Assessment Rubric: Composition and Notation

Subject: Music | Year: 4

Class/Set: ____________ Date: ____________

Scope: This rubric assesses the pupil's ability to compose a short musical phrase using pitch, rhythm, and dynamic markings within a clear musical structure on a five-line staff.

Assessment Criteria	Working Towards (WT)	Expected Standard (EXS)	Greater Depth (GDS)
Notation Accuracy	Attempts to place notes on the staff. Pitch direction (higher/lower) is inconsistently reflected in the notation.	Places notes accurately on lines and in spaces. Note heads are clearly positioned to indicate intended pitches.	Demonstrates precise notation with consistent stem direction and clear spacing between musical phrases.
Rhythmic Variety	Uses a limited range of note values (e.g., mostly crotchets). The pulse may be difficult to follow in the written notation.	Incorporates a variety of note values including minims, crotchets, and pairs of quavers to create a rhythmic pattern.	Combines complex rhythmic patterns, including rests, to create a sophisticated and intentional sense of movement.
Melodic Control	Melodic movement is often random. Attempts to use steps or leaps but with limited control over the musical shape.	Composes a melody that uses a mix of steps and leaps. The melody shows a logical progression and tonal focus.	Crafts a purposeful melody with clear contour. Uses sequences or motifs to create a memorable musical "hook."
Musical Structure	The composition has a starting point but lacks a clear sense of conclusion or balanced phrasing.	Organises the piece into clear phrases (e.g., a 4-bar structure) with a recognisable beginning, middle, and end.	Uses a sophisticated structure (e.g., Question and Answer phrasing) to create a sense of tension and resolution.
Dynamics & Expression	Occasionally includes a dynamic symbol, though it may not relate clearly to the musical intent.	Uses standard Italian markings (p, f, mf) to indicate volume changes that enhance the composition.	Employs a range of dynamics and articulations to convey a specific mood or "programme" for the listener.

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The Pedagogical Efficiency & Intervention Supplement

Quick Marking Codes:

• N+: Excellent notation accuracy; note heads are perfectly placed on lines/spaces.
• D-INT: Dynamics are present but need to be more intentional to match the melodic shape.
• STR-4: Successfully achieved a balanced 4-bar phrase structure.
• V-RHY: Great variety in rhythmic values; good use of quavers.

Pro-Tip (Intervention): To support pupils in 'Working Towards', provide a 'Pre-drawn Staff' with the first note already placed. For 'Greater Depth' learners, challenge them to use a 'Pentatonic Scale' to ensure their melodic leaps remain consonant and purposeful.

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⚠ TEACHER’S GUIDANCE

The Pedagogical Pulse:

• Model: Use a "WAGOLL" (What A Good One Looks Like) on the whiteboard to demonstrate the difference between a "step" (adjacent line to space) and a "leap" (skipping a line or space).
• Identify: Watch out for pupils drawing note heads that are too large, spanning multiple lines; remind them that the "eye" of the note must sit specifically on a line or in a space.
• Scaffold: For pupils struggling with rhythm, encourage them to "clap and say" their rhythm using Kodály syllables (Ta, Te-Te) before attempting to scribe it onto the staff.
• Check: Ensure all pupils understand that dynamics in music are usually written below the staff, while titles or tempo markings go above.

Moderation Checklist (Evidence Guide):

• ☐ WT: Pupil can identify that notes go higher and lower but notation is approximate.
• ☐ EXS: Pupil uses at least three different note values correctly within a 4-bar limit.
• ☐ GDS: Pupil uses "Musical Punctuation"—ending the first phrase on a note that feels "unfinished" and the final phrase on the "home note" (tonic).