Curriculum Development
Designing a meaningful music curriculum for special education settings is never straightforward. After several schools asked for support, a group of special school teachers and curriculum specialists came together to tackle the challenge. What quickly became clear was that there is no one-size-fits-all approach: each school, and often each classroom, has its own unique needs.
UpRising’s work highlighted the importance of collaboration between hub curriculum specialists and school leaders, so that guidance can be tailored to context. To support this, we developed a Curriculum Guidance Document to spark conversations, alongside a Progression of Musical Learning resource mapping sequenced activities and outcomes across the elements of music.
We also share a practical example from a school using a topic-based curriculum and progression framework, showing how meaningful music learning can be achieved even within structural constraints.
Music curriculum design for Special Education Schools
Designing a music curriculum is a valuable opportunity for schools to reflect on and enhance their music provision. While some schools in the MEHEM area already had structured programmes, many others needed guidance or didn’t feel they had the expertise in-house.
In response, UpRising worked with a team of teachers and curriculum specialists to create a Curriculum Guidance Document for special schools. This resource is most effective when used as the starting point for conversations between hub curriculum specialists, school music coordinators, and members of the school leadership team, helping to tailor the curriculum to each school’s unique context.
Progression of musical learning
The elements of music form the foundation for all musical learning. This resource helps teachers plan how to introduce these elements through practical activities and clear learning outcomes, guiding pupils’ understanding step by step.
Designed for use in special education settings, the document supports a wide range of learners. Some pupils may focus on the early stages throughout their schooling, while others can progress to a deeper understanding, applying the concepts confidently in their own music-making.
This resource was created by Vicki Brown.
How Does Your Garden Grow:
Sample Activity Set
Every special education classroom is different, and UpRising works closely with teachers to develop activities and schemes of work that fit each setting. This example highlights a collaboration with an autism unit in a mainstream primary school.
Working within the school’s topic-based curriculum and the Achievement for All framework, we designed a half-term set of activities around the theme How Does Your Garden Grow?. You can download the full set of resources on this page.
Case Study –
Musical outcomes with an all-subject progression pathway showing how it was planned and demonstrated within a non-specialist framework
Download
Information gathering for CIL teaching
Many pupils in mainstream schools have additional physical, cognitive, or emotional needs that can affect their experience in Classroom Instrumental Learning.
To support a confident start for both teachers and pupils, it’s best to gather information in advance—ideally through the school SENCO or class teacher, and, where possible, a pre-project classroom visit. When this isn’t practical, the guidance below offers flexible approaches you can adapt to your setting.
Essential questions if you only have a few minutes with school/class staff...
Do any pupils have sight or hearing loss?
Do any pupils have upper limb impairments that could prevent them holding or playing an instrument?
Do any pupils have a low level of English language comprehension?
If yes to any of the above, what support/resources are in place for them?
More in-depth questions for a 20-30 minute meeting ahead of your first lesson...
Do you have any pupils that you think will struggle to engage with the lessons, and if so, why? (Reasons could include physical, cognitive or behavioural barriers to engagement).
What strategies are already in place to support and engage these pupils?
Is there anything they particularly excel at and/or enjoy, either musically or generally? (This could be a particular style, instrument, subject, topic).
Is there an existing behaviour/reward policy?
What adult support will you have in the class? What is their role?
What would progress look like for each of these pupils in a WCET/WCIT context?
Note: Rather than naming medical conditions (e.g. autism), it is more useful to focus on the specific access needs of the pupil (e.g. sensitive to high pitched noise, needs to take regular breaks).
Tips for a class visit before your first lesson...
Say hi to the class. Tell the pupils what to expect. Perhaps play the instrument(s) you have in mind and note pupil responses.
Sit in on a lesson to get a feel for the class and the teaching style theyare used to.
Chat with any adults that will be in the session.
Particularly observe any pupils that may have barriers to learning – how does this present and how could you get the best out of them in your sessions?
Tips on working with Teaching Assistants/Learning Support assistants
There are various ways that we can deploy other adults in the room to support pupils with additional needs, and TA/LSAs are often the best placed people to find ways to overcome barriers for pupils.
Perhaps the TA/LSA with you is a strong musician, or perhaps they have negative memories of their own school music experience that affect their perception of WCET. It is well worth finding time to have an ongoing conversation with TAs, listening to their views and being clear on the role you would like them to take during your lessons.
UpRising 360 is a project funded by Youth Music and MEHEM
Contact us at uprising@lincolnshire.gov.uk
Keep up to date by signing up to the UpRising mailing list and following MEHEM on X.