At CHS South, the music department provides an inclusive, ambitious and well-sequenced curriculum that enables all pupils, regardless of background, to develop as confident performers, composers and critical listeners. High expectations are set for all learners, with carefully planned opportunities to build technical proficiency, creativity and musical understanding over time. The curriculum reflects the diversity of the school community, drawing on a broad range of musical traditions and genres, ensuring that pupils see themselves represented while developing cultural capital. Music is central to the life of the school, with a strong culture of participation, regular performance opportunities and effective pathways for further study and engagement with the creative industries. The department prioritises equity of access and removes barriers to participation, fostering a strong sense of belonging and student voice. As a result, pupils develop resilience, confidence and a deep appreciation of music, making them empathic, imaginative, skilled and curious individuals.

At Key Stage 3, the music curriculum is ambitious and coherently sequenced to ensure all pupils develop secure foundations in the core domains of performance, composition and appraisal. Through a carefully planned spiral curriculum from Years 7–9, pupils systematically build their knowledge of musical elements, key vocabulary and techniques, revisiting and deepening their understanding over time to strengthen their musical schema. Pupils are explicitly taught how to perform with increasing technical control, compose using appropriate conventions and appraise music using subject-specific language. Retrieval practice, modelling and ongoing formative assessment are embedded to ensure pupils retain knowledge and address misconceptions effectively. In year 9, students also have the option to have an extra two hours per week, in Music or Music Technology, as their arts elective subject. The curriculum reflects a broad range of musical styles and genres, ensuring relevance while developing cultural capital. As a result, pupils become confident, independent musicians who are well prepared for the demands of Key Stage 4.

At Key Stage 4, the curriculum builds directly on prior learning, enabling pupils to deepen their expertise across performance, composition and appraisal through clearly structured and rigorous pathways. Pupils develop increasing independence as they refine their performance skills, compose extended works and analyse set study pieces with precision and fluency using subject-specific terminology. The curriculum is designed to ensure pupils understand the demands of both academic and vocational routes: GCSE pupils engage in sustained instrumental or vocal study alongside analytical listening, while BTEC pupils develop practical skills in music production, including the use of digital audio workstations (DAWs), recording techniques and knowledge of the music industry. Across both pathways, pupils develop transferable skills such as self-management, collaboration and problem-solving through sustained creative work and regular feedback. As a result, pupils leave Key Stage 4 with secure disciplinary knowledge, technical competence and a clear understanding of progression routes into further education, training or careers in the music and creative industries.

Students can extend their musical journey through:

• Choirs, bands, and ensembles

• Instrumental lessons

• School performances and showcases

• Studio and recording opportunities

• Trips to concerts, musicals, and workshops

• Encourage regular practice at home.

• Listen to and discuss a wide range of music together.

• Use resources such as BBC Bitesize Music or free DAW software.

• Support attendance at rehearsals, concerts, and extra lessons.

• A Level Music / Music Technology

• College courses in performance or production

• University-level music or music industry pathways

We believe music is for everyone - whether you’re picking up an instrument for the first time or producing your own tracks, there’s a place for you in our department.