/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Primary Music COMMENTS: 2020 Music YR6 intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising and playing chord symbols on the ukulele. 2=#N has grasped the rudiments of music theory this year, exhibited by #N identifying and performing different chords symbols. 3=#N developed #h ukulele performance techniques this year. This has been demonstrated by #m performing various chord sequences on the instrument. 4=#N has grasped the principles of ukulele finger picking, chord plucking and is now able to identity various chord symbols and strumming techniques. 5=#N is now able to recognise and perform different types of chord symbols on the ukulele. 6=#N is able to determine how to translate different chord sequences to the ukulele. 7=#N can identify the various chord symbols and create interesting strumming patterns whilst performing on the ukulele. 8=#N has demonstrated a natural flair for the ukulele and performs with ease. Picking up the various techniques such as single finger picking, strumming and chord plucking. COMMENTS: 2020 Y6 performance comments 1=#N gave a #perform performance in one of our #perform earlier in the year. 2=#N's performance in one of our Let's Perform/Singing Assemblies really connected with the audience. 3=#N's performance in Let's Perform demonstrated excellent self-control and command of the instrument. 4=#N's performance in Singing Assembly was impressive due to #h interpretation of the musical phrasing. 5=N's performance in Let's Perform was impressive due to #h interpretation of the musical phrasing. 6=#N demonstrates #h musical growth by integrating dynamics such as louds and softs whilst performing. 7=#N performs was noteworthy due to #h subtle use of various articulation techniques such as legato, slurs and staccatos. COMMENTS: 2020 Y6_Music demo skills sentences 1=#E is becoming increasingly confident in applying finger picking techniques and the smooth transition between chords on the ukulele is evident. 2=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured at implementing the various strumming/picking techniques on the ukulele. 6=#N can now link chords and finger picking in unison within a group context. 7=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between chords smoothly and reliably. 8=#N is beginning to show awareness different performance techniques whilst performing on the ukulele. 9=Theses performance techniques include: finger picking, chord plucking and strumming, chord transition and dynamics (louds and softs). 10=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 11=#E is a dependable ensemble member who can lead a group. 12=#N is now able to follow the conductor's performance queue effectively, for example dynamics. COMMENTS: 2020 Y6_Music summing-up sentences 1=#E is becoming increasingly self-assured at implementing a number of instrumental techniques on the ukulele. 2=#N has refine how smoothly #e can transition between different notes on the ukulele as #h grasp of fingering patterns has become more secure. 3=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between notes smoothly and reliably. 4=#N is beginning to show awareness different performance techniques. 5=Theses performance techniques include: single and multi-finger plucking, various strumming patterns and dynamics (louds and softs), whilst performing. 6=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 7=#N is now able to use additional performance techniques such as single and multi-finger plucking. 8=#N has a secure understanding of finger picking on the ukulele which means that #e moves between notes/ chords smoothly, and can perform a well-known tune with ease. 9=#N is a reliable performer who leads others in an ensemble scenario, giving less experienced performers more confidence. 10=#E is now able to perform in time to a backing track. 11=#E is now able to perform in time to a given pulse. 12=#N can now perform on the ukulele and keep time to a steady beat as directed by the conductor. 13=#N is a confident performer and can be relied upon to lead others in ensemble ukulele performance. 14=#E is a reliable ensemble member who leads a group and provides stability for less confident performers. 15=#E is now able to use various strumming patterns and incorporate dynamics (louds and softs), whilst performing. 16=#E is becoming increasingly self-assured at performing these techniques. 17=#E is now able to perform in time using these techniques to a given pulse. 18=#E can move between these various ukulele techniques and chords smoothly. COMMENTS: 2021 Y2 Staff 1=#E can correctly identify staff notation symbols such as E, F and D. 2=#E can correctly perform rhythmic patterns that contain minims, crotchets and quavers. 3=and can tap simple rhythmic patterns in time to a backing track. 4=#N is able to play a simple drum pattern to a backing track. 5=#N has an understanding of how to play a simple rhythmic pattern to a backing track. 6=and now has an understanding of how to play a simple rhythmic drum pattern to a backing track. 7=and is now able to play a simple drum pattern to a backing track 8=#E can correctly identify staff notation symbols such as E, F and D 9=#E can recognise note durations and perform them to a given beat. COMMENTS: 2021 Y4 drums and singing 1=#N has an understanding of how to play a simple rhythmic pattern to a backing track. 2=and is now able to play a simple drum pattern to a backing track 3=#E can correctly perform rhythmic patterns that contain minims, crotchets and quavers. 4=and now has an understanding of how to play a simple rhythmic drum pattern to a backing track. 5=and can tap simple rhythmic patterns in time to a backing track. 6=#N is able to play a simple drum pattern to a backing track. 7=#E can recognise note durations and perform them to a given beat. 8=#N is able to sing within a choir context 9=#N is able to pitch notes with accuracy within a choir context. 10=#N is able to follow the conductor’s directives (such as dynamics) within a choir context COMMENTS: 2021 Y4_ukulele 1=#E is becoming increasingly confident when performing on the ukulele. 2=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured when performing on the ukulele. 6=#N can now perform and play chords in unison within a group context. 7=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between chords smoothly and reliably. 8=#N is beginning to show awareness different performance techniques whilst performing on the ukulele. 9=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 10=#E is a dependable ensemble member who can lead a group. 11=#N is now able to follow the conductor's performance queues effectively. COMMENTS: 2021 Y6 drum & choir 1=#E can recognise and perform simple drum patterns. 2=#E can correctly perform rhythmic patterns. 3=and can tap simple rhythmic patterns in time to a backing track. 4=#N is able to play a simple drum pattern to a backing track. 5=#N has an understanding of how to play a simple rhythmic pattern to a backing track. 6=and now has an understanding of how to play a simple rhythmic drum pattern to a backing track. 7=and is now able to play a rhythmic pattern and follow a simple drum part to a backing track. 8=#E can recognise note durations and perform them to a given beat. 9=#E can sing effectively within a choir context. 10=#E is able to follow a conductor's directives with in a choir setting. 11=#N is able to pitch notes with accuracy within a choir context. 12=#N is able to follow the conductor’s directives (such as dynamics) within a choir context. COMMENTS: 2021 Y6_Music demo skills sentences 1=#E is becoming increasingly confident in applying fingerpicking techniques and the smooth transition between chords on the ukulele is evident. 2=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured at implementing the various strumming/picking techniques on the ukulele. 6=#N now has an understanding of the finger picking technique whilst performing on the ukulele. 7=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between chords smoothly and reliably. 8=These performance techniques include: finger picking, chord plucking and strumming. 9=#N is beginning to show awareness different performance techniques whilst performing on the ukulele. 10=These performance techniques include: finger picking, chord plucking and strumming, chord transition and dynamics (louds and softs). 11=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 12=#E is a dependable ensemble member who can lead a group. 13=#N is now able to follow the conductor's performance queue effectively, for example dynamics. COMMENTS: 2021 Y6_ukuele 1=#E is becoming increasingly confident in applying fingerpicking techniques and the smooth transition between chords on the ukulele is evident. 2=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured at implementing the various strumming/picking techniques on the ukulele. 6=#N now has an understanding of the finger picking technique whilst performing on the ukulele. 7=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between chords smoothly and reliably. 8=These performance techniques include: finger picking, chord plucking and strumming. 9=#N is beginning to show awareness different performance techniques whilst performing on the ukulele. 10=These performance techniques include: finger picking, chord plucking and strumming, chord transition and dynamics (louds and softs). 11=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 12=#E is a dependable ensemble member who can lead a group. 13=#N is now able to follow the conductor's performance queue effectively, for example dynamics. COMMENTS: 2021 Year 2 cml 1=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker music software. 2=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music. 3=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by recreating nursery rhymes. 4=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker 5=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker. 6=#N can recreate nursery rhymes with the Chrome Music Lab's Song Maker music software. 7=#N can make the connection between Chrome Music Lab's Song Maker software and staff notation music. 8=#N can recreate nursery rhymes within Chrome Music Lab's Song Maker music software. 9=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker music software 10=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music 11=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by recreating nursery rhymes 12=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. 13=#N can recreate nursery rhymes within Chrome Music Lab's Song Maker. COMMENTS: 2021 Year 2 instruments 1=#E is able to identify the instruments of the orchestra. 2=#E is able to make the connection between tempo and note durations to depict the characteristics of characters within Peter and the Wolf. 3=#E can correctly identify where the instrumental families are placed within an Orchestral setting. 4=#E can identify and name the four instrumental families. 5=and is able to identify the instruments of the orchestra. 6=and is able to make the connection between tempo and note durations to depict the characteristics of characters within Peter and the Wolf. 7=and can now correctly identify where the instrumental families are placed within an orchestral setting 8=#E can make the connection between tempo and note durations to depict the characteristics of characters within Peter and the Wolf 9=#E can identify and name the four instrumental families 10=and is able to identify the instruments of the orchestra 11=#E is able to identify the instruments of the orchestra 12=#E can identify the instruments of the orchestra COMMENTS: 2021 Year 4 cml 1=#N is able to create 8 bar compositions within Chrome Music Lab's Song Maker music software. 2=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music. 3=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software. 4=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. 5=#N is able to create 8 bar composition that have a 4 bar A section and a 4 bar B section within Chrome Music Lab's Song Maker. 6=#N can create riffs and drum patterns with Chrome Music Lab's Song Maker music software. 7=#N can make the connection between Chrome Music Lab's Song Maker software and staff notation music. 8=#N can compose 8 bar Binary musical structures within Chrome Music Lab's Song Maker music software. 9=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music 10=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by composing Binary compositions. 11=#N is able to analyse CML’s diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. 12=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. COMMENTS: 2021 Year 6 cml 1=#N is able to create 16 bar compositions within Chrome Music Lab's Song Maker music software. 2=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music. 3=#E knows the difference between audio and midi loops and can now create #h own midi loops within Garage band 4=#N can now correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software. 5=#N is able to create 16 bar composition that has a 4 bar A section and a 4 bar B section (AABA) within Chrome Music Lab's Song Maker. 6=#N can create riffs and drum patterns with Chrome Music Lab's Song Maker music software. 7=#N can make the connection between Chrome Music Lab's Song Maker software and staff notation music. 8=#E knows the difference between audio and midi loops within Garage Band. 9=#E now knows the difference between audio and midi loops within Garage Band. 10=#N can compose 16 bar Binary musical structures within Chrome Music Lab's Song Maker music software. 11=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music 12=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by composing Binary compositions. 13=Can create Binary, Ternary and Rondo compositional structures within Garageband. 14=#N is able to analyse CML’s diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. 15=#N can correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by composing Binary compositions. 16=#N can correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software. 17=#E is able to play a simple drum pattern to a backing track and now has a greater awareness of #m role in an ensemble context. COMMENTS: 2021 YR 2 Glockespiel 1=#N can play and identify the C scale on the glockenspiel. 2=#N can play nursery rhymes on the glockenspiel. 3=#N can play nursery rhymes on the glockenspiel and keep time to a backing track. 4=#N can perform a number of nursery rhymes on the glockenspiel to backing tracks. 5=and can play and identify the C scale on the glockenspiel. 6=and can play nursery rhymes on the glockenspiel. 7=and can play nursery rhymes on the glockenspiel and keep time to a backing track. 8=and can perform a number of nursery rhymes on the glockenspiel to backing tracks. 9=#N can play nursery rhymes on the glockenspiel 10=and can perform a number of nursery rhymes on the glockenspiel to backing tracks 11=and can play nursery rhymes on the glockenspiel and keep accurate time to a backing track 12=#N can perform a number of nursery rhymes on the glockenspiel to backing tracks COMMENTS: 2021 YR6 ukulele 1=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 2=#N can now move smoothly between different chords on the ukulele. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured at implementing various instrumental techniques on the ukulele. 6=#N can now link chords and finger plucking in unison within a group context. 7=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between chords smoothly and reliably. 8=#N is beginning to show a heightened awareness of different performance techniques whilst performing on the ukulele. 9=Performance techniques include: finger plucking, chord transition and dynamics (louds and softs). 10=#N is able to follow the conductor’s directions, for example playing in time and incorporating dynamics into #h performance effectively. 11=#E is becoming increasingly confident in applying finger plucking techniques and the smooth transition between chords on the ukulele is evident. 12=#N is able to follow the conductor’s directions within an ensemble context. COMMENTS: 2022 Year 2 cml 1=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker music software. 2=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music. 3=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by recreating nursery rhymes. 4=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker 5=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker. 6=#N can recreate nursery rhymes with the Chrome Music Lab's Song Maker music software. 7=#N can make the connection between Chrome Music Lab's Song Maker software and staff notation music. 8=#N can recreate nursery rhymes within Chrome Music Lab's Song Maker music software. 9=#N is able to recreate nursery rhymes within Chrome Music Lab's Song Maker music software 10=#N is able to make the connection between Chrome Music Lab's Song Maker software and staff notation music 11=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome Music Lab's Song Maker music software by recreating nursery rhymes 12=#N is able to analyse diagrams and correctly recreate these diagrams within Chrome Music Lab's Song Maker. 13=#N can recreate nursery rhymes within Chrome Music Lab's Song Maker. COMMENTS: 22 CML 1=#N is able to recreate nursery rhymes with google chromes music lab’s software. 2=#N has been able to demonstrate how to correctly add notes and drum patterns to Chrome music lab’s music software by recreating nursery rhymes. 3=#N is able to analyse chromes music lab’s software diagrams and correctly recreate these musical diagrams within chromes music lab’s software. COMMENTS: 22 Glocks 1=#N can play and identify the C scale on the Glockenspiel. 2=#N can play nursery rhymes on the Glockenspiel. 3=#N can play nursery rhymes on the Glockenspiel in time to a backing track. 4=#N can perform nursery rhymes (and lead, with accuracy, effectively, with assistance) within an ensemble context, on the Glockenspiel to backing tracks. COMMENTS: 22 Glocks yr2 1=#E can now play and identify the C scale on the Glockenspiel. 2=#E can now play nursery rhymes on the Glockenspiel. 3=#E can now play nursery rhymes on the Glockenspiel in time to a backing track. 4=#E can perform nursery rhymes #y222 within an ensemble context. COMMENTS: 22 Music Y2 intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising that note symbols represent both pitch and note lengths. 2=#N has grasped the rudiments of music theory this year. This understanding has been exhibited by #N performing, in unison, clapping, counting and identifying, a number of different rhythmic patterns. 3=#N is developing #h understanding of music theory, for example beginning to understand that written notes represent pitch as well as note length. 4=#N has grasped the principles of music theory this year. For example #e recognises that written notes can represent pitch as well as note length. 5=#N is now able to distinguish the different note lengths and pitch symbols when reading music notation. 6=#N understands that notation symbols are linked to both pitch and note length. #E can read simple rhythms and clap them with accuracy. 7=#N can identify written note lengths using appropriate musical vocabulary, for example ''half note" and "quarter note". COMMENTS: 22 Y2 INSTRUMENTS 1=#N is able to identify the instruments of the Orchestra. 2=#N is able to make the connection between tempo and note durations to depict the characteristics of characters within Peter and the Wolf. 3=#N can correctly identify where the instrumental families are placed within an Orchestral setting. 4=#N can identify and name the four instrumental families. COMMENTS: 22 Y2 performace 1=#E's performance in Arts week was highly impressive. 2=I enjoyed #N’s performance during the parent pick up on Friday. 3=#N demonstrated excellent musicianship in #h Arts week performance. 4=#N has made an excellent contribution to Sandringham choir this year. 5=I have been pleased with #N contribution to the Sandringham choir this year. COMMENTS: 22 Y2 STAFF 1=#N can correctly identify staff notation symbols, for example, the notes of the C major scale. 2=#E can correctly perform rhythmic patterns that contain minims, crotchets and quavers. 3=#E Can recognise rhythmic symbols and patterns such as crotchets, quavers and minims. 4=#E can recognise and tap simple rhythmic patterns in time to a backing track. COMMENTS: MAY 2020 Y4 summing-up sentences 1=#N is able to follow the conductor's directions and perform effectively within an ensemble. 2=#N is able to understand the role of a conductor in ensuring an ensemble works together. 3=#N shows an understanding of the role of a conductor and can remain in time with the ensemble when performing as a class. 4=#N can now link notation music symbols to the recorder and perform in unison within a group context. 5=#N is now able to follow the guidance of the conductor and can remain in time with the ensemble when performing as a class. 6=#N is now able to perform in time on the recorder to a backing track. 7=#N can now perform on the recorder and keep time to a steady beat as directed by the conductor. 8=#N is a confident performer and can be relied upon to lead others in ensemble recorder performance. 9=#N demonstrates correct mallet technique whilst performing on the recorder. 10=#E is a reliable ensemble member who leads a group and provides stability for less confident performers. 11=#E has transferred #h understanding of music theory to our classwork ensemble work. 12=#N's graceful performance in Let's Perform was highly absorbing to listen to. 13=#N gave a very self-controlled performance in one of our Singing Assemblies. 14=#N's demonstrated excellent command and control during in #E Singing Assembly performance early this year. 15=#N's energetic performance in the Singing Assembly was a joy to watch. 16=#N's performance in Let's Perform really connected with the audience. 17=#N's performance in Let's Perform demonstrated excellent self-control and command of the instrument. 18=#N's performance in Singing Assembly was impressive due to #h interpretation of the musical phrasing. 19=#N's performance in Let's Perform was impressive due to #h interpretation of the musical phrasing. 20=#N demonstrates #h musical growth by expressing heightened musical expression whilst performing. COMMENTS: MAY 2020 Y4_Music summing-up sentences 1=#E is becoming increasingly self-assured at implementing this facility (reading notation) to instrumental technique on the recorder. 2=#N has refined how smoothly #e can transition between different notes on the recorder as #h grasp of fingering patterns has become more secure. 3=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly and reliably. 4=Performance techniques include: articulation (tonguing and slurs) when starting to produce a note on the recorder and dynamics (louds and softs). 5=#N is now able to use additional performance techniques such as articulation (tonguing and slurs) when starting to produce a note on the recorder. 6=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly. 7=#N is a reliable performer who leads others in an ensemble scenario, giving less experienced performers more confidence. 8=#N is beginning to show awareness and implement different performance techniques on the recorder, such as dynamics and articulation. 9=#N has improved how smoothly #e can move between different notes on the recorder as #h understanding of fingering patterns has become more secure. 10=#E is beginning to show awareness of other performers in an ensemble, for example noticing when #e is playing a different note to one of #h peers when they are playing together. 11=#N has improved how smoothly #e can move between different notes on the recorder as #h understanding of fingering patterns has become more secure. 12=#E is becoming increasingly self-assured at implementing this facility to instrumental technique on the recorder. 13=#N has refined how smoothly #e can transition between different notes on the recorder as #h grasp of fingering patterns has become more secure. 14=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly and reliably. 15=#N is beginning to show awareness of different performance techniques. 16=Performance techniques include: articulation (tonguing and slurs) when starting to produce a note on the recorder and dynamics (louds and softs). 17=#N is able to follow the conductor's directions, for example playing in time and incorporating dynamics into #h performance effectively. 18=#N is now able to use additional articulation performance techniques such as tonguing and slurs when starting to produce a note on the recorder. 19=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly. COMMENTS: MAY 2020 YR4_Music_ intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising that note symbols can both represent pitch and note lengths. 2=#N is developing #h understanding of music theory, for example recognising that written notes can represent pitch as well as note length and can now link these notes to the recorder. 3=#N has grasped the principles of music theory this year. For example, linking music notation symbols to the correct recorder fingering. 4=#N is now able to distinguish and read the different music notation symbols and is now able to link these symbols to the correct fingering on the recorder. 5=#N can now independently read music notation whilst performing on the recorder. 6=#N can identify written note lengths using appropriate musical vocabulary, for example 'half note' and 'quarter note'. 7=#N is developing #h understanding of musical theory and is able to connect music notation to the correct finger placement on the recorder. 8=#N has expanded #h comprehension of musical theory, and is now equipped to apply this theory to the recorder when reading music notation. 9=#N has broadened #h knowledge of musical theory, and is now able to connect the appropriate finger shapes on the recorder to the different notation symbols when performing. 10=#N is becoming increasingly confident in applying music theory concepts to instrumental techniques on the recorder. 11=#N has grasped the principles of music theory this year and is now able to apply these principles when performing on the recorder. 12=#N has developed #h comprehension of music theory and is able to demonstrate this by performing on the recorder within a group context. 13=#N is now able to distinguish and read the different music notation symbols and link these symbols to the correct fingering on the recorder. 14=#N is now able to connect the appropriate finger shapes on the recorder to the different notation symbols when performing. 15=#N has developed #h comprehension of music theory and is now able to recognising that note symbols can both represent pitch and note lengths. COMMENTS: Music YEAR 2 (april) intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising that note symbols represent both pitch and note lengths. 2=#N has grasped the rudiments of music theory this year. This understanding has been exhibited by #N performing, in unison, clapping, counting and identifying, a number of different rhythmic patterns. 3=#N is developing #h understanding of music theory, for example beginning to understand that written notes represent pitch as well as note length. 4=#N has grasped the principles of music theory this year. For example #e recognises that written notes can represent pitch as well as note length. 5=#N is now able to distinguish the different note length and pitch symbols when reading music notation. 6=#N understands that notation symbols are linked to both pitch and note length. #E can read simple rhythms and clap them with accuracy. 7=#N can identify written note lengths using appropriate musical vocabulary, for example ''half note" and "quarter note". COMMENTS: Musical Performance Summary (APRIL) 1=#N is able to follow the conductor's directions and perform effectively within an ensemble. 2=#N is able to understand the role of a conductor in ensuring an ensemble works together. 3=#N shows an understanding of the role of a conductor and can remain in time with the ensemble when performing as a class. 4=#N can now link notation music symbols to the layout of the glockenspiel and perform in unison within a group context. 5=#N is now able to follow the guidance of the conductor and can remain in time with the ensemble when performing as a class. 6=#N is now able to perform in time on the glockenspiel to a backing track. 7=#N is a confident performer and can be relied upon to lead others in ensemble performance. 8=#N demonstrates a correct mallet technique whilst performing on the glockenspiel. 9=#E is a reliable ensemble member who leads a group and provides stability for less confident performers. 10=#E has transferred #h understanding of music theory to our classwork ensemble work. 11=#N's graceful performance in Let's Perform was highly absorbing to listen to. 12=#N's self-assured performance in the Singing Assembly was a delight to our ears. 13=#N's demonstrated excellent command and control during #E Singing Assembly performance early this year. 14=#N's energetic performance in the Singing Assembly was a joy to watch. 15=#N 's Let's Perform performance really connected with the audience. 16=#N's performance in Let's Perform demonstrated excellent self-control and command of the instrument. 17=#N's performance in Singing Assembly was impressive due to #h interpretation of the musical phrasing. 18=#N's performance in Let's Perform was impressive due to #h interpretation of the musical phrasing. 19=#E is now able to perform in time to a backing track. 20=#E is now able to perform in time to a given pulse. COMMENTS: Other options include (APRIL) 1=Great energy in #h performance. 2=#N has an instinctive sense of timing when performing. 3=When performing #N has an instinctive understanding of musical interpretation. 4=In #N Let's Perform performance #h exhibited excellent use of dynamics. 5=#N's heightened awareness of musical phrasing was exquisitely executed in Let's Perform performance. 6=Vocally #N has a fantastic tone. 7=Vocally #h has a large range and command of high notes. 8=#N's Singing Assembly proved to be a great overall performance. 9=#N demonstrates a keen awareness of intonation whilst performing. 10=#N has an innate understanding of expressive stylistic techniques when performing. 11=#N performs in Let's Perform was noteworthy due to #h excellent use of dynamic expressive techniques. 12=#N has an excellent command of keeping a steady tempo whilst performing. 13=#N can now perform on the glockenspiel and keep time to a steady beat as directed by the conductor. COMMENTS: Y4_Music summing_up sentences 1=#E is becoming increasingly self-assured at implementing this facility to instrumental technique on the recorder. 2=#N has refined how smoothly #e can transition between different notes on the recorder as #h grasp of fingering patterns has become more secure. 3=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly and reliably. 4=Performance techniques include: articulation (tonguing and slurs) when starting to produce a note on the recorder and dynamics (louds and softs). 5=#N is now able to use additional performance techniques such as articulation (tonguing and slurs) when starting to produce a note on the recorder. 6=#N has a secure understanding of fingering patterns on the recorder which means that #e moves between notes smoothly, and can perform a well-known tune with ease. 7=#N is a reliable performer who leads others in an ensemble scenario, giving less experienced performers more confidence. 8=I was particularly impressed with #N's performance in Arts Week. 9=I was particularly impressed with #N's performance in Let's Perform. 10=I was particularly impressed with #N's performance in Year 3 and 4 Singing Assembly. 11=I was pleased with #N's performance in Arts Week. 12=I was pleased with #N's performance in Let's Perform. 13=I was pleased with #N's performance in the Year 3 and 4 Singing Assembly. 14=#N's performance in Singing Assembly was impressive. 15=#N's performance in Let's Perform was impressive. 16=#N's performance in Arts Week was impressive. COMMENTS: Y6_Music demo skills sentences 1=#E is becoming increasingly confident in applying finger plucking techniques and the smooth transition between chords on the ukulele is evident. 2=#N can move between different chords smoothly as #h understanding of chord shape patterns has become more secure. 3=#E now has a greater awareness of #h role in an ensemble context, for example noticing when #e is playing a different chord on the Ukulele to one of #h peers when they are playing together. 4=#N has improved how smoothly #e can move between different chords on the ukulele as #h understanding of chord shapes has become more secure. 5=#E is becoming increasingly self-assured at implementing various instrumental techniques on the ukulele. 6=#N can now link chords and finger plucking in unison within a group context. 7=#N has a secure understanding of chord shapes on the Ukulele which means that #e moves between chords smoothly and reliably. 8=#N is beginning to show a heightened awareness of different performance techniques whilst performing on the Ukulele. 9=Performance techniques include: finger plucking, chord transition and dynamics (louds and softs). 10=#N is able to follow the conductor’s directions, for example playing in time and incorporating dynamics into #h performance effectively. COMMENTS: Y6_Music summing_up sentences 1=#E is becoming increasingly self-assured at implementing a number of instrumental techniques on the ukulele. 2=#N has refine how smoothly #e can transition between different notes on the ukulele as #h grasp of fingering patterns has become more secure. 3=#N has a secure understanding of chord shapes on the ukulele which means that #e moves between notes smoothly and reliably. 4=#N is beginning to show awareness different performance techniques. 5=Performance techniques include:single and multi finger plucking, various strumming patterns and dynamics (louds and softs), whilst performing. 6=#N is able to follow the conductor’s directions, for example playing in time and incorporating dynamics into #h performance effectively. 7=#N is now able to use additional performance techniques such as single and multi finger plucking, various strumming patterns and dynamics (louds and softs), whilst performing. 8=#N has a secure understanding of finger plucking on the ukulele which means that #e moves between notes/ chords smoothly, and can perform a well-known tune with ease. 9=#N is a reliable performer who leads others in an ensemble scenario, giving less experienced performers more confidence. 10=I was pleased with #N's performance in Let's Perform due to the effective use of dynamics. 11=I was captivated with #N's energetic performance in the year 6 Singing Assembly. 12=I was delighted with #N's performance in Arts Week as #h demonstrated an excellent command and control of the instrument. 13=I was pleased with #N's performance in Let's Perform as #h performance really connected with the audience. 14=I was pleased with #N's self-assured performance in the year 6 Singing Assembly. 15=#N's self assured performance in Arts Week was impressive. 16=#N's graceful performance in Let's Perform was highly absorbing to listen to. 17=#N's performance in Singing Assembly was impressive due to #h rhythmic command of the musical phrases. COMMENTS: YEAR2_(APRIL) Music demo skills sentences 1=#N is beginning to understand the role of a conductor in ensuring an ensemble works together, which was evident through our class ensemble work on the glockenspiel. 2=#E can clap, perform and recognise simple rhythms and rest durations within a group context. 3=#N understands the role of a conductor in ensuring an ensemble works together, which was evident through our class ensemble work on the glockenspiel. 4=#E utilises #h reading skills by reading, clapping and performing a variety of given rhythm patterns within a group context. 5=With guidance #N can read note pitches and apply them to instrumental practice, for example in our class ensemble work on the glockenspiel. 6=#N can now link notation music symbols to the layout of the glockenspiel and perform in unison within a group context. 7=With support #N can read note pitches and apply them to instrumental practice, for example in our class ensemble work on the glockenspiel. 8=#N can read note pitches and apply them to instrumental practice, for example in our class ensemble work on the glockenspiel. 9=#E can now apply this knowledge to glockenspiel ensemble practice in our class lessons. 10=#E can now apply this knowledge to glockenspiel ensemble practice in our class lessons and is able to perform effectively within an ensemble context. 11=With guidance #e can clap, perform and recognise simple rhythms and rest durations within a group context. 12=#N is able to recognise and identify that note symbols can both represent pitch and note length. 13=#E can identify written note lengths using appropriate musical vocabulary, for example 'half' and 'quarter note'. COMMENTS: YR4_Music_ intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising that note symbols can both represent pitch and note lengths. 2=#N is developing #h understanding of music theory, for example recognising that written notes can represent pitch as well as note length and can now link these notes to the recorder. 3=#N has grasped the principles of music theory this year. For example, linking music notation symbols to the correct recorder fingering. 4=#N is now able to distinguish and read the different music notation symbols and is now able to link these symbols to the correct fingering on the recorder. 5=#N can now read music notation whilst performing on the recorder independently. 6=#N can identify written note lengths using appropriate musical vocabulary, for example ‘half note’ and ‘quarter note’. 7=#N is developing #h understanding of musical theory and is able to connect music notation to the recorder. 8=#N has expanded #h comprehension of musical theory, and is now equipped to apply this theory to the recorder when reading music notation. 9=#N has broadened #h knowledge of musical theory,and is now able to distinguish the different notation symbols when performing on the recorder. 10=#N is becoming increasingly confident in applying music theory concepts to instrumental techniques on the recorder. 11=#N has grasped the principles of music theory this year and is now able to apply these principles when performing on the recorder. 12=#N has developed #h comprehension of music theory and is able to demonstrate this by performing on the recorder within a group context. COMMENTS: YR6_Music intro sentences 1=#N has developed #h comprehension of music theory and is able to demonstrate this by recognising chord symbols on the ukulele. 2=#N has grasped the rudiments of music theory this year. This understanding has been exhibited by #N identifying, different chords symbols. 3=#N developed #h ukulele performance techniques this year. This has been demonstrated by #m performing various chord sequences on the instrument. 4=#N has grasped the principles of ukulele finger picking and chord plucking and is now able to identity various chord symbols and strumming techniques. 5=#N is now able to distinguish the different types of chord symbols on the ukulele. 6=#N is able to determine how to translate different chord sequences to the ukulele. 7=#N can identify the various chord symbols and create interesting strumming patterns whilst performing on the ukulele. 8=#N has demonstrated a natural flair for the ukulele and performs with ease. Picking up the various techniques such as single finger picking and strumming. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: perform 1= very self assured 2=controlled 3=confident 4=graceful 5=Let's Perform concerts 6=singing assemblies LIST: PL 1=enthused 2=delighted 3=thrilled 4=pleased 5=elated 6=proud 7=happy 8=impressed 9=captivated 10=impressive LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term LIST: Y222 1=and lead 2=with accuracy 3=effectively 4=with assistance LIST: YR2LA 1=YR2_LA /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. 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