Music Report Comments for Cambridge Stages 7-9

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 7-9: 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

In group performances, [Name] takes the lead in rehearsals, notices where the ensemble is not playing together and suggests practical ways to fix it.
When improvising, [Name] invents new musical ideas without planning them first and builds on what others play, answering a phrase with one of [his/her/their] own.

Next step

Memorising a demanding section, then checking the notation after playing it, would help [Name] improve accuracy and musical expression.

Secure S

Strengths

[Name] plays simple chords on a tuned instrument and can change between them in time with the beat.
Performing to the class, [Name] presents [his/her/their] part accurately, keeps a steady beat and follows planned changes in volume.

Next step

Learning one common chord pattern at a time and using it in a short improvisation will help [Name] connect chords with composing.

Developing D

Strengths

Using a chord chart, [Name] is learning to play simple chords on a tuned instrument and change between them in time.
When reminded where to start, [Name] sometimes performs a short musical part for the class and continues to the end.

Next step

Improvising with a set of four chosen notes over a drone will help [Name] make up short tunes with more control.

Beginning B

Strengths

Guided by a chord chart and adult support, [Name] is starting to play one or two simple chords on a tuned instrument.
During performances, [Name] is beginning to sing or play a short part alongside the group after an adult models it.

Next step

Pointing to each box on a four-beat grid while a slow recording plays will help [Name] begin to follow the beat of a piece.

Support at home

If there is a free concert or music event near you, going together and talking about it afterwards can widen your child's listening.

How to write music comments for Stages 7-9

In Stages 7-9, describe improvising and composing with musical devices, and performing with growing independence. Target one element, such as control of dynamics.
Comment on staff notation and music technology where they are taught, and whether the student uses them to record or develop ideas.
Recognising features of styles and traditions and relating them to their context is a good extension. If the student evaluates a performance, say what they noticed.

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.

Not affiliated with or endorsed by Cambridge University Press & Assessment or Cambridge International Education. "Cambridge" is used only to describe the curricula these comments are written for.