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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“Miss Pulleyn is fantastic“
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“The Head teacher and deputy are fab, they join in everything.”
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Boothferry at Young Voices…..Just WOW! What an experience.”
“The choice to do a traditional nativity was great !.“
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“The bike loan scheme.My family also like the school bank.“
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“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”
“I feel the school has advanced with regards to the appropriate curriculum for different age groups.“
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“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”
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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,
writing and mathematics in all year groups.”
“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”
“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.”
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“..closeness between all age groups and years.“
“the school gives me advice as a parent so I can help my daughter.“
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“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 joy of the teachers who greet the children and parents daily.“
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“Being part of their learning – it doesn’t just stay in the classroom.”
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“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”
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“The friendly atmosphere, the safe environment & the teachers’ encouragement.”
History day was amazing. Brilliant idea.
