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Our overriding aim is to ensure that all students can enjoy and appreciate the multitude of benefits that music can offer. Music plays a key role in developing a student’s spiritual, moral and social values alongside an appreciation and understanding of other cultures and British values. We explore these elements through a wide range of music from different genres, periods and places. We also aim to link student learning to the ‘wider world’, showing how the skills they learn can apply to life outside of school and, where appropriate, potential careers.

Key Stage 3 

At Key Stage 3, we build on the skills and knowledge acquired at Key Stage 2; developing students’ proficiency in performing, composing and appraising and preparing them for future study at Key Stage 4 as an option. At AHS, we find there is a wide range in terms of what students have learnt and experienced before they arrive at school. Some students will have had very little musical education, while others may already play an instrument to a high level. A key part of the Year 7 curriculum is getting to know our students and ensuring each is supported, stretched and challenged at a level that is appropriate for them.

Year 7 skills:

• Read and perform from basic music notation

• Understand the elements of music so they can apply this to their listening, appraising, performing and composition

• Develop a sense of pulse and rhythm so they can perform effectively

• Work and perform effectively in groups and ensembles

• Understand basic music theory so they can use this later in the key stage when composing music

• Use the basic functions of music software and develop their understanding of music technology processes so they can programme and compose their own music in the future

• Develop a love for singing and provide world-class performance opportunities within a choral setting

In Years 8 and 9, the above skills are developed further so students can:

• Produce a quality ensemble or solo performance on a range of instruments.

• Develop instrumental skills so they can perform ‘real music’ as a solo and/or ensemble player.

• Create and compose their own ideas for either live performance or using computer software. 

• Appreciate and appraise music from a range of cultures, styles and eras

• Develop their listening and appraising skills further, identifying and describing musical features. 

• Develop improvisation skills that are important in developing both performance and composing confidence.

Key Stage 4

At Key Stage 4, we follow the AQA specification with students continuing to develop their proficiency in performing, composing and appraising.   Students are required to perform one solo and one ensemble at around grade 4 standard as part of their coursework.  Using musical software, students are also required to produce a folio of 2 compositions.  The written paper explores 4 Areas of Study: The Western Classical Tradition from 1650-1910, Popular Music, Traditional Music, and Western Classical Music since 1910.

Key Stage 5

Students at A level follow the Eduqas specification, and explore the 3 strands at a more advanced level.  They are required to perform at around grade 6 standard to a visiting examiner for 10–12 minutes, and produce a folio of 2 compositions.  There is an opportunity to alter the weightings of these 2 components, allowing students to prioritise either performing or composition, according to their strengths.  For the written paper, students study the development of the symphony with a prescribed set work in addition to a study of Musical Theatre focusing on a series of key composers.  They also study 20th century music, focusing on Impressionism, Expressionism and NeoClassicism, in addition to two prescribed set works by Debussy and Poulenc respectively.

We offer the AQA GCSE Music course at Key Stage 4. Through study of the areas of study below, students learn about a wide range of music and develop skills in performance, composition, listening and appraising.

Course content

Course content

Key Stage 3

• Our carefully planned units at the start of Year 7 have allowed us to quickly identify individual student strengths and gaps in learning from Key Stage 2 and provide differentiated tasks that both support learners, providing them with the basic skills and knowledge they need for the Key Stage 3 curriculum, and stretch those already at a higher stage so they can progress at a level that is appropriate for them

  • From reflecting on the progression of learning throughout Key Stage 3, we have developed clear links between schemes of work from Years 7 through to 9 that see a development of skills that allow students to finish Key Stage 3 with the ability to perform challenging ‘real’ music, e.g. from learning ukulele chords in Year 7, to learning tab on the ukulele in Year 8, to transferring those skills to playing bass guitar as part of a pop/rock band in Year 9

• Singing is used as a vehicle for creativity, regardless of a students’ exposure to music prior to their joining Aylesbury High School. In Year 7, this includes a concert in the O2 Arena with Young Voices and Urban Strides.

• There is at least one scheme of work in every year of Key Stage 3 where students develop their music sequencing skills on Garageband. Each unit builds on the skills learnt from the previous year with the aim that, should they opt for Music at GCSE, students already have the music technology skills they need to produce high quality work on the software. We are already seeing increased use of the software in Years 10 and 11, with students using it in a more confident and sophisticated way

• Throughout Key Stage 3, resources are carefully chosen and prepared to suit learners with a wide range of abilities and learning styles, including students with SEND. Resources are shared via Google Classroom, so students can print or edit their own copy according to their individual needs. This also means little lesson time is needed for note-taking, allowing us to spend more time on practical music making

• Through teaching units from a wide range of styles and cultures, students develop a good understanding and awareness of other cultures. e.g. our Music Of Asia unit in Year 8 encourages students of Indian and Sri-Lankan heritage to share their knowledge of musical styles from this part of the world, which has both increased their own engagement in the curriculum and improved understanding and respect for those cultures among their peers

• British Values such as respect, tolerance and democracy are openly encouraged through Key Stage 3 group work, resulting in students cooperating well and using group work time effectively to produce high-quality outcomes

Key Stage 4

• Music GCSE classes typically include students with a wide range of musical interests and playing styles. Through choosing a specification that covers a wide range of styles, periods and genres of music, this allows all students to flourish, whether from a classical, pop, folk or world music background. It also means students develop a deep and meaningful understanding and appreciation of a wide range of musical styles, contexts and cultures and this is evident in their engagement in lessons and is also reflective in the wide range of performance and composition work the students produce

• Building on the Key Stage 3 curriculum, the course is carefully planned to continuously develop skills in appraising, performance and composition. This is evident in the increasing quality of work over the two years, with students finishing Year 11 with the skills and knowledge they need to further pursue the subject at A Level should they choose it (as evidenced in our 2026 exam results)

• Schemes of work include a mixture of written, digital and practical tasks to support a range of learning styles and students with SEND. Resources are shared and clearly organised via Google Classroom, so students can print or edit their own copy according to their individual needs. This also minimises the need for excessive note-taking in lessons

Key Stage 5

• Building on the Key Stage 4 curriculum, the course is carefully planned to continuously develop skills in appraising, performance and composition. This is evident in the increasing quality of work over the two years, with students finishing Year 13 with the advanced skills and knowledge they need to further pursue the subject at degree level should they choose it (as evidenced in our 2026 exam results). A significant number of our A Level Music students go on to pursue either Music or Music Technology at university, with recent alumni reading Music at conservatoire and Oxbridge courses

• Styles of composition and performance are carefully chosen to cater to specific student needs, e.g. allowing them to focus more on music technology skills in their recital or composition, depending on their preferred style and intentions for future study. 

This chart explains the types of feedback that students can expect to receive for work done in Music lessons/at home.