Vision Statement
Music has the power to transform lives, bring people together, and deepen our connection to the divine. Our vision is to create a vibrant and inclusive community where individuals of all ages and backgrounds can come together to share their love of music and experience its transformative power. We aim to provide a supportive and inspiring environment where students can develop their musical skills, learn to express themselves through music, and connect with others who share their passion. We strive to be a centre of excellence in music education, offering innovative and engaging programmes that challenge and inspire students to develop their musical skills, and use their talents to bring joy, beauty, and hope to others. Our goal is to provide a well-rounded education that not only teaches technical skills, but also instils a lifelong love of music and a deep appreciation for its cultural significance.
The Team
Mrs K Walden – Teacher of Music
Intent
Our curriculum, rooted in the National Curriculum, aims to ensure that all students become more musical, developing their skills, creativity, and appreciation for music.
We:
- Inspire students to explore their creativity and imagination, drawing inspiration from renowned musicians, and empowering them to find their place in the ever-evolving history of music.
- Challenge students to go beyond their current knowledge, exposing them to a broader and richer musical context and culture. Through singing, playing instruments, and creating their own music, they gain a deep understanding of the fundamental skills needed to perform and compose.
- Equip learners with the vocabulary and understanding to critically evaluate the music they encounter, enabling them to analyse and discuss music with confidence and insight.
- Encourage students to explore pathways into the wider world of music, whether through higher education, careers in the music industry, or a lifelong passion for music. Our curriculum provides real-world industry skills and knowledge that go beyond the classroom.
- Support students in achieving success at both GCSE and A Level Music, following the Eduqas syllabus, and preparing them for further musical study and achievement.
Implementation
We inspire our students through enthusiastic and engaging practical music teaching, delivering content that excites both learners and staff alike. At Key Stage 3, students receive one classroom music lesson per week, where they progress through a structured and developmental approach that covers six key skills: Notation Reading, Listening (Appraising), Singing, Playing (with a focus on keyboard skills), Composing, and Technology use.
Key Stage 3 is organised into three main topics across the year:
- Equip: Focuses on developing students’ knowledge and listening skills.
- Playing: Develops their singing and keyboard skills, along with notation reading.
- Composing: Enhances their composing abilities and technology use in music.
In addition to their classroom lessons, Year 7 students have a timetabled choir, and Year 8 students participate in timetabled cornet class (Orchestra) lesson. Extra-curricular opportunities, such as choir, chamber choir, concert band, and cornet club, further support their musical journey.
Throughout lessons, students’ use of musical vocabulary and notation is continuously expanded, providing them with the language to describe, analyse, and critique music. Subject-specific workbooks scaffold and extend this learning. Students also benefit from trips ranging from local performances, e.g. the Worthing Philharmonic Orchestra at the Worthing Pavilion to internationally renowned venues like Glyndebourne Opera and the Royal Philharmonic Orchestra at the Royal Albert Hall.
Instruments and IT equipment used in lessons are industry standard, enabling learners to experience and engage with professional tools. Our Music department is extensively resourced with two large well equipped music rooms, each with three practice rooms and Mac computers, running Garageband, Logic and Sibelius (industry standard Music software). Beyond classroom learning, small and large group extra-curricular clubs (including Chamber Choir and Concert Band) are available to deepen students’ knowledge. Playing skills are developed in class and further extended through optional peripatetic instrumental and vocal lessons, supported by school funding (where possible) and parental contributions according to student need.
Student progress is carefully monitored by individual class teachers, with resources adapted to ensure all students achieve. Verbal feedback is provided regularly, encouraging students to respond and reflect to ensure continual improvement in their musical skills and understanding.
Impact
Our commitment to excellence in music education is reflected in the outstanding results and progress of our students. We ensure that students have ample opportunities to rehearse, develop key vocabulary and musical knowledge through low-stakes assessments. Classroom teachers routinely evaluate the outcomes of each scheme of work, using curriculum frameworks to make informed judgments.
In Key Stage 3, student progress is tracked using bespoke assessment tools with specific, measurable musical criteria. These assessments are conducted regularly in lessons, moderated at least termly during department meetings, and feedback is provided to students at least termly. Feedback is given both formally and informally in class and through Google Classroom, including verbal and written comments.
In Key Stage 4, students engage deeply with the four areas of our GCSE syllabus: Musical Form and Devices (Musical Eras), Music for Ensembles (Chamber Music, Jazz, and Musicals), Film Music, and Rock and Pop. They regularly complete practice exams and assignments in Listening and Analysis, Performance, and Composition. Recorded performances and compositions are collected to support the moderation process and enhance our portfolio of exceptional performance examples.
GCSE mock exams, compositions, and performances are meticulously marked and moderated across the department. Students identified as needing additional support are invited to targeted coursework sessions and guided in our 5 o’clock club. Student progress is closely monitored throughout the course, with recorded work assessed, feedback given, and students encouraged to respond and make improvements regularly.
Our Key Stage 4 Music outcomes consistently exceed the national average, demonstrating the effectiveness of our music education and the dedication of our students. We are proud to support our students in developing a profound appreciation for music and achieving excellence in their musical education.
Implementation
Beyond our Music curriculum, we are dedicated to extending our students’ musical experiences and nurturing a lifelong passion for music through a variety of weekly Music Clubs, Events, and Annual Visits.
Students are encouraged to join a range of Music Clubs, where they can enjoy ensemble rehearsals and performances. Each student has the opportunity to perform in at least one of our termly concerts and events, including Romero Sings Live, the Christmas Carol Performance, the Advent Celebration at Arundel Cathedral, Romeros Advent & Christmas Celebration, the Romeros Music Showcase, School Production and the Romeros Summer Fair.
All students can also learn an instrument from professional music tutors, with options including brass, strings, guitar, piano, and drum kit. Our staff bring relevant Music Industry expertise, as well as valuable experience in Music Technology, Publishing, Composition, Instrumental Performance, and Singing. We collaborate with the successful Music Department at Northbrook Met, offering workshops that connect our students with pathways into college courses, Music Performance and Production, Musical Theatre, and University studies.
We actively encourage students to develop their cross-curricular skills through the Pillars of Possibility. They are invited to plan, execute, and review their personal development progress. Music is closely linked to several Pillars, including “Be a Presenter/Performer,” which focuses on building confidence in presentation and performance skills. Other relevant pillars include “Passion Project” and “Bounce Back,” supporting students in their musical and personal growth.
