Music P4 Pupil: Pupils make vocal sounds in response to music They copy vocal sounds made by adults or pupils They know how to play familiar instruments (drum, triangle, shaker) They copy an action made on an instrument They can pick out a specific instrument when asked (drum, triangle, shaker) They can join in familiar musical activities with support Pupils choose a favourite instrument to play Pupils use single words/signs/symbols to communicate about familiar musical activities They look for an instrument/noisemaker played out of sight. They are aware of cause and effect when playing instruments (they create sounds) Pupils move their body in response to hearing music They can perform single actions (wave, turn, clap) with support P4f P4e up to 4 P4d up to 6 P4c P4b P4a
MUSIC P5 Pupil: Pupils imitate sounds/single words in songs They play instruments loudly and quietly with support They play instruments quickly and slowly with support They respond to basic instructions when playing such as stop/go Pupils can name familiar instruments (drum, triangle, shaker) Pupils select an instrument by function (choose an instrument you can shake) They match a picture symbol to a familiar instrument They use their body to create different sounds (clap, stamp, click fingers, pat legs) Pupils show satisfaction or displeasure with an activity They listen to a familiar hidden instrument and match the sound to the correct instrument Pupils can perform single actions (wave, turn, clap) They can stop and start with the music (musical statues) P5f P5e up to 4 P5d up to 6 P5c P5b P5a
MUSIC P6 Pupil: Pupils can sing phrases of familiar songs in a group They join in when it s their turn to sing, when the class is divided into parts They join in group music making independently They can play loudly and quietly in imitation They can play quickly and slowly in imitation They know whether instruments should be hit/scraped/blown/shaken They can play sounds shown by picture symbols (basic instruments, loud/quiet) with support They explore a range of effects made by an instrument/sound maker (more than one) They listen and respond to adults when offered a choice of instruments or songs Pupils choose sounds to play on basic computer software or websites Pupils use simple words to describe music: happy/sad, slow/fast They use some key words to describe how to play instruments (hit, shake, blow, scrape) They use their knowledge of familiar instruments when playing new instruments Pupils link two actions in a sequence They follow simple movement instructions: stop/go, up/down, fast/slow P6f P6e up to 5 P6d up to 7 P6c P6b P6a up to 15
Pupil: Oaktree School Assessment MUSIC P7 Pupils can sing a familiar vocal phrase, roughly remembering the words and rhythm They know when to begin/stop singing in an echo activity Pupils can play faster/slower and louder/softer with prompting They can play notes longer/shorter with prompting They can follow a simple graphic score with their finger while the music is being played They make up simple patterns or sequences of music They copy simple rhythms and musical patterns Pupils compose by choosing picture symbols, and ordering them from left to right They listen and contribute to sound stories They take part in simple improvisation, making basic choices about the sound and instruments used Pupils can press play and stop, and change between tracks on a CD player/computer Pupils can describe a musical experience in a small number of words/signs/symbols They listen quietly to music Pupils express themselves through repetitive and simple sequences and movement patterns Their control and coordination skills are developing P7f P7e up to 5 P7d up to 7 P7c P7b P7a up to 15
Pupil: Oaktree School Assessment MUSIC P8 Pupils can sing a section of a familiar song, roughly remembering words and rhythm They move their voices higher and lower, attempting to copy the tune of a song Pupils make choices when playing music in a group (selecting instruments, prompting members of group to play next, in pairs, or all together) They follow directions related to tempo They follow directions related to dynamics They play from a simple graphic score They make a variety of sounds from one instrument (2-3) Pupils create simple compositions, carefully selecting sounds They can make a simple graphic score to represent loud/quiet notes, long/short sounds, etc. They choose and use instruments for a particular job or purpose (sound effects) Pupils select sounds on Dance EJ/garageband and combine them to make a new song Pupils use a growing musical vocabulary of words/signs/symbols to describe music They listen carefully to music and can answer basic questions about the piece Pupils move with some control and coordination They follow and imitate sequences and patterns in their movements They can combine two movements using different parts of the body P8f up to 3 P8e up to 5 P8d P8c up to 11 P8b up to 13 P8a up to 16
MUSIC Grade 1 Pupil: Pupils can use their voices in different ways (singing, speaking, chanting, whispering) They sing in time with an accompaniment They can follow simple musical instructions when playing instruments or singing (including pitch) Pupils can perform short rhythmic patterns Pupils can perform short melodic patterns They can explore and change sounds (3-4 ways on an instrument) They perform with awareness of others Pupils choose sounds effectively to represent ideas (horses hooves, money jingling, wind whistling, etc) They compose short rhythmic patterns They compose short melodic patterns They can compose music for a specific purpose or mood, using pre-recorded loops They can record live instruments and vocals independently Pupils identify simple patterns in music They can tell how a sound has been made or changed They can give reasons why they like a certain piece or style of music Pupils dancing begins to show awareness of pulse They can create a dance phrase (at least 3 movements) They can select appropriate movements for different styles of music They can copy a partner s dance phrase 1Cc 1Cb up to 4 1Ca up to 6 1Bc 1Bb 1Ba 1Ac 1Ab 1Aa up to 14 up to 16 up to 19
MUSIC Grade 2 Pupil: Pupils can remember the tune of a song, and sing with a sense of the shape of the melody They listen to others while singing They breathe at appropriate times when singing Pupils play instruments with awareness of pulse They can copy and play simple rhythms in time with others They can play the rhythm (syllables) of a phrase They perform alone and in a group with symbols as support Pupils can compose using a simple structure such as beginning, middle and end They can use their own made up symbols/shapes to represent sounds They improve their work in response to an adult s suggestions They can make up more complex rhythms and sound patterns They can consider and use the elements of music in their composing (dynamics, tempo, pitch, timbre) They combine a variety of live/software instruments and vocals, considering how they fit together They can pin point the mood of a song and use the elements of music to describe how this effect was created They identify basic sound/song structures They can work out the notes of a familiar tune, using their knowledge of steps and leaps They can brainstorm words that describe the music Pupils move to the pulse of the music They can change speed and direction in a controlled manner They can remember and repeat a simple routine (about one minute long) They can make up a dance sequence (combination of a few dance phrases) 2Cc 2Cb up to 5 2Ca up to 7 2Bc up to 9 2Bb 2Ba up to 14 2Ac 2Ab 2Aa up to 16 up to 18 1
MUSIC Grade 3 Pupil: Pupils sing consistently in tune They sing with expression and control of volume They can play a simple ostinato (repeated phrase) as an accompaniment, in time with others They can copy longer rhythmic patterns which include rests They maintain a steady beat, without speeding up or slowing down They can direct others in their group when rehearsing Pupils notate a composition for at least three parts They combine sounds with awareness of their effect (three or more) They make improvements to their work independently They add words to a melody they have composed They can split, copy, paste, delete and move tracks in garageband Pupils comment on whether their improvements have had the intended effect They can describe how different sounds have been used to give the music expression They discuss song lyrics and try to interpret their meaning They explain how the music made them feel and why (using music elements to explain) They can read and write rhythms: crotchet and minim Pupils can create a short routine to a familiar song They can change level, direction & pace during a dance They show an awareness of structure in a routine 3Cc 3Cb up to 5 3Ca up to 7 3Bc up to 9 3Bb 3Ba up to 14 3Ac 3Ab 3Aa up to 16 up to 18 0
MUSIC Grade 4 Pupil: Pupils hold their part when singing in a two-part round They perform in a way which reflects the song s meaning Pupils can play an individual part in a group performance, keeping in time with the group They improvise short melodic/rhythmic phrases as part of a group performance They can play notes of a chord to accompany a melody They are able to control the performance if something goes wrong They use appropriate sounds to achieve a purpose: background music for different scenes of a story, strong beat for dance music, quiet singing for lullaby They can write basic scores using quavers, crotchets, minims, & semibreves They develop ideas within musical structures They explore various metre in their compositions They adjust sound levels of tracks, and check volume of live recordings effectively Pupils make relevant and constructive suggestions regarding classmates compositions They can explain why changes made to their composition have/haven t worked They can compare music of contrasting styles and genres using appropriate musical vocabulary They can read dynamics from pp to ff and basic tempo markings They can explain un/comfortable sound combinations Pupils can choose movements for a sequence to expresses a specific mood They can evaluate and improve their routine They move expressively and clearly 4Cc 4Cb up to 4 4Ca up to 6 4Bc 4Bb 4Ba 4Ac 4Ab 4Aa up to 14 up to 16 up to 19
MUSIC Grade 5 Pupil: Pupils can project their voice when singing They sing harmonies accurately and confidently They perform significant parts from memory They can read music notation while performing They perform with awareness both as a soloist and part of an ensemble They can conduct a group giving clear non-verbal instructions Pupils use basic chords in compositions Pupils can use staff notation, tabs, or their own methods when developing compositions Pupils can compose and evaluate music for different occasions (Christmas show, leavers assembly) They discard sections of music that do not match the intention/mood of the piece They use devices associated with certain styles of music They record more complex rhythms and melodies into garageband, combining them with awareness of timing, dynamics and overall purpose Pupils can recognise and describe music/musical instruments from different cultures or time periods They can compare and contrast pieces of music in detail They improve their work over time They can write a detailed review of a piece or performance Pupils choreography shows an awareness of different dance styles They perform dances clearly and fluently, with sensitivity to the dance idea and accompaniment They can plan dances creatively and collaboratively in groups 5Cc 5Cb up to 4 5Ca up to 6 5Bc 5Bb 5Ba 5Ac 5Ab 5Aa up to 14 up to 16 up to 19