Music is an essential part of the One Curriculum because it enables all pupils to engage in the unique experience of music making, leading to an understanding of important musical processes and knowledge. Pupils who perform music develop their resilience and determination through practice and rehearsal, their confidence and courage through performance and their emotional intelligence in conveying the feeling of a piece.
Lower School – Key Stage 1
Music is an essential part of the one curriculum because it provides us with a unique way of experiencing the world. Through music we can express our thoughts, feelings and emotions in an intensely personal and powerful manner.
Many leading thinkers agree that an education in music has profound possibilities for the development of an alert and creative mind, alongside a happy, sensitive and rounded personality.
Students have a weekly 50-minute lesson in Music. Much of the focus is on singing. We learn to sing a variety of songs together in class, with a focus on expressive performances. Actions are often used to accompany the songs. Counting songs are often sung to help develop numeracy.
There are a number of key performances that take place during the school year. These include the Harvest Festival, Nativity, Mother’s and Father’s Day, and Prize Day. Different classes will come together for these celebration events, promoting group collaboration.
Students learn key skills, such as memory development; coordination; and confidence.
Lower School – Key Stage 2
Music is an essential part of the one curriculum because it provides us with a unique way of experiencing the world.
Through music we can express our thoughts, feelings and emotions in an intensely personal and powerful manner.
Many leading thinkers agree that an education in music has profound possibilities for the development of an alert and creative mind, alongside a happy, sensitive and rounded personality.
Students have a weekly 60-minute lesson in Music. Our main two activities are singing and learning to play tuned percussion instruments. Percussion work enables every student to experience in the classroom the process of learning a musical instrument. It allows all students to perform instrumental ensemble music, developing skills which enable them to become active participants.
Musical Performances have a central place in the life of Gad’s Hill School, providing a showcase for students to demonstrate their musical talents. A major Music Performance occurs in each of the six school half terms and is the central feature around which the Music curriculum is built. Performing in front of large audiences develops self-confidence, whilst striving for excellence is a strong motivating force that is a key component of rehearsals.
Upper School – Key Stage 3
At Key Stage 3, Music is important in developing students listening and co-ordination skills, enabling them to become accomplished and confident performers. The One Curriculum strategy enables all students to follow a structured and challenging programme that builds upon skills developed previously, whilst allowing all students to be actively involved in the making of music, regardless of current ability.
Music is an essential part of the one curriculum because it provides us with a unique way of experiencing the world.
Through music we can express our thoughts, feelings and emotions in an intensely personal and powerful manner.
Many leading thinkers agree that an education in music has profound possibilities for the development of an alert and creative mind, alongside a happy, sensitive and rounded personality.
Students have two weekly 40-minute lessons in Music. Each half term we study a key musical composition, learning how to play it on tuned percussion instruments, and learning musical theory about the piece.
Students learn how to become independent learners. In order to succeed in music a young person must show determination, industry and commitment, sustained over a substantial length of time. The rewards, however, can be considerable, with noticeable increases in self-confidence; creativity; memory; concentration; dexterity and co-ordination; empathy; sociability; mental alertness and a general desire to succeed.
The KS3 curriculum prepares students for the GCSE Music option, where performance and appraisal will make up 70% of the course.
Upper School – Key Stage 4
Studying Edexcel GCSE Music offers a number of unique benefits that extend beyond the classroom.
Enhances General Performance: Music studies can improve general performance in subjects by activating all areas of the brain, including auditory, motor, and limbic processing.
Stimulates Creativity: Composing music encourages imagination and develops problem solving skills.
Broadens Musical Knowledge: Students learn about different musical styles, periods, and cultures, which are essential knowledge to any musicians.
Fosters Musical Enjoyment and Cultural Awareness: The course provides a broad, practical and creative exploration of musical understanding.
These reasons highlight the importance of Edexcel GCSE Music as a valuable educational pursuit that not only enhances musical skills but also contributes to overall academicand personal development.
Music is an essential part of the one curriculum because it provides us with a unique way of experiencing the world.
Through music we can express our thoughts, feelings and emotions in an intensely personal and powerful manner.
Many leading thinkers agree that an education in music has profound possibilities for the development of an alert and creative mind, alongside a happy, sensitive and rounded personality.
The study of music is a unique process, focusing on self-discipline, individual expression and shared communication. It teaches students the value of building up skills, step by step, over long periods of time; of the importance of revisiting tasks again and again; of the performance rewards brought about by hours and hours of regular practice.
At KS4, students follow the EDEXCEL GCSE Music syllabus. GCSE Music is a subject designed to encourage students to become versatile musicians across three key components: Performing, Composing, and Appraising (music theory).
The Performing and Composing components will require students to work on given tasks over long, extended periods of time, with a focus on achieving constant refinements.
Students do not need to have music reading skills, but aspects of these will be taught as part of the course.
Practical tasks in both Performing and Composing will be based around the marimba. Students will use skills that they have developed on this instrument at KS3. Students who have studied an instrument or voice to grade 5 level will have the option to perform or compose using their own instrument, voice, or the marimba.
