Make You Feel My Love by Bob Dylan - A Pop Ballad Sung by
Adele
Suggested and Flexible Pathways
Assessment for each Part of the Unit – KS2 (ages 7-11)
In this document, each activity is levelled up to the English National Curriculum (NC) Levels
2-5; categorise each child according to the level descriptors. Focus on musical learning and
progression. Teachers must both prepare and teach musically, making sure that music is the
dominant language of learning. Track children’s progression by making regular recordings.
Listen to the children’s musical responses and strive for quality and improvement.
Listen and Appraise: KS2 (ages 7-11)
Musical Learning
Children will learn to:
• Listen and internalise the given song/piece of music.
• Listen with direction to the chosen/given song/piece of music.
• Use body movement to feel the pulse and to aid internalisation of the music.
• Discuss and explore their own ideas and feelings about the music after listening.
• Answer relevant questions about the music: eg “Do you like the song?” or “How is the
song put together?”
• Recall feelings, emotions and ideas using appropriate musical language with
understanding eg pulse, rhythm, pitch (see Keywords document).
• Recognise and understand the styles and style indicators of the music they listen to.
• Recognise different instruments that can be heard. • Put forward ideas, to discuss, that their opinion matters, comment on and improve each
other’s work and make musical exploration.
Characteristics of NC Level 2:
Pupils recognise and explore how sounds can be made and changed by listening to different
styles of music and recognise how sounds can be used to create different moods.
All pupils in the group/class have achieved Level 2: Yes/No
Most pupils in the group/class have achieved Level 2: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 3:
Pupils recognise and explore the ways sounds can be combined and used expressively.
All pupils in the group/class have achieved Level 3: Yes/No
Most pupils in the group/class have achieved Level 3: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 4:
Pupils describe, compare and evaluate different kinds of music using appropriate musical
vocabulary.
All pupils in the group/class have achieved Level 4: Yes/No
Most pupils in the group/class have achieved Level 4: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 5:
Pupils analyse and compare musical features. They evaluate how venue, occasion and purpose
affects the way music is created, performed and heard. They identify and explore musical
devices and how music reflects time and place.
All pupils in the group/class have achieved Level 5: Yes/No
Most pupils in the group/class have achieved Level 5: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Musical Activities: KS2 (ages 7-11)
Musical Learning
Games
Using the backing track of the song in the unit, children will learn to:
• Understand and internalise pulse, rhythm and pitch through games and activities, while
using body movement.
• Internalise music using an integrated approach to music-learning.
• Understand the elements of music – pulse, rhythm, pitch, dynamics, texture, silence etc –
through playing musical games.
• Progress from keeping a steady pulse to clapping a rhythm, improvise a rhythm, to using
pitch to improvise using the voice.
Singing
Children will learn to:
• Sing together with confidence. • Sing in two parts.
• Listen to a song, and learn it as instructed.
• Sing songs and melodies with musical understanding.
• Sing in an ensemble with the aim of producing a round sound, clear diction, control of
pitch and a musical understanding of how two parts fit together.
Playing Instrumental Parts
Children will learn to:
• Incorporate classroom/band instruments in the song if required.
• Manage differentiated parts – easy, medium and difficult – and to progress as
appropriate between the parts.
• Play the easy and medium parts by ear (without reading notation) or:
• Play the easy and medium parts with notation if preferred, either from the beginning or as
a learning progression.
Improvising
Through games, children will learn to:
• Make up their own rhythms and melodies.
• Perform their own rhythms and melodies using their voice and then an instrument.
• Perform their own rhythms and melodies with confidence and understanding.
• Start improvising using two notes, to increase to three notes and beyond if required.
Composing
Through games and exploration of ideas, children will learn to:
• Choose, combine and organise musical ideas within musical structures and do this with
confidence and understanding.
• Start composing using two notes, to increase to three notes and beyond if required.
• Record their composition in any way appropriate to their level.
• Notate music in different ways, using graphic/pictorial notation, ICT, or the traditional
classical method if appropriate.
Characteristics of NC Level 2:
Pupils sing with a sense of the shape of the melody. They choose carefully and order sounds
within simple given structures and in response to given starting points. They recognise how
different musical elements are combined and make improvements to their own work.
All pupils in the group/class have achieved Level 2: Yes/No
Most pupils in the group/class have achieved Level 2: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 3:
Pupils sing in tune with expression. They perform rhythmically simple parts that use a limited
range of notes. They improvise repeated patterns and combine several layers of sound
with awareness of the combined effect. They recognise how different musical elements are
combined. They make improvements to their own work, commenting on the intended effect.
All pupils in the group/class have achieved Level 3: Yes/No
Most pupils in the group/class have achieved Level 3: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 4:
While performing by ear and/or from musical notations, pupils maintain their own part with
awareness of how the different parts fit together and the need to achieve an overall effect.
They improvise rhythmic and melodic phrases as part of a group performance and compose by
developing ideas within musical structures. They recognise how different musical elements are
combined and make improvements to their own and each other’s work and they comment on
how intentions have been achieved.
All pupils in the group/class have achieved Level 4: Yes/No
Most pupils in the group/class have achieved Level 4: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 5:
Pupils improvise rhythmic and melodic material within given structures, use a variety of
notations and compose music for different occasions using appropriate musical devices such as
melody, rhythms and structures. They refine and improve their work.
All pupils in the group/class have achieved Level 5: Yes/No
Most pupils in the group/class have achieved Level 5: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Perform: KS2 (ages 7-11)
Musical Learning
Children will learn to:
• Work together in an ensemble/band.
• Appreciate the importance of starting and ending together.
• Sing – in one or two parts – to each other and to an audience; to sing/play with rhythmic
control and accuracy; to adopt a sound-before-symbol approach if appropriate.
• Perform with an understanding of an integrated approach where performance can
include everything that has been undertaken during the learning process of the unit.
• Play tuned and un-tuned instruments with control and rhythmic accuracy and with
realised progression.
• Improvise confidently as part of a performance.
• Practise, rehearse and present performances with awareness of an audience.
• Appreciate that performance can influence how music is presented.
• Read music that is notated in different ways, using graphic/pictorial notation, ICT, or the
traditional classical method if appropriate.
Characteristics of NC Level 2:
Pupils perform simple patterns and melodies and can keep to a steady pulse.
All pupils in the group/class have achieved Level 2: Yes/No
Most pupils in the group/class have achieved Level 2: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 3:
Pupils recognise and explore the ways sounds can be combined and used expressively.
They sing in tune and with expression and perform rhythmically simple parts that use a limited
range of notes.
All pupils in the group/class have achieved Level 3: Yes/No
Most pupils in the group/class have achieved Level 3: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 4:
While performing by ear and/or from musical notations, pupils maintain their own part with
awareness of how the different parts fit together and the need to achieve an overall effect.
They improvise rhythmic and melodic phrases as part of a group performance and compose by
developing ideas within musical structures.
All pupils in the group/class have achieved Level 4: Yes/No
Most pupils in the group/class have achieved Level 4: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)
Characteristics of NC Level 5:
Pupils perform significant parts from memory and maybe from notation with awareness of
their own contribution such as leading others, taking a solo part and/or providing rhythmic
support. Pupils improvise rhythmic and melodic material within given structures, use a variety of
notations and compose music for different occasions using appropriate musical devices such as
melody, rhythms and structures.
All pupils in the group/class have achieved Level 5: Yes/No
Most pupils in the group/class have achieved Level 5: (names:)
Some pupils need further work: (names:)
Some pupils need extension work: (names:)