By the end of grade 5:
a. Sing (with a group) on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo.
b. Sing expressively, with appropriate dynamics, phrasing and interpretation.
c. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
d. Sing ostinatos, partner songs and rounds.
e. Sing in groups, blending vocal timbres, matching dynamic levels and responding to the cues of a conductor.

By the end of grade 8:
a. Sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
b. Sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory.
c. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.
d. Sing music written in two and three parts.
e. Sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory.

By the end of grade 12: (for Vocal Students)
a. Sing with expression and technical accuracy a large and varied repertoire of vocal literature from memory.
b. Sing music written in 2-3 parts, with and without accompaniment.
c. Demonstrate well-developed ensemble skills.

By the end of grade 5:
a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo.
b. Perform easy rhythmic, melodic and chordal patterns accurately and independently on rhythmic, melodic and harmonic classroom instruments.
c. Perform expressively a varied repertoire of music representing diverse genres and styles.
d. Echo short rhythms and melodic patterns.
e. Perform in groups, blending instrumental timbres, matching dynamic levels and responding to the cues of a conductor.
f. Perform independent instrumental parts while other students sing or play contrasting parts.

By the end of grade 8:
a. Perform on at least one band instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow or stick control.
b. Perform music representing diverse genres and cultures, with expression appropriate for the work being performed.
c. Perform with expression and technical accuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6, including some solos performed from memory.

By the end of grade 12: (For Instrumental Students)
a. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6.
b. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills.
c. Perform in small ensembles with one student on a part.
d. Perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6.

By the end of grade 5:
a. Read whole, half, dotted half, quarter and eighth notes and rests in meter signatures.
b. Use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys.
c. Identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing.
d. Use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.

By the end of grade 8:
a. Read whole, half, quarter, eighth, sixteenth and dotted notes and rests in and all breve meter signatures.     
b. Read at sight simple melodies in both the treble and bass clefs.
c. Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.
d. Use standard notation to record their musical ideas and the musical ideas of others.
e. (Choral/instr. ensemble/class) Sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6.

By the end of grade 12:
a. Demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used.
b. (Choral/instr. ensemble/class) Sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6.
c. Demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs.

By the end of grade 5:
a. Identify simple music forms when presented aurally.
b. Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures.
c. Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances.
d. Identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices.
e. Respond through purposeful movement to selected music characteristics or to specific music events while listening to music.

By the end of grade 8:
a. Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.

By the end of grade 12:
a. Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices.
b. Demonstrate extensive knowledge of the technical vocabulary of music.
c. Demonstrate the ability to perceive and remember music events by describing in detail significant events occurring in a given aural example.
d. Analyze and describe uses of the elements of music in a given work that make it unique, interesting and expressive.

By the end of grade 5:
a. Devise criteria for evaluating performances and compositions.
b. Explain, using appropriate music terminology, their personal preferences for specific musical works and styles.

By the end of grade 8:
a. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.
b. Evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

By the end of grade 12:
a. Evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations and apply the criteria in their personal participation in music.
b. Evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.
c. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.