S3 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 S3: 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

[Name] captures original ideas precisely, writing them in treble clef or tab, recording parts with technology and setting out a clear performance plan for longer pieces.
When discussing pieces heard in class, [Name] forms a clear personal opinion and justifies it convincingly with reference to specific musical features.

Next steps:

Writing extended listening answers that link several concepts heard at once, such as how texture and dynamics combine at a climax, would stretch [Name] further.

Consolidating C

Strengths

[Name] keeps a practice log and performance plan that set out what to rehearse, with targets that are often specific and useful.
When reviewing [his/her/their] own compositions, [Name] usually spots which section needs more work and suggests a sensible change.

Next steps:

Learning to recognise common cadences by ear, such as the perfect cadence that closes a phrase, will help [Name] describe harmony in listening work.

Developing D

Strengths

In technology-based composing, [Name] can layer short repeated patterns and, with guidance, is learning to build them into a structured piece.
When looking back at [his/her/their] compositions, [Name] can pick out one section that works well and, with a few questions from the teacher, suggest a change.

Next steps:

Practising a solo piece for a few minutes most days, rather than in one long session, will help [Name] remember the notes and play with more control.

Beginning B

Strengths

[Name] has started a practice log and, with support, is beginning to record each practice and one thing to try next.
With support, [Name] is starting to describe the mood of a piece and link it to features such as a fast or slow tempo.

Next steps:

Listening to a recording of the teacher playing [his/her/their] part before practising will help [Name] know how the music should sound.

Support at home

Encouraging short, regular practice at home, singing or on any instrument, does more for progress than one long session each week.

How to write music comments for S3

In S3, describe performing with more fluency and expression: accurate rhythm, control of dynamics, staying in time with others. A next step such as practising tricky bars slowly before building up speed is clear.
Comment on composing or arranging: how the pupil develops a musical idea, uses structure or chords, and refines the piece. Suggest one step, such as adding a contrasting section or varying the texture.
For listening, note whether the pupil can describe music in detail with accurate vocabulary across a range of styles. Pupils thinking about subject choices often value knowing which skill to build next.

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.