Music is part of our everyday lives and is a very broad genre. At JKHS we realise that playing music is the key to learning and is the most rewarding aspect leading to a thirst for further listening, a hobby or even a career. 

Music at JKHS is designed to instill a lifelong love for music as both a creative art form and a tool for self-expression. Music can help us make sense of the world emotionally, physically, historically, and culturally. It is a door to challenge, opportunity and to crafting a creative identity. At JKHS we nurture student’s creativity, self-expression and guide them progressively through an eclectic, exciting and well-rounded music education. We teach music because of what music can teach us. It can teach confidence, self-belief, give a sense of overwhelming achievement, and can help overcome challenges with the ability to communicate in a new and diverse way.

Music at JKHS is for everybody, and we thrive on enthusiasm and inclusion alongside nurture, support, challenge and progress at all levels. We use music as a tool for bringing the school and the wider community together.

The Music department is a purpose-built block with excellent facilities that was financed by sponsors and a music grant. We have three main classrooms equipped with keyboards and/or computers, one being a specialist Mac suite, two fully equipped studios and a central recording/mixing control room plus three practice rooms.  

 

Teaching staff

• Miss Lydia Taylor : Head of Music l.taylor@jkhs.org.uk
• Mr Florian Gheorghe
• Mr Alex Davis

Individual lessons: Students can have instrumental tuition at JKHS and there is a team of specialist peripatetic teachers covering flute, clarinet, saxophone, violin, viola, all brass instruments, drums, vocals, piano, keyboard and guitar, including bass guitar. 

Extra-curricular: There are a number of music clubs running through the year and students can also book practice rooms at lunchtime for their own individual use or band rehearsal. 

We currently offer: School band/Orchestra, Singing Club, Music technology club, Band workshops, Guitar club and a String club.

 

Key Stage 3​ music

The topics covered at Key Stage 3 enable students to build their performance, listening and composition skills, preparing the students for the courses offered at KS4. The topics also ensure students have a good grounding in the Elements of Music and basic theory to facilitate greater understanding of how music works and a range of different genres. Progress is monitored throughout.

Key Stage 4 music

We are very lucky at JKHS that we can offer both Music GCSE and BTEC Music level 2 as two separate options enabling a program that is appropriate for each of the course requirements and student strengths. Both GCSE and BTEC students use the Mac Suite to complete coursework either using Logic Pro X or Sibelius. ​

btec MUSIC

The EDUQAS course is 40% listening exam with two set works, 30% composing and 30% performing. The areas of study are Musical forms and devices, Music for ensemble, Film music and Popular music. ​

BTEC Music First Award Level 2 (Current Year 11 only)

The following topics are covered in the Pearson course: 

• The Music Industry- 25% formal exam 
• Introduction to music recording 
• Introduction to music sequencing 
• Managing a Music product- Organising a Concert within the school. 

BTEC Award in Music Practice (New course)

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 - Learners will explore the techniques used in the creation of different musical products and investigate the key features of different musical styles.
• Music Skills Development - Learners will have the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement.
• Responding to a Music Brief - developing and presenting music in response to a given music brief.