Music

Sandbach High School’s Music department aims to provide an inspiring, fulfilling and challenging musical experience for every pupil, enabling them to achieve their personal best.  We want our pupils to develop a life-long love of music alongside an ability to make aesthetic value judgements about the arts and the world around them. 

 Learners will be encouraged to: 

•  engage actively in the process of music study
• develop performing skills individually and in groups to communicate musically with fluency and control of the resources used
• develop composing skills to organise musical ideas and make use of appropriate resources
• recognise links between the integrated activities of performing, composing and appraising and how this informs the development of   music
• broaden musical experience and interests, develop imagination and foster creativity
• develop knowledge, understanding and skills needed to communicate effectively as musicians
• develop awareness of a variety of instruments, styles and approaches to performing and composing
• develop awareness of music technologies and their use in the creation and presentation of music
• recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology
• develop as effective and independent learners with enquiring minds
• reflect upon and evaluate their own and others’ music
• engage with and appreciate the diverse heritage of music.

 Music is taught as a practical subject with an emphasis on performing and creating (composition) alongside listening, appraising and traditional notation. There is an integrated approach to teaching the different strands with the theory of music being taught through practical activities wherever possible. There is an emphasis on musical sound being the primary language of learning.  Pupils work in a variety of ways, individually, in pairs and in groups; performing, creating listening to, appraising and mentoring each other. Pupils will work in a wide variety of world genres using keyboard, sting, percussion and wind instruments alongside voice and music technology to complete their work, also exploring the social and historical context of the music under consideration. In addition, pupils will consider the real-world application of working as a musician in the 20th century and the rich seam of transferrable skills which a good grounding in music can develop. 

 The impact of our work should be that anyone who has a talent in music should leave SHSSFC having achieved the very highest of standards. This will be measurable not only by the grade outcomes of pupils but also by their education pathways post KS4 and 5, and / or how they implement their musical skills and understanding in their careers and lives as a whole.  A relevant and challenging music curriculum will also have an impact on the quality of music being made in extended-curriculum activities in school, and musical clubs and groups that exist in the wider community. Another impact should not only be increased numbers of pupils having additional instrumental and vocal lessons, but also by those going on to take exams and reach higher grades in their chosen area of study. 

 For those pupils who do not purse music beyond KS3, we should still ensure they leave their course with an understanding of performance and composition skills, an excellent knowledge of musical terminology, and the ability to listen and appraise and make reflective aesthetic value judgements in their daily lives going forward. An increased appreciation of music to enhance their lives through a rigorous and interesting curriculum. 

Faculty Lead: Mr David Valentine: dvalentine@sandbachhigh.co.uk 

Subject Lead: Mr David Valentine: dvalentine@sandbachhigh.co.uk 

Key Stage 3 Curriculum Plan 

The National Curriculum for Music focuses on the skills every young musician should be developing and allows the freedom and flexibility for every school to deliver these through topics which will engage and inspire their pupils. These skills include  

• Performing, listening to, reviewing and evaluating a wide variety of music across a range of historical periods, genres, styles and traditions, including the great composers and musicians 
• Learning to sing and use their voices  
• Creating and composing music independently and in groups  

• Learning musical instruments  
• Using technology appropriately 
• Understanding the building blocks of how music is created, including the musical elements of pitch, duration, dynamics, tempo, timbre, texture, structure and notation 

Above all, pupils should be continuously striving to progress to the next level of musical excellence through our programme of study, with these skills weaving throughout topics across the Key Stage. 

Key Stage 4 Curriculum Plan 

Eduqas GCSE Music Overview 2025 

What Do I Need to Study Music at GCSE? 

• Enthusiasm for the subject 

• A commitment to learning and developing new skills. 

• To be having instrumental/voice lessons OR to be willing to take these up (ideal standard by the end of Year 11 is at least grade 3). 

• A willingness to practise regularly and respond positively to feedback to improve your performance ability. 

• To be able to prepare for performances and perform in front of your peers without problems. 

• To commit to at least one of our extra-curricular activities (the more the better!). 

• Competence at reading notation OR a willingness to work at this. 

What does the course look like? 

What pieces will I study for the listening exam? 

You will study a variety of styles and genres of music, alongside two set works:  

Musical Forms and Devices: J S Bach – Badinerie for flute 

Popular Music: Toto – ‘Africa’ 

Knowledge organisers available on the Eduqas website 

For any further questions, please contact Mr David Valentine: dvalentine@sandbachhigh.co.uk 

Key Stage 5 Curriculum Plan

For further information about  A level music see the course webpage on the Sandbach College website: https://www.sandbachcollege.co.uk/music/

EDUQAS A Level Music 2025 

You must choose EITHER option A OR option B for components 1 and 2.  

Everyone studies Component 3 (40% of qualification) – three Areas of Study (AOS) 

Area of study A: The Western Classical Tradition (The Development of the Symphony 1750– 1900)  

This area of study focuses on the development of the symphony through the Classical and Romantic eras. The symphony, as it developed, was considered to be the most important instrumental genre of the eighteenth and nineteenth centuries and contains some of the most exciting orchestral repertoire of the period. The development of the symphony went hand in hand with the development of the orchestra into a grand and powerful force. Equally grand forms and structures were needed to allow the instruments to demonstrate their full potential and with this we see the emergence of sonata form.  

Area of study C: Musical Theatre  

This area of study focuses on the work of six musical theatre composers: Richard Rodgers, Leonard Bernstein, Stephen Sondheim, Claude-Michel Schönberg, Andrew Lloyd Webber and Stephen Schwartz. Musical theatre is a diverse art form as it encompasses many different genres and styles of music. However, all musicals contain spectacle, drama and music including integrated musical numbers which propel the action of the story forward. The 1950s and early 1960s were considered the golden age of musical theatre with book musicals establishing the importance of music and story as an integrated art form. Throughout the 1970s the rock musical grew in popularity. Often composers worked in partnership with the same lyricist over many years, for example, Rodgers and Hammerstein and Andrew Lloyd Webber and Tim Rice. This highlights the importance of the relationship between lyrics and music.  

Area of study E: Into the Twentieth Century  

This area of study focuses on the distinct musical styles of the early twentieth century, which was a time of change and experimentation in music. Both the symphony and the orchestra had reached considerable proportions by the end of the nineteenth century and many composers such as Debussy, Ravel, Schœnberg and Stravinsky were starting to look for new ways to create music, often preferring clarity and sparseness of timbre and texture over late Romantic indulgence. This resulted in the emergence of several diverse schools of composition during the period, including Impressionism, Expressionism and Neo-classicism.  

KS5 Knowledge organisers are available on the Eduqas website.

GCSE Music: Eduqas - see KS4 tab 

A Level Music: Eduqas - see KS5 tab 

Our school has a strong tradition of excellence in music. Many students learn and practice a variety of instruments under the tuition of a team of highly qualified visiting musicians and most become members of the varied groups and ensembles.  

We offer a thriving programme of extra-curricular activities for students of all ages and abilities to participate in. An example of what the extended-curriculum programme will look like is outlined below.   

Our rehearsals build towards build towards many performance opportunities throughout the year, both in school and in the local community. All pupils are encouraged to participate in both ensembles and as soloists, demonstrating the wealth of talent we have here at the school.   

Finally, each year we run the SHSSFC Young Musician of the Year competition where students can perform in the Grade 1-3, 4-5 or 6-8 category. There are 2 categories: Vocal,  and Instrumental, with an overall winner of each category being declared the SHSSFC Young Musician of the Year.  

At KS3  

1. Encourage your child to take up learning a musical instrument if they are expressing an interest and it is financially viable to do so. If this is not possible, you might wish to consider the wide range of on-line tutorials available on platforms such as YouTube. Speak to a member of the Music staff for further information.  
2. Encourage your child to take part in extra-curricular Music activities. These will allow your child to foster relationships beyond their immediate friendship and year group, build their confidence and engage in practical music making – all for free!  
3. Encourage your child to listen to a wide range of music and appreciate it in ways other than ‘I like it’ and ‘I don’t like it!’  
4. Recognise the skills taught through music – independent learning, analytical skills, listening skills, performance skills, confidence, time management skills – and highlight how these are transferable across most subjects in school.  
5. Be alert to how frequently we encounter music in our day to day lives – radio, TV, films, in shops, through choosing to listen and going to concerts and gigs. Help your child to view the arts as the lifeblood of the cultural side of our country, and recognise how much they contribute to the economy. Encourage your child to value and appreciate the arts.  

 At KS4  

1. Your child should be having independent lessons on their instrument or voice in order to prepare for their performance coursework. Encourage regular and effective practice (10 minutes a few times a day focusing on small targets is more effective than slogging through 30 minutes/an hour without a focus).  
2. Encourage your child to listen to the set works we study for the GCSE as often as possible. We want them to know these pieces inside out by the end of the course so their aural recognition of musical features can support their revision of their annotated, analysed scores.  
3. Encourage your child to attend extra-curricular musical activities. Not only will this support their musical development and ensemble skills, it will provide a connection with likeminded students across a variety of year groups, as well as providing an often much-needed distraction from other pressures within school.   
4. Encourage your child to partake in other musical opportunities such as external ensembles within the local area, competitions and concerts. The more performance experience your child has, the better their musicianship will be.  
5. If your child is taking GCSE Music, chances are you already recognise the important contribution music and the arts play in day to day life and our cultural identities. Support this even further by encouraging your child to engage with music outside of the classroom – going to concerts/gigs and listening to a wide variety of different styles of music.  

 At KS5 

1. Your child should be having independent lessons on their instrument or voice in order to prepare for their performance coursework. Encourage regular and effective practice (10 minutes a few times a day focusing on small targets is more effective than slogging through 30 minutes/an hour without a focus).  
2. Encourage your child to listen to the set works we study for A Level as often as possible. We want them to know these pieces inside out by the end of the course so their aural recognition of musical features can support their revision of their annotated, analysed scores.   
3. Encourage your child to undertake independent research outside of the set works. They should be exploring other works by the same composers, related works, understanding the historical context in which the set works were composed, both globally and within the context of musical history itself.   
4. Encourage your child to attend extra-curricular musical activities. Not only will this support their musical development and ensemble skills, it will provide a connection with likeminded students across a variety of year groups, as well as providing an often much-needed distraction from other pressures within school.   
5. If your child is taking A Level Music, chances are you already recognise the important contribution music and the arts play in day to day life and our cultural identities. Support this even further by encouraging your child to engage with music outside of the classroom – going to concerts/gigs and listening to a wide variety of different styles of music. Having a radio station such as Classic FM or BBC3 on will encourage your child to develop their aural analysis skills as they become more confident in recognising composers and features in pieces they’ve never heard before.  

WHY DO WE OFFER MUSIC LESSONS?
Music lessons don’t just offer pupils the chance to learn an instrument and associated musical skills, they also open up a world of possibility in group music-making and the social skills this simultaneously fosters, as well as allowing pupils to develop a real love of music, as well as all the transferable skills that learning an instrument can offer.
Our instrumental teaching service is a well-established part of the Music department and we nearly 100 students learning, from beginners to advanced players. Pupils can opt to pay for instrumental lessons and enjoy 30-minute one-to-one tuition with our team of highly qualified instrumental tutors. Lessons are on a weekly basis during the school day, with the timetable rotated so students do not miss the same curriculum lesson each week. Students can liaise with their tutor to ensure their weekly lesson time is suitable for them.
Virtually all instruments are offered: piano, voice, flute, clarinet, saxophone, violin, viola, cello, guitar, bass guitar, drums, percussion and all brass.
We have a talented and passionate team of instrumental tutors who are committed to the musical development of their students. They are appointed by the school, carry numerous teaching and performance qualifications, as well as being respected professional musicians in their fields. Students are encouraged to work towards graded examinations. As soon as they are able, pupils are encouraged to join the numerous extra-curricular ensembles on offer at SHSSFC.
Lessons cost £19 per half hour. Fees are paid in advance directly to the teacher upon receipt of an invoice. The school is able to support half the cost of instrumental lessons for pupils in receipt of Pupil Premium and in this case, fees are payable to the school directly. For further information please see the booklet downloadable below. 
Please contact Mr D Valentine - Faculty Lead if you have any further questions  – DValentine@sandbachhigh.co.uk

“Life without music is
inconceivable to me. I live my
daydreams in music. I see my
life in terms of music… I get
most joy in life out of
music.”
Albert Einstein