Different forms of assessment can take place in music at KS3 i.e. Performance, Composition or Understanding Music. The assessment criteria for KS3 has been devised from the NEW (2016) AQA GCSE Music Specification and Assessment Objectives.
GCSE Music Assessment objectives -
AO1 Perform with technical control, expression and interpretation.
AO2 Compose and develop musical ideas with technical control and coherence.
AO3 Demonstrate and apply musical knowledge.
AO4 Use appraising skills to make evaluative and critical judgements about music.
The areas of study above provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical context and musical language. The four areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills.
Using the criteria below (assessment without levels) pupils are on different flight paths (see list below) and are either p levels, working towards, on track, above or significantly above their flight pathway. This can be changed for different schools. My school uses the following headings due to our school logo (AGS):
Flight pathways -
Elevate (p levels)
Aspire (working towards)
Grow (on track)
Succeed (above)
Excel (significantly above)
I have been deliberating on how to go about doing this, however, I feel this will work with any assessment. Within a UOW, you decide on the form of assessment i.e. performance, and you decide if a student is on a specific flight path and within that fight path they're either - working towards/on target/above.
GCSE Music Assessment objectives -
AO1 Perform with technical control, expression and interpretation.
AO2 Compose and develop musical ideas with technical control and coherence.
AO3 Demonstrate and apply musical knowledge.
AO4 Use appraising skills to make evaluative and critical judgements about music.
The areas of study above provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical context and musical language. The four areas of study can also provide a rich source of material for your students to work with when developing performance and composition skills.
Using the criteria below (assessment without levels) pupils are on different flight paths (see list below) and are either p levels, working towards, on track, above or significantly above their flight pathway. This can be changed for different schools. My school uses the following headings due to our school logo (AGS):
Flight pathways -
Elevate (p levels)
Aspire (working towards)
Grow (on track)
Succeed (above)
Excel (significantly above)
I have been deliberating on how to go about doing this, however, I feel this will work with any assessment. Within a UOW, you decide on the form of assessment i.e. performance, and you decide if a student is on a specific flight path and within that fight path they're either - working towards/on target/above.
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