First Level
Context for Learning:- As part of an interdisciplinary learning
Expressive
context on Scotland and its heritage, the children have been
Arts
taking part in a Scots Song project. Working in small groups, the
children were asked to create, present and evaluate a 4-line song
based on a Scottish theme. The children were asked to use the
pentatonic scale to create their melody.
Prior Knowledge and Experience that led to this being the experiences and
outcomes focussed on in this learning context.

Naming and placing notes on a stave – E, G, B, D, F & F, A, C, E.

Discussions regarding beat, rhythm and the lengths of notes and related value names.

An introduction to the pentatonic scale using the Skye Boat Song as a stimulus.

Discussions regarding the use of Scots language in songs & how the lyrics tell a story.

Pupil devised rubric where they identified ‘what would make a quality song’.

Children have had opportunities to sing at local residential home and at various Christmas
functions so are used to singing to a wide range of audiences
Using the Experiences and Outcomes below, we have considered and concluded that the following evidence
demonstrates solid/secure/concrete learning at the first level in music.
I can sing and play music from other styles and cultures, showing growing confidence and skill while learning
about musical notation and performance directions. EXA 1-16a
I can use my voice, musical instruments and music technology to discover and enjoy playing with sound,
rhythm, pitch and dynamics. EXA 1-17a
Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my
ideas, thoughts and feelings through musical activities. EXA 1-18a
I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and
accept constructive comment on my own and others’ work. EXA 1-19a
Key to Understanding Evidence
Teacher Voice
Pupil Voice
Parents Voice
Learning intentions
Children should be able to
Compose a short tune using a pitched instrument using a given set of notes.
Follow direction and include pitch in a performance in front of a live audience.
Reflect on their own and others’ performances identifying strengths and areas for improvement.
Our Success Criteria for “A Quality Song”
With support the learners created the rubric that identified their success criteria and supported them in identifying next steps in their learning. Creation of the
rubric demonstrates in itself a knowledge and understanding of what skills are required in order to work as a team to produce a traditional Scottish piece of
music.
Mini music-maker
Mighty musical
Musical maestro
Extra wee bits that make it
This is the success criteria that we
This shows the progression that
This column is for learners requiring
music-tastic!
would expect children to achieve at
learners may achieve in second level.
additional challenge.
first level.
With help, I can make up a tune using
five notes.
With help, I can read basic notes and
follow instructions during performance.
When asked, I can comment on my own
work – what is going well? What is
tricky?
With a little help, I can make up a tune
using five notes and write down the
notes on a stave.
I can make up a tune using five notes
and write down the notes on a stave.
With a little help, I can show that I
have a basic understanding of the
pentatonic scale, rhythm and louds and
softs.
I can show an understanding of the
pentatonic scale, rhythm and dynamics.
With a little help, I can read musical
notation and follow performance
directions.
I can read musical notation and follow
performance directions independently.
With a little help, I can comment on my
own work and the work of others – what
is going well? What is tricky? Next
steps?
I can reflect on and accept feedback
about my own song and the songs of
others, identifying strengths and areas
for improvement – www, ebi
Learning Activity:- Opportunities for the children to explain what they have learned and how this related to the
success criteria in their rubric
Evaluating
Significant
creaCreatCreating
Aspect of
Evidence:- The learner was able to reflect on his own and others work using
the terms what went well (WWW) and even better if (ebi)’”.
Evidence:- Children had the opportunity to reflect on their own
group’s performance. This demonstrated awareness of what they
needed to do, in musical terms, to improve the quality of their
song for the listener
Learning:- Evidence of
Learning in the Evaluating and
Appreciating aspect of the
“We have completed the tune. We have got quite familiar with the first two lines
but we need to look at the ending lines, pull it all together and add a time
signature”.
Watch video: Improve the quality of the song for
the listener
“What went well was that we got all of the notes down. We just need to make a few
adjustments with the singing because a few people were quite quiet so we need to be
more confident.”
Expressive Arts
This exemplar shows that the
child has had opportunities to
analyse, explore and reflect
In particular in first level
music the child:

can describe and
reflect on the
Evidence: - During reflection
development of their
time the learner discussed with
their teacher their progress and
own and others’ work
achievement in music using the
and identify strengths
rubric that had been created.
and areas for
improvement
“Before I started this project I didn’t know much about the value of
the notes, but I can now apply that skill when I am playing my chanter.
It will help me playing my chanter as I will now know not to hold the
notes for as long as I want as I was doing before.”
Evidence:- Child demonstrates that they can apply what
they have learned in other music activities in and out of
“I think that I gained learning about dynamics because using different dynamics can
school during personal reflection time in school
change the sound of your song. I will now use my learning to write my own song”.
Next Steps for the Learning:- Children apply their knowledge of what makes a “Quality Song” to provide advice and next
steps for children in other classes undertaking a similar project, using the rubric they have already created.
Children endeavour to create an additional column in their rubric that would reflect, progression into next level of song writing
Learning Activity:- What the children did and what the success criteria was?
Presenting
creaCreatCreating
Evidence:Child 2 demonstrates singing with pitch and following
directions regarding dynamics. She also shows awareness
of audience by smiling and singing out to project her voice.
“Before the performance I had butterflies in my tummy but
I got into the flow. At the end of it I felt proud and happy”
Learning:- Evidence of
Learning in the Presenting
Watch video: Singing with pitch
aspect of the Expressive Arts
Watch video: Singing with a knowledge of dynamics
Child 2 demonstrates singing with a good knowledge of
dynamics and awareness of audience and clarity of diction
required.
expressing yourselves.”
“I really enjoyed the songs and music they composed”.
This exemplar shows that the
child
can perform and present for
different audiences and be a part
of an audience for others
can demonstrate working
Parents’ comments
“That was fantastic! Creating songs and music,
Significant Aspect of
collaboratively as well as learning
independently
“When we were singing our songs it felt really
good to have the whole class singing your own
song”.
“I loved the music – so inventive. The singing was
awesome”.
experience enjoyment and
contribute to other people’s
enjoyment through creative and
expressive performances and
presentations
In particular in first level
music the child:

perform music (from
other styles and
Next Steps for the learning:-
cultures) demonstrating
“When everyone had finished their songs it felt quite strange because we had put so much effort into the project and then we
sound, rhythm, pitch
thought, ‘what are we doing next?’ But it wasn’t all over because I can apply all of the skills I used into any other musical
and dynamics
activity I do in and out of the school community”.

follow musical notation
Learning Activity:
The pupils worked in groups to create a piece of Scottish themed music using the pentatonic scale.
Creating
creaCreatCreating
Evidence:- The learner was given an activity that
“I found it
allowed themFirst
to discover
pentatonic scale
which is
Levelthe
Expressive
Arts
interesting
a common feature in Scottish music. Using a given
that the song
score for the Skye Boat Song the learner recorded
we are
the letters for each note.
learning has
Evidence of Learning in the
only got five
Creating aspect of the Expressive
notes and it
Arts
Evidence:- Within a group the learner made many suggestions and built on the
ideas of others to produce a brainstorm for their agreed theme ‘bad weathered
battle’. Compromising with group members they agreed on the highlighted
themes below for their Scottish independence song eg: field, muddy, flags.
is called a
Significant Aspect of Learning:-
pentatonic
This exemplar demonstrates that
scale”.
the child
‘I was really
can be creative and
express themselves in
different ways
will be able to express
themselves, think
innovatively, meet
challenges positively and
find imaginative solutions
to problems
can work co-operatively
and communicate with
others, and in doing, show
initiative, dependability ,
leadership and enterprise
surprised
when I found
out that the
Skye Boat
Song uses a
pentatonic
scale’.
‘We have
Watch video: Fitting the
been
rhythm and lyrics together
working out
tahs and
teh tehs
for our
Evidence:- Pupil clapped out the syllables of the words in their song.
words. We
have got
The rhythm is matched to the number of syllables. The resulting simple
four lines
notation below, based on tahs and teh tehs is recorded to show the
of words
rhythm.
and almost
a time
signature.
Next we
need to do
the tune.
We also
need to
think about
“We used the different syllables in the words to get our rhythm using tahs
and te tehs.”
This clip demonstrates how the
children fit the rhythm and lyrics
of their song together
The child opted to
remove the keys from
the glockenspiel so
that he only had the 5
notes in the
pentatonic scale
present.
dynamics.’
The learner recorded
the notes they played
on the glockenspiel in
the correct order
using the letters
a,c,d,f and g. He knew
that these were the
only notes in the
pentatonic scale.
The learner worked in a
group to collaboratively
agree on the notes that
would make their tune.
Watch video:
Agreeing notes
In particular in first level
music the child:

.“We used a glockenspiel to help
us find a tune for the first line
of our song. We are only using
five notes – C D F G A.”
Next Steps for the Learning:- As an individual the pupil will be provided with an opportunity to create another piece of music
applying the skills gained so far.
can create musical ideas
using sounds, rhythm,
pitch, dynamics and music
technology