Year 6
| 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) |
|---|---|---|
| 6p1. Sing or play from memory with confidence | 6c1. Compose and perform melodies using five or more notes. | 6l1. Know how the other dimensions of music are sprinkled through songs and pieces of music. |
| 6p2. Take turns to lead a group. | 6c2. Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea. | 6l2. Use musical vocabulary confidently to describe music. |
| 6p3. Maintain own part in a round/sing a harmony/play accurately with awareness of what others are playing. | 6c3. Create music reflecting given intentions and record using standard notation. | 6l3. Work out how harmonics are used and hown drones and melodic ostinati (riffs) are used to accompany singing. |
| 6p4. Play more complex instrumental parts. | 6c4. Use knowledge of musical dimensions to know how best to combine them. | 6l4. Describe different purposes of music in history/other ciltures. |
| 6l5, Use different venues and occasions to vary performances. (Combining all musical dimensions) | 6c5. Know and use standard musical notation to perform and record own music (adding dotted quavers). | |
| 6p6. Use increased aural memory to recall sounds accurately. | 6c6. Refine and improve own/other's work. | |
| 6p7. Improvise using 5 notes of the pentatonic scale. | 6c7. Use knowledge of how lyrics reflect cultural contect and have social meaning to enhance own compositiions. | |
| 6c8. Use ICT to organise musical ideas (where appropriate). (Combine all musical dimensions). |
Examples of skills shown in Year 6
6c4. Use knowledge of musical dimensions to know how to best combine them.
6c8. Use ICT to organise musical ideas (where appropriate). (Combine all musical dimensions).
Djembe Rhythms
6p4. Play more complex instrumental parts.
6c2. Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea.
6l4. Describe different purposes of music in history/other cultures.
6p2. Take turns to lead a group.
6p3. Maintain own part in a round/sing a harmony/play accurately with awareness of what others are playing.
6p4. Play more complex instrumental parts.
6l5. Use different venues and occasions to vary performances. (Combining all musical dimensions).
6c2. Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea.
6c3. Create music reflecting given intentions and record using standard notation.
6c4. Use knowledge of musical dimensions to know how to best combine them.
6l1. Know how the other dimensions of music are sprinkled through songs and pieces of music.
6l4. 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).
6c1. Compose and perform melodies using five or more notes.
6c2. Show confidence, thoughtfulness and imagination in selecting sounds and structures to convey an idea.
6c3. Create music reflecting given intentions and record using standard notation.
6c5. Know and use standard musical notation to perform and record own music (adding dotted quavers).
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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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History day was amazing. Brilliant idea.
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