Year 5
| 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) |
|---|---|---|
| 5p1. Perform songs in a way that reflects the meaning of the words, the venue and sense of occasion so that the audience appreciates it. | 5c1. Compose and perform melodies using four or five notes. | 5l1. Know how pulse, rhythm and pitch fit together. |
| 5p2. Perform in solo and ensemble contexts using a variety of techniques, confidently, expressively and in tune. | 5c2. Create music with an understanding of how lyrics, melody, rhythms and accompaniments work together effectively (pitch/texture/structure). | 5l2. Use a range of words to describe music (e.g. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, flat, sharp, dotted rhythm, staccato, legato, crescendo, diminuendo). |
| 5p3. Show control, phrasing and expression in singing. | 5c3. Use a variety of different musical devices including melody, rhythms and chords. | 5l3. Use these words to idetify strengths and weaknesses in own and other's music. |
| 5p4. Hold part in a round (pitch/structure). | 5c4. Create own songs (raps-structure). | 5l4. Describe different purposes of music in history/other cultures. |
| 5l5. Read/work out the musical stave (notes as Year 4). | 5c5. Record own compositions. | |
| 5p6. Improvise on own with increasing aural memory. | 5c6. Identify where to place emphasis and accents in a song to create effects (duration). |
Examples of skills shown in Year 5
5l1. Know how pulse, rhythm and pitch fit together.
5c6. Identify where to place the emphasis and accents in a song to create effects (duration).
5l4. Describe different purposes of music in history/other cultures.
5l1. Know how pulse, rhythm and pitch fit together.
5l4. Describe different purposes of music in history/other cultures.
5l2. Use a range of words to describe music (e.g. duration, timbre, pitch, dynamics, tempo, texture, structure, beat, rhythm, metre, silence, riff, ostinato, melody, harmony, chord, flat, sharp, dotted rhythm, staccato, legato, crescendo, diminuendo).
5l1. Know how pulse, rhythm and pitch fit together.
5l4. Describe different purposes of music in history/other cultures.
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“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
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“School leaders have taken effective action to ensure that pupils make at least good progress from their low starting points in reading,
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“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
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“The best thing about this school, when I ask my child this question, he said Mrs Emmerson. “
“When ever I have had a problem the staff on the whole have been sympathetic and helpful.“
“This school meets our expectations in every way.“
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“School leaders are ambitious and highly knowledgeable about teaching and learning.”
“the school gives me advice as a parent so I can help my daughter.“
“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.”
“The stimulating learning environment. “
“Thank you for treating my child like your own.“
“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
“The choice to do a traditional nativity was great !.“
“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.”
“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
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“My children are developing very well in school.“
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“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
“My children have come on and made progress socially and academically since joining.“
“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.”
“The photography club is brilliant, I think introducing things like this is brilliant for the children.“
“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
“I love seeing school events on Twitter.“
“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.”
History day was amazing. Brilliant idea.
“The bike loan scheme.My family also like the school bank.“
“..closeness between all age groups and years.“
“Miss Pulleyn is fantastic“
“The after school activities, film nights and discos.“
“We want to thank you for welcoming my family when we moved here (from Bulgaria).”
“The joy of the teachers who greet the children and parents daily.“
“My children are thriving as the school is committed to learning and progression.“
Boothferry at Young Voices…..Just WOW! What an experience.”
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
“Open weeks in Foundation allows parents to enjoy school as much as our children.“
“Leaders use funding well to ensure that pupils with special educational needs and/or disabilities (SEND) make strong progress from their different starting points.”
“Being part of their learning – it doesn’t just stay in the classroom.”
