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/*   Subjects: Music


COMMENTS: Closing 
1=I am so proud of all you have accomplished. Keep up the wonderful things you are doing!
2=You are an amazing student, and you truly shine!
3=I can hardly wait to see how you impress me during the next year!
4=You have had a terrific year, and I am confident the next one will be even better!

COMMENTS: FS = Music 
1=#N is an outstanding student who has worked very hard throughout the term and I expect #m to keep improving #h musicianship
2=#N has had a mixed term but there are signs of improvement in #h behaviour of late.
3=#N has done some excellent work after a difficult start and is now back on target.
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the term.
5=#N has worked well during this term but there are a few issues with #h behaviour in class that #e needs to address.
6=#N is an excellent student who is always eager to work on #h tasks.
7=#N is a very valuable member of the class. #E is always willing to help other students and encourages them to work hard.
8=#E enjoys performing in groups and easily takes the lead.
9=#E has used #h voice confidently and descriptively in response to given images.
10=#E was able to choose instruments and control a range of sounds. #E has performed using notation as a support.
11=#E has refused to sing , however #e enjoys playing musical instruments and can keep a beat with some confidence.
12=#E was able to improvise rhythmic patterns to a steady pulse with an awareness of the metre.
13=#E knows how to create melodic patterns using given notes and rhythm.
14=#E has selected instruments and created sounds that describe #h visual images. #E is able to create music that describes two contrasting moods/emotions.
15=#E created textures by combining sounds in different ways.
16=#E can choose instruments on the basis of #h internalised sounds.
17=#E has analysed and commented on the effectiveness of the sounds and instruments #e has selected.
18=#E has recognised and explored different combinations of pitch sounds.
19=#E is able to recognise and explore different combinations of rhythms
20=has sung songs and created different effects. #E can explore and choose different movements to describe different animals. #E has created sequences of sound in response to the movements and sequences of movements in response to sounds. #E can combine narration, sounds and movement to describe a chosen animal.

COMMENTS: FS General Music Comments
1=#N has gained confidence singing short tunes ; however #e needs to join in when we are doing group performances and dancing activities.
2=#N is an enthusiastic learner who seems to enjoy music class.
3=#N is committed to doing #h best in music class ; however not always follows through the lesson.
4=#N cooperates with the teacher and other students during music lessons.
5=#N is beginning to participate appropriately and actively in music; however #e requires frequent teacher reminders to stayed focused during the lesson and follow the instructions.
6=#N is beginning to perform some instrument and singing parts with teacher support; however frequently #e refuses to join in during group activities.
7=#E with teacher support is beginning to read, write, and identify some grade level beat and rhythm concepts.
8=#E is able to maintain a simple rhythm line using percussion instruments such as rhythm sticks and hand drums.
9=#E is able to choose from a range of percussion instruments to match the mood or beat of the music
10=#E is becoming more able to keep a steady beat and to respond to changes in pitch or tempo.
11=#E is beginning to describe different types of music and sounds, for instance, 'slow','fast', 'loud' and 'quiet'.
12=#E is starting to recognise a variety of different instruments and the sounds they make.
13=#E is starting to link sound and movement in our activities and #e can create #h own movements in response to a piece of music.
14=#E knows the words of some simple and familiar songs.
15=#E is recognising the beat and rhythm in a piece of music.
16=#E is recognising how different instruments can be played.
17=#E can tap out a simple repeated rhythm
18=#E tries with commitment to make up #h own simple songs.

COMMENTS: Levels
1=#E independently is able to match all pitches in call and reponse songs and recognize melodic direction , read, write and perform all rhythmic notations taught in class
2=#E usually is able to match most pitches in call and response songs and recognize melodic direction ,read, write and perform most rhythmic notations taught in class
3=#E With some assistance can match some pitches in call and response songs , read, write and perform some rhythmic notations taught in class.

COMMENTS: Meeting Expectations
1=#N is able to sing and sign simple melodic patterns in tune, using the right pitches.
2=#N showed that #e can apply the steps needed to learn songs. #E moved and sang songs with fast and slow tempi keeping a steady beat and using fairly good singing voice.
3=#N has demonstrated an understanding that sounds can be represented by symbols by reading and writing musical patterns using crotchets, quavers and semiquavers.
4=#E has applied the elements of music when singing, playing and moving.
5=#N demonstrated the ability to identify sounds of higher and lower pitches by performing different songs from various cultures using a variety of pitched and unpitched instruments.
6=#E can classify instruments by listening to their sound and place then into their family accordingly; that shows an understanding of timbre, one of the musical elements studied this year.
7=#E showed that #e can apply the steps needed to compose simple songs. #E used basic technique when playing simple accompaniments on tuned and untuned percussion instruments.
8=#N demonstrated an understanding of pitch and musicality by expressively moving #h body to the sound of a slide whistle and drums and copying it with #h voice. #N played the accompaniment for various simple tunes using a variety of percussion instruments with accurate technique.
9=#E demonstrated the ability to sing unison songs in tune and play simple accompaniments.
10=#E is able to describe some examples in which the elements of music are used in the music #e performs, listens to and creates.
11=Through the study of the musical tale The Musicians of Bremen, #e was able to describe several examples in which the elements of music are used to accurately represent the different animals in the story.
12=#E demonstrated an understanding of musical signs and standard notation on the five-line staff by playing a piece of music on the boomwhakers following a colour code set of musical notes on the stave.

COMMENTS: Music - mixed commment
1=#N is an outstanding student who has worked very hard throughout the term and I expect #m to keep improving #h musicianship
2=#N has had a mixed term but there are signs of improvement in #h behaviour of late.
3=#N has done some excellent work after a difficult start and is now back on target.
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the term.
5=#N has worked well during this term but there are a few issues with #h behaviour in class that #e needs to address.
6=#N is an excellent student who is always eager to work on #h tasks.
7=#N is a very valuable member of the class. #E is always willing to help other students and encourages them to work hard.
8=#E enjoys performing in groups and easily takes the lead.
9=#E has used #h voice confidently and descriptively in response to given images.
10=#E was able to choose instruments and control a range of sounds. #E has performed using notation as a support.
11=#E has refused to sing , however #e enjoys playing musical instruments and can keep a beat with some confidence.
12=#E was able to improvise rhythmic patterns to a steady pulse with an awareness of the metre.
13=#E knows how to create melodic patterns using given notes and rhythm.
14=#E has selected instruments and created sounds that describe #h visual images. #E is able to create music that describes two contrasting moods/emotions.
15=#E created textures by combining sounds in different ways.
16=#E can choose instruments on the basis of #h internalised sounds.
17=#E has analysed and commented on the effectiveness of the sounds and instruments #e has selected.
18=#E has recognised and explored different combinations of pitch sounds.
19=#E is able to recognise and explore different combinations of rhythms
20=#N has sung songs and created different effects. #E can explore and choose different movements to describe different animals. #E has created sequences of sound in response to the movements and sequences of movements in response to sounds. #E can combine narration, sounds and movement to describe a chosen animal.

COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
5=#N has worked very well in music this year
6=#N is a rather quiet student in music
7=#N is an enthusiastic learner who seems to enjoy music. #E cooperates consistently with the teacher and other students.
8=#N exceeds my expectations with the quality of #h work.
9=#N is always kind and helpful to everyone in the classroom.
10=#N seems to enjoy music lessons.
11=#N has truly been a pleasure to teach this year.
12=#N tackles new music challenges eagerly and with a positive attitude.
13=#N is an inquisitive learner who enjoys questioning about the topics studied in class.

COMMENTS: Sample intro sentences - Good
1=#N is an outstanding student who has worked very hard throughout the year.
2=#N has had a mixed year but there are signs of improvement in #h behaviour and attainment of late.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the year.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and individual work that #e needs to address.
6=We have been working on the singing basic nursery rhymes and tunes, playing percussion instruments and dancing at different speeds and using music from various countries throughout the year. #N seems to enjoy this topic and has made very pleasing progress.

COMMENTS: Sample intro sentences-Music
1=#N is an outstanding student who has worked very hard throughout the term and I expect #m to keep improving #h musicianship
2=#N has had a mixed term but there are signs of improvement in #h behaviour of late.
3=#N has done some excellent work after a difficult start and is now back on target.
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the term.
5=#N has worked well during this term but there are a few issues with #h behaviour in class that #e needs to address.
6=#N is an excellent student who is always eager to work on #h tasks.
7=#N is a very valuable member of the class. #E is always willing to help other students and encourages them to work hard.
8=#E enjoys performing in groups and easily takes the lead.

COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N.

COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.

COMMENTS: Spanish Lower Level
1=#N read answered questions about the different countries in Europe. #E has taken part in simple class conversation #e was able to a use some keywords.
2=#E has gained confidence reading and speaking.
3=#E still need to improve #h reading skills.

COMMENTS: Spanish Working Towards
1=In the unit Vivimos en Europa ( We live in Europe ) #N asked and answered questions about the different countries. #E has gained confidence speaking and has slowly started to make long sentences. #E was able to use the verb vivir ( to live ) and conjugate it in different ways. #E can easily read in Spanish and be understood. Although there is a long way to go, #e has improved #h diction and pronunciation.
2=In the unit Vivimos en Europa ( We live in Europe ) #N asked and answered questions about the different countries. #E has gained confidence speaking and has slowly started to make long sentences. #E was able to use the verb vivir ( to live ) and conjugate it in different ways. #E can easily read in Spanish and be understood. Although there is a long way to go until the expected level, #e has improved #h diction and pronunciation.

COMMENTS: Year 1 - General 
1=#E could identify different sound sources.
2=#E was able to make sounds and #e has recognise how #e can give a message.
3=#E can identify and name classroom instruments.
4=#E has listened carefully and #e can create sounds in response to descriptive words.
5=#E has followed visual instructions. #E can handle and play instruments with control. #E has made and selected sounds to reflect the mood of a song.
6=#E could select sounds and sound sources carefully in response to a story
7=The unit 'Sounds interesting - Exploring sounds' developed #N's ability to identify different sounds and #h ability to change and use sounds expressively in response to a stimulus. During this unit, #N had made a variety of sounds with #h voice, body, found objects and instruments, and #e has explored how these sounds could be changed and used expressively in response to a stimulus.
8=#E has used this knowledge to select sounds that reflected the mood of chants and songs. This led to the creation of a class performance that used sounds to heighten the effect of the chosen story.
9=#E has been encouraged to find a confident singing voice and show awareness of other performers.
10=#E behaviour and mature approach towards music making has been exemplary…..
11=#N pays attention and contributes positively during lessons.
12=#N has been an enthusiastic and valued member of the class.
13=#E participates fully and confidently in our lessons.
14=#N has consistently given #h all during music lessons. #E has a confident and enthusiastic voice.
15=#E always gives #h full attention and I feel #e should be congratulated for the positive input #e has given to our lessons.
16=#N excels in all forms of music. #E has a confident voice and learns new songs quickly and accurately. #E has a strong sense of pitch and rhythm.
17=#N enthusiasm for music is boundless. #E participates fully in all lessons often adding creative ideas. #H attitude and sense of rhythm are sound.
18=#N Has a sound sense of pulse and is able to invent appropriate rhythms to a given piece of music. #H joins in with singing showing an excellent sense of improvisation.

COMMENTS: Year 1- Meeting expectations
1=#E could identify different sound sources.
2=#E was able to make sounds and #e has recognise how #e can give a message.
3=#E can identify and name classroom instruments.
4=#E has listened carefully and #e can create sounds in response to descriptive words.
5=#E has followed visual instructions. #E can handle and play instruments with control. #E has made and selected sounds to reflect the mood of a song.
6=#E could select sounds and sound sources carefully in response to a story
7=The unit 'Sounds interesting - Exploring sounds' developed #N's ability to identify different sounds and #h ability to change and use sounds expressively in response to a stimulus. During this unit, #N had made a variety of sounds with #h voice, body, found objects and instruments, and #e has explored how these sounds could be changed and used expressively in response to a stimulus.
8=#E has used this knowledge to select sounds that reflected the mood of chants and songs. This led to the creation of a class performance that used sounds to heighten the effect of the chosen story.

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: 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



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