding to feedback. Unit 3 (Performing Arts in Practice) – planning an event – Pre-learning for this unit includes learning about different job roles in the music industry (including non-performing job roles). It also includes learning about different types of venues and methods of promotion. All of these linked to target audience and appropriateness to style of music.
Term 2	Unit 3 (Performing Arts in Practice) – planning an event – Exam board brief released, and event ideas explored – Discuss the brief in general terms, and how this could affect the outcomes. – Pupils create initial ideas for proposal and complete Task 1 – Pupils explore logistics and planning of event in more detail to complete Task 2 – Pupils learn about budgeting, costs required to put on an event, resources required, and personnel required (linking back to pre-learning) and then complete Task 3 – Pupils use information from pre-learning linked back to promotion and analyse advantages and disadvantages of different methods of promotion. They make decisions linked to their event and complete Task 4. – Pupils recall knowledge from Unit 2 and create composition ‘demo’ tracks to support their event pitch. Compositions must use all skill and knowledge learnt from Unit 2 even though they are not full-length pieces of music. These practical examples are Task 5. – Task 6 = The Pitch. Pupils look at examples of other pitches and analyse effectiveness. They create resources for their pitch including information created in Tasks 1 – 4. Pupils deliver their pitch to a panel and receive feedback.
Term 3	Unit 3 (Performing Arts in Practice) – planning an event – Task 7 (evaluation) takes place to analyse and evaluate the whole process and the effectiveness of their creative idea linked to the brief. Pupils’ complete self-reflection as well as responding to feedback.

Reading

Reading opportunities must be set in line with the schools reading strategy (CARE). The music curriculum supports reading in the curriculum in a variety of ways the use of (and teacher modelling of) tier 3 vocabulary, an opportunity for pupils to be read to (for example when sharing unit learning outcomes or musical context), a differentiated consideration of reading ages when supplying resources and giving pupils the opportunity to read after expectations have been shared through modelling. The music curriculum also has high expectations that pupils answer questions in full sentences wherever appropriate, and pupils have the opportunity to have a second opportunity to answer a question once content of the answer is secure. A large part of reading in the music curriculum is in the form of reading music notation, a language in its own right. Pupils learn how to read this universal language and apply this knowledge to both practical tasks and knowledge checks. Pupils also learn how to read musical performance directions and expression in the form of musical symbols or Italian music terminology. Pupils are in mixed ability groups in music, so many strategies may need to be implemented for differentiation.

Assessment

At Corpus Christi, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. Subsequently, this will allow teachers to measure the progress made by pupils through the curriculum, in relation to learning outcomes set out in schemes of work. In measuring the extent to which pupils have acquired knowledge and a secure understanding, teachers will be able identify gaps in learning, to inform future teaching and planned interventions.

In the music department the Head of Music has a clear, shared rationale and ensures that assessments are checked and verified with their line manager. The Head of Music also ensures that there is a clear and shared rationale for the awarding of progress grades. This incorporates the use of formative assessment, enabling teachers to use their daily feedback through questioning, monitoring and marking, to inform decisions related to progress grades.

At Corpus Christi, all assessments in music are suitably challenging whilst meeting the needs of all pupils. In the music department suitable points for summative assessment are chosen by the Head of Music ensuring that they are embedded into the planned curriculum. As pupils are taught in mixed ability groups, adaptive teaching is essential to ensure that all pupils can demonstrate their understanding and can make outstanding progress through the curriculum.

The schemes of work allow teachers to frequently monitor pupil’s progression internally within the department, because pupils must demonstrate their learning and understanding in a practical way most lessons. Advantageously, this provides the teacher with a clear measurement of pupil achievement and their ability to perform, make and respond in relation to the progress pathway criteria and/or the KS4 mark scheme. Frequent monitoring will inform teacher planning or intervention strategies that need to be implemented so that pupils progress.

Assessment and self- evaluation during KS3 and 4 will be fluid as our pupils will be encouraged to become reflective practitioners. Self-reflection is taught in amongst the schemes of work and will allow pupils to observe modelled teacher reflection as well as give them opportunities to coach their peers in a constructively similar way. This will be overseen by the class teacher and modelled so that pupils can self-assess productively. Teacher assessment will inform planning in the curriculum and assessment cycles

In KS3 music pupils are assessed on both skill and knowledge for each topic and assessment is both formative and summative. Pupils are formatively assessed on their progress throughout the topic during practical work as well as through questioning and knowledge recap. For summative assessment, practical work builds to an end point (either a live performance or digital submission) and pupils complete a knowledge check test and reflection. The knowledge check test includes knowledge from the current topic as well as any previous topic and overarching musical theory knowledge previously covered.

When it comes to whole school data reporting, the school progress grade (1-4) is given based on a holistic approach from all topics completed so far that year. It considers practical attainment as well as pupil starting points therefore represents progress made to date.

Curriculum Impact

Peripatetic instrumental lessons are offered through Lancashire Music Service on a variety of instruments including piano, guitar, woodwind, string, singing and drums. Uptake of lessons is currently at its highest since 2014-15, with pupils having over 70 lessons each week.

The options process in Year 9 has seen an increase in pupils opting for music in KS4. Music now offers the Eduqas Technical Award in Performing Arts (Music Strand), which allows pupils to be creative in performing, composing and pitching ideas and allows them to research and document their journey through reflective written controlled assessment tasks throughout the 2-year course.

Uptake in extra-curricular music opportunities has increased. Pupils are involved in a wide range of activities including:

Choir (who also perform in whole school events and celebrations of Mass)
Weekly afterschool Mass (in collaboration with the Chaplaincy team)
Music Technology Club
KS4 Coursework Sessions
Seasonal Samba Band rehearsal leading up to Sports Day
Performing Arts Club (joint activity with Drama, who work together to put on the annual school show)

Music at KS3 offers an engaging and exciting curriculum that includes different cultures and styles. Pupils have the opportunity to use a wide range of instruments and equipment including:

A class set of djembes (African Drums)
A class set of ukuleles
A Samba band set
High quality keyboards
Mac computers and Garageband

Development Plan Summary

Overview

Detail	Information
Academic year that this summary covers	2024-2025
Date this summary was published	September 2024
Date this summary will be reviewed	July 2025
Name of the school music lead	Mrs S Parker
Name of school leadership team member with responsibility for music (if different)	Mrs S Botes
Name of local music hub	Lancashire Music Hub
Name of other music education organisation(s) (if partnership in place)	N/A

Part A: Curriculum Music

The music curriculum at Corpus Christi Catholic High School meets the key features of high-quality school provision as outlined in the National Plan for Music Education (June 2022): A National Plan for Music Education.

Pupils in KS3 receive 1 hour per week of classroom music teaching as well as various extra-curricular music opportunities. The music curriculum is creative, collaborative, celebratory and challenging. It is designed to engage and inspire pupils, and its overarching aim is to develop breadth of knowledge, skill and personal development. The curriculum at Corpus Christi is inclusive and accessible for everyone to be actively involved irrelevant of prior learning, background, or extra-curricular involvement. The combination of a diverse, quality-focused curriculum, and a rich extra-curricular culture arms pupils with a growth-based mindset. This gives pupils the opportunity to grow in confidence, creativity, and sense of achievement and benefit from social, emotional, and mental health benefits that comes from a genuine enjoyment and love for music. Pupils explore, compose, and perform music from different historical periods, genres, styles, and traditions (some of which include African Drumming, Samba, Blues, British Rock & Pop music, Rap and the Classical Orchestra). They learn to play a variety of instruments, including keyboards, djembes, ukuleles, samba instruments, tuned percussion and their voices. Pupils use traditional acoustic instruments as well as exploring the use of music technology to create, record, and produce music. They develop their understanding of the bigger picture of the music industry and how music is heard all around us as well as develop their ability to be critical thinkers and be reflective practitioners of their own, and their peers, work. Further detail about the KS3 Overview can be found here: Music at Corpus Christi Catholic High School.

We have excellent provision for pupils with SEND and encompass adaptive teaching strategies to ensure all pupils can engage with our accessible curriculum. In music, pupils are taught in mixed ability sets and are given different levels of support. Pupils Passports are used to ensure that all pupils receive the support they need, in line with their whole-school provision. Seating plans support lower ability learners and resources are scaffolded as appropriate. Demonstrations and visual resources support pupils with SEND and whose understanding of spoken English is limited. Further information about the schools exemplary systems for the inclusion of pupils with SEND can be found here: Corpus Christi Curriculum Overview.

At KS4 pupils receive 6 hours per fortnight when music is one of their chosen option subjects. The open options process allows all pupils to choose from the complete range of subjects, guaranteeing the curriculum is not narrowed for any pupils and providing a programme of study which prepares them for the next stage of their lives. At KS4 in music we offer the Eduqas L1/2 Technical Award in Performing Arts, following the music strand. This allows pupils to be creative in performing, composing and delivering ideas and allows them to research and document their journey through reflective written controlled assessment tasks. Further detail about the KS4 Overview can be found here: Music at Corpus Christi Catholic High School.

Part B: Co-curricular music

The music department at Corpus Christi offers a wide range of extra-curricular activities including Liturgical Choir, Rock Choir, Orchestra, Tuned Percussion Group, Music Technology Club, Singing at Holy Mass and Performing Arts Club. All extra-curricular clubs are open to all year groups and are free of charge. Extra-curricular activities are regularly promoted and always welcome new members.

As well as a well-equipment music classroom, the music department also has a large practice room as well as 3 other spaces for individual practise. Pupils have access to use a wide range of instruments and equipment, including Mac Computers and GarageBand as well as a large range of instruments.

Peripatetic instrumental lessons are offered to all pupils through Lancashire Music Hub on a large variety of instruments including piano, guitar, woodwind, string, voice and drums. Pupils can choose to have lessons individually or as part of a pair or small group. All instrument lessons are subsidised by the school, and further subsidy is given to pupils who are entitled to Free School Meals. Pupils who choose music as an option subject at KS4 are entitled to one free instrument lesson per week. Instruments are available to loan to pupils who having instrument lessons, either from school stock or through Lancashire Music Hub.

Part C: Musical Experiences

There are opportunities for pupils to be involved in school performances at least once per term, whether this is performing at a Carol Concert at a local Church, Corpus Christi’s Got Talent during our annual Lent fundraising or our annual School Production in the summer term. For our school production, as well as pupils being part of the cast, pupils are also encouraged to be involved in backstage roles including making props, costume design, hair and makeup, lighting and sound and runners on performance nights.

There is also opportunity for pupils to perform in Mass and other Liturgical Events regularly throughout the year. This is either in a whole school setting once per term, or on a smaller scale in the school hall for voluntary Masses on Holy Days of Obligation. Pupils in the choir are also involved during Advent and Lent Assemblies to all year groups. All pupils are involved in singing practise in House Assemblies once per term. Pupils have opportunity to enjoy live performance throughout the year through theatre trips in partnership with the drama department, or during our school Liturgical events.

We have an excellent relationship with Lancashire Music Hub and peripatetic tutors also support our pupils through assisting with KS4 coursework, being on the panel for coursework performances and assisting with performance moderation. Our vocal peripatetic tutor is also involved working with cast members (both on an individual and whole cast basis) in the lead up to our annual school production. Some pupils also attend music service ensemble opportunities at Preston Music Centre such as the Encounter Voices choir.

Music is involved in worship twice daily for all pupils in the school. Both morning prayer and afternoon prayer includes listening to music. This music is versatile and can vary between reflective instrumental music, traditional vocal music and lively popular music from Catholic worship bands. The same music is played in all classrooms in the school at the same at these two points during the day. This music is sometimes vocal music that has been recorded by our Liturgical choir or staff members. The style of music is chosen in accordance with the Catholic calendar and to help familiarise pupils with specific music or songs in the lead up to school Liturgical events.

In the future

We are continuously working on improving and developing the opportunities available to pupils at Corpus Christi Catholic High School. We will continue to maintain our high-quality music provision and ensure we meet the requirements of the National Plan for Music Education. The KS3 and KS4 curriculum will continue to be under constant scrutiny to ensure it is fit for purpose, up to date and relevant and engaging for our pupils. We will continue to work closely with Lancashire Music Hub and aim to continue to improve pupil involvement in music service ensembles as well as in school extra-curricular opportunities. We aim to increase the opportunities for pupils to enjoy live performance by offering a more frequent and wider range of musical trips.

For further information regarding our Music curriculum please contact:
Mrs Parker, email: spkr@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.