Music
Music Curriculum Statement
What is our overarching curriculum intent, and what do we intend students to leave Bridgemary School with?
Our Music curriculum is designed to ensure all students “achieve more together,” in line with the TKAT ambition and the Bridgemary ethos of Be Kind, Work Hard, Be the Best Version of Yourself. We aim to develop the musical skills, creativity, and cultural awareness of every learner, enabling them to leave Bridgemary School as confident musicians who can perform, compose, and appraise a wide range of music.
Through a curriculum rich in diversity, practical experience, and digital music-making, students gain an understanding of music from different cultures, time periods, and traditions. As they progress, they develop curiosity about the wider world of music and build knowledge of the many careers within the music and creative industries.
Our intent is that every student leaves Bridgemary with:
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a strong foundation of musical knowledge and skills
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confidence in performance and creativity
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the ability to use digital tools for composition/sequencing
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resilience, teamwork, independence, and organisation
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an appreciation of music’s place in society, culture, and everyday life
What is the structural intent of the subject curriculum, & how is it sequenced so that students know and remember more?
Across the curriculum, knowledge is carefully sequenced so that students can build upon what they’ve previously learned. Declarative knowledge (facts, concepts, vocabulary) and procedural knowledge (practical instrumental skills, compositional techniques, digital audio workstation “DAW” proficiency) are interleaved across all key stages to ensure students know more, remember more, and can apply their learning in increasingly complex contexts.
Links across years are intentional:
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KS3 introduces and refines core skills.
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Music Technology units scaffold the digital composition skills required for GCSE.
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Performance and ensemble units steadily increase in challenge.
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Stylistic studies (Blues, Reggae, Film Music, Computer Games Music) not only develop practical skills but also directly support the OCR Areas of Study at KS4.
Facilitating knowledge — cultural, social, and historical context — is embedded throughout to enrich students’ understanding of music in the real world.
How do any school values and focuses influence or feed through the curriculum?
The Music curriculum directly supports our four whole-school aims:
1. Reading and Comprehension
Students are introduced to musical vocabulary with cross-curricular links from their first lesson and regularly read notation, lyrics, theory texts, and GCSE-style questions. This develops confidence in decoding specialist terminology.
2. Be Kind, Work Hard, Be the Best Version of Yourself
Practical music-making requires dedication, cooperation, mutual respect, responsibility, and commitment. Students learn to listen to one another, show kindness in feedback, and develop personal discipline in rehearsal and performance.
3. Knowing and Remembering More
Key concepts and musical elements such as pitch, rhythm, timbre, structure, and harmony are linked to prior knowledge and revisited across all units, developing and consolidating long-term understanding as students move through the school.
4. Appreciation of the Wider World
In line with the GCSE syllabus, the students study music from a diverse range of cultures and traditions, gaining a wider understanding of society, identity, and global creativity.
Across all learning, music enables students to develop essential life skills including teamwork, resilience, leadership, independence, confidence and self-expression.
Cross-Curricular Links
Music lessons at Bridgemary School integrate knowledge and skills from across the curriculum, creating meaningful connections with other subjects. Students explore mathematics through rhythm, metre, and timing; English through lyrics analysis, notation reading, and music vocabulary; and history and social studies through the study of musical styles, cultural contexts, and the historical development of genres. Technology and computing are embedded through the use of Digital Audio Workstations (DAWs) and music production software, while opportunities to work in ensembles support teamwork and leadership skills that are transferable across all areas of learning. These cross-curricular links reinforce knowledge retention, deepen understanding, and demonstrate the relevance of music in a wider academic and real-world context.
What is our intent to assess how well students access the curriculum and how the school intends to adapt the curriculum to close gaps in knowledge?
Formative and Summative Assessment
We assess students frequently to ensure that gaps in learning are identified and addressed quickly. Assessment includes:
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retrieval practice and vocabulary checks
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listening and appraising tasks
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practical performance reviews
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end-of-unit written and practical assessments
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cumulative assessments that measure long-term memory
KS3 Practical Assessment (DIRT Model)
Practical work at KS3 follows a two-stage assessment model:
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Performance “DIRT” (Direct Improvement and Reflection Time):
Students complete an initial performance, utilising self-reflection, structured peer and teacher feedback, to improve their work. -
Final Performance:
Students refine and present an improved performance, giving them the best opportunity to succeed and apply feedback effectively.
Homework
Homework focuses on:
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listening and appraising skills
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musical vocabulary
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knowledge retention and long-term understanding
These tasks prepare students for the analytical demands of GCSE Music.
The curriculum we intend to deliver to students at each Key Stage:
Keystage 3
Year 7
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Skill Building – foundational performance skills, rhythm work, introduction to notation and confidence building
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Keyboard Skills – performance-based module focusing on reading notation, hand coordination, simple melodies
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Pop/Rock Band Project – developing practical and ensemble skills for a performance-based module, on ukulele, guitar, keyboard and drums; pop repertoire.
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Music Technology (YuStudio) – introduction to music tech, studying beats, loops and layers. A composition project.
Year 8
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12 Bar Blues band project – a keyboard-based performance module, studying chord patterns, riffs, walking bass, improvisation and melody.
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Skills Development – strengthening musicianship and theory, multi-instrumental skills using guitars, vocals and drums, improving ensemble skills.
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Rock Project – ensemble performance of a popular rock song.
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Film Music & Music Tech (YuStudio) – a composition project of leitmotifs, sound effects and character themes, creating music to picture.
Year 9
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Reggae (Skill Builder) – off-beat rhythms, bass lines, stylistic features
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Reggae Band Project – applying stylistic knowledge and musical features to ensemble performance
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Computer Games Music (Music Tech) – a composition project adapting leitmotifs through development and manipulation of musical elements to compose to alter mood according to scenes, DAW skills
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J-Term: GCSE Music Preparation – skills audit, selecting an instrument to specialise in, introduction to OCR GCSE Music and “Rhythms of the World” (Samba/African Drumming/Steel pans)
GCSE Music (OCR)
KS4 lessons are divided into:
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Performance – instrumental/vocal technique and ensemble skills
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Composition – creative projects using instruments and DAWs
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Theory / Listening – OCR Areas of Study, analysis, exam preparation
The OCR GCSE includes:
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1 Solo Performance
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1 Ensemble Performance
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2 Compositions (one to a brief, one free)
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A Listening and Appraising Exam
Students study a wide range of musical styles, including:
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Rhythms of the World
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Film Music
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Conventions of Pop
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The Concerto Through Time
How does the co-curriculum enhance the curriculum?
Music at Bridgemary extends beyond the classroom. Students have access to:
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Keyboard Club
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Karaoke Club
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Vocal Ensemble
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Regular performance opportunities (concerts, showcases, assemblies)
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Workshops led by professional musicians
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Trips to live performances and theatre productions
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Additional practice and support sessions
These experiences deepen students’ confidence, broaden cultural awareness, and inspire high aspirations in music and the performing arts.
Peripatetic Instrumental Teaching
From 2026, Bridgemary will offer peripatetic instrumental and vocal lessons delivered by specialist visiting teachers. Students may choose private or small-group tuition.
This will enable learners to:
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study an instrument in greater depth
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prepare for graded exams
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strengthen GCSE performance skills
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grow as independent musicians
Performance Opportunities
Students benefit from:
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school concerts and showcases
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class and ensemble performances
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community and partnership events
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workshops with visiting musicians
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trips to professional live performances
These opportunities help students build stage confidence and understand what high-quality performance looks and feels like.