Year Area Grade 1/2 Grade 3/4 Grade 5/6 Grade 7+

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Marjory Booker
5 years ago
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1 Assessment Criteria: Music Year 7 (page 1 of 2) 7 K&U SKILLS Can recognise some simple musical terms. Basic awareness of musical genres and software. Identifies simple musical changes with some degree of accuracy. Graphically notates simple ideas with some degree of accuracy. Composes pieces that have a sense of organisation. Performs very simple pieces with to exam board pre-grade 1). Can musically demonstrate some simple musical concepts. Limited knowledge of musical Shows a basic understanding of stylistic parameters. Accurately identifies simple musical changes ('loud/quiet', 'up/down'). Graphically notates simple ideas with a good degree of accuracy and coherence. Composes pieces that show simple organisation and sequence. Performs very simple pieces with accuracy of pitch, intonation and rhythm (equivalent to exam board pre-grade 1). Can describe some basic musical terms (the elements, common instruments). Limited ability to contextualise musical Shows some understanding of stylistic feature. Has music theory knowledge equivalent to Grade 2. parameters and track automation. Accurately identifies more complex musical changes (shorter/longer note durations, changes in melodic shape). Uses basic musical symbols to notate simple ideas onto manuscript (crotchets between C and C'). Composes pieces that show appropriate organisation and sequence within a simple and Performs simple pieces with to exam board grade 1). Can accurately use basic musical terms in full sentences and give definitions of some more advanced musical terms (the polar opposites within each element, 'staccato/legato', unison, bass line). Independent contextualisation of musical Shows high level of understanding of stylistic Has music theory knowledge equivalent to Grade 3 ABRSM. Able to use score and studio standard sequencing software and able to navigate alternative interfaces on this software by changing parameters, track automation, sound synthesis and sampling. Accurately identifies common musical genres and their basic idiomatic features and more complex musical features with some degree of accuracy. Transcribes simple melodic and rhythmic parts with some degree of accuracy (mostly crotchet, quaver movement, scalic movement, small intervalic leaps). Uses understanding of simple rhythmic durations and melody shape to notate or transcribe musical ideas. Uses repetition, development and contrast to produce effective compositions with a simple and Performs more difficult pieces with reasonable accuracy of pitch, intonation and rhythm (equivalent to exam board grade 2).

2 Assessment Criteria: Music Year 7 (page 2 of 2) COMM Uses adjectives to describe the mood or atmosphere of musical pieces. directions of a composer/artist, such as dynamics and articulation, for very simple pieces (equivalent to exam board pre-grade 1). Uses appropriate adjectives to describe the mood or atmosphere of musical pieces. Follows the expressive directions of a composer/artist, such as dynamics and articulation, for very simple pieces (equivalent to exam board pre-grade 1). Imaginatively and appropriately uses adjectives to describe the mood or atmosphere of musical pieces. directions of a composer/artist, such as dynamics and articulation, for simple pieces (equivalent to exam board grade 1). Uses adjectives to describe musical features and can describe some basic effects on the listener. directions of a composer/artist, such as dynamics and articulation, for more difficult pieces (equivalent to exam board grade 2).

3 Assessment Criteria: Music Year 8 (page 1 of 2) K&U Describes some basic musical terms Accurately uses basic musical (the elements, common terms in full sentences. instruments). 8 Has a basic awareness of musical genres and musical software. Has a limited knowledge of musical Shows a basic understanding of stylistic parameters. Gives definitions of some more advanced musical terms (the polar opposites within each element, 'staccato/legato', unison, bass line). Has a limited ability to contextualise musical Shows some understanding of stylistic features and music theory knowledge equivalent to Grade 2. parameters and track automation and can occasionally present ideas. Gives accurate and concise definitions of more difficult musical terms, perhaps specific to instrumental playing styles or genres of music (pizzicato, riff, pedalling). Independent contextualisation of musical Shows high level of understanding of stylistic Has music theory knowledge equivalent to Grade 3 ABRSM. Able to use score and studio standard sequencing software and able to navigate alternative interfaces on this software by changing parameters, track automation, sound synthesis and sampling and can present and structure ideas clearly. SKILLS Accurately identifies more complex musical changes (shorter/longer note durations, changes in melodic shape). Uses basic musical symbols to notate simple ideas onto manuscript (crotchets between C and C'). Composes pieces that show appropriate organisation and sequence. Accurately identifies common musical genres and their basic idiomatic Uses understanding of simple rhythmic durations and melody shape to notate or transcribe musical ideas. Composes pieces that show appropriate organisation and sequence within a simple and Identifies more complex musical features with some degree of accuracy. Transcribes simple melodic and rhythmic parts with some degree of accuracy (mostly crotchet, quaver movement, scalic movement, small intervalic leaps). Uses repetition, development and contrast to produce effective compositions with a simple and Accurately identifies more complex musical features (syncopation, ostinato, bass line, major key, repeated binary) and less common musical genres and their idiomatic Transcribes more complex melodic and rhythmic parts with some degree of accuracy (more complex note durations, arpeggios and larger leaps). Uses various methods of development to produce successful compositions with a strong structural framework. Performs simple pieces with to exam board grade 1). Performs simple pieces with accuracy of pitch, intonation and rhythm (equivalent to exam board grade 1). Performs more difficult pieces with to exam board grade 2). Performs challenging pieces with reasonable accuracy of pitch, intonation and rhythm (equivalent to exam board grade 3).

4 Assessment Criteria: Music Year 8 (page 2 of 2) COMM Imaginatively and appropriately uses adjectives to describe the mood or atmosphere of musical pieces. Uses adjectives to describe musical features and can describe some basic effects on the listener. Uses adjectives to describe musical features and can explain their effects on the listener. directions of a composer/artist, such as dynamics and articulation, for simple pieces (equivalent to exam board grade 1). Follows the expressive directions of a composer/artist, such as dynamics and articulations, for simple pieces (equivalent to exam board grade 1). directions of a composer/artist, such as dynamics and articulation, for more difficult pieces (equivalent to exam board grade 2). Uses imagination to explain and justify how musical features might express qualities such as characters, places and emotions. Sensitively follows the expressive directions of a composer/artist, such as dynamics and articulation, for challenging pieces (equivalent to exam board grade 3).

5 Assessment Criteria: Music Year 9 (page 1 of 2) 9 K&U SKILLS Gives definitions of some more advanced musical terms (the polar opposites within each element, 'staccato/legato', unison, bass line). Has a basic awareness of musical genres and musical software and can occasionally present ideas. Identifies more complex musical features with some degree of accuracy. Transcribes simple melodic and rhythmic parts with some degree of accuracy (mostly crotchet, quaver movement, scalic movement, small intervalic leaps). Uses repetition, development and contrast to produce effective compositions with a simple and Performs more difficult pieces with to exam board grade 2). Gives accurate and concise definitions of more difficult musical terms, perhaps specific to instrumental playing styles or genres of music (pizzicato, riff, pedalling). Has a limited knowledge of musical Shows a basic understanding of stylistic parameters and can present and structure ideas clearly. Accurately identifies more complex musical features (syncopation, ostinato, bass line, major key, repeated binary). Transcribes simple melodic and rhythmic parts accurately. Uses simple methods of development to produce successful compositions with a strong structural framework. Performs challenging pieces with to exam board grade 3). Uses a wide ranging musical vocabulary and, with reference to music theory, can discuss musical features/devices with a good degree of accuracy. Has a limited ability to contextualise musical Shows some understanding of stylistic Has music theory knowledge equivalent to Grade 2. parameters and track automation and can confidently select and organise ideas consistently. Accurately identifies less common musical genres and their idiomatic Transcribes more complex melodic and rhythmic parts with some degree of accuracy (more complex note durations, arpeggios and larger leaps). Uses various methods of development to produce successful compositions with a strong structural framework. Performs challenging pieces with good accuracy of pitch, intonation and rhythm (equivalent to exam board grade 3). Uses an extensive musical vocabulary and, with reference to music history, genre and theory, can discuss musical features/devices accurately and concisely. Independent contextualisation of musical Shows high level of understanding of stylistic Has music theory knowledge equivalent to Grade 3 ABRSM. Able to use score and studio standard sequencing software and able to navigate alternative interfaces on this software by changing parameters, track automation, sound synthesis and sampling and can present ideas confidently, effectively and consistently to an intended audience demonstrating autonomy. Identifies a wide variety of advanced musical features in a variety of genres (advanced interval recognition, ornaments and complex textural layers). Transcribes advanced melodic and rhythmic parts with a good degree of accuracy (dotted rhythms, complex melodic shapes and more difficult keys). Imaginatively and artistically uses well-defined and appropriate methods of development to produce complex compositions with an advanced structural framework. Performs very challenging pieces with very secure accuracy of pitch, intonation and rhythm (equivalent to grade 4 and above).

6 Assessment Criteria: Music Year 9 (page 2 of 2) COMM Uses adjectives to describe musical features and can explain their effects on the listener. directions of a composer/artist, such as dynamics and articulation, for more difficult pieces (equivalent to exam board grade 2). Uses imagination to describe how musical features might express qualities such as character, place and emotion. Follows the expressive directions of a composer/artist, such as dynamics and articulation, for challenging pieces (equivalent to exam board grade 3). Uses imagination to explain and justify how musical features might express qualities such as character, place and emotion. Sensitively follows the expressive directions of a composer/artist, such as dynamics and articulation, for challenging pieces (equivalent to exam board grade 3). Accurately analyses, explores and evaluates advanced musical devices and their potential effect on the listener (identify and suggest reasons for level of effectiveness, give alternative interpretation of effect). Sensitively follows the expressive directions of a composer/artist, such as dynamics and articulation, for very challenging pieces (equivalent to exam board grade 4 and above).

The KING S Medium Term Plan - MUSIC. Y7 Module 2. Notation and Keyboard. Module. Building on prior learning

The KING S Medium Term Plan - MUSIC Y7 Module 2 Module Notation and Keyboard Building on prior learning Learners will use the musical elements to apply to keyboard performances as they become increasingly