Read and play at sight a range of pieces in a variety of styles containing elements of surprise and deviation: internalise and incorporate a wide range of time signatures and tempi, rhythmic patterns, melodic range, intervals, tonality and expression

Many genres of music are traditionally learnt exclusively by ear. Where it would support learning, you may wish to create notation systems that are appropriate to your teaching context, e.g. word rhythms, symbols, numbers, or vocal sounds. However, this may not be necessary or desirable for all musics. Music passed on orally/aurally naturally evolves as it spreads and being fixed in notation can hinder this.

Pieces can either include the auto-accompaniment or independent left-hand parts using bass-clef notation and irregular time signatures. Include instructions for changes of registration, dynamics effected with the volume control, etc.

Ensure learners look through the music first, adopting the structured approach described in earlier programmes, in order to internalise the overall sound and character, and spot potential problems.

It is often useful to return to simple music to develop sight-reading skills and, in particular, the ability to read at sight quickly and fluently. This also helps to build up confidence.

Promote the value of sight-reading as a way of accessing and gaining greater familiarity with a wide range of music.