KS2 Music Report Comments (Years 3-6)

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 KS2 (Years 3-6): 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

[Name] composes short pieces using a pentatonic scale and records them with simple rhythm notation so that others can play them back.Lower KS2

Next step

A next step is to sing in three-part rounds and simple harmony, holding [his/her/their] own part while the other groups join in.Lower KS2

Confident C

Strengths

When improvising, [Name] creates short melodic or rhythmic ideas over a drone or ostinato and keeps to the pulse.Upper KS2

Next step

A next step is to learn the treble clef notes, using FACE for the spaces, so that [he/she/they] can read new melodies on the stave more quickly.Upper KS2

Developing D

Strengths

When composing in a group, [Name] adds rhythmic ideas and, with some support, is learning to combine them with a melody.

Next step

Saying rhythm names such as "ta" and "ti-ti" while clapping will help [Name] read simple rhythm notation.

Beginning B

Strengths

[Name] is beginning to compose a short pattern of sounds, with an adult helping to record it using simple symbols.Lower KS2

Next step

A next step is to play one note on a tuned instrument in time with the class, using a colour-coded note to know when to join in.Lower KS2

Support at home

Listening to music from different countries or times and talking about what you each like helps your child to describe and compare music.

How to write music comments for KS2 (Years 3-6)

Use musical vocabulary that parents can follow, adding a short gloss where needed: 'changes the dynamics (loud and quiet) to create a mood in a composition'.
Comment on ensemble skills: holding a part in a round, keeping time with a group on a tuned instrument, listening to others. Lower KS2 often meets rounds; upper KS2 meets fuller ensemble performance.
Name the composing or notation step: writing a short rhythm in simple notation, structuring a piece with a clear beginning and ending, or reading staff notation. Keep the next step to one musical element.

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.