The Regis School > Curriculum > Curriculum by Subject

Music Curriculum

Principles and Purpose of our Music Curriculum

The Music curriculum at The Regis School provides students with the skills of collaboration, as well as independent working. Pupils will be able to manage and organise projects and gain a wider knowledge of the music industry. The skills developed in Music are transferable to many other professions and provide pupils with valuable life skills which are transferable to industry, further study, and the world of work.

The purpose of the Music curriculum is to enable all pupils to develop their musical potential through engaging experiences, recognising that music is an important part of cultural identity. We also recognise that music benefits both cognitive development and character development. Performing is a crucial part of this. We encourage and prepare students for lifelong musical learning and musical appreciation, both in and out of school, including preparation for further study where appropriate

The following principles have informed the planning of our music curriculum

Entitlement: Our Music curriculum covers element of the United learning curriculum as well as the National Curriculum.
Coherence: Our curriculum is carefully sequenced so that powerful knowledge builds term by term and year by year. We make meaningful connections between subjects. It is more important for pupils to fully understand the key concepts presented than to cover lots of curriculum content. Progress and development are more assured as the curriculum content is sequenced. By working in this way, the dangers of a ‘shallow musical odyssey’, where pupils travel from genre to genre without making links between styles or building on their skills, are also avoided.
Mastery: Reviewing prior knowledge is threaded throughout all units, with concepts and skills revisited, built upon, and developed in new contexts. The curriculum is based on a mastery model, in which the ambition is that all pupils are taught and achieve the essential knowledge and skills in each of the years of the curriculum so that both knowledge and skills can be re-used effectively in future learning to achieve greater depth of musical learning and outcome.
Adaptability: The core content – ‘the what’ – of the curriculum is stable, and teachers will adapt lessons – ‘the how’ – to meet the needs of their own classes.
Representation: A diverse range of genres and artists are used in resources throughout the curriculum so that students from all backgrounds recognise the relevance of music. All pupils see themselves in our curriculum, and our curriculum takes all pupils beyond their immediate experience.
Education with character: Our curriculum – which includes the taught subject timetable as well as spiritual, moral, social and cultural development, our co-curricular provision, and the ethos and ‘hidden curriculum’ of the school – is intended to spark the curiosity and to nourish both head and the heart