Music

Learning Goals
International Curriculum Learning Goals | Music

Music The study of music relates to artistic expression and

communication using the body, voice, formal and
To promote engagement with home, host and
adopted countries’ traditions and cultures, we
improvised instruments in creative ways. recommend drawing on a broad range of stimuli and
resources to support teaching and learning in music.
Learners will know about a variety of musical styles,
musicians and their areas of expertise (composing These goals are written in such a way to develop
or performing), both first-hand and from secondary international learning through music. Schools may
sources. need to generate specific, detailed targets depending
on syllabus expectations and resource availability.
Learners will practise and prepare for performances
by composing, singing and/or playing instruments. As well as meeting the Learning Goals, to be
successful, learners must:
They will be able to listen carefully and/or critically to – Use appropriate vocabulary and subject-specific
peers and published music, identifying elements and terminology
recognising emotional responses.
– Connect learning within and between subjects
– Engage with current affairs on a local and global
Learners will develop an understanding of how music
level
means different things to individuals, as well as how
it plays an important role in culture, religion and – Make use of available, fitting technology
entertainment. – Demonstrate academic honesty
– Apply all the Personal Learning Goals.
They will also gain an understanding of sources of
inspiration and the manipulation of musical elements
for the creation of music.

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International Curriculum Learning Goals | Music

Assessing with the The Learning Goals can be identified as Knowledge

(Know), Skills (Be able to) and Understanding
The Assessment for Improving Learning Toolkit
supports teachers in the assessment of progress with
(Understand) and each type of learning is assessed Key Skills indicated in bold in the IPC Learning Goals.
Learning Goals differently. However, the purpose of assessment in
the International Curriculum is always to guide the
Please refer to the subject rubric documents for
more information on using the Key Skills rubrics and
next steps for teaching and improve future learning. Learning Advice.

Knowledge can be classified as remembering the Understanding is very complex and influenced by
right or wrong facts and associated details. It can be individual experience; it can be both broad and
assessed through a variety of formats which require deep. While it is not possible to specify exactly what
recall of facts. Quizzes, list responses (e.g. name understanding looks like, teachers are encouraged to
the parts of a river), writing what you remember, discuss what they think is evidence of Understanding
matching activities and defining vocabulary can all during the planning and reflecting on units. Assessing
be used to assess Knowledge. To improve learning understanding requires teacher judgement across
Knowledge, assessments should be regular, simple, multiple opportunities.
spaced and low stakes.
Personal Learning Goals
In some subjects, schools will need to identify The Personal Learning Goals have not been designed
specific Knowledge content that is encompassed by to and are not intended to be assessed although
the Learning Goal. For example, Art Learning Goal success with these can be recorded and shared with
3.08: Know about the elements of art, is the same parents and the community. It is recommended
for every learner. However, History Learning Goal that learners drive any recognition and reward
3.05: Know about features of particular periods and related to Personal Learning Goals. Learners are
societies requires a school to determine the specific also encouraged to take the opportunity to self-
facts (Knowledge) which will depend on the historical reflect, celebrate and set aims to improve their
period being studied. demonstration of the Personal Learning Goals.

Skills are ideally assessed through observing the skill

in progress but may also include assessment of a
recording of the skill or the product that results from
using and applying the skill.

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International Curriculum Learning Goals | Music

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Performance (solo and 1.01 2.01 3.01 4.01

Be able to sing simple songs in Be able to sing complex songs with Be able to sing songs with Be able to sing using a range of
ensemble) unison and following the tune expression and accuracy expression and audience techniques and performance
awareness directions to convey style and
emotion

1.02 2.02 3.02 4.02

Be able to perform individually and/ Be able to maintain their part within Be able to fulfil their role when Be able to perform different roles in
or with others an ensemble performance performing with others, following a range of ensembles
conductor cues

1.03 2.03 3.03 4.03

Be able to respond to musical Be able to offer an appropriate
stimuli response to musical stimuli

1.04 2.04 3.04 4.04

Be able to recreate/imitate Be able to perform/recreate from Be able to accurately perform/ Be able to accurately perform/
sounds and patterns symbolic or staff notation recreate musical phrases from recreate a score using a range
staff notation and develop their of techniques and develop a
own interpretation personal interpretation

1.05 2.05 3.05 4.05

Understand that musical elements Understand that musical elements Understand that musical elements Understand that musical elements
can be used to create different can be combined and manipulated can be combined and manipulated can be combined and manipulated
effects to create varied effects to create a specific effect to create musical form

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International Curriculum Learning Goals | Music

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Creating music 1.06 2.06 3.06 4.06

Be able to improvise using voice Be able to compose and Be able to compose melodic Be able to compose music using
(composition and and/or untuned percussion manipulate ostinatos/patterns phrases using a specified scale original ideas, motifs and different
improvisation) instruments in response to a on instruments within a given techniques
stimulus framework

1.07 2.07 3.07 4.07

Be able to choose appropriate Be able to manipulate musical Be able to manipulate musical Be able to arrange music to create
sounds and instruments when elements to communicate a given elements when creating an a new interpretation/composition
creating music and be able to give idea extended composition
reasons for their choices

Musical literacy 1.08 2.08 3.08 4.08

Know that music can be Know that musical notation Know the names of different note Know the relationship between
represented by symbols indicates how sounds should be values in standard notation the notes and other symbols on
played standard notation

1.09 2.09 3.09 4.09

Be able to use symbols to Be able to read and interpret the Be able to use principles of staff Be able to use standard musical
represent sounds including in basic principles of staff notation notation notations and create their own
their own compositions notation

1.10 2.10 3.10 4.10

Be able to identify musical Be able to identify a broad range of Be able to discuss musical Be able to use a musical score to
elements musical elements elements and the effects that they inform analysis of music
create

1.11 2.11 3.11 4.11

Know the different ways sounds Know the names of the Know the classifications of families Know the auxiliary instruments in
are made with a selection of instrumental families and some of and the instruments attributed to the various families
instruments their characteristics them

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International Curriculum Learning Goals | Music

Strand Milepost 1 Milepost 2 Milepost 3 IMYC

Critical appreciation 1.12 2.12 3.12 4.12

Understand how sounds and Understand how music can drive Understand why sounds and Understand that composing
instruments communicate emotion other kinds of performance e.g. instruments are chosen to requires the intentional
and atmosphere dance communicate creative intent manipulation of musical elements
to create a desired outcome

1.13 2.13 3.13 4.13

Understand that music may have Understand that there are features Understand the historical, cultural,
common elements because of and conventions most associated technological, political, social
where and when it was created with particular styles and genres and economic influences on the
creation of music

1.14 2.14 3.14 4.14

Be able to comment on their Be able to appraise the Be able to critique the Be able to establish criteria to
own musical experiences with effectiveness of compositions and effectiveness of performances evaluate performances using
supporting reasons performances technical vocabulary

1.15 2.15 3.15 4.15

Understand that music means Understand that music is used for a Understand that music can be Understand the role of music
different things to different people variety of purposes linked to cultural identity in sociological and cultural
phenomena

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