Music Report Comments for Cambridge Stages 1-3

Music covers making music (singing and playing alone and with others, improvising, composing and using notation) and making sense of music (listening and responding, the musical elements such as pulse, rhythm, pitch, tempo and dynamics, and music from different times, places and cultures).

Below are 13 sample sentences for Stages 1-3: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 music sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Secure · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

[Name] copies longer clapped rhythms accurately and then makes up new rhythm patterns for the class to echo back.
In music, [Name] sings and plays with clear control, choosing how loud or quiet each phrase should be so that the feeling of the music comes across.

Next step

The next goal is to invent [his/her/their] own picture symbols for a short piece of music and play it from them with a group.

Secure S

Strengths

When copying rhythms, [Name] echoes short clapped patterns accurately and can play them on percussion.
When singing with the class, [Name] stands or sits well, breathes at the ends of phrases and sings the words clearly most of the time.

Next step

Making up a short pattern on percussion and recording it with simple symbols will extend [his/her/their] music-making.

Developing D

Strengths

With picture cards of instruments, [Name] is learning to name some of the instruments [he/she/they] can hear.
In music lessons, [Name] sometimes keeps in time with the group and is learning to listen for the beat and join back in after losing it.

Next step

[Name] will benefit from copying short rhythms in small steps, first with claps and then on percussion.

Beginning B

Strengths

With adult support, [Name] echoes very short clapped rhythms in music, one pattern at a time.
When the teacher models it first, [Name] copies a short musical pattern with voice, body percussion or an instrument.

Next step

Copying two- or three-clap rhythms and then playing them on a drum will help [Name] hear and repeat short patterns.

Support at home

Clapping along to music you enjoy at home, and taking turns to copy each other's rhythms, helps your child feel the beat.

How to write music comments for Stages 1-3

Describe what the student does: keeping a steady beat, copying a rhythm, singing in tune or playing loud and quiet sounds. One named skill tells families more than 'enjoys music'.
Listening counts as much as performing. If the student moves to music or describes it as fast or slow, high or low, mention it.
Simple symbols for sounds are an early form of notation. Note whether the student can follow them or make up their own.

Watch out: Avoid assuming instrumental lessons or music at home, and avoid talent labels. Describe what the student did in class and one next step that needs no special equipment.

The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What Music covers

Strands and skills covered for music:

Making Music: singing and playing instruments alone and with others, with control and expression
Making Music: improvising and composing, and using notation
Making Sense of Music: listening and responding to music from different times, places and cultures, using musical vocabulary
Making Sense of Music: the musical elements (pulse, rhythm, pitch, tempo, dynamics, timbre, texture and structure) and features of styles and traditions

More Cambridge Primary and Lower Secondary comments

How these sentences were made, and what has been checked: About these comments.

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