KS3 Music Report Comments (Years 7-9)

Music covers performing vocally and on instruments, solo and in ensembles, composing and improvising, including with music technology, listening and appraising across styles using the musical elements, and reading staff and other notation.

Below are 13 sample sentences for KS3 (Years 7-9): two strengths and one next step for each of the 4 comment levels (Excellent / Good / Developing / Needs support), 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: Excellent · Good · Developing · Needs support · Writing tips

Student name Pronouns

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

Excellent E

Strengths

In the topic on instruments of the orchestra, [Name] recognises each instrument by sound and explains clearly how each family contributes to the texture.
When appraising, [Name] uses precise vocabulary such as ostinato, syncopation and pedal note, and supports every point with a specific moment in the music.

Next step

A next step is to keep a listening log for homework, comparing pieces from different cultures and periods using every element on the knowledge organiser.

Good G

Strengths

Using the vocabulary from [his/her/their] knowledge organiser, [Name] can describe pitch, dynamics and tempo accurately in listening tasks.
Listening to unfamiliar music, [Name] often recognises the instruments and the style and gives a sensible reason based on what can be heard.

Next step

[Name] should practise recognising semiquavers and dotted rhythms on sight for homework so that new class pieces can be read more quickly.

Developing D

Strengths

[Name] is growing in confidence at recognising the instruments of the orchestra and describing them with words from [his/her/their] knowledge organiser.
When listening to a new piece, [Name] can sometimes name the main instruments and is starting to give reasons for the mood the music creates.

Next step

Making flashcards for the lines and spaces of the treble clef and testing [himself/herself/themselves] at home will help [Name] name notes more quickly.

Needs support N

Strengths

With the knowledge organiser as a guide, [Name] is starting to recognise some instruments of the orchestra and name their families.
With a word bank to hand, [Name] is beginning to name some instruments and use simple musical terms when talking about a piece.

Next step

Making a simple loop of sounds with classroom music technology, using a step-by-step teacher model, would help [Name] explore how parts can be layered.

Support at home

You could ask your child to teach you a musical term from lessons, such as tempo or texture, and then spot it together in a song on the radio.

How to write music comments for KS3 (Years 7-9)

Name the performing skill, such as keeping in time with the group or holding a part in a round. Students start secondary music with very different experience, so describe progress from their own starting point.
For composing, describe a specific choice: building a melody over a chord sequence, using a clear structure or layering parts with music technology. A next step can name one element, such as varying the rhythm.
Check that the student uses musical vocabulary when listening, such as tempo, texture or timbre, instead of 'fast' or 'nice'. A target of describing two elements in every listening answer is clear.

Watch out: Avoid praising natural talent or a lovely voice, or treating private instrumental lessons as the only evidence. Describe skills seen in class, such as playing accurately in an ensemble, that every student can develop.

The four levels describe how secure, accurate and independent the learning is, never a grade. Excellent suits precise, perceptive work that applies ideas to unfamiliar contexts; Good suits usually accurate with occasional guidance; Developing suits sometimes, or with a worked example; Needs support names what is emerging and the help that works. Show the level through the work rather than writing the level word.

What Music covers

In these comments, music covers these behaviours:

performs vocally and instrumentally, solo and in ensembles, with accuracy, fluency and expression
composes and improvises music, including with music technology
listens to and appraises a wide range of music, using the musical elements and vocabulary
reads and uses staff and other relevant notation

More UK secondary subjects comments

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