P4 - D5

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.

Encourage learners to develop greater independence between the hands.

Using carefully structured questions, lead learners to make observations about the musical language, e.g. cadences, passages that are diatonic, chromatic, consonant, dissonant.

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.