KS1 Music Report Comments (Years 1-2)

Music covers singing, playing tuned and untuned instruments, listening to a wide range of music, improvising and composing with pulse, rhythm, pitch, tempo, dynamics, timbre, texture and structure, and reading notation in KS2.

Below are 9 sample sentences for KS1 (Years 1-2): one strength and one next step for each of the 4 comment levels (Extending / Confident / Developing / Beginning), plus a tip for families. They are a small selection from the 119 music sentences in the full pack. Copy one, then add a detail only you know about the student.

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

Student name Pronouns

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

Extending E

Strengths

When singing songs, chants and rhymes, [Name] remembers the words and tune and changes [his/her/their] voice to sing loudly, quietly, high or low.

Next step

[Name] could now lead a rhythm echo game, clapping patterns for the class to copy and adding quiet and loud versions.

Confident C

Strengths

Singing songs, chants and rhymes, [Name] generally remembers the words and joins in with actions in time with the music.

Next step

A next step is to clap the rhythm of the words in a song while another group keeps the pulse.

Developing D

Strengths

Joining in with songs, chants and rhymes, [Name] remembers many of the words and is growing more aware of loud and quiet singing.

Next step

Echo singing short phrases with an adult will help [Name] match the pitch of the notes more closely.

Beginning B

Strengths

Singing nursery rhymes and simple chants, [Name] is starting to join in with the actions and some of the words.

Next step

Copying two-sound and three-sound rhythms clapped by an adult will help [Name] begin to echo longer patterns.

Support at home

Asking your child to teach you a song or rhythm from school and explain how to perform it helps them remember and talk about their musical learning.

How to write music comments for KS1 (Years 1-2)

Describe pulse and rhythm separately: keeping a steady beat while marching or clapping is different from copying a rhythm pattern. Say which the child does and suggest the other as a next step.
Use the contrasting pairs children learn first, such as loud and quiet, fast and slow, high and low. Note whether the child can show the change by playing, singing or moving.
Mention singing songs, chants and rhymes and remembering the words and actions. Families can sing the same songs at home, which makes this an easy area for home support.

Watch out: Avoid praising a lovely voice or natural talent. Describe skills that can be practised, such as pitching notes accurately or keeping the pulse, so every child has a clear way forward.

The scale describes how independently the child shows the learning. Extending suits independently, applies it in new contexts and explains reasoning; Confident suits usually and with occasional support; Developing suits sometimes, or with a model or word mat; Beginning names what the child does with adult support. Show the point through one piece of learning rather than writing the scale word itself.

What Music covers

In these comments, music covers these behaviours:

sings and uses the voice expressively
plays tuned and untuned instruments with increasing accuracy and control
improvises and composes, combining sounds using the inter-related dimensions of music
listens with attention to a wide range of music, and in KS2 uses notation

More UK primary subjects comments

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