The mission of the European Schools is to provide a multilingual, multicultural and multi-denominational education in order to foster mutual understanding and respect for diversity in a multicultural setting. Music and Art have the responsibility for delivering one of the key objectives of the European Schools which is to provide young people with opportunities for creative endeavour and to promote an understanding of a common European heritage.

The music curriculum supports young people’s musical development through providing them with a range of challenging and enriching musical encounters.

The benefits of music education for young learners` are multiple and well-known. Positive interaction with music develops students’ competence as learners and increases their self-esteem. It brings together intellect and feeling and enables personal expression, reflection and emotional development. Music can help foster personal development and maturity, engender a sense of achievement and self-worth, and develop the ability to work with others. Music education develops students’ critical skills: their ability to listen, to value a wide variety of music, and to make judgements about musical quality. It also develops self-discipline, creativity, aesthetic sensitivity and fulfilment.

Years S1-2-3

  1. Description and learning objectives

The syllabus for Years 1-3 builds upon the skills, knowledge and understanding developed in the Primary Years. Particularly that young people’s musical learning will take place through musical encounters involving performing, composing, and listening and responding. The aim of the syllabus in Years 1-3 is to provide students with a secure foundation of musical knowledge, skills and understanding through a broad-based approach which addresses the main areas of musical competence

  • Composing and improvising: By the end of S3 students can compose and improvise music in simple structures to a given or chosen stimuli; make expressive and appropriate use of melody, rhythm, harmony, and dynamics demonstrating an awareness of the characteristics of a limited range of voices and instruments.
  • Performing: By the end of S3 students can perform music appropriate to their age and musical development with fluency, expression, technical control and making expressive use of dynamics, articulation and phrasing.
  • Listening & Responding: By the end of S3 students can listen and respond to music in the context of improvising and performing;

recognize some common musical styles and their characteristics; draw on appropriate technical and non-technical vocabulary to describe and discuss music.

  1. Course Principles

Knowledge and Skills Framework for S 1-3: To support their composing/improvising, performing, and listening and responding students need to develop competency in the use of conventional, technological and digital resources, music notation skills, and appropriate language and terminology for analysis and critical reflection upon music.

Students will develop a working knowledge and understanding of:

  • The characteristics and properties of music materials and elements including: Pitch: high/low melodic shape (melody = pitch + time); expressive possibilities in different melodic shapes (articulation). Time: duration Rhythm, beat/pulse; metre, duple metre, triple metre, compound metre; subdivisions. Tempo: Tempo names and tempo gradations Timbre: tone colour Instrumentation: voices, instruments, electronic sounds and effects Dynamics: Gradations of volume; dynamical accents; dynamic expression. Harmony: Tonal system: major/minor; chords. Texture: Musical sonorities; main melody, accompaniment, harmony. Structure: Motif, phrase, repetition/contrast, variation, simple forms e.g. round, verse/chorus, call and response, rondo (ABA).
  • Some common musical styles, including examples from: Popular music, particularly current popular musical forms, styles and performers. Jazz and Rock music.  Traditional music.  Non-western music.  Music from the western classical tradition

Years 4-5

In years 4 and 5, students extend their acquired competence in Years S 1-3 in a topic based curriculum based on the three areas of musical competence mentioned above. They develop and apply progressively their knowledge, skills, and dispositions in a greater range of musical contexts, traditions and styles.

There are three main areas of musical competence in S 4-5:

  • Composing and improvising
  • Performing
  • Listening and responding

Five topics and a final project

Over the course of the two years, students will study five topics from the list below. In addition, there is a final project (approximately 25 hours of study time) which takes place in the final period of Year 5. The content, form and organization of the topics should be negotiated with each student and personalized to meet and reflect their needs, interests, and aspirations:

– Music for film

– Contemporary musical styles and cultures

– Music for dance

– Music for special occasions

– Musical theatre

– European ‘folk’ traditions

– Music and voice

– Program music in the 19th Century

– Composing during the last 100 years

 Final Project: portfolio presentation of personal musicianship:

This project should be chosen by the student, personalized, and focus particularly on his/her individual musical interests, aspirations and strengths.

It should bring together the musical knowledge, skills and understanding developed during Years 4 and 5. Where appropriate, the final project may serve as means of enabling effective transition from Year 5 to Years 6-7. The project may take form of preparing an individual or group performance, composition, multi-media presentation or a combination of these.

 Years 6-7

The Curriculum builds upon the curriculum document for the Years 1-5. The core musical disciplines throughout the two years are

  • Performing
  • Composing and
  • Listening and responding.

Students have the possibility to engage with a wider range of music from folk, jazz, popular and classical traditions, and of western- and non-western origin.

The examination framework is designed to offer teachers the flexibility to meet the needs and aspirations of students, and to choose the path best suited to each student.


-To develop students` musical skills, knowledge and understanding through an integrated approach of composing, performing and critical listening and responding

-To enable students to adopt a reflective and self-critical approach to their development as musicians

-to develop students` individual interests and strengths

-To foster creativity and imagination

-To encourage independent and lifelong learning.

2-hour course

The 2-period option provides opportunity for students to develop their individual musical interests and skills through the production of a portfolio (See Syllabus p. 15).  Assessment is continuous, there is no set examination.

4-hour course

The Baccalaureate Music has two parts:

-Part A (Prebaccalaureate): assessed by teachers (40%)

-Part B: externally assessed (60%)

The overall structure of the examination is:

Part A (40% of the overall mark): Performing and Composing (weighted to specialism):30%

Part B (60 % of the overall mark): -Listening and Responding Examination: 30%

-Portfolio: 30%

Both examinations will be contextualized within the production of a portfolio which provides evidence of a student`s musical achievement and learning throughout the course years. For the sections of the portfolio please see the syllabus (pp 15).

 Music teachers 2019/20

Teacher Course
CUPPER Alain S1-S2-S3
KOVACS-DILK Andrea S1-S2-S3-S4
 MUSKO Joanna S1-S2-S3-S5-S7 (2 hours)


Programmes et Descripteurs (Documents officiels)