Music
At Woodroffe School we have a unique opportunity to develop and promote a greater understanding of Music within our students. It is to this end that the department’s philosophy is designed to allow each student to meet their full potential within the subject.
Our intention is to equip our students with the language of Music in order that they may develop their perception, knowledge and understanding of the subject and of themselves.
At Woodroffe School we have a unique opportunity to develop and promote a greater understanding of Music within our students. It is to this end that the department’s philosophy is designed to allow each student to meet their full potential within the subject.
Our intention is to equip our students with the language of Music in order that they may develop their perception, knowledge and understanding of the subject and of themselves. The expression and analysis of ideas, and the development of a specialist vocabulary are all major objectives.
We view quality of performance as an essential element in the music curriculum particularly through vocal and instrumental techniques. The curriculum is designed to accommodate the needs of each student and afford them challenging experiences in Music.
We intend that our students should enjoy their creative work and we value that pleasure, recognising the recreational and therapeutic elements of Music while emphasising the invention, investigation, experimentation and sense of discovery will enrich the creative process with such meaning. Success will be recognised and rewarded and we will ensure that every student has the opportunity to reach a level of achievement commensurate with ability.
Is described as vibrant and energetic. Students of all year groups and experience are provided with opportunities to experiment in a safe and nurturing environment.
Music at KS3 is compulsory for years 7, 8 & 9 where they receive a one hour lesson every week.
Music is an option subject at KS4 & 5 with the additional offer of Music Technology at A’ Level
The department has state of the art equipment with 24 iMacs for classroom use running Logic Pro, MuseScore and Garageband as well as a 64 track digital recording studio which is well equipped with high end industry standard microphones and recording equipment.
We are well resourced with 2 large ensemble classrooms, 3 separate practice rooms to each with drum kit, keyboards and guitar amps, and 4 smaller practice rooms for peripatetic teaching.
More than 20% of the students at Woodroffe receive instrumental lessons per week on the following:
- Strings – Violin, Viola, Cello, Double Bass
- Brass – Trumpet, Trombone, Horn
- Woodwind – Saxophone, Flute, Clarinet
- Piano – Jazz and Standard
- Voice – Traditional (including musical theatre), Popular Voice
- Drums
- Guitar – Electric, Acoustic and Bass
Students are able to perform with a wide rang of ensembles playing music in a wide range of styles.
- Jazz Band – All Years
- Orchestra – All Years
- String ensemble – All Years
- Senior Choir – Years 9 to 13
- Junior Choir – Years 7 and 8
These ensembles perform regularly as part of the departments termly concert programme. We also perform annually in the local church for our Christmas Carol Concert, as well as outreach in the community at a local care home. We also complete a biannual Music Tour to Europe, most recently taking the Jazz Band and Choir to Cologne for a week. In 2026 we are taking 45 students to Lake Garda for a week of music making around the lake and Verona.
We have strong links with community organisations, having worked closely with B sharp completing music workshops, and in the past we have had trips to attend workshops and study days with both the Bournemouth Symphony Orchestra at the Poole Lighthouse, and studying alongside other music A level students at Wells Cathedral School.
Intent
The Music Curriculum at the Woodroffe School is designed and dedicated to promote positive engagement and progress for all students, both in the study of music and the school community as a whole. Our curriculum is based on the development of students’ knowledge of music – how music is constructed, the development of musical styles, and the use of the musical elements across a variety of genres. This is explored through performance, composition and appraisal activities, allowing students to confidently engage practically with the subject in lessons that promote active learning. Such practical active engagement also promotes additional interpersonal skills and a wider sense of community across the class, year group and school.
Our curriculum at KS3 is deigned in a spiralised format, allowing students to repeatedly revisit and refine their knowledge of the core musical elements and practical skills in a range of contexts. This focus on acquiring, deepening and refining knowledge is central, as It builds student confidence, makes progress explicit and addresses gaps effectively.
Implementation
We follow a broad range of styles which function as vehicles to develop students understanding and knowledge of the subject. At KS3 students have progress booklets which clearly draw links between the different styles and “topics”, promoting self-awareness and allowing students to draw upon prior knowledge to build independence and confidence. Staff are well versed in formative assessment techniques to check prior knowledge. We use a range of questioning techniques to both identify, and then deepen student understanding. We have developed a formative assessment tracking system which allows teachers to record observations effectively, and share these with students to celebrate progress as well as collaboratively identify gaps in experience.
At KS4 and KS5 we follow specialist GCSE and A level courses chosen to reflect our intake of students – Eduqas at GCSE and A level for its wide scope supporting both classical and pop musicians, and A level Music Technology which reflects the passion students develop for using ICT in their music lessons. We also work closely with our team of peripatetic staff to help support students’ performance skills.
Impact
Students enjoy their music lessons and make positive progress in their lessons. Students feel valued regardless of their level of musical experience as they can track their progress clearly. Students have a greater awareness and appreciation for the way music works, and can use the skills developed in both performing and composing, appraisal and evaluation activities, to support their other subjects also. Significantly, students develop a stronger sense of self and community through their participation in performance events – singing as a year group for Meet My Tutor, everyone learning to sing and play Wonderwall, and the recitals and concerts which provide invaluable performance opportunities for our KS4 and KS5 students.
For GCSE music we follow the Eduqas exam board, which allows our students to explore a range of musical styles in greater depth and develop their skills of performing and composing. This is evidenced through the NEA work which comprises 60% of the course.
Component 1: Performance (30%) –
2 pieces comprising of 1 solo, and 1 ensemble performance. 4-6 minutes duration, approximate grade 3 standard. 30% of the
Component 2: Composition (30%)
2 compositions (1 free, and 1 to a brief set by the exam board). 3 to 6 minutes in total.
Component 3: Listening and Appraising
A 1.5hr examination listening to 8 pieces of music and answering questions. Includes 2 set works.
Learning Journey
In Year 10 we continue the exploration of the musical elements begun in KS3, developing subject specific vocabulary and building a core understanding of the foundations of musical composition.
The learning is all underpinned by the 4 Areas of Study (AOS)
- Musical Forms and Devices
- Music for Ensemble
- Music for Film
- Popular Music
Our journey of learning is as below for Year 10:
Autumn 1 | Musical Elements – foundation | Exploring what makes a successful melody. | Developing understanding of the basics of rhythm and metre through listening |
Composing with chords – keys, cadences. | Exploring texture types | ||
Autumn 2 | Elements in Context – the world of pop (AOS4) | Composing a popular song in a seasonal style, developing understanding of structure, harmony, melody and texture | Exploring pop music from 1950 to present – instruments, techniques, harmony and melody shapes |
Spring 1 | Elements in context – small ensemble writing | Composing a jazz inspired instrumental piece – exploring extended chords, blue notes, complex rhythms and basslines | Exploring Music for Ensemble including instrumentation, structure and texture types |
Spring 2 | Elements in context – writing for film (AOS3) | Compose a soundtrack to a Western – exploring leitmotifs, orchestral writing diminished chords, contrast and narrative | Developing extended writing skills through Music for Film |
Summer 1 | NEA Composition | Planning and researching chosen brief, including sketch booking gestures, melodic and rhythmic motifs, harmonic palettes and form. | Exploring sonority and structure of the orchestra – Forms and Devices. |
Summer 2 | NEA Composition | Individual composition using Logic/Musescore | Preparation for Set Works |
In Year 11 we continue to explore composition, refining the free compositions and also completing the Brief Composition for the second part of the NEA work.
We also complete 2 Performances in Year 11, one in the autumn term and the second in the spring. Students work on these performances independently, and we have periodic in class performances to monitor and give feedback .
Entry Requirements:
Students need to be confident as performers on an instrument of their choice (including voice). Instrumental lessons are not a requirement but do support the learning. An understanding of basic music notation is also beneficial, and a willingness to develop skills and understanding in this area is essential.
By the end of the course students come away with a solid understanding of the Musical Elements – the main ingredients of all musical styles. They will also have developed skills of resourcefulness, independence, resilience and teamwork through practical activities we offer.
Music
Staff
Mrs H Butt, Miss I Pupaza
Overview
This course offers an opportunity to gain skills as a performer and composer and to enhance enjoyment and understanding through detailed listening to a variety of music. Students will be expected to perform on a weekly basis in small groups and gain skills in composing through exercises based on examples studied in class.
Minimum Entry Requirement
Music GCSE Grade 5 or above. If the GCSE requirement is not achieved, please discuss with Mrs Butt.
Curriculum
Year 12
- Performance includes solo and/or ensemble performing as an instrumentalist and/or vocalist or music production
- Composition – Composition to a set brief and Free composition
- Appraising music – Students study Western Classical Tradition (The Development of the Symphony 1750-1900) and one other area of study from Rock & Pop 1960-1990 and Jazz
Year 13
- Performance includes solo and/or ensemble performing as an instrumentalist and/or vocalist or music production
- Composition – Composition to a set brief and Free composition
Appraising music – Year 13 builds on the study from Year 12, but with an additional choice from Twentieth Century Music or Twenty-first Century Music
Assessment & Reporting
Year 12
- Internal examinations will take place and will form the basis of discussions as to suitability for continued study into Year 13
- Performing – 4 to 6 minutes of performance as an instrumentalist / vocalist/ music production
- A composition (minimum of four minutes of music in total)
- Appraising music – written exam with listening and written questions
Year 13
- Two Units: Performing & Composing
- Option A: Performing as an instrumentalist / vocalist/ music production (10-12 Mins) 35%. Composing one piece to a brief and one free composition (4-6 minutes in total) 25%.
- Option B: Performing as an instrumentalist and/ vocalist/ music production (6-8 mi) 25%. Composing one piece to a brief and one free composition (8-10 minutes in total) 35%.
- Appraising music – written exam with listening and written questions lasting 2 hours and 15 minutes which forms 40% of the A Level.
Facilities
The Music department is equipped with 23i Macs with Sibelius, Garageband and Logic ProX software. There is a Media Suite with 30 iMacs running the same software and a 64 track digital recording studio.
Additional Activities
Students will have opportunities to set up and operate live sound set ups for school events such as the school concert, showcases and the whole school musicals.
Music Technology
Staff
Miss H Webb, Miss I Pupaza
Overview
On completion of this course, many students choose to progress to the wide range of specialist Music Technology and Recording courses. Job roles in this sector include Studio Technician and Music Producer.
Minimum Entry Requirement
Six GCSEs Grade 5 or above. Music is desirable. Basic skills on an instrument are essential however.
Curriculum
Year 12 & 13
Component 1. Students are required to produce a recording of a popular song chosen from a list of ten provided by the exam board. One recording, chosen from a list of ten songs supplied by the exam board, consisting of a minimum of five compulsory instruments and two additional instruments. Total time must be between 3 – 3 ½ minutes.
Component 2. One technology-based composition chosen from three briefs set by the Exam Board. Synthesis, sampling/audio manipulation and creative effects use must be included. Total time must be 3 minutes.
Component 3. Application of knowledge related to all three areas of study:
- Recording and production techniques for both corrective and creative purposes
- Principles of sound and audio technology, and the development of recording and production technology.
Component 4. Application of knowledge related to two of the areas of study:
- Recording and production techniques for both corrective and creative purposes, and Principles of sound and audio technology.
Assessment & Reporting
Year 12
Students will have two internal assessments – one during the Spring term and one during the Summer term. These assessments will not have any bearing on the final A Level grade, however, students will be expected to obtain a D Grade or above in the Summer exam to progress to Year 13.
Year 13
Components 1 and 2. A non-examination assessment submitted to the Exam Board as two tracks as .wav files. This forms 40% of the A Level.
Component 3. Externally marked one hour 15 minute written exam which forms 25% of the A Level.
Component 4. Externally marked one hour 45 minute written/practical exam which forms 35% of the A Level.
Facilities
The Music department is equipped with 23i Macs with Sibelius, Garageband and Logic ProX software. There is a Media Suite with 30 iMacs running the same software and a 64 track digital recording studio
Additional Activities
Students will have opportunities to set up and operate live sound set ups for school events such as the school concert, showcases and the whole school musicals.
BTEC Level 3 National Extended Certificate in Music Performance
This BTEC Level 3 course is equivalent to a single A Level. It is ideal if you have performing experience, a passion for music, and would like to consolidate and extend your musical skills in a practical, industry relevant approach to learning.
Entry Requirements
- Five GCSEs at grade 5 or above (inc. English Language and Maths)
- GCSE Music is not essential but without it, discussion with HSB required
- A good confident standard of performance on an instrument or voice (equivalent to Grade 4 or 5)
- A good understanding of basic notation, including pitch and rhythm symbols. This will be re-visited in the course to reinforce – see HSB for details or if you have questions about this or any other aspect.
Year 1 Course Content (tbc)
Music Performance Session styles (Unit 5) – 20%
Here you get the opportunity to develop and showcase your skills and understanding related to a wide range of musical styles, as required in the role of a working session musician. The skills and understanding developed here are essential for progression within the music industry as well as access for higher education.
- Internally assessed
- Individual presentation/blog exploring key styles and genres relating to those commonly required when working in the role of a session musician
- Video/audio recording evidence of practical work exploring the different musical styles, including both rehearsals and performances
Professional Practice in the Music Industry (Unit 2) – 25%
This is a task designed to explore the importance of professionalism when working in the music industry, particularly when working as a freelancer. You will develop a strong understanding of; how to plan events; professional communication; financial management; and how to effectively compete for roles in an ever-changing sector.
- Externally assessed
- A written task set (and marked) by the exam board, completed under supervised conditions over a 2 week period (5 hours with preparation time).
Year 2 Course content (tbc)
Practical Music Theory and Harmony (Unit 1) – 25%
In this unit you will develop an understanding of the signs and symbols associated with the notation of pitch, rhythm, tempo, dynamics and expression. You will also learn how to interpret both traditional and non-traditional notation in order to perform with a high degree of accuracy. We will also spend time exploring the foundations of harmony and melody, and you will demonstrate your understanding through a variety of short composition and arrangement tasks.
- Internally assessed
- An individual report/video tutorial/presentation explaining the signs and symbols used in notated music
- Submission of a variety of composition tasks showing understanding of melody, harmony and texture
Ensemble Music Performance (Unit 3) – 30%
This unit focuses on the skills and understanding needed to perform as part of an ensemble. You will become part of a musical group and develop your ensemble skills by rehearsing together. The ensemble will choose 3 songs from a selection provided by the exam board – these will be rehearsed and performed in front of an audience.
- Externally assessed
- Ensemble rehearsals and performance – video evidence including interviews and recital
- Written task completed under supervised conditions (2hrs plus preparation)
Instrumental lessons take place across the week in our dedicated practice rooms. To organise lessons, please contact the teacher directly using the email addresses below. They can inform you about availability, cost and answer any specific questions you may have.
Lesson times will be posted on the noticeboards by the practice rooms. It is the students’ responsibility to check their times and attend the lessons promptly. Lessons will rotate throughout the day to minimise disruption, so regular checking on the timetables is essential. We also have an instrument store cupboard for students to keep their instruments safely during the school day.
| Instrument | Teacher | Email Address |
|---|---|---|
| Brass (Trumpet etc) | Mr Manfield | |
| Clarinet | Mrs Screech | |
| Drums | Mr Rattenbury | |
| Flute | Mrs Screech | |
| Guitar & Bass | Mr Butt | |
| Jazz & Traditional Piano | Mr Clouts | |
| Popular Voice | Mrs Walker | |
| Saxophone | Mrs Screech | |
| String (Violin etc) | Mr Foster | |
| Traditional Piano | Miss Collins | |
| Voice (Traditional and Musical Theatre) | Mrs Sheppard |