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 stimulating learning environment. “
“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“The after school activities, film nights and discos.“
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“Being part of their learning – it doesn’t just stay in the classroom.”
“the amount of effort put in by the teachers to make topics interesting is brilliant.“
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Boothferry at Young Voices…..Just WOW! What an experience.”
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“..closeness between all age groups and years.“
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History day was amazing. Brilliant idea.
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