Assessment Criteria - Year 8 Music

KS3 Grade

  Performance
I can….

  Composition
I can…

Listening & Appraising
I can…

Projected KS4 Grades

 6

Demonstrate secure technical control, expression and interpretation. I can play moderately complex music (Grade 3-4) with a reasonably secure sense of style and attention to detail, with moderate accuracy.
Perform with other musicians demonstrating a good awareness of their roles and am able to balance my playing accordingly. I can maintain a significant part in the performance and make adjustments were necessary. I sometimes take a leadership role.
Perform polished, and well-rehearsed performances that are clearly the finished article.

Select and use of elements with secure creativity and effectiveness, demonstrating a sound understanding of composition.
Compose with some imagination and originality. I have an understanding of stylistic and structural conventions and my work reflects this.
Clearly communicate the intentions of my piece through appropriate presentation.

Demonstrate sound knowledge of a range of musical elements, contexts and language.
Evaluate music to make sound judgements, using musical terminology appropriately and accurately.
Accurately identify when listening;
Regular, irregular, free time
Diatonic, chromatic harmony
Tonal, major, minor, modal tonality
Harmonic/homophonic, polyphonic/contrapuntal textures
Conjunct, disjunct, triadic, broken chords, scalic, arpeggio melodies
Timbre, including the use of technology, synthesised and computer-generated sounds, sampling, and use of techniques such as reverb, distortion and chorus
Strophic, through-composed, da capo aria,
Cyclic structures.

 
9
 

5

Perform music with some technical challenges (Grade 2 or 3 standard) mostly fluently with some sensitivity. My performances are mostly accurate and I am considering how to make my piece seem expressive and natural.
Co-ordinate my part with the other performers showing a basic awareness of balance throughout, not playing too loudly/quietly but with sensitivity to the needs of the piece.
As a musician I can work quite independently if I need to and do not need constant teacher input to know how to rehearse and put together a reasonable performance.

Compose using a range of musical elements with coherence. The musical ideas I come up with are developed throughout my piece with some success. I can follow standard compositional conventions.
My compositions have a good structure that manages to balance coherence and contrast with reasonable success.
Almost all of the parts in my piece fit together well and complement each other rather than clash.
The presentation of my piece (notation or audio) is clear and reasonably successful at communicating my intentions.

Demonstrate mostly accurate knowledge of a range of musical elements, contexts and language.
Evaluate music to make reasoned judgements using musical terminology appropriately to provide clear justification for my opinions on music.
Accurately identify when listening;
Polyrhythm, bi-rhythm, Unison, octaves, single melody line, melody with accompaniment, antiphonal texture.
Consonant, dissonant harmony
Glissando/portamento, ornamentation
Vocal techniques such as falsetto and vibrato
Rondo, theme & variations, arch-shape

8

4

Demonstrate some technical control, expression and interpretation, with a basic sense of style and attention to detail.
Perform Grade 1-2 standard with reasonable accuracy and fluency.
Hold a more significant part in an ensemble although this is still likely to be led by other performers or the teacher. I have a clear awareness of the other performers and try to react or adjust my playing to the other performers in the group.

Select and use elements in a moderately creative and effective way, demonstrating a moderate understanding of composition.
Compose with some musical devices appropriately and effectively. My piece has a coherent structure and my musical ideas are beginning to show some development throughout the piece.

Demonstrate, relevant knowledge of a range of musical elements, contexts and language.
I can evaluate music to make relevant judgements using musical terminology appropriately and can begin to justify my opinions.
I can accurately identify when listening;
Tempo, rubato, Pedal, drone, passing notes, acciaccaturas, appoggiaturas and blue notes
Instruments and voices singly and in combination as found in music for solo instruments, concertos, chamber groups, pop and vocal music
Graduation of dynamics pp-ff inc.
hairpins/crescendo/diminuendo
Ground bass, continuo, cadenza

7
 

3

Perform Grade 1 standard with some fluency and sensitivity. Parts I play are mostly accurate and show moderate technical control of the instrument and I am beginning to play with some expression.
Mostly keep in time with the pulse with some occasional slips.
Perform in an ensemble led by other performers or the teacher. I have an awareness of the other performers and try to react or adjust my playing to the other performers in the group although I may have occasional difficulty adjusting.

Demonstrate some creativity and effectiveness in the selection and use of elements demonstrating a basic understanding of composition.
Compose using basic musical devices within a simple structure. My overall composition is reasonably effective and coherent.
Compose from a clear framework and create effective, interesting music. Most of the parts in my piece fit together well and complement each other rather than clash.

Demonstrate some relevant knowledge of musical elements, contexts and language.
Evaluate music and attempt judgements using some musical terminology appropriately.
Accurately identify when listening;
Simple/Compound time
Ostinato, riff, pitch bend
Generic families of instruments as found in world music
Common signs, terms & symbols
Binary and ternary form; call & response

6
 

2

Perform simple pieces with some fluency and sensitivity. Simple parts I play are mostly accurate and show some technical control of the instrument.
Mostly keep in time with the pulse with some slips.
Perform in an ensemble led by other performers or the teacher. I do try to react or adjust my playing to the other parts in the group but I may take time to realise these adjustments need to be made and may have some difficulty adjusting.

Compose using a range of musical elements, creating musical ideas with some appeal and limited development.
Compose a piece, which has a beginning, middle and an end.
Use symbols or simplified notation to represent the sounds of my composition.

Evaluate music to produce simple reflections although I may use musical terminology inconsistently or inaccurately at times. My knowledge of musical elements, contexts and language is developing.
Make basic improvements to my own work by listening to it and reflecting on it.
Accurately identify when listening;
Drum fills, Phrasing, articulation
Popular song forms (12 Bar blues, verse/chorus structure etc)

5
 

1

Play or sing simple, repetitive music with some basic control.
Sometimes be in time with the pulse.
Perform in an ensemble mostly carried by the other performers or led by the teacher. I have some difficulty in reacting or adjusting to other parts.
Perform with a basic sense of style with some accuracy.

Select and use musical elements although this may be with minimal creativity and effectiveness, demonstrating a very simplistic understanding of composition.
Order sounds within a simple structure and my piece contains some simple musical content.

Demonstrate some knowledge of musical elements, contexts and language, through listening to music and commenting on it. Although my reflections on music may be minimal with limited use of musical terminology
Make basic improvements to my work when prompted by a teacher.
Accurately identify when listening;
Pulse and tempo, Thick and thin texture, Improvisation
Loud and quiet dynamics

4

WT+

I am beginning to play or sing simple, repetitive music with some basic control.
I am beginning to perform in an ensemble mostly carried by the other performers or led by the teacher.

I am beginning to select and use musical elements although this may be with minimal creativity and effectiveness, demonstrating a very simplistic understanding of composition.
I am beginning to order sounds within a simple structure and my piece contains some simple musical content.

I am beginning to demonstrate some knowledge of musical elements, contexts and language, through listening to music and commenting on it. Although my reflections on music may be minimal with limited use of musical terminology
I am beginning to make basic improvements to my work when prompted by a teacher.

3

WT

2

WT-

1

Each KS3 level can be subdivided into:-

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