Music Grade 9-1 Success Criteria

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

 I can find and play all
of the notes on a
keyboard
 I can play three chords
accurately
 I can play a simple
rhythm accurately
Performing
 I can play a simple  I can play a melody/bass  I can play an extended  I can demonstrate basic  I can demonstrate good  I can demonstrate  I can demonstrate  I can demonstrate
melody accurately and line/riff accurately and melody/bass line/riff technical control; the technical control; the somewhat convincing somewhat convincing convincing technical
with a good sense of with a good sense of accurately and with a music is generally within music is mostly within technical control; the technical control; the control; the music is
rhythm rhythm good sense of rhythm my ability range my ability range music is mostly within music is within my within my ability
 I can play and switch  I can play a chord  I can play a chord  I can play with generally  I can play with good my ability range ability range range
between four chords progression (4+ chords) progression (more than good tone quality and tone quality and  I can play with good  I can play with very  I can play with very
accurately accurately and in time four chords) accurately intonation/generally intonation/good use of tone quality and good tone quality and good tone quality and

 I can reflect on my own  I can play a syncopated  I can perform in front of and using a rhythm good use of filters & filters & effects intonation/good use of intonation/very good intonation/very good
work and give some rhythm fairly accurately my peers with some pattern effects  I can give an accurate filters & effects use of filters & effects use of filters & effects
AO1

feedback to others  I can reflect on my own
 I can find the pulse and work in detail and give
play mostly in time with general feedback to
others others
 I can find the pulse and
play in time with others
 I can create a simple  I can improvise simple
chord progression (at melody (3-4 notes) and
least three different rhythm patterns
chords)  I can improvise simple
 I can contribute ideas rhythm patterns
towards my group’s  I can include a melodic
composition idea, simple rhythms & at
 I can use loops & least 3 different chords in
samples within a my work
D.A.W. to create a  I can use loops &
Composing
degree of accuracy
 I can reflect on my own
work in detail and give
specific feedback to
others
 I can easily find the pulse
and play in time with
others
 I can improvise simple
melody patterns (5-6
notes)
 I can improvise simple
rhythm patterns and begin
to develop these into
longer rhythms
 I can include melodic
ideas, rhythms & at least
4 different chords in my
 I can give a somewhat  I can give a mostly performance, with no  I can give an accurate  I can give an accurate  I can give an accurate
accurate performance, accurate performance, more than one or two performance, with no performance, with no performance, with no
although with several with no more than one or errors (little impact) more than one or two more than one or two more than one or two
noticeable errors (little two noticeable errors  I can respond errors (little impact) errors (no impact) errors (no impact)
impact) (little impact) consistently to other  I can respond  I can respond  I can respond
 I can sometimes respond  I can generally respond players and adjust my consistently to other consistently to other consistently to other
to other players and to other players and playing accordingly players and adjust my players and adjust my players and adjust my
adjust my playing adjust my playing playing accordingly playing accordingly playing accordingly
somewhat accordingly
 I can improvise simple  I can develop and extend  I can develop and  I can develop and  I can develop and  I can develop and
melody patterns (5-6 ideas with some purpose extend ideas effectively extend ideas extend ideas effectively extend ideas fully with
notes) and develop these and audience in mind with a purpose and effectively with a with a purpose and a purpose and
into short melodies (some obtrusive audience in mind (with purpose and audience audience in mind, audience in mind
 I can improvise simple misjudgements) one or two obtrusive in mind, mostly mostly  I can handle
rhythm patterns and  I can attempt to manage misjudgements)  I can handle  I can handle appropriate appropriate stylistic
develop these into longer appropriate stylistic  I can select and appropriate stylistic stylistic characteristics characteristics
rhythms characteristics maintain appropriate characteristics convincingly for most convincingly
 I can include a simple (inconsistent in parts and stylistic characteristics convincingly for some of the piece throughout
melody, rhythms & at detracts somewhat from (inconsistent in parts of the piece  I can securely control  I can securely control

simple piece of samples within a D.A.W. work least 4 different chords in the overall impression) but does not detract  I can securely control appropriate musical appropriate musical
AO2

music/backing track to create a simple piece  I can layer loops & my work  I can control appropriate from the overall appropriate musical elements, mostly elements throughout
of music/backing track samples together within a  I can organise my ideas musical elements impression) elements, mostly  I can create a good  I can create a
D.A.W. to create a piece and begin to develop (obvious inconsistencies)  I can control  I can create a good sense of fluency and consistent sense of
of music including four them into a simple  I can maintain a sense of appropriate musical sense of fluency and contrast throughout fluency and contrast
musical elements structure, with some fluency and contrast, for elements, mostly (some contrast, mostly  I can respond creatively throughout
support the most part/attempt to obvious  I can respond to the brief with a well-  I can respond
 I can layer loops & use of basic structures inconsistencies) creatively to the brief developed sense of imaginatively to the
samples together within  I can meet the brief and  I can maintain a sense with some sense of audience and occasion brief with a well-
a D.A.W. to create a its intended audience of fluency and contrast, audience and occasion developed sense of
piece of music including (approach lacks detail) for the most part/use of audience and
four musical elements basic structures occasion
 I can explain what  I can explain what most  I can explain what each  I can explain what each  I can identify and  I can identify and  I can identify and  I can identify and  I can identify and
melody, structure, of the musical elements of the musical elements is of the musical elements explain how most of the accurately explain how accurately explain how explain how all of the explain fully how all
dynamics and are  I can analyse a piece of is in detail relevant musical devices most of the relevant all of the relevant relevant musical of the relevant musical
instrumentation are  I can analyse a piece of music according to most  I can analyse a piece of & features are used (with musical devices & musical devices & devices & features are devices & features are
 I can read/write treble music according to some of the musical elements music according to most some errors) features are used features are used used used
clef notation (within the of the musical elements with some accuracy of the musical elements  I can identify the basic  I can compare and  I can compare and  I can compare and  I can compare and
Listening and appraising

staff)  I can identify performing  I can identify performing with good accuracy stylistic features of a contrast musical contrast musical contrast music across contrast music across
 I can read one forces (instruments and forces (instruments and  I can identify performing given genre of music elements between two elements between two cultures and historical cultures and historical
sharp/flat voices) fairly accurately voices) accurately forces (instruments and  I can compare and pieces of music in some pieces of music in contexts convincingly contexts very
detail detail  I can recognise and use convincingly
A03

 I can read/write bass clef
notation (within the staff)
 I can read up to two
sharps/flats
 I can read/write treble &
bass clef notation,
including up to one
ledger line
 I can read up to three
sharps/flats
voices) accurately
 I can read/write treble &
bass clef notation,
including up to one
ledger line
 I can read up to four
sharps/flats
contrast musical
elements between two  I can read/write treble  I can recognise and appropriate musical  I can recognise and
pieces of music (basic, & bass clef notation, use appropriate language; read/write use appropriate
with few errors) including: up to two musical language; staff notation and musical language;
 I can read/write treble & ledger lines. read/write staff rhythmic notation; read/write staff
bass clef notation,  I can read up to six notation and rhythmic identify key signatures notation and rhythmic
including: up to one sharps/flats notation; identify key (six sharps/flats) and notation; identify key
ledger line. signatures (six major & minor chords signatures (six
 I can read up to five sharps/flats) and sharps/flats) and
sharps/flats major & minor chords major & minor chords

Meta-cognition- The ability to knowingly use a wide range of thinking approaches and to transfer knowledge from one circumstance to other. Self-regulation- The ability to monitor, evaluate and self-correct. Strategy-planning- The ability to approach new learning experiences by actively attempting to connect it to
existing knowledge or concepts and hence determine an appropriate way to think about the work. Intellectual confidence- The ability to articulate personal views based on evidence.
 GEMS FirstPoint School- Student Performance Review
FPS
Term 1 Term 2 Term 3
Baseline Term 1 Term 2 Term 3 Aspirational
Assessment Assessment Assessment
Target
‘In Term 1 ‘In Term 2 ‘In Term 3
‘I’m starting the ‘Overall, I’m ‘Overall, I’m ‘Overall, I’m
Assessment Assessment Assessment ‘I’m aiming for…’
year at…’ working at...’ working at...’ working at...’
Week, I got…’ Week, I got…’ Week, I got…’

Term 1 Term 2 Term 3

Attitude
Towards
Learning
Instrument
for this term

My strengths
are…

I can improve
by…

The activities
that I will
complete and
resources
that I will use
to develop
are…

Meta-cognition- The ability to knowingly use a wide range of thinking approaches and to transfer knowledge from one circumstance to other. Self-regulation- The ability to monitor, evaluate and self-correct. Strategy-planning- The ability to approach new learning experiences by actively attempting to connect it to
existing knowledge or concepts and hence determine an appropriate way to think about the work. Intellectual confidence- The ability to articulate personal views based on evidence.