Music is an art form that enriches our lives and is a valuable part of the whole school Bradfield curriculum. We, as a department pledge that all students get the musical experience and cultural enrichment they deserve through the development of the following:

•  Knowledge and appreciation of listening and identifying the key musical elements that define a song, style or genre.
• Creativity through performance, instrumentation and vocal melody.
• The achievement of creating music through composition, notation and aural skills.
• The opportunity to build cultural capital knowledge through the experience of a wide range of musical specialisms and enrichment activities.

 

 

KS3

Bradfield School provides a broad and eclectic experience for all students despite their previous musical experiences and knowledge. Every child will be given the opportunity to gain skills and knowledge from all three main areas of the music curriculum:

• Western Classical
• Popular Music
• Traditional Music

Our inclusive approach means that students with SEN and/or from a disadvantaged background will share the same experience and opportunities as all students. Our students will develop skills within performance (on instruments), listening for key elements with music theory, and composing (instrumentation and music IT Software).

The Bradfield School music curriculum is a spiral curriculum designed to develop and re-visit the three main skills of performing, composing and listening equally. Each topic at KS3 centres around one of these.

The KS3 curriculum links significantly to the AQA GCSE specification and explores one of the three strands of:

• Western Classical Music
• Popular Music
• Traditional Music.

At KS3, students have one hour music lesson per week in Y7, Y8 and Y9. There are a variety of topics and instrumentation.

Y7 begin their learning journey by understanding rhythmic patterns and basic notation and timings. Students then progress to instrumentation and understanding chords and use a rehearsal process to engage in group ensembles and singing. Development in melody writing and basic scales enable students to have the skills to read basic notes and keyboard skills. This eventually progresses to rhythmic percussion through exploration of African drumming and composition through studying Gustav Holts’ Planet Suites. Key musical elements are taught throughout through listening activities embedded into each weekly lesson. Music software is introduced to engage with understanding how to structure their own compositions.

Y8 develop their prior musical knowledge by exploring genres of music such as Hip Hop and Reggae. They develop their instrumentation skills on guitar and keyboard, and develop their independent techniques on notation, chords and playing melodies. Students create their own structured compositions using musical software such as ‘Soundtrap.’ Listening skills are developed through extended understanding of musical elements and key Italian terms.

Y9 pupils explore more complex concepts such as harmony and texture. This is embedded into an exploration of Film Music through extended listening and playing ‘Leitmotifs’. Songwriting techniques and structural sequences are refined to become composers and leaders of rehearsal and practices.

Singing is intertwined into all schemes of work and is a fundamental skill of improving wellbeing, confidence and musical engagement. This is encouraged both as a full ensemble (as a class) and within small groups and solos.

GCSE

At KS4, our pupils have the option to take GCSE AQA Music. Our GCSE Music students specialise in at least one instrument and are encouraged to take lessons outside of the classroom to build on existing knowledge and skills. Our curriculum enables pupils who have little to no prior experience in music to work confidently and have access to lessons and instruments; and we are inclusive with all student groups. These students will work alongside students with more prior knowledge and experiences and lessons are designed to differentiate as well and stretch and challenge the higher ability. This is achieved by scaffolding, varied resources and access to extra-curricular and enrichment activities.

For GCSE, students receive two hours of music lessons in Y10 and three hours of music lessons in Y11.

The music curriculum design takes into consideration the pupils we have at AQA GCSE Curriculum for Music, The National Plan for Music 2023, and thoughts from the Ofsted Music Research Review 2021 and Music Subject Curriculum Insight 2023.

The music lessons are structured around the Bradfield School principles of the five-part lesson plan, incorporating the ‘Silent Do Now’ starter activity which centres around listening to a piece of music and describing using the different musical elements of music (DR P SMITH). The lessons are then designed to give clear direct instruction through teacher lead modelling and demonstration, followed by independent learning. This will relate to the topic (see learning journey), but will fundamentally promote communication, creativity and leadership which mirrors our LORIC values. Students are then encouraged to reflect and refine their learning and check they understand the core knowledge and skills intended within the lesson.

 Formative Assessment:

Within lessons, re-cap, Silent Do Now’s and end of component assessments:

• Performances (ensemble and solo)
• Peer assessment and verbal feedback using success criteria.
• Teacher verbal feedback
• Knowledge recall tasks and cold calling to check knowledge (use of mini whiteboards).
• Written reflection activities and use of assessment grids to check progress and set targets.
• GCSE exam style listening activities with live marking and upgrading.
• Testing knowledge through quizzes choral response.
• Listening activities with live marking.

Summative Assessment:

•  In KS3 students receive two summative assessments per year. This is in the form of an extended 40-minute listening activity describing and analysing music using the key musical elements.

•  In GCSE, students follow the AQA examination structure. One NEA performance exam (30%), one NEA Composition exam (30%) and one written analysis paper (40%).

Co-curricular Music

Bradfield School has a wide variety of enrichment and cultural capital extra-curricular activities inclusively available to all students. We are proud of our enrichment and cultural capital opportunities. Our vision and goal is linked to our intent which is to make music accessible, allowing students to be inquisitive and inspired.  

We have eight visiting instrumental and vocal teachers covering a wide range of instrument and voice.

The instruments are:

• Brass
• Voice
• Woodwind
• Violin
• Guitar
• Drums
• Piano

Parents can pay for one-to-one lessons and PP and SEND pupils are able to access lesson funded by the school.

Choir

Choir is an after-school club once or twice per week for all students to access. We rehearse for performances at Christmas and July for ‘Bradfest’.

Orchestra

Orchestra is an after-school club once per week for all students to access. Students who play any instrument can be part of the orchestra. We rehearse for performances at Christmas, July for Bradfest and in school events such as celebration evenings.

Christmas Concert

We have Christmas Concert performances in school every year. This is an evening occasion where parents/carers are invited to watch students of all year groups perform the following:

• Choir
• Orchestra
• Groups
• Instrument performance
• Rock Bands
• Ensemble
• Solos

Senior Citizens Christmas Afternoon

A selection of students perform (GCSE student focused) for invited Senior Citizens for a Christmas afternoon.

‘BRADFEST’

An all-day music festival performed for the community at Bradfield Village Hall. This is on a Saturday in July. All year groups perform for over 5 hours with the following:

• Choir
•  Orchestra
• Groups
• Instrument performance
• Rock Bands
• Ensemble
• Solos
• Staff Band/Choir

Past students (alumni) are also invited to perform and attend the event. This event is also to raise money for charity.

Worrall Gala and Oughtibridge Gala

Students perform at Worrall Gala in September and Oughtibridge Gala in June. They do a mix of different performance from solo to group/instruments pieces.

Valley Festival Project

Students worked with composers and produced a musical during the Easter Holidays through Valley festival. They performed at Stocksbridge ‘The Venue’ in June 2024.

Other Performances:

• School Celebration Evenings and Prize Giving (after school)
• School praise Assemblies
• Enrichment Week Activities
• Leavers Assembly (Y11)
• Visits to feeder primary schools

Community and Primary Schools

• Visits to Primary Schools with students performing (Loxley Primary School).
• Head of Music visits to feeder school Oughtibridge to develop performance and singing.
• Peak Edge Trust Choir (Feeder Schools Choir) to perform at Bradfest.
• Christmas Carols at Tapton Lodge Care Home, student visit and perform carols.

The student offers different specialisms to choose from such as musical performance, composition and production. Musical knowledge and performance skills promotes creativity, emotional intelligence and communication. Universities are keen to attract students with an ability to be resilient and adaptive, as well as showing commitment and independence; two vital skills when studying an instrument. There are a variety of careers within the music industry ranging from musical production to media creation and business.

Year 7	Year 8	Year 9
C1 – Rhythm C2 – Ukulele C3 – Melody C4 – Mars C5 - African Drumming C6 – Soundtrap	C1 – Understanding Hip Hop C2 – Hip Hop Composition C3 – Reggae C4 – Ukuleles C5 – The Beatles (ensemble work) C6 – Understanding Soundtrap and composition	C1 – The Blues C2 – 12 Bar Blues Composition C3 – Film Music C4 – Songwriting C5 – Guitar and Ukulele C6 – Soundtrap Composing to a brief

 

Students work towards the AQA GCSE in Music.

Year 10	Year 11
Unit 1 Musical elements Unit 2 A02 Popular Music Unit 3 AO4 Traditional Music Unit 4 Set work 1 analysis – Queen Unit 5 Composition 1 – free Unit 6 Performance: 1 Solo Performance, 1 Ensemble	Unit1 Western Classical 1650 - 1910 Unit 2 Set work 2 analysis - Beethoven Unit 3 Western Classical from 1910 Unit 4 Composition 2 - Brief Unit 5 Performance 2 - Solo Unit 6 Performance 2 - Ensemble