IMPACT STUDENT RESOURCES KS3
A NEW APPROACH TO CLASSROOM ENSEMBLE LEARNING
Find Your IMPACT Level
IMPACT develops instrumental skills progressively. Each level represents the practical skills a student is expected to demonstrate securely before moving on. Students may enter the programme at different points according to their previous musical experience. A student's level is determined by what they can perform securely and independently, rather than by age or year group.
A — First Sound (G)
Unit A — Overview
You will explore classroom instruments and discover how they produce different sounds. You will then create your first controlled sounds on G, keep a steady 4/4 pulse through sound and silence, read basic notation and learn how to start, listen and finish together as an ensemble.
Unit A Creative Task — One Note, Different Sounds
Explore how the same note G can sound different on different classroom instruments. Create a 60-second real-life video using G, a steady beat, different sounds and your own creative ideas.
Level A — First Sounds
Pieces 1–3
Students establish the foundations of instrumental playing. They learn to produce a controlled sound using appropriate basic posture and technique, maintain a steady 4/4 pulse, coordinate sound and silence and respond to ensemble starts and stops. Performance initially centres on the shared note G, allowing students to concentrate on sound production, pulse and ensemble awareness.
Expected instrumental skill:
Produce a controlled sound and perform a simple one-note part independently while maintaining a steady pulse.
0 – Meet the Instruments
Recognise the main instrument families, explore how different instruments produce sound, identify their ensemble roles and choose an appropriate instrument for your first IMPACT ensemble pieces.
0 – Meet_the_Instruments_Teacher_Answer_Sheet
Establish controlled tone, posture and a steady 4/4 pulse using one shared pitch, G, with coordinated sound and silence.
1 – First Sound_(G)_Teacher_Answer_Sheet
2 – The Cat and the Cave (G Quarters)
Develop crotchet (quarter-note) rhythm, note values, rests and repetition while keeping the pulse through whole-bar silences.
2 – The Cat and the Cave (G Quarters)_Teacher_Answer_Sheet
Explore 4/4 metre, barlines and two balanced phrases while a repeated G melody is supported by changing C and G harmony.
B — Two Notes & Pitch Direction (F–G)
Overview
You will explore how music can move higher and lower using the notes F and G. You will keep a steady 4/4 pulse, explore loud and quiet sounds, and use repetition and call-and-response to create and perform simple musical ideas together.
Creative Task — One Note, Different Sounds
Explore how the same note G can sound different on different classroom instruments. Create a 60-second real-life video using G, a steady beat, different sounds and your own creative ideas.
Level B — Two Notes & Pitch Direction
Pieces 4–5
Students expand to F–G and begin moving accurately between two pitches. They develop control of crotchet (quarter-note) rhythms, rests, repetition, dynamics and simple call-and-response patterns while learning to distinguish higher and lower pitch.
Expected instrumental skill:
Move confidently between two pitches while maintaining pulse, rhythm and basic dynamic control.
Introduce the new note F and explore higher and lower pitch through repetition, call and response and F major harmony.
4 – Echo Hill (New Note F) Answer Sheet
Use F and G to explore sequence, soft and loud dynamics, steady pulse and coordinated conductor cues.
5 – Simple Steps Answer Sheet
C — Stepwise Melody (E–F–G)
You will extend your range to E–F–G, develop smooth ascending and descending stepwise melodies, keep the pulse through different note values and rests, explore C and F major harmony, and strengthen your understanding of notation, instrument families and ensemble coordination.
C — Stepwise Melody (E–F–G)
Overview
You will add the note E and explore how melodies move up and down using E, F and G. You will learn to follow stepwise movement, keep a steady 4/4 pulse through notes and rests, and perform your own part independently while listening carefully to other musical parts.
Creative Task — Tell a Story with Music
Use a two-part E–F–G melody to create a pantomime story without talking. Listen to when each musical part starts and stops, and make your characters' actions follow the music. Can the audience guess your story and how it ends?
Level C — Stepwise Melody
Pieces 6–7
The playing range expands to E–F–G. Students develop smooth ascending and descending stepwise movement, maintain the pulse through notes and rests and begin performing a melodic line independently while listening to other ensemble parts.
Expected instrumental skill:
Perform a short three-note stepwise melody fluently and independently without losing the pulse.
Introduce the new note E, compare it with F and G, and maintain a steady pulse through whole-bar rests.
6 – Heading Down (New Note E) Answer Sheet
Explore rising stepwise movement, melodic contour and A–A′ form while counting accurately through rests and silence.
D — Pulse & Duration Control (D–E–F–G)
You will extend your range to D–E–F–G, strengthen control of pulse and note duration, compare major and minor chord colour, shape four-bar phrases and develop more accurate ensemble balance, releases and phrase endings.
Level D — Pulse & Duration Control
Pieces 8–9
The range expands to D–E–F–G. Students develop greater control over sustained notes and their exact duration, maintain pulse through measured silence and coordinate accurate ensemble beginnings, releases and phrase endings. Pasted text
Expected instrumental skill:
Perform across four notes with secure pulse and increasingly accurate control of note duration, rests and phrase endings.
8 – The Long Haul (New Note D)
Introduce the new note D, sustain longer sounds accurately, compare D minor with C major and coordinate balanced ensemble releases through measured silence.
8 – The Long Haul (New Note D) Answer Sheet
Use repeated rhythmic patterns, changing G, C and F harmony and two related phrases to develop 4/4 pulse, harmonic awareness and open and closed endings.
E — From Five Notes to Ensemble Independence
You will develop fluency across the five-note range and then the full C major scale, strengthen rhythm from crotchets (quarter notes) to quavers (eighth notes) and semiquavers (sixteenth notes), explore C-major harmony and phrase structure, and begin performing more independent melodic, harmonic and rhythmic parts within the ensemble.
Level E — Five-Note Fluency
Pieces 10–16
Students complete the five-note range C–D–E–F–G and establish C as the tonal centre. They strengthen note reading, articulation, melodic movement, motifs, sequences and phrase shape, and begin distinguishing melody from chordal accompaniment.
Expected instrumental skill:
Perform confidently across C–G, read and follow a simple melodic part, articulate notes clearly and shape short musical phrases with increasing independence.
Complete the five-note range C–D–E–F–G, establish C as the tonal home and explore Middle C, semitones and intervals.
10 – Touchdown (New Note C) Answer Sheet
Use the complete five-note range to explore scale degrees, tonic and dominant, and balanced question-and-answer phrases.
11 – The Fab Five Answer Sheet
Strengthen treble-clef reading, stepwise movement and phrase recognition while learning how ledger lines extend the stave (staff).
12 – Reading the Notes Answer Sheet
Develop clear articulation and explore exact and varied repetition through two related four-bar phrases.
13 – The Wood Chuck Answer Sheet
Explore motifs (motives), sequences and variation while shaping a parallel period with open and closed phrase endings.
14 – First Flight Answer Sheet
Explore musical texture by comparing unison melody with chordal accompaniment and distinguishing monophonic and homophonic sound.
15 – Melody, Harmony & Rhythm Answer Sheet
Shape two related phrases, explore tonic and dominant harmony and discover how a familiar melody can be passed through oral tradition.
16 – Mary Had a Little Lamb Answer Sheet
F — Rhythm & Ensemble Independence
You will develop greater rhythmic independence through quavers (eighth notes), quaver rests and contrasting rhythmic patterns, while extending your melodic range towards the complete C-major scale.
You will strengthen coordination between rhythm and pitch, maintain your own part against contrasting ensemble parts and begin to explore simple improvisation.
Level F — Rhythm & Ensemble Independence
Pieces 17–23
Students move beyond basic five-note playing towards the complete C-major scale. They maintain independent rhythmic patterns, encounter quavers (eighth notes) and quaver rests, develop stronger coordination between rhythm and pitch and begin improvising within a limited range. Pasted text
Expected instrumental skill:
Perform increasingly varied rhythms and melodic material independently, including quavers, while maintaining a secure pulse against contrasting ensemble parts.
Maintain independent rhythmic ostinati, read percussion notation and combine contrasting parts into a layered ensemble texture.
17 – Late for the Bus Answer Sheet
Extend your understanding to the complete C-major scale, principal chords I, IV and V, sequence and arch-shaped melodic contour.
18 – Ran to School Fast Answer Sheet
Explore A–A–B–A form, repetition and contrast, then create a short improvisation using a limited five-note range.
19 – Hot Cross Buns (E–D–C) Answer Sheet
Introduce quavers (eighth notes), strong beats, chord tones and passing notes while developing smooth phrase variation and a settled ending.
20 – Go Tell Aunt Rhody Answer Sheet
Subdivide the beat into quavers, use quaver rests and beaming, and explore how a returning refrain supports a narrative song.
21 – Six Little Ducks Answer Sheet
Develop musical communication through call and response, creating exact, varied and contrasting answers to a musical idea.
Explore major and minor triads, chord ii and cadences while comparing phrase endings with different degrees of completion.
23 – Razor’s Edge Answer Sheet
G — Independent Melodic Playing
You will develop greater independence through two-part music, longer melodies and contrasting musical parts. You will strengthen your control of articulation, including accents and legato, and learn to shape phrases with greater confidence and musical expression.
You will practise maintaining your own melodic part while another part is rhythmically or melodically different, helping you become a more independent ensemble musician.
Level G — Independent Melodic Playing
Pieces 24–29
Students consolidate their developing technique through independent two-part music, accents, legato playing, contrasting musical character and longer melodies. They develop greater control of phrasing, articulation, register and musical communication.
Expected instrumental skill:
Sustain an independent melodic part through a complete piece, control basic articulation and phrasing and remain secure when another part is rhythmically or melodically different.
Perform two independent melodic lines and explore counterpoint, complementary rhythms and different types of melodic motion.
24 – Split Decision (Duet) Answer Sheet
Develop a strong marching pulse by recognising strong and weak beats, accents and balanced four-bar phrase structure.
Develop smooth legato playing, phrase shape and breath control while creating gentle musical arcs suited to a lullaby.
26 – Dear Little Moon Answer Sheet
27 – Snug as an Elf in the Rug
Explore contrasting phrases and musical character through changes between C major and D minor, register, rhythm and timbre.
27 – Snug as an Elf in the Rug Answer Sheet
Explore strophic form, recurring melodic patterns and phrase structure while seeing how traditional songs retain their identity across different versions.
28 – Hänschen Klein Answer Sheet
Consolidate note and rest values, rhythmic equivalence and accurate 4/4 bar totals before creating your first complete eight-bar composition.
H — Expanded Range, Cadences & Variation
You will extend your range to A and develop greater fluency across C–D–E–F–G–A. You will strengthen your control of quavers (eighth notes), explore perfect, plagal and imperfect cadences, and develop greater confidence in shaping musical phrases.You will use sequence, ornamentation, variation, contrasting articulation and dynamics to make your performances more expressive and musically independent.
Level H — Expanded Range, Cadences & Variation
Pieces 30–35
Students expand their melodic range to A and develop greater fluency across six notes. They encounter flowing quaver movement, 2/4 metre, contrasting articulation and dynamics, ornamentation, variation and increasingly clear phrase and cadence shaping.
Expected instrumental skill:
Perform fluently across an expanded range, including A, with secure quaver movement, contrasting articulation and dynamics, and deliberate phrase and cadence shaping.
30 – Reaching Higher (New Note A)
Extend your range to A, recognise scale degree 6 and shape a rising melody towards a clear musical climax.
30 – Reaching Higher (New Note A) Answer Sheet
Explore cumulative song structure, A–A–B form and open and closed phrase endings through changing words and repeated musical material.
31 – Bought Me A Cat Answer Sheet
Develop flowing quaver (eighth-note) movement, explore A–B–C–A form and hear how ii–V–I harmony leads to a strong perfect cadence (authentic cadence).
32 – Incy Wincy Spider Answer Sheet
33 – Twinkle, Twinkle Little Star
Explore simple ternary A–B–A form and compare perfect, plagal and imperfect cadences within familiar C-major harmony.
33 – Twinkle, Twinkle Little Star Answer Sheet
34 – Variation on a Familiar Theme
Transform a familiar melody through rhythmic change, melodic decoration and ornaments while keeping the original theme recognisable.
34 – Variation on a Familiar Theme Answer Sheet
Develop confident 2/4 metre, contrasting articulation and dynamics while shaping an A–B–A′ form with a varied return.
35 – Allegretto – Bartók Anser Sheet
I — Extended Reading & Musical Independence
You will extend your range below Middle C to B and develop confidence playing across a broader register. You will learn to follow more complex notation, including pickups, repeats and first and second endings, while maintaining a secure and continuous performance.You will also explore swing feel and expressive directions such as ritardando, diminuendo and fermata, developing greater independence, expression and ensemble awareness.
Level I — Extended Reading & Musical Independence
Pieces 36–43
Students extend below Middle C to B and work across an increasingly broad register. They encounter pickups, repeats, first and second endings, swing feel and expressive directions including ritardando, diminuendo and fermata, while developing greater independence in reading and performance.
Expected instrumental skill:
Navigate an expanded register and more complex notation independently, including pickups, repeats and alternative endings, while maintaining musical continuity, expression and ensemble awareness.
36 – Deep Pockets (New Note B)
Extend your range below Middle C with the new note B, develop ledger-line reading and recognise the B–C semitone within C major.
36 – Deep Pockets (New Note B) Answer Sheet
37 – Doodle All Day
Explore binary A–B form, the complete diatonic harmony of C major, slash chords and the distinctive sound of the diminished triad.
38 – A-Tisket, A-Tasket
Develop confidence with an anacrusis (pickup), incomplete bars (measures), reharmonisation and the flexible swing feel associated with jazz.
39 – Jingle Bells
Perform with a lively Allegro character while exploring A–B–A–B′ form and harmonic contrast between major and minor chords.
40 – My Dreydl (Traditional Hanukkah Song)
Explore verse–refrain structure and strengthen your understanding of triads, root position and the roles of the root and third.
41 – Long, Long Ago
Develop lyrical phrasing and shape an expressive ending using ritardando, diminuendo and fermata while keeping the ensemble together.
42 – Oh, Susanna
Develop confident score navigation by following repeat signs, first and second endings and internal pickups in the correct performance order.
43 – A Sad Song
Introduce 3/4 metre and A minor, exploring the natural minor scale and the relationship between A minor and its relative major, C major.
J — F Major, D Minor & Expression
You will develop fluency in F major and D minor, extend your range to high C, strengthen dotted rhythms, triplets, swing and metre awareness, explore dominant seventh, suspended and slash chords, and use articulation, texture and dynamics to create more expressive and independent ensemble performances.
Level J — F Major, D Minor & Expression
Pieces 44–56
Students perform in F major and D minor, incorporating B♭ and extending the upper register to high C. They develop control of slurs, dotted rhythms, triplets, swing, legato playing, dynamic shaping and independent ensemble techniques such as rounds and canons.
Expected instrumental skill:
Perform confidently in F major and D minor across an extended range, controlling B♭, dotted rhythms, triplets, articulation, dynamics and expressive phrasing within increasingly independent ensemble parts.
44 – Climbing Higher (New Note High C)
Extend your F-major range to high C, strengthen reading in the new key signature and recognise B♭ as part of F major.
45 – Down by the Station
Develop smooth phrasing with slurs, accurate tempo control and successive variation as the same musical idea returns with changes.
46 – Take the Lead
Explore melody-and-accompaniment texture and the dominant seventh C7, hearing how V7 creates a strong pull back towards F major.
47 – The Dot Always Counts
Develop confidence with dotted note values and learn how dotted minims (half notes) and dotted crotchets (quarter notes) fit accurately within the pulse.
48 – Alouette (Ties and Dotted Half Notes)
Compare ties and dotted notes, recognising how different written rhythms can create the same total sounding duration.
49 – Old MacDonald Had a Band
Explore refrain-and-episode structure and create contrast between solo and larger ensemble sections.
50 – Aura Lee
Explore chord inversions, slash chords, moving bass notes and suspended harmony while shaping a lyrical F-major melody.
51 – Melody in F
Add chromatic colour to F major through lower-neighbour figures and hear how tension is created and resolved by notes outside the key.
52 – Hey, Ho! Nobody’s Home
Develop independent ensemble listening through round and canon performance, using staggered entries while maintaining a secure shared pulse.
53 – Sakura, Sakura (Japanese Folk Song)
Explore repeated melodic cells, A–B–B–A–C form and the sound and construction of D-minor scale forms.
54 – Hard Rock Blues
Perform a 12-bar minor blues with a strong backbeat and develop awareness of repeating blues form and minor-key harmony.
55 – Goin’ Home (Dvořák)
Develop expressive tone colour, broad Largo phrasing and dynamic shaping while exploring the orchestral character of a familiar Romantic melody.
56 – Echoes and Silence
Shape musical phrases through piano and forte contrast, crescendo and diminuendo, using gradual dynamic change as an expressive ensemble tool.
K — G Major, E Minor & Accidentals
You will develop fluency in G major and E minor, strengthen your understanding of sharp key signatures and relative major/minor relationships, extend your register with low G, and use accidentals, cadences, articulation and expressive phrasing with greater independence and confidence.
Level K — G Major, E Minor & Accidentals
Pieces 57–62
Students establish G major and E minor, including F♯, and extend their register further. They develop greater fluency with accidentals, major and minor tonalities, expressive tempo changes and increasingly demanding melodic and ensemble material.
Expected instrumental skill:
Perform securely in G major and E minor across a wider register, use F♯ and other accidentals accurately and control changes of tempo, dynamics and phrasing independently.
57 – The Sharp Turn (New Note F♯)
Introduce F♯ and the one-sharp key signature, establish G major as the new tonal centre and recognise D major as its dominant chord.
58 – Razor’s Edge
Develop expressive contrast through echo phrases, changing dynamics, rallentando and accelerando while maintaining clear ensemble control.
59 – Camptown Races
Extend the range to low G and explore register contrast, octaves and the effect of performing familiar material in different pitch areas.
60 – Das Wandern ist des Müllers Lust
Explore strophic form, the German Lied tradition and vocal range while connecting melody, poetry and accompaniment across repeated verses.
61 – Cossack Dance
Develop E-minor fluency through the harmonic minor scale, leading note and B7–Em resolution while comparing E minor with its relative major, G major.
62 – Naturally (The Natural Sign)
Use natural signs and other accidentals to alter notes temporarily, cancel the key signature and create changing harmonic colour within the music.
L— Historical Repertoire, Style & Advanced Score Reading
You will develop fluency in G major and E minor, strengthen your understanding of sharp key signatures and relative major/minor relationships, extend your register with low G, and use accidentals, cadences, articulation and expressive phrasing with greater independence and confidence.
Level L — Style & Advanced Score
ReadingPieces 63–78
Students encounter increasingly varied repertoire and performance conventions, including different metres, triplets, dotted rhythms, chromatic writing and contrasting musical styles. They develop the technical control, score-reading skills and musical awareness required to perform more substantial repertoire independently.
Expected instrumental skill:
Perform substantial repertoire in contrasting styles and metres with secure rhythmic and technical control, navigate increasingly complex notation and demonstrate mature articulation, phrasing, dynamics and ensemble awareness.
63 – Over the Waves
Explore the flowing 3/4 waltz pulse, balanced four-bar phrases, double-dotted rhythms and the larger structure of a Romantic concert waltz.
64 – Scarborough Fair
Explore expressive 3/4 phrasing and the modal character of a traditional folk ballad, including Aeolian and Dorian colour.
65 – Minuet in C Major
Explore the graceful minuet style while developing transposition skills and reading Middle C in alto clef.
66 – Minuet in F Major
Develop control of triplets within simple metre and explore how a Classical minuet can be adapted while retaining its characteristic style.
67 – The Merry Widow Waltz
Use the Circle of Fifths to explore key relationships, perfect fifths and relative minors while performing an elegant operetta waltz.
68 – Hungarian Dance No. 5
Develop chromatic awareness through altered notes, enharmonic equivalents, double sharps and flats, and the chromatic scale.
69 – Der Fröhliche Landmann
Explore Romantic piano texture, tenor clef and A–B–A′ form while hearing how melody and accompaniment can exchange traditional roles.
70 – Frère Jacques (Round)
Strengthen interval recognition by distinguishing major, minor, perfect, augmented and diminished intervals while performing a familiar round.
71 – When the Saints Go Marching In
Explore New Orleans jazz style, coda form and the relationship between concert pitch and transposing B♭ instruments.
72 – Swan Lake
Explore root position, first and second inversions while shaping transitions and a wide dynamic range within Romantic ballet music.
73 – The Blue Danube
Develop a flowing 3/4 waltz feel while exploring oom-pah-pah accompaniment, SATB writing and smooth voice leading between chords.
74 – Für Elise (Beethoven)
Explore rondo form, recurring principal themes and contrasting episodes while comparing the beat structure of 3/8 with other triple metres.
75 – Symphony No. 40
Explore large-scale sonata form through exposition, development and recapitulation, and examine how diminished harmony can increase musical tension.
76 – Eine kleine Nachtmusik
Explore Classical serenade style, contrasting first and second subjects, dominant-key relationships and reading a multi-part string ensemble score.
77 – Barcarolle
Develop the gentle rocking character of 6/8 compound duple metre, feeling two dotted-crotchet (dotted quarter-note) beats in each bar.
78 – Donauwellen
Explore Romantic waltz expression through D-minor and F-major contrast, A–B–A′ form, dominant harmony and chord inversions.
M — Lead Sheets, Popular Music & Jazz
You will apply your musicianship to popular music and jazz, reading lead sheets and chord symbols, developing secure grooves, harmony and ensemble roles, exploring improvisation and advanced forms, and performing with increasing independence, stylistic awareness and preparation for IGCSE Music.
Level M — Lead Sheets, Popular Music & JazzPieces
79-88
Students apply their accumulated musicianship to popular music, jazz and increasingly independent ensemble performance. They develop skills in reading lead sheets and chord symbols, maintaining grooves, understanding instrumental roles, following musical form and creating or improvising musical material where appropriate.
Expected instrumental skill:
Function independently within an ensemble, maintaining an appropriate instrumental role, groove and musical form while responding to chord symbols, other musicians and stylistic conventions, with improvisation where appropriate.
79 – Perfect
Develop lead-sheet reading through a modern pop ballad, performing a repeating G–Em–C–D progression while feeling the four dotted-crotchet (dotted quarter-note) beats of 12/8 compound metre.
80 – My Girl
Explore the distinctive Motown sound through a memorable instrumental hook, bass line, backbeat and layered vocals while discovering how major pentatonic scales create effective melodic ideas.
81 – The Turn Around
Develop jazz harmony through the repeating Cmaj7–Am7–Dm7–G7 turnaround, using seventh chords, walking bass and ii–V7–I movement to create preparation, tension and resolution.
82 – Sweet Home Alabama
Explore Southern-rock style through the repeating D–C–G guitar riff, strong backbeat and D Mixolydian sound while strengthening semiquaver (sixteenth-note) reading and grouping.
83 – Stand by Me
Perform a soul-ballad groove built around a repeating bass ostinato and G–Em–C–D chord cycle while exploring the interrupted (deceptive) V–vi cadence.
84 – C Jam Blues
Explore Duke Ellington’s two-note riff, 12-bar blues form and dominant seventh harmony, then use the C blues scale to create call-and-response phrases and improvisations.
85 – Route 66
Develop vocal-led swing through walking bass, comping, ensemble stops, instrumental fills and 12-bar blues while following alternate endings, turnarounds and a coda.
86 – Autumn Leaves
Explore major and minor ii–V–I progressions, half-diminished seventh harmony and movement between G major and E minor within a 32-bar A–A–B–C jazz-standard form.
87 – Blue Bossa
Combine straight quavers (eighth notes), syncopated Bossa Nova accompaniment and extended jazz chords while following a 16-bar A–B–A′ form through C minor and D♭ major.
88 – Take Five
Develop confidence in 5/4 irregular metre by feeling the characteristic 3 + 2 groove, maintaining rhythmic stability through syncopation and faster notes, and performing an A–B–A form in E♭ minor.