Music is one of the oldest recorded art-forms and has played a significant role in societies throughout all of recorded history. As such, it as valuable part of the human experience and our pupils should have the opportunity to become fluent in its modes of expression and to explore it on their own terms. Music also contains within it many other “soft” skills which are transferrable, such as problem solving, communication, empathy, cultural understanding etc.
Self-expression plays a key part in the development of young people and Music provides a valuable platform for this. It allows for a powerful means of self-exploration and self realisation that can be crucial to pupil development. Pupils also benefit from cultivating social skills and a broader understanding of the world and its cultures.
Pupils arrive at SMCC with a wide and diverse set of musical experiences and knowledge. Some will already have a high level of instrumental proficiency as a result of private lessons taken in KS2, whilst others will have little or no formal education in Music. In the early parts of KS3, there is an emphasis placed on group-skills and active-listening whilst beginning to provide opportunities for pupils to gain instrumental proficiency. As KS3 progresses, pupils are given more opportunity to create entirely new music and there is an emphasis on independent work.
Progression & Continuity: By the end of KS3, pupils should have the skills necessary to become successful musicians (should they wish to pursue Music further), or they should have the skills necessary to engage meaningfully with musical stimuli outside of school (should the end of KS3 mark the end of their formal Music education).
Throughout KS3, pupils assess their work and are encouraged to reflect critically on their practice. Pupils are taught to take responsibility for their own progress as this is a requirement of the RSL qualification. Students use language and success criteria adapted from the RSL syllabus.
In KS4, pupils continue to take more responsibility for their own progress and develop strategies to help with this. They focus on skills and knowledge in Y10 before focusing on coursework in Y11.
There is an emphasis placed on formative assessment throughout all Key Stages, with assessment data being negotiated with pupils, who have a voice in how they are assessed by way of the Learner Passport.
Learning is collaborative and pupils are encouraged to explore the ways in which the learn best by making use of critical reflection throughout all Key Stages.
Mr P Rodgers