Performing and Composing
>Performance<
#Name# enjoys playing the instruments
#Name# plays instruments accurately and confidently
#Name# performs individual parts with confidence and control
#Name# perform with confidence, control and an awareness of style

>Expression<
.
, interpreting the music expressively.
, interpreting the mood of the music.
, making expressive use of subtle changes within the music.

>With others<
#He# sings a variety of songs and play simple accompaniments with confidence.
#He# sing songs and rounds that have two parts, and can play instruments with other performers.
#He# is aware of other performers and can fit #his# own part in within a group.
#He# can direct others in group performances as well as perform a solo part.
#He# can recognise when to take the lead and when to support others in playing with others.

>Composing<
#He# has explored and selected sounds, making compositions that have a simple structure and
#He# can select and combine resources, making expressive use of musical elements and
#He# develops musical ideas using different textures, including harmony and
#He# develops musical ideas, exploiting a range of resources and conventions and

>Notation<
 uses symbols to communicate musical ideas.
 compose music for specific purposes using a notation record #his# music.
 refines #his# compositions using the appropriate notation.

Listening and Appraising
>Understanding<
#He# recognises repetition and changes within music.
#He# can identify changes in character and understands how moods are communicated.
#He# can identify the conventions used within different styles and traditions.
#He# can identify the resources and conventions used in different times and places.

>Evaluation<
#Name# evaluates #his# own work, identifying ways in which it can be improved.
#Name# analyses changes in character and mood and the effect of the music.
#Name# critically appraise #his# own work, taking account of the comments of others.
#Name# can evaluate different interpretations of musical works and critically appraise #his# own work.

>Traditions<
#He# listens attentively to music and
#He# recognise how music is affected by time and place and
#He# has compared music across time and place and
#He# can identify changes within a range of musical traditions from different times and cultures and

>Vocabulary<
 can describe a piece of music using simple terms.
 listens with attention to detail using a musical vocabulary to describe it.
 uses appropriate musical vocabulary to describe it.
 uses an accurate and extensive musical vocabulary to describe it.

