S1-S2 Music Report Comments (Scotland)

Music covers performing on voice and instruments, solo and in groups, with accuracy and expression; creating music by improvising, composing and arranging, including with music technology; listening with musical concepts and vocabulary; reading notation; and evaluating performances and compositions.

Below are 13 sample sentences for S1-S2: two strengths and one next step for each of the 4 comment levels (Secure / Consolidating / Developing / Beginning), plus a tip for families. They are a small selection from the 288 music sentences in the full pack. Copy one, then add a detail only you know about the student.

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

Student name Pronouns

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

Secure S

Strengths

In group work on short class projects, [Name] listens to the ideas of others and helps the group agree clear, practical ways to improve its performance.
Improvising over a repeated chord pattern, [Name] creates inventive melodic ideas that fit the harmony and develops them with changes of rhythm and pitch.

Next steps:

[Name] should keep brief notes in [his/her/their] jotter after each performance, recording one success and one specific change, and then check that change next time.

Consolidating C

Strengths

In short class projects, [Name] often reflects sensibly on [his/her/their] own work, noting what went well and one thing to improve.
[Name] improvises simple rhythmic and melodic ideas over a backing track or chord pattern, and many of these ideas fit the music well.

Next steps:

Using the concept words in [his/her/their] jotter when giving feedback will make [Name]'s comments on performances more specific.

Developing D

Strengths

Guitar tab and chord symbols are becoming familiar to [Name], who can play some simple chord shapes from a chord diagram.
Given a small set of notes, [Name] can improvise short rhythmic patterns that sometimes fit well with the backing.

Next steps:

[He/She/They] should note one thing that went well and one thing to change after each class performance, then look back at these notes before the next one.

Beginning B

Strengths

With support, [Name] is beginning to read simple chord symbols and can play one or two chord shapes on guitar or keyboard from a diagram.
Making up short rhythms on percussion, [Name] can repeat one over and over as a simple pattern when working alongside the teacher.

Next steps:

A simple checklist after each class performance will help [Name] tick off what went well and choose one thing to practise.

Support at home

When a song comes on the radio, you could ask your child to spot where the verse and chorus are, or to clap along to the beat.

How to write music comments for S1-S2

Name the instrument and the skill: playing a melody on keyboard with the correct fingering, keeping a steady beat on drums, or changing chords in time on guitar. A specific skill is more useful than 'enjoys music'.
For listening work, describe whether the pupil can pick out and name concepts such as tempo, dynamics, texture or instruments, including in Scottish traditional music. A next step could be learning a set of concept words.
Many S1 and S2 pupils are new to reading notation. Note what they can read, such as rhythm values or treble clef notes, and suggest a short routine, such as naming the notes before playing a new piece.

Watch out: Avoid commenting only on enthusiasm or confidence in performing. Describe a musical skill the pupil shows, such as keeping in time in a group or describing a texture accurately, and one practical step to improve.

The four levels describe how secure, accurate and independent the learning is in what has been taught, never a CfE level. Secure suits detailed, accurate work applied to unfamiliar tasks; Consolidating suits a sound grasp with occasional guidance; Developing suits sometimes, or with a model 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

In these comments, music covers these behaviours:

performs on voice and instruments, solo and in groups, with accuracy and expression
creates music: improvising, composing and arranging, including with music technology
listens to and describes music using musical concepts and vocabulary
reads and uses notation
evaluates own and others' performances and compositions

More Scottish secondary subjects comments

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