Creating or revising a music curriculum can feel like an overwhelmingly large task, particularly when you’re keen to include a wealth of exciting musical ideas. Yet effective curriculum design begins not with what pupils will do, but why your school teaches music in the first place. Establishing this bigger picture is the foundation on which meaningful, coherent learning is built.
Using vision-led approaches for music curriculum development
A helpful way to structure your thinking is through the three I’s: Intent, Implementation and Impact. Your intent summarises the purpose of music education in your school and how it supports wider school aims. Implementation outlines how this vision will be realised through curriculum content, resources and pedagogy. Impact captures what pupils will know, understand and be able to do when they leave KS3. Crucially, this impact statement must apply to all pupils, not just those who continue music at KS4. For many learners, KS3 is the end of their formal musical journey, so your curriculum needs to be complete and fulfilling in its own right, rather than an extended preparation phase for GCSE.
What to include in a secondary school music curriculum
Once your vision is clear, you can begin selecting content. National curriculum expectations provide helpful parameters: pupils should listen, perform, compose, improvise, and deepen their theoretical understanding of how music works. The specifics, however, are yours to determine.
Selecting content can be the most enjoyable part of planning, but it is essential to balance ambition with realism. Consider the staff expertise within your department, the resources available, and the time allocated for music lessons. Carrying out a simple audit – of instruments, DAWs, sound equipment, printed music, and subscriptions – helps shape a curriculum that is not only musically rich but logistically feasible. Continually refer back to your intent and impact. If a topic doesn’t move pupils towards your overarching aims, however appealing it might be, it may not belong in the curriculum; at least not yet!
Strategies for a culturally diverse and inclusive music curriculum
A strong music curriculum reflects and celebrates the community it serves. This isn’t about following trends; it’s about recognising that music is deeply intertwined with identity. Ignoring pupils’ musical worlds can lead to disengagement. Just as importantly, broadening their musical horizons builds understanding, respect and curiosity. This links closely to ongoing conversations about decolonising the curriculum and cultural capital. Introducing pupils to “the best” should not default to European classical music alone. High-quality music exists in every tradition, and placing global styles on an equal footing enriches learning and challenges outdated hierarchies.
Planning for progression & engagement across the secondary music curriculum
Understanding the distinction between planning for doing and planning for learning is vital. Rather than centring units on pieces such as Ode to Joy, focus on the musical skills developed through them: playing in time, reading notation, using instruments with fluency, or understanding structure.Equally important is planning for engagement. This means ensuring that resources are sufficient for whole-class participation, adapting units for specific groups, and drawing on pupils’ musical interests to motivate progress.
If you’d like to explore any of these ideas further then the Secondary Music Leader’s Handbook by Francis & Stafford might be of interest to you!
Dr Liz Stafford, November 2025. Copyright © 2025 Music Education Solutions Limited. All Rights Reserved.
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