Read and play at sight moderately easy pieces in different styles at a regular pulse; internalise and incorporate less-familiar musical features, e.g. time signatures, variety of tempi, keys
Continue to develop sight-reading skills by regularly asking learners to play appropriate music at sight, using the structured approach outlined in Programme of Study 3, i.e. before playing through pieces for the first time, help learners to gain a clear internal picture of the overall shape and character of the music.
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.
Include an increasing range of full-fingered chords, instructions for changes of registration and independent left-hand parts using bass clef notation.
Sight-reading at this level may include dotted, swung and/or syncopated rhythms, contrasting articulations, auto-accompaniment fills, phrasing, etc.
Ask learners to sight-read appropriate music in small groups, each learner maintaining a separate part individually (the parts possibly having differentiated levels of difficulty). Emphasise the importance of learners listening to each other in respect of ensemble, tuning, balance, etc.
Use a wide range of styles from different times and places.
As in previous programmes, sight-reading should have fluent, musical outcomes. Attention to rhythmic accuracy and expression will help to project the music.
Explore the progression of this Learning Objective
Continue exploring the current Programme of Study
