OUR CURRICULUM VISION
To offer a rich, equitable and challenging 4-18 music curriculum; authentically explored, community centred and values driven
To offer a rich, equitable and challenging 4-18 music curriculum; authentically explored, community centred and values driven
DESIGN PRINCIPLES
The 4-18 curriculum is always experienced through the lens of the core practices
The core practices are understood and re-understood via the multiple contexts of music that students experience as they move through the curriculum
The core practices of the curriculum are further explored through talk - this is guided by a shared language connected to the mechanical, social and emotional knowing linked to the curriculum
All curriculum work is project based, driven by an essential question, a community or real-world context and an authentic outcome
The curriculum is rich and expansive without compromising excellence in exam outcomes
ALL students are accountable participants, makers and masters of music
CORE PRACTICES
Ensemble: Exploring all music authentically through the vehicle of ensemble
Mastery: Progressing towards technical, academic and creative excellence, where every mistake is an opportunity to learn
Community: Music making for purpose- promoting social action, developing community empowerment and living well
Creativity: Pushing the boundaries of music making and celebrating self and group expression
Flow: Reaching a state of unconscious competence where the ‘knowing’ of music is in you
Ensemble: Exploring all music authentically through the vehicle of ensemble
Mastery: Progressing towards technical, academic and creative excellence, where every mistake is an opportunity to learn
Community: Music making for purpose- promoting social action, developing community empowerment and living well
Creativity: Pushing the boundaries of music making and celebrating self and group expression
Flow: Reaching a state of unconscious competence where the ‘knowing’ of music is in you
CURRICULUM SEQUENCING
The 4-18 curriculum, explored through the big ideas of ensemble, mastery, community, creativity and flow, is sequenced within the four stages of the School21 journey:
Primary-YR-Y4: The Age of Foundation
Students build the foundational skills of music making & music literacy through whole class singing, practical engagement with theoretical aspects of music, and creative exploration with instruments
Middle-Y5-Y8: The Age of Exploration
Students engage in a rigorous & immersive band project programme where they receive between 2-4 years of specialist instrumental tuition (30mins per week) and form a curriculum big band, wind band or string orchestra (100mins per week). This is their authentic vehicle for exploring the big ideas in new contexts and at greater depth. Outside of the band project curriculum, music is explored through termly (12 week- 100mins per week) projects in which all students are held accountable for their learning. These include community linked outcomes, and follow a REAL (Rigorous, Engaging, Authentic Learning) project based learning approach
Secondary- Y9-Y11: The Age of Growth & Achievement
Students focus on their individual growth, empowered by a strong ensemble culture; applying and deepening their understanding of music through the big ideas within the context of KS4 qualifications
Six21- Y12-Y13: The Age of Empowerment
Students push the boundaries of what music is and could be, taking their journey of exploring music through the big ideas into a new context of possibility and change.
The 4-18 curriculum, explored through the big ideas of ensemble, mastery, community, creativity and flow, is sequenced within the four stages of the School21 journey:
Primary-YR-Y4: The Age of Foundation
Students build the foundational skills of music making & music literacy through whole class singing, practical engagement with theoretical aspects of music, and creative exploration with instruments
Middle-Y5-Y8: The Age of Exploration
Students engage in a rigorous & immersive band project programme where they receive between 2-4 years of specialist instrumental tuition (30mins per week) and form a curriculum big band, wind band or string orchestra (100mins per week). This is their authentic vehicle for exploring the big ideas in new contexts and at greater depth. Outside of the band project curriculum, music is explored through termly (12 week- 100mins per week) projects in which all students are held accountable for their learning. These include community linked outcomes, and follow a REAL (Rigorous, Engaging, Authentic Learning) project based learning approach
Secondary- Y9-Y11: The Age of Growth & Achievement
Students focus on their individual growth, empowered by a strong ensemble culture; applying and deepening their understanding of music through the big ideas within the context of KS4 qualifications
Six21- Y12-Y13: The Age of Empowerment
Students push the boundaries of what music is and could be, taking their journey of exploring music through the big ideas into a new context of possibility and change.
A 'KNOWLEDGE RICH' CURRICULUM?
Many conversations about curriculum knowledge are limited to that which can be described as 'declarative' knowledge, ie. recitation and application of facts. We believe a much deeper and more expansive conversation is needed about what a 'knowledge rich' curriculum really is if it is going to be challenging and meaningful enough for our students. This means acknowledging and exploring the different types of knowledge and knowing that are in play within our subjects and, more specifically in our case, within our 'big ideas'.
Three types of knowledge that we believe are central to the study of music are mechanical, social and emotional knowledge. These are of equal importance and acknowledge that a rich music curriculum develops explicit, implicit and tacit forms of knowledge (the latter because of the social, contextual and experiential nature of music).
These types of knowledge are an embodiment of our big ideas, and through their presentational format below, open up a language base for learning about, developing, discussing, exploring and understanding them and, therefore, music better with our students.
Three types of knowledge that we believe are central to the study of music are mechanical, social and emotional knowledge. These are of equal importance and acknowledge that a rich music curriculum develops explicit, implicit and tacit forms of knowledge (the latter because of the social, contextual and experiential nature of music).
These types of knowledge are an embodiment of our big ideas, and through their presentational format below, open up a language base for learning about, developing, discussing, exploring and understanding them and, therefore, music better with our students.
CELEBRATING OUR CURRICULUM
Our curriculum work is punctuated by a series of outward facing events that celebrate all our students with the community, and hold them to account on curriculum project expectations & ambitions. They create authenticity in both process and outcome and play an important part in promoting the music culture in our school.