Music

At the start of their musical journey at Rickmansworth School, students are introduced to the key skills required to perform, compose and appreciate music at Key Stage 3.

Students develop confidence through practical music-making, learning to perform individually and as part of an ensemble using voice, keyboard, ukulele, percussion and band instruments. They explore the core musical elements of rhythm, pitch, texture, structure and harmony, and work for accuracy and expression in the reproduction of taught material.

Students experience a wide range of musical styles and traditions. Listening activities are embedded throughout the course, enabling students to analyse music using appropriate musical vocabulary and develop an understanding of how music is created across different cultures.

Over the course of the year, students apply their knowledge and skills through composition tasks, developing musical ideas and presenting their work in both performance and recorded formats. Regular assessment supports progress in performance, composition and appraising.

In Year 8, students build on their foundational skills and develop greater independence as musicians. The curriculum focuses on extending technical control, creativity and musical understanding through increasingly challenging performance and composition work.

Students explore how music can communicate character, mood and narrative through units such as leitmotif, band performance and composition. They develop their ability to structure compositions, manipulate musical ideas and perform confidently within a range of styles and ensembles.

Listening and appraising skills are further developed through the study of diverse musical genres, with students learning to describe and evaluate music using accurate musical terminology. Across the year, students continue to refine their skills in performance, composition and appraising, preparing them for the demands of GCSE Music.

Year 9 provides students with the opportunity to consolidate their Key Stage 3 learning while preparing for progression to GCSE Music. Students are challenged to think more creatively, analytically and independently as musicians.

Through units such as samba, beatboxing, hooks and riffs, film music and music journalism, students explore a broad range of styles and contexts, developing both practical musicianship and critical listening skills. Composition tasks encourage students to develop and extend musical ideas, consider structure and respond creatively to a given stimulus.

Performance work focuses on ensemble skills, stylistic accuracy and confidence, while listening tasks introduce GCSE-style approaches to musical analysis. By the end of Year 9, students are well equipped with the skills and understanding needed to make an informed choice about continuing music at GCSE.

At Rickmansworth School, we offer Pearson Edexcel GCSE Music (9–1), a creative and academically rigorous course that develops students as confident performers, composers, and analytical listeners. Building on the foundations established at Key Stage 3, the course provides an excellent pathway to A Level Music and a wide range of opportunities beyond school.

GCSE Music develops discipline, resilience, and independent learning while strengthening listening, analytical, and evaluative skills. Students gain confidence through regular performance opportunities and are encouraged to explore creativity, teamwork, and problem-solving. Music complements both arts-based and STEM subjects and contributes to a broad and balanced curriculum, supporting cultural understanding, wellbeing, and personal development in line with national priorities and Ofsted expectations.

The course is assessed through three components: performance, composition, and a written examination. In Performing (30% of the grade), students complete a solo and an ensemble performance, each at least one minute long, with a total minimum of four minutes. Performances may include any instrument, voice, or music technology, and students are guided to select pieces that allow them to reach their full potential. This component develops technical skill, musical expression, stylistic understanding, and ensemble skills such as listening and collaboration.

In Composing (30%), students create two compositions: one in response to a set brief provided by Pearson Edexcel, and one of their own choice. Submissions, at least three minutes in total, may feature any combination of instruments, voice, or music technology and are accompanied by both a recording and a score or written explanation. Composing allows students to demonstrate creativity, structure, and understanding of musical style.

Appraising Music (40%) is assessed through a written examination lasting one hour and forty-five minutes. Students are tested on their knowledge of set works, wider and unfamiliar listening, musical dictation, and written comparisons using accurate musical vocabulary. This component builds analytical and evaluative skills while deepening students’ understanding of music across different genres and periods.

Students study eight set works across four Areas of Study. In Instrumental Music 1700–1820, they explore the music of J. S. Bach and L. van Beethoven, learning about structure, harmony, texture, and stylistic conventions. In Vocal Music, they study Henry Purcell and Queen, focusing on melody, harmony, word setting, vocal texture, and genre features. Music for Stage and Screen covers Stephen Schwartz and John Williams, examining leitmotif, harmony, orchestration, and the relationship between music and narrative. In Fusions, students explore Afro Celt Sound System and Esperanza Spalding, considering rhythm, harmony, texture, cultural context, and the blending of musical styles.

There are no formal grade requirements to take GCSE Music. Students are expected to commit to regular practice, participate fully in performance and ensemble work, and aim to reach approximately Grade 4 standard by the end of the course. Support is available for students who are not currently learning an instrument.

GCSE Music students benefit from a rich programme of enrichment, including performance and composition clinics, co-curricular ensembles, trips linked to set works and Areas of Study, and Music Scholarships to support instrumental or vocal lessons. The course prepares students for A Level Music and encourages engagement with the wider music community, helping them develop practical, creative, and analytical skills while enhancing their personal and cultural growth.

At Rickmansworth School, we offer Pearson Edexcel A Level Music (9MU0), a creative and academically challenging course that builds on the skills developed at GCSE while allowing students to specialise as performers, composers, and analytical listeners. The course develops advanced musical understanding, independence, and critical thinking, preparing students for higher education or careers in music, the creative industries, education, and media. Students leave the course as confident, articulate musicians with a secure understanding of music across a wide range of styles, genres, and historical periods.

A Level Music helps students develop high-level analytical and evaluative skills, strengthen written communication, and encourage independence, resilience, and disciplined practice. It is highly regarded by universities, including Russell Group institutions, and complements a wide range of subjects across the curriculum. The course also supports students’ cultural understanding, personal development, and engagement with the arts.

The course is assessed through three main areas: performance, composition, and appraising music. In Performing (30% of the total grade), students prepare a recital lasting at least eight minutes, which can include solo and/or ensemble pieces on any instrument or voice. Assessment focuses on technical skill, expression, accuracy, and stylistic awareness, giving students the opportunity to showcase their musical talent and development.

In Composing (30%), students submit two compositions: one in response to a brief set by Pearson Edexcel and one of their own choosing. Compositions are assessed on structure, harmony and melody, use of texture and timbre, and understanding of style. This component encourages creativity and allows students to explore their own musical ideas while applying their learning in a structured way.

Appraising Music (40%) is assessed through a written examination. Students demonstrate their knowledge and understanding of the set works, listen to unfamiliar pieces, and compare music from different styles and periods. The exam develops analytical and evaluative skills and encourages students to use accurate musical terminology to express their ideas clearly.

Students study thirteen set works across six Areas of Study. In Vocal Music, they explore works by J. S. Bach and Ralph Vaughan Williams, learning about vocal texture, harmony, tonality, structure, word setting, and historical context. Instrumental Music includes Clara Wieck-Schumann and Hector Berlioz, focusing on thematic development, orchestration, structure, and expressive intent. Music for Film covers Danny Elfman and Bernard Herrmann, examining leitmotif, harmony, orchestration, texture, and the way music supports storytelling. Popular Music and Jazz includes Kate Bush, The Beatles, and Courtney Pine, helping students understand song structure, harmony, rhythm, jazz influences, and production techniques. In Fusions, students explore works by Claude Debussy and Anoushka Shankar, looking at cross-cultural influences, timbre, texture, and stylistic blending. Finally, New Directions studies Kaija Saariaho and Igor Stravinsky, introducing experimental techniques, rhythm, texture, and modern approaches to composition.

Students are normally expected to have studied GCSE Music and perform at approximately Grade 5 standard or above, although those with equivalent musical experience and commitment may also be considered. A strong commitment to regular practice, rehearsal, and independent study is important to succeed on the course.

A Level Music students benefit from extensive support and enrichment opportunities, including weekly performance, composition, and appraisal clinics, co-curricular ensemble participation, and trips linked directly to the Areas of Study and set works. Music Scholarships are also available to all KS4 and KS5 students, helping to fund instrumental or vocal lessons and encouraging wider participation. The course prepares students not only for success at A Level but also for a lifetime of musical enjoyment, creativity, and achievement.

Long Term Plan - Music - Year 7Long Term Plan - Music - Year 8Long Term Plan - Music - Year 9Long Term Plan - Music - Year 10

Long Term Plan - Music - Year 11

Long Term Plan - Music - Year 12

Long Term Plan - Music - Year 13

'The Big Picture' Curriculum Map

This document will provide a visual overview of the department's curriculum from Key Stages 3 to 5. This is in a student-friendly format to support them in their understanding of the department's curriculum.

Big Picture Curriculum Map - Music

Department Assessment Matrix 

This document will provide an overview for assessment for Key Stages 3, 4 and 5.

Key Stage 3 Judgement Descriptors

These documents give you an overview of the criteria for Emerging, Developing, Secure and Mastery judgements at KS3 for this subject.

KS3 Judgement Descriptors - Music - Year 7KS3 Judgement Descriptors - Music - Year 8KS3 Judgement Descriptors - Music - Year 9

At Key Stage 3, music home learning helps students develop their practical and theoretical skills. Tasks may include practising an instrument or voice, developing compositions, listening and appraising exercises, or researching musical styles and composers. Work is set once per half term, with feedback given verbally in class.

At Key Stage 4 and 5, home learning is linked to the examination specification and supports performance, composition, and appraising skills. Tasks may include practising repertoire, developing compositions, consolidating theory, and preparing written responses. Students may also be asked to complete Flipped Learning to prepare for the next lesson, such as listening to set works or researching musical contexts. Teachers check this through questioning, folders, or Google Classroom. Home learning in music helps students build the skills and independence needed for GCSE and A Level success.

Parents and carers can support their child in music by encouraging them to engage with live performance whenever possible. This doesn’t need to be West End or National Theatre productions – local concerts, amateur theatre and community music events are equally valuable, informative and inspiring. Experiencing music and performance in different contexts helps students develop their listening, analytical and creative skills.

All students are encouraged to make use of the home learning and resources available on Google Classroom, which include practice tasks, composition guidance and listening exercises. Supporting your child to manage their time and keep up with these tasks can have a real impact on their progress and confidence.

Family and friends are invited to attend end-of-term concerts, where students can showcase their practical skills in both solo and ensemble performances. Parents can also support their child by encouraging them to take part in extra-curricular clubs and ensembles, which provide valuable opportunities to develop teamwork, performance experience and musical confidence.

Finally, parents can encourage students to explore the set works and musical repertoire studied across the Key Stages. Familiarity with these works, composers and musical styles is key to success in both practical and appraising components. Listening, discussing, and exploring music at home helps students consolidate their learning, develop analytical skills and gain confidence in their abilities.

By supporting practice, encouraging participation in extra-curricular activities, attending concerts and engaging with home learning and set works, parents and carers play an important role in helping students thrive in Music at Rickmansworth School.

Studying music at Rickmansworth School opens the door to a wide range of exciting careers. Music develops practical skills, creativity, and analytical thinking, all of which are highly valued by universities and employers across many industries. Students leaving the school with GCSE or A Level Music have a strong foundation for further study or professional pathways in music, performance, composition, education and the creative industries.

Music can lead to careers as a performer, composer, conductor, or producer, whether in classical, jazz, pop, or film and media music. Other opportunities include teaching, music therapy, sound engineering, music journalism, event management and roles within orchestras, recording studios, or theatre companies. The skills developed through music – teamwork, discipline, problem-solving, and critical thinking – are transferable to careers in media, technology, arts administration and beyond.

Students are encouraged to combine their musical studies with other subjects, giving them flexibility in higher education and career choices. The department also supports students in exploring professional opportunities through extra-curricular ensembles, workshops, masterclasses and trips, helping them build the experience and confidence needed to succeed in the creative industries.

By studying music, students gain not only technical and creative expertise but also personal and professional skills that prepare them for a broad range of pathways, ensuring that the subject remains a valuable part of lifelong learning and future careers.

Music Development Plan

Spring extra curricular activities

Helpful websites and further information

1. BBC Bitesize GCSE Music revision

2. Seneca Learning

3.Teoria ear training and theory 

4. Tone savvy - rhythmic and melodic dictation practice