Faculty of Creative Arts

Music

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National Curriculum

For each practical assessment made in Music in Key Stage 3, the mark awarded will correspond with the National Curriculum Levels as outlined below. It is recognised that in each of the areas of the Music Curriculum (Listening and Appraising, Performing and Composing), individuals can be working at different levels. For reporting purposes, an average level will be used.

N.C. Level	Descriptor
4^-	Pupils recognise and explore the way musical elements can be combined and used expressively e.g. the way tempo (fast / slow), dynamics (loud / soft), pitch (overall melodic shape) and instrumentation affect the mood of a piece of music. While performing by ear and from simple notations, they maintain their part with a sense of pulse and show an awareness of other parts around them. They improvise rhythmic phrases and short melodic phrases as part of a group performance and compose using musical ideas within a structured framework. They describe, compare and evaluate different kinds of music using simple musical vocabulary. They suggest improvements to their own and others’ work, commenting on the intended effect.
4	Pupils identify and explore the relationship between musical elements and devices and how music reflects different intentions. e.g. gradations in tempo and dynamics, shape of melody and harmony, instrumentation and structure (repetition, contrast, binary), ostinato, drone. 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. i.e. they maintain pulse and perform with a sense of ensemble. They improvise short melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures and notating the finished piece using simple forms of notation. 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.
4⁺	Pupils identify and explore musical devices and how music reflects different intentions and times. They are able to use, for example, gradations in tempo and dynamics, mode of melody and harmony, timbre and structure (repetition, contrast, binary, ternary), ostinato, drone, chord. While performing by ear and from notations, they maintain their own part with sensitivity and an awareness of how the different parts fit together; and the need to achieve an overall effect in which all parts are clearly heard. They improvise melodic and rhythmic phrases with a strong sense of pulse as part of a group performance and compose by developing ideas within musical structures and notating the finished piece. They describe, compare and evaluate different kinds of music using a range of musical vocabulary. They suggest improvements to their own and others’ work, commenting on how intentions have been achieved and how they can be extended further.
5^-	Pupils identify and explore musical devices and how music reflects time and place. e.g. occasion, modern / ‘classical’: with reference to the type of ensemble, country of origin. They perform longer parts from memory and from notations with sensitivity and an awareness of how their own part fits within the whole. They are able to direct their group. They improvise melodic and rhythmic material within given structures, use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, suitable rhythms and structures. They evaluate and compare musical features using a range of musical vocabulary. They evaluate how venue, occasion and intention affects the way music is created, performed and heard. They refine and improve their work.
5	Pupils identify and explore musical devices and how music reflects time and place. e.g. occasion, modern / ‘classical’: naming the type of ensemble, country of origin). They perform significant parts from memory and from notations with awareness of their own contribution such as leading others and taking a solo part. They improvise melodic and rhythmic material within given structures, use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, rhythms, major / minor chords and structures. They analyse and compare musical features using a range of musical vocabulary. They evaluate how venue, occasion and purpose affects the way music is created, performed and heard. They refine and improve their work.
5⁺	Pupils identify and explore musical devices and how music reflects time and place (occasion, the type of ensemble, country of origin). They perform significant parts from memory and from notations with awareness of their own contribution such as leading others, taking a solo part and/ 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 such as melody, suitable rhythms, more advanced chords e.g. sequences, 7^th chords and structures. They analyse and compare musical features using sound musical vocabulary. They evaluate how venue, occasion and purpose affects the way music is created, performed and heard. They refine and improve their work.
6^-	Pupils identify and explore the different processes and contexts of selected musical genres and styles. They select and make expressive use of tempo, dynamics, and timbre (appropriate use of gradations and sudden contrast of the other elements) They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different genres and styles, using harmonic and non-harmonic devices where relevant. They use relevant notations to plan, revise and refine material. e.g. understand and successfully use parallel blended and unblended intervals, syncopation, sequences. 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, paying particular attention to the melodic and rhythmic characteristics of the style.
6	Pupils identify and explore the different processes and contexts of selected musical genres and styles. They select and make expressive use of tempo, dynamics, phrasing and timbre (balanced phrasing and appropriate use of gradations and sudden contrast of the other elements) They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different genres and styles, 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. e.g. understand and successfully use parallel blended and unblended intervals, syncopation, sequences. 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, paying particular attention to the melodic and rhythmic characteristics of the style.
6⁺	Pupils identify and explore the different processes and contexts of selected musical genres and styles. They select and make expressive use of tempo, dynamics, phrasing and timbre (appropriate use of gradations and sudden contrast). They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different genres and styles, 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. e.g. understand and successfully use parallel intervals, understanding the effects they create, syncopation and sequences. They are able to select and combine the elements in order to successfully compose simple pieces which imitate a given genre. 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, focusing on the melodic, harmonic and rhythmic devices characteristic of that style.
7^-	Pupils discriminate and explore musical conventions in, and influences on, selected genres, styles and traditions. e.g. In the study of Jazz music, able to explore and successfully work with unusual time signatures, for example (5/4). They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds and adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, genres, styles and traditions, the main focus being on musical style and tradition. 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.
7	Pupils discriminate and explore musical conventions in, and influences on, selected genres, styles and traditions. e.g. In the study of Jazz music, able to explore and successfully work with unusual time signatures, for example (5/4) and relate this and other concepts to works from other genres. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds and adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, genres, styles and traditions, the main focus being on musical style and tradition, and within their compositions are able fuse different styles. 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.
7⁺	Pupils discriminate and explore musical conventions in, and influences on, selected genres, styles and traditions. e.g. In the study of Jazz music, able to explore and successfully work with unusual time signatures, for example (5/4) and relate this and other concepts to works from other genres. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds and adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, genres, styles and traditions. e.g. the main focus being on musical style and tradition, and within their compositions are able improvise in and fuse different styles to successfully create an original piece displaying imaginative use of all of the elements. 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.
8^-	Pupils discriminate and exploit the characteristics and expressive potential of selected musical resources, genres, styles and traditions. e.g. able to identify and name a period in musical history from listening; identify accurately the movement of melody and types of chords. 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 and both following and challenging conventions. e.g. compose in a wide variety of structures, balancing repetition and contrast. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, making and justifying their own judgements.
8	Pupils discriminate and exploit the characteristics and expressive potential of selected musical resources, genres, styles and traditions. e.g. able to identify and name a period in musical history from listening; identify accurately the movement of melody and types of chords; readily identify melodic, harmonic and rhythmic devices. 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 and both following and challenging conventions. e.g. compose in a wide variety of structures, balancing repetition and contrast, able to make subtle alterations to a melody, harmony or rhythm to add interest on repetition. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, making and justifying their own judgements.
EP	Pupils discriminate 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.