National Curriculum Levels

Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world.

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Level 1

Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well-defined changes in sounds, identify simple repeated patterns and take account of musical instructions.

Level 2

Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects. They improve their own work.

Level 3

Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform rhythmically simple parts that use a limited range of notes. They improvise repeated patterns and combine several layers of sound with awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect.

Level 4

Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from simple notations, they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been achieved.

Level 5

Pupils identify and explore musical devices and how music reflects time, place and culture. They perform significant parts from memory and from notations, with awareness of their own contribution such as leading others, taking a solo part or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations, and compose music for different occasions using appropriate musical devices. They analyse and compare musical features. They evaluate how venue, occasion and purpose affect the way music is created, performed and heard. They refine and improve their work.

Level 6

Pupils identify and explore the different processes and contexts of selected musical styles, genres and traditions. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different styles and genres, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. They make improvements to their own and others’ work in the light of the chosen style.

Level 7

Pupils discriminate between and explore musical conventions in, and influences on, selected styles, genres and traditions. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds. They adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, styles, genres and traditions. They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others’ work.

Level 8

Pupils discriminate between and exploit the characteristics and expressive potential of selected musical resources, styles, genres and traditions. They perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations. They both follow and challenge conventions. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, and making and justifying their own judgements.

Exceptional performance

Pupils discriminate between and develop different interpretations. They express their own ideas and feelings in a developing personal style, exploiting instrumental and/or vocal possibilities. They give convincing performances and demonstrate empathy with other performers. They produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality. They discriminate and comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers

INTERNATIONAL PRIMARY CURRICULUM

Here you’ll find the different skills to be assessed in music this year and the different rubrics according to the IPC levels and children expectations.

MILEPOST 2 (2nd & 3rd Grade)

Skill – Be able to recognise and explore the ways that sounds can be organised and used expressively

Teachers’ rubric:

Beginning Developing Mastering
The child needs help to organise sounds to use them expressively. The child is unable to choose suitable sounds and instruments by him/herself and finds it difficult to explain why he/she is using an instrument or making a particular sound. The child recognises that sounds can be organised and used expressively, but needs help to choose suitable instruments and sounds. The child has difficulty in explaining his/her choices, but his/her work is often successful in creating a desired effect. The child recognises that sounds can be organised and used expressively and usually chooses suitable instruments and sounds to do this. His/her work is good and produces the desired effect. The child can explain why he/she chose particular instruments and sounds to express something.

 Skill – Be able to perform simple pieces rhythmically using a limited range of notes

Teachers’ rubric:

Beginning Developing Mastering
The child is able to perform a simple piece of music rhythmically when shown by the teacher. He/ she finds it difficult to keep to the rhythm and performs better as part of an ensemble.The child is unable to compose his/her own rhythmic pieces and can only use a limited range of notes. The child can perform a simple piece of music rhythmically when shown by the teacher. He/she can create his/her own rhythms to play but sometimes needs help.The child usually remembers the rhythm and can perform alone.The child is beginning to experiment with a wider range of notes. The child can perform a simple piece of music rhythmically with little or no teacher help. He/she often creates his/her own rhythmic pieces to play and enjoys experimenting with a range of notes.The child is happy to work alone or as part of an ensemble.

Skill – Be able to choose sounds and instruments which are appropriate for their task

Teachers’ rubric:

Beginning Developing Mastering
The child needs substantial guidance to choose suitable instruments and sounds in his/her work. The child chooses randomly and his/her choice is often unsuitable for the task. The child attempts to choose instruments and sounds but sometimes needs guidance to ensure such choices are appropriate for the task. The child understands that his/her choice of instrument and sound should be suitable for the task but needs some guidance with this. The child often chooses the same instrument and sounds each time. The child is happy to choose instruments and sounds and his/ her choices are usually suitable for the task.The child experiments with different instruments and is confident in his/her choices.

 

MILEPOST 3 (4th & 5th Grade)

Skill – Be able to play tuned and untuned instruments with control and rhythmical accuracy

Teachers’ rubric:

Beginning Developing Mastering
The child lacks control when playing tuned and untuned instruments and finds if hard to keep to a rhythm. The child is able to copy the teacher or another child, but is unable to work alone. The child displays some control and rhythmical accuracy when playing tuned and untuned instruments. He/she performs better as part of an ensemble, but is beginning to work alone. The child plays tuned and untuned instruments with control and rhythmical accuracy. The child works well as part of an ensemble and alone.

 Skill – Be able to perform as part of an ensemble

Teachers’ rubric:

Beginning Developing Mastering
The child has difficulty playing as part of an ensemble and often forgets what he/she supposed to do. The child is unwilling to participate and prefers to work alone. The child can perform as part of an ensemble, but often plays at the wrong time or plays the wrong notes.The child works hard to play correctly but still needs some guidance. The child performs well as part of an ensemble and demonstrates an awareness of everyone’s part in the process.

 Skill – Be able to compose musical pieces combining musical elements within a structure

Teachers’ rubric:

Beginning Developing Mastering
The child lacks imagination in musical composition work and only performs when explicitly directed in his/her work.The child is unable to combine musical elements and composes very simple pieces with help from the teacher. The child shows imagination in his/her work but finds it difficult to combine musical elements without teacher guidance.The child experiments with different instruments and sounds in his/her compositions with some success. The child shows imagination in his/her work and is able to compose pieces that combine musical elements within a structure with success.The child uses a range of instruments and sounds in his/ her work.

 

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