Music Year 3
| Controlling Sounds through singing and playing (performing) | Creating and developing musical ideas (composing) | Listening and applying knowledge and understanding Responding and reviewing to Music (Listening and appraising) |
|---|---|---|
| 3p1. Sing songs from memory with accurate pitch and in tune. | 3c1. Compose and perform melodies using two or three notes. | 3l1. Internalise the pulse in music. |
| 3p2. Show control in voice and pronounce the words in a song clearly (diction). | 3c2. Use musical dimensions together to compose music. | 3l2. Know the difference between pulse and rhythm. |
| 3p3. Maintain a simple part within an ensemble. | 3c3. Use silence for effect and know symbol for a rest (duration). | 3l3. Start to use musical dimensions vocabulary to describe music – duration, timbre, pitch, dynamics, tempo, texture, structure. |
| 3p4. Play notes on instruments clearly and including steps/leaps in pitch. Improvise (including call and response) within a group using 1 or 2 notes. | 3c4. Create/ improvise repeated patterns (ostinati) with a range of instruments. | 3l4. Use these words to identify where music works well/ needs improving. |
| 3p5. Know number of beats in a minim, crotchet, quaver and semibreve and recognise symbols (duration). | 3c5. Effectively choose, order, combine and control sounds (texture/ structure). | 3l5. Describe different purposes of music in history/ other cultures. |
| 3p6. Play with a sound-then-symbol approach. | 3c6. Use sound to create abstract effects (including using ICT). |
3l5. Describe different purposes of music in history/other cultures.
3c1. Compose and perform melodies using two or three notes.
3c5. Effectively choose, order, combine and control sounds (texture/structure).
3p4. Play notes on instruments clearly and including steps/ leaps in pitch. Improvise (including call and response) within a group using 1 or 2 notes.
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
3c1. Compose and perform melodies using two or three notes.
3c3. Use silence for effect and know symbol for a rest (duration).
Boothferry at Young Voices…..Just WOW! What an experience.”
History day was amazing. Brilliant idea.
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“Teachers, including those who are new to teaching, have high expectations, and they plan creative lessons that spark pupils’ interest and inspire them to do well.”
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“My kids love the fruit on the snack table.“
“the school gives me advice as a parent so I can help my daughter.“
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
“My children have come on and made progress socially and academically since joining.“
“I love seeing school events on Twitter.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Being part of their learning – it doesn’t just stay in the classroom.”
“The after school activities, film nights and discos.“
“I love the fact that senior members of staff know the names of the children.“
“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“The bike loan scheme.My family also like the school bank.“
“Miss Pulleyn is fantastic“
“The Head teacher and deputy are fab, they join in everything.”
“You can approach any member of staff and they help you.“
“Pupils who speak English as an additional language make rapid progress. Disadvantaged pupils are also supported well to make good,
and sometimes better, progress in reading, writing and mathematics.”
“Opening the school doors at 8.40am has made it much easier as it is less crowded.“
“Children get off to a strong start in early years. This is due to effective leadership and skilful teaching. The proportion of children reaching a good level of development is improving yearon-year.”
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“The stimulating learning environment. “
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“My children are developing very well in school.“
“My children are thriving as the school is committed to learning and progression.“
“This school meets our expectations in every way.“
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
“The choice to do a traditional nativity was great !.“
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“..closeness between all age groups and years.“
“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”
“The headteacher, deputy headteacher and the assistant headteacher make an effective team. They sustain a culture of continuous i improvement through the school’s vision and specific learning goals, which include resilience, morality and adaptability.”
“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“The joy of the teachers who greet the children and parents daily.“
“My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .“
“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
writing and mathematics in all year groups.”
“Thank you for treating my child like your own.“
