Steps Performing
Step eight
  • Lead, support and teach others in the development of performance skills
  • Perform longer parts from memory that contribute to an intended outcome
  • Sing or play harmony parts accurately and sensitively
Step seven
  • Perform with control and sensitivity
  • Lead and support others within musical performances
  • Lead and control a particular part in a group performance
  • Control and adapt performance to suit a given occasion, venue and purpose, explaining the effects achieved
  • Suggest and perform accompaniments for a round
Step six
  • Perform by ear and by using forms of notation
  • Explain how changes in performance affect the mood, character and sense of a piece of music
  • Hold their own part in a round
  • Maintain a part within a performance showing awareness of its contribution to the broader piece
Step five
  • Discuss and implement improvements to performance with reference to musical vocabulary
  • Sing or play with an awareness of different parts
  • Recognise how patterns fit together including rests
  • Control tempo and dynamics for musical expression
Step four
  • Explain how different musical dimensions such as pitch, duration, timbre, texture and dynamics can be combined and used with expression
  • Perform simple parts with expression and awareness of rhythm
  • Sing in tune with expression and awareness of meaning
Step three
  • Select, organise and order sounds to perform. Suggest how they should be played and discuss effects achieved
  • Change the way music is performed to reflect occasion
  • Sing with an awareness of the shape of the melody
Step two
  • Practise, control and refine performance in groups and as a class
  • Perform simple accompaniments
  • Perform with a sense of steady pulse
Step one
  • Sing and chant familiar rhymes and songs in unison
  • Participate in singing games
  • Start and finish together with others
  • Explore how sounds can be used to respond to a stimulus including voice