S3 Music:
Reporting Window 1

The topics covered this session are:

Performing

• Classroom Arrangement(s)

• Personalised Programmes of Study

Learners will have the opportunity to perform music as a group and individually, with accuracy and assurance using their chosen two instruments. To ensure progression in performing, individual music will be identified that suits the learner’s ability and interests. Learners will continue to develop knowledge in reading notation specific to their instrument(s) including, treble and bass clef notation, tablature and/or chord symbols to aid a group or individual performance. Learners will also be encouraged to communicate the mood and character of a piece of music, for example through the use of appropriate dynamics, tempo changes and expression marks.

Composing

• Riff – June

• Compositional Techniques – Term One

• Music of America (Improvisation and 12 Bar Blues Composition) – Term Two

• Indian Classical Composition – Term Three

Through discussion of relevant music concepts and compositional techniques learners will generate ideas to support the creation of original music through various different contexts including Blues and World Music. Where possible, learners will be encouraged to use appropriate music notation to capture ideas using ICT.

Understanding Music

• Adele (Cover Versions) – June

• Musicals – Term One

• Music of America – Term Two

• World Music – Term Three

• Music Literacy – Termly

Learners will continue to build upon their knowledge and understanding of the musical elements from work covered in S1 and S2. Learners will be introduced to different vocal ranges and how they sound through the topic of Musicals, through the study of Music of America, learners will engage with various genres to identify appropriate music concepts and compositional techniques and within World music will focus on the places of origin and musical attributes of each different genre. Throughout these activities’ learners are encouraged to use appropriate music vocabulary and to use this vocabulary to regularly reflect upon their strengths and areas for improvement. Learners regularly engage with understanding of music literacy and how this knowledge can benefit other areas of the course including performing and composition.

Course Overview

The majority of work covered in S3 Music is based mainly around CfE Level 4 outcomes. Whilst recognising that some learners may find aspects of this level challenging and may be working below this level, as the year progresses, we would be looking for learners to be meeting this standard with the majority working initially at Fourth C or above (Report 1). As a department we would hope to see this progress to Fourth B or above within the latter part of the year (Report 2). Learners working below this level continue to be offered classroom support to ensure progression in learning.

 Working Level and Working Grade descriptions for S3 Music:

Fourth +: Making outstanding progress within CfE Level 4, performing exceptionally well against all the outcomes covered. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy and assurance to a standard often above the required Grade 2 standard. Learners can independently create original music, including composition and improvisation, which demonstrates a clear understanding of elements such as melody and structure used in a coherent and musical way. Learners will be consistently demonstrating that they understand and can recall content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work (averaging 70% or more). National 5 Music as either one of the main 6 subjects or as an extra 7th subject (teacher approval required) is strongly recommended.

Fourth A: Making excellent progress within CfE Level 4, performing well against all the outcomes covered and is coping very well particularly within the performing element of the course. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy and assurance to a standard equivalent to Grade 2. Learners can create original music, including composition and improvisation, which demonstrates a clear understanding of elements such as melody and structure used in a coherent and musical way. Learners will be consistently demonstrating that they understand and can recall content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work (averaging 70% or more). National 5 Music as either one of the main 6 subjects or as an extra 7th subject (teacher approval required) is strongly recommended.

Fourth B: Making good progress at CfE Level 4, performing well against most of the outcomes covered particularly within the performing element of the course. Can demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with accuracy to a standard equivalent to Grade 2. Learners can create original music, including composition and improvisation, which demonstrates an understanding of elements such as melody and structure. At times advice has been given to aid progression of the piece. Learners will be demonstrating that they understand and can recall much of the content linked to concepts and musical elements covered and are able to apply that knowledge to performing, composition, listening and literacy work (averaging 60-69%). National 5 Music as one of the main 6 subjects is strongly recommended.

Fourth C: Making reasonable progress at CfE Level 4, performing well against some of the outcomes while finding others more challenging. Is sometimes able to demonstrate the key skills specific to their chosen instrument(s) and/or voice including performing with some degree of accuracy and assurance to a standard equivalent to Grade 2. Learner would continue to benefit from further consolidation of this grade before increasing the challenge to subsequent grades. Learners have been able to create original music but at times throughout the process have required support to generate further ideas including advice on concept development within the piece. Learners will be demonstrating that they understand and can recall some of the content linked to concepts and musical elements covered and may be able to apply some of this knowledge to performing, composition, listening and literacy work (averaging 50-59%). National 5 Music as one of the main 6 subjects would be possible with the right attitude and application.

Fourth D: Making some progress at CfE Level 4 against outcomes covered whilst finding the majority challenging. Is limited to the amount of progression in performing and continues to perform at a lower level to the required Grade 2 standard. At this level learners have found it challenging to create original music, including composition and improvisation. Learners have required support to generate ideas and have required further reinforcement of concepts to create a piece of music. Learners may be demonstrating that they understand and can recall some of the content linked to concepts and musical elements covered but may be challenged to apply this knowledge to performing, composition, listening and literacy work (averaging less than 49%). National 5 Music as one of the main 6 subjects would be challenging.

Third/Second A to D: While continuing to experience some CfE Level 4 outcomes the majority of the work can be very challenging, this includes playing below the Grade 2 standard required on both instruments and/or voice. Most tasks require further explanation and to be broken down into smaller, simplified versions in order to make progress and build confidence. National 5 Music as one of the main 6 subjects would not be recommended.

At this stage in the Music curriculum, pupils on a pathway towards achieving SCQF Level 5 in S4 will be working at Fourth C or above. 

Further information, including an overview for all subject areas can be found here.