The Music Department has 3 specialist classrooms with 4 practice rooms and a recording studio.The Department has 36 Apple iMac computers running Logic and Sibelius. These are used in KS3, KS4, RSL and A-Level Music Technology.
Subject Intent
Our aim is to provide students with a comprehensive experience of various musical styles and genres through performance, composition, music theory, listening skills, and exploration of Music Technology. Students are actively encouraged to engage in a diverse range of extracurricular music-making opportunities and to participate in authentic, live performances.
The school’s vision for music, with our department’s philosophy centred around the acronym “ACE”—Active, Creative, and Excel—which guides students’ learning expectations. Teachers are committed to delivering an “ACE” curriculum that is Authentic, Cultural, and Enriching. This approach provides real-world opportunities, inspiring students to pursue careers in the music industry.
Our curriculum is designed to build confidence and self-esteem while fostering a lifelong passion for music. Every student can learn a musical instrument, developing resilience and transferable skills that contribute to academic success across other subjects. Many students achieve nationally recognised qualifications in their instruments. In addition, creativity is nurtured through composition, while analytical and essay writing skills are honed, preparing students for advanced musical study in higher education.
Instrumental Lessons
The Academy employs a team of expert tutors and professional musicians to deliver instrumental teaching alongside our own staff specialist areas. Most students are taught individually or in small groups on a weekly basis. Lessons are available on strings, woodwind and brass instruments, as well as guitar, bass, keyboard, piano, voice and drums. The Academy subsidises instrument lessons for aptitude students or those pupils taking a KS4/5 course in Music and requests a contribution of only £50 per term for other students. A commitment to practise for performances and attend rehearsals regularly is essential.
In the academic year 2018-19 the department maintained 100% pass rate for all instrumental/vocal and theory exams.
There is a thriving programme of extra -curricular music in the academy. Ensembles meet on a regular basis to rehearse. Groups include, Brass Club, Drum Club, Rock and Pop and KS3 Choir.
The Academy’s annual Musical production is held in the Spring Term. Recent shows have included:
George Salter Academy can provide 20 places per year for students who have an aptitude for Music, Dance or Drama.
Mr Jake Allen (Head of Department), email: [email protected]
Music is a compulsory subject in Years 7-8 with students having one lesson of music per week.
Year 7 – Curriculum Map
Rhythm & Pulse – Students will explore the basics, of different rhythms and pulses that help us create pieces of music. Combining both theory with practical, students will be able to create varying pieces of music using a variety of instruments.
Hooks & Riffs – Students will focus on understanding, identifying, and creating musical hooks and riffs, essential elements in various genres of music, especially in pop, rock, jazz, and hip-hop. Students will explore the purpose and impact of hooks and riffs in music composition, listen to iconic examples, and engage in performance, analysis, and creative composition exercises.
Form & Structure – This unit explores the various forms and structures in music, such as binary, ternary, rondo, and sonata form. Students will learn how musical compositions are organized and how structure influences the flow and development of a piece. Through listening activities, analysis, and composition tasks, students will develop a deeper understanding of how form shapes music.
Rap Music – Students are introduced to the history, culture, and musical elements of rap music. Students will explore the evolution of rap, its lyrical techniques, rhythms, and social impact. Through listening, lyrical analysis, and creative exercises, students will engage with rap as both a musical and cultural form of expression.
Year 8 – Curriculum Map
World Music – This unit introduces students to a wide range of musical traditions from different cultures around the world. Students will explore the unique instruments, rhythms, scales, and cultural contexts that define various music traditions, including African, Indian, Latin American, East Asian, and Middle Eastern music. The unit encourages students to appreciate the diversity of global music and understand how music reflects cultural identity and heritage.
Pop Music – This unit focuses on the history, characteristics, and cultural significance of pop music. Students will explore the evolution of pop from its early roots to contemporary trends, analysing elements like melody, harmony, rhythm, and production techniques. The unit includes listening activities, song analysis, and discussions on the impact of pop music on culture and society, as well as creative projects where students write or produce their own pop-inspired pieces.
Theme & Variation – This unit delves into the musical form, where a single theme is altered in various ways while maintaining its recognizable core. Students will explore how composers creatively manipulate melody, harmony, rhythm, texture, and timbre to produce variations. The unit includes listening to classical examples, such as those by Mozart and Beethoven, as well as modern uses of this form in jazz and pop. Students will also engage in activities where they create their own theme and variations.
Jazz & Blues – This unit introduces students to the origins, characteristics, and cultural significance of Jazz and blues music. Students will explore key elements such as the 12-bar blues form, improvisation, syncopation, and call-and-response, while learning about influential artists and historical contexts. Through listening, analysis, and performance activities, students will gain a deeper understanding of the emotional depth, rhythmic complexity, and improvisational nature of both genres.
Video Game Music – This unit explores the role of music in video games, examining how composers use music to enhance gameplay, atmosphere, and narrative. Students will learn about the evolution of video game music from early 8-bit soundtracks to modern orchestral scores. They will analyse how music influences mood, tension, and player immersion, and study techniques like leitmotifs and adaptive music. The unit includes listening activities, video game score analysis, and creative projects where students compose their own video game-inspired music.
Year 9 – Curriculum Map
Musical Theatre – This unit introduces students to the world of musical theatre, focusing on its unique blend of music, drama, and dance. Students will explore the history and development of musical theatre, analysing iconic shows from classic Broadway productions to contemporary musicals. They will learn how music drives the narrative, develops characters, and evokes emotions. Through listening, performance, and analysis, students will engage with key components like overtures, show tunes, and reprises, culminating in a creative project where they either perform or design their own musical scenes.
Film Music – This unit focuses on the role of music in film, examining how composers use soundtracks to enhance storytelling, set mood, and evoke emotions. Students will explore techniques such as leitmotifs, thematic development, and underscoring. They will analyse iconic film scores across different genres and time periods, studying how music supports cinematic elements like character, plot, and atmosphere. The unit includes listening activities, film score analysis, and creative projects where students compose or design music for film scenes.
Britpop – This unit delves into Britpop, a musical movement that emerged in the UK during the 1990s, characterized by its catchy melodies, guitar-driven sound, and a strong connection to British culture and identity. Students will explore key bands such as Oasis, Blur, and Pulp, and analyse how Britpop reflects social and political themes of the time. Through listening, discussion, and performance activities, students will examine the musical elements that define Britpop, including songwriting techniques and lyrical content. The unit culminates in a creative project where students can write and perform their own Britpop-inspired songs.
Minimalism – This unit introduces students to minimalism, a musical movement characterized by its simplicity, repetition, and gradual transformation. Students will explore key composers such as Steve Reich, Philip Glass, and Terry Riley, and examine the principles and techniques that define minimalist music. Through listening activities, analysis, and performance, students will learn how minimalism contrasts with more complex musical forms and how it can create deep emotional and atmospheric effects. The unit culminates in a creative project where students compose their own minimalist pieces.
This course will give you the opportunity to develop knowledge and technical skills in a practical learning environment. You will develop key skills, ranging from rehearsing to experimenting with technology, equipment and instruments. You will also develop an understanding of the music industry. Everyone taking this qualification will study three components, covering the following content areas:
• Exploring Music Products and Styles – exploration of the techniques used in the creation of different musical products and investigation of the key features of different musical styles and genres.
• Music Skills Development – development of two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further Purpose statement – 603/7055/5 – Pearson BTEC Level 1/Level 2 Tech Award in Music Practice – Version 2 improvement.
• Responding to a Music Brief – developing and presenting music in response to a given music brief. this unit, one will be based on a given brief and the other one is a free style composition, which means it is your choice.
At KS5, the Music Department offers two courses,
Music (Technology) A Level Link to page
Music (Performing) RSL Level 3 Subsidiary Diploma in Music.
The Level 3 Subsidiary Diploma and Level 3 Extended Diploma for Music Practitioners provide music industry qualifications that will equip learners with the skills, knowledge and understanding for entry to employment in the music industry or progression to further study at ahigher level.
The qualifications aim to offer practical structured learning with the flexibility to specialise in different disciplines directly relevant to employment within the music industry, including composition, performance, business and technology.
The flexibility and range of unit choice are directly applicable to the music industry, where portfolio careers are the norm and those seeking employment often require knowledge and skills covering a breadth of relevant disciplines.
The qualifications are divided into specific pathways, offering the opportunity to undertake specialised learning that can be accurately matched to specific career sectors in the music industry.
The array of optional units within the qualifications also allows learners to cover a range of aspects of the music industry, whichever pathway they select, reflecting the nature of employment within the music industry which often involves individuals undertaking multiple roles as part of a ‘portfolio career’, many in a freelance capacity.
The units are chosen with the student in mind to lean into their strengths, this can also include a technology pathway.