Currently the criteria links do not go anywhere. Later we will provide pages of guidance and link to useful free supporting resources but this is going to take some time to develop. We thank you for your patience.
1. The learner will recognise and explore the ways sounds can be combined and used expressively. |
1.1 I can sing in tune and with expression [20] |
1.2 I can perform rhythmically simple parts that use a limited range of notes [21] |
1.3 I can improvise repeated patterns [22] |
1.4 I can combine several layers of sound with awareness of the combined effect [23] |
1.5 I can identify how different musical elements are combined and used expressively [24] |
1.6 I can make improvements to my own work, commenting on the intended effect [25] |
1. The learner will identify and explore the relationship between sounds and how music reflects different intentions. |
1.1 I can perform by ear and from simple notations [27] |
1.2 I can maintain my own part with awareness of how different parts fit together to achieve an overall effect [28] |
1.3 I can improvise melodic and rhythmic phrases as part of a group performance [29] |
1.4 I can compose by developing ideas within musical structures [30] |
1.5 I can describe, compare and evaluate different kinds of music [31] |
1.6 I can use appropriate musical vocabulary [32] |
1.7 I can suggest improvements to my own and others’ work [33] |
1.8 I can comment on how musical intentions have been achieved [34] |
1. The learner will put their music into context including performance, composition and appreciation. |
1.1 I can identify and explore a range of musical devices [36] |
1.2 I can identify how music reflects time, place and culture [37] |
1.3 I can perform significant parts from memory and from notations [38] |
1.4 I can lead others, take a solo part or provide rhythmic support [39] |
1.5 I can improvise melodic and rhythmic material within given structures [40] |
1.6 I can use a variety of notations to compose music for different occasions using appropriate musical devices [41] |
1.7 I can analyse and compare musical features [42] |
1.8 I can evaluate how venue, occasion and purpose affect the way music is created, performed and heard [43] |
1.9 I can refine and improve my work [44] |
1. The learner will exploit the characteristics and expressive potential of music, by performing, improvising and composing to good effect. |
1.1 I can select musical resources on the basis of style, genre and tradition [62] |
1.2 I can perform, improvise and compose extended works with a sense of direction and shape, both within melodic and rhythmic phrases and overall form [63] |
1.3 I can explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations [64] |
1.4 I can follow and challenge musical conventions [65] |
1.5 I can discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, justifying my judgements [66] |
1. The learner will demonstrate a mature and discriminating approach to music, confidently expressing their own ideas and feelings through composition, performance and appreciation. |
1.1 I can discriminate between and develop different interpretations of music [68] |
1.2 I can express my own ideas and feelings in a developing personal style [69] |
1.3 I can exploit instrumental and vocal possibilities [70] |
1.4 I can give convincing performances demonstrating empathy with other performers [71] |
1.5 I can compose music that demonstrates a coherent development of ideas, consistency of style and a degree of individuality [72] |
1.6 I can comment on how and why changes occur within selected traditions, including the particular contribution of significant performers and composers [73] |
Links
[1] https://theingots.org/community/ncl1u1mux#1.1
[2] https://theingots.org/community/ncl1u1mux#1.2
[3] https://theingots.org/community/ncl1u1mux#1.3
[4] https://theingots.org/community/ncl1u1mux#1.4
[5] https://theingots.org/community/ncl1u1mux#1.5
[6] https://theingots.org/community/ncl1u1mux#1.6
[7] https://theingots.org/community/ncl1u1mux#1.7
[8] https://theingots.org/community/ncl1u1mux#1.8
[9] https://theingots.org/community/ncl1u1mux#1.9
[10] https://theingots.org/community/ncl1u1mui
[11] https://theingots.org/community/ncl2u1mux#1.1
[12] https://theingots.org/community/ncl2u1mux#1.2
[13] https://theingots.org/community/ncl2u1mux#1.3
[14] https://theingots.org/community/ncl2u1mux#1.4
[15] https://theingots.org/community/ncl2u1mux#1.5
[16] https://theingots.org/community/ncl2u1mux#1.6
[17] https://theingots.org/community/ncl2u1mux#1.7
[18] https://theingots.org/community/ncl2u1mux#1.8
[19] https://theingots.org/community/ncl2u1mui
[20] https://theingots.org/community/ncl3u1mux#1.1
[21] https://theingots.org/community/ncl3u1mux#1.2
[22] https://theingots.org/community/ncl3u1mux#1.3
[23] https://theingots.org/community/ncl3u1mux#1.4
[24] https://theingots.org/community/ncl3u1mux#1.5
[25] https://theingots.org/community/ncl3u1mux#1.6
[26] https://theingots.org/community/ncl3u1mui
[27] https://theingots.org/community/ncl4u1mux#1.1
[28] https://theingots.org/community/ncl4u1mux#1.2
[29] https://theingots.org/community/ncl4u1mux#1.3
[30] https://theingots.org/community/ncl4u1mux#1.4
[31] https://theingots.org/community/ncl4u1mux#1.5
[32] https://theingots.org/community/ncl4u1mux#1.6
[33] https://theingots.org/community/ncl4u1mux#1.7
[34] https://theingots.org/community/ncl4u1mux#1.8
[35] https://theingots.org/community/ncl4u1mui
[36] https://theingots.org/community/ncl5u1mux#1.1
[37] https://theingots.org/community/ncl5u1mux#1.2
[38] https://theingots.org/community/ncl5u1mux#1.3
[39] https://theingots.org/community/ncl5u1mux#1.4
[40] https://theingots.org/community/ncl5u1mux#1.5
[41] https://theingots.org/community/ncl5u1mux#1.6
[42] https://theingots.org/community/ncl5u1mux#1.7
[43] https://theingots.org/community/ncl5u1mux#1.8
[44] https://theingots.org/community/ncl5u1mux#1.9
[45] https://theingots.org/community/ncl5u1mui
[46] https://theingots.org/community/ncl6u1mux#1.1
[47] https://theingots.org/community/ncl6u1mux#1.2
[48] https://theingots.org/community/ncl6u1mux#1.3
[49] https://theingots.org/community/ncl6u1mux#1.4
[50] https://theingots.org/community/ncl6u1mux#1.5
[51] https://theingots.org/community/ncl6u1mux#1.6
[52] https://theingots.org/community/ncl6u1mux#1.7
[53] https://theingots.org/community/ncl6u1mux#1.8
[54] https://theingots.org/community/ncl6u1mux#1.9
[55] https://theingots.org/community/ncl6u1mui
[56] https://theingots.org/community/ncl7u1mux#1.1
[57] https://theingots.org/community/ncl7u1mux#1.2
[58] https://theingots.org/community/ncl7u1mux#1.3
[59] https://theingots.org/community/ncl7u1mux#1.4
[60] https://theingots.org/community/ncl7u1mux#1.5
[61] https://theingots.org/community/ncl7u1mui
[62] https://theingots.org/community/ncl8u1mux#1.1
[63] https://theingots.org/community/ncl8u1mux#1.2
[64] https://theingots.org/community/ncl8u1mux#1.3
[65] https://theingots.org/community/ncl8u1mux#1.4
[66] https://theingots.org/community/ncl8u1mux#1.5
[67] https://theingots.org/community/ncl8u1mui
[68] https://theingots.org/community/ncl9u1mux#1.1
[69] https://theingots.org/community/ncl9u1mux#1.2
[70] https://theingots.org/community/ncl9u1mux#1.3
[71] https://theingots.org/community/ncl9u1mux#1.4
[72] https://theingots.org/community/ncl9u1mux#1.5
[73] https://theingots.org/community/ncl9u1mux#1.6
[74] https://theingots.org/community/ncl9u1mui