Download Music KS3 Skills Framework DOCX File

Key Stage 3 Music Skills Framework
1-3 (G-E)
Composing
Performing
Appraising
Final GCSE Target Grade
3-5 (E–C)
4-7 (D-A)
6-9 (B–A*)
Can choose suitable timbres
and elements and use letter or
graphic notation appropriately
to record and share ideas.
Recall notes belonging to
different pentatonic scales and
can use basic rhythm notation.
Is identifying notes within mayor
triads and uses them to compose
four bar sequences.
Compositions are used to show contrasts in
the music.
Can use pitch and rhythm notation together.
Expression marks are used to create depth
and contrast in the music.
Is identifying notes within major triads and
uses them to compose a ground bass.
Complex structures such as theme
and variation are used to develop
musical ideas.
Is able to use knowledge of harmony
to modulate to another key and
identify notes belonging to a range of
chords and use them within
compositions.
Can improvise using three
notes from a given pentatonic
scale, repeats and performs
simple melodies with others in
a group on an instrument and
also simple rhythms by ear.
Minimal ensemble
communication is evident.
Can improvise using five notes
from a given scale as part of a
group performance and can
perform extended and developed
melodies independently within a
group on an instrument.
Communication with other parts
is evident during a performance
and timing is accurate in places.
Can improvise with confidence using
different pentatonic scales as part of a group
performance and read from a lead sheet.
Is able to take on an independent part within
the ensemble performing from notation on
different instruments and dynamics are used
with thought and control.
Respond musically to a conductor or Music
leader, timing and tuning is mostly accurate.
Ideas are refined and can use feedback to
improve work independently.
Can improvise with confidence using a
variety of scales and modes from
memory.
Use a lead sheet to lead an ensemble
with confidence.
Dynamics and articulation are used
with complete control and
understanding.
Timing and tuning are accurate.
Can listen for key features in
the music and identify
countries of origin.
Identify different families of
instruments when listening to
a range of ensembles and
musical elements but no
vocabulary is used in
discussions.
Can follow a simple single line
of notation either - melodic or
rhythmic.
Can identify and discuss some
key features associated with the
music and different instruments
that is heard.
Can use Italian terms when
writing and discussing the use of
musical elements on their own
and others’ work.
Can verbally explain assessment
of others’ and own work using
vocabulary confidently.
Can follow a small score.
Can identify and describe key features in the
music and discuss texture and timbre with
complete confidence when writing about
what is being heard.
When listening to a range of ensembles
written analysis comments on what and how
particular instruments are played.
Can produce written feedback for peers
explaining how to improve the piece of work.
Can follow a score and point out key
features.
Can read a score and identify the key
features of the music which informs
written analysis of the music.
Can produce written analysis of a
piece of music using terminology
confidently.
Comment on devices used,
compositional intent and
instrumentation in detail.
Discuss cultural influences on music
development and implement this into
written reports.