‘Embracing diversity building a brighter future together’

Year 6

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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).

“The support that pupils with SEND receive is exemplary. Pupils with SEND are flourishing.”

OFSTED

“Leaders have established an ambitious curriculum. The school has clearly identified the most important knowledge that pupils need to learn.”

OFSTED

“Pupils understand difference and diversity. They know that everyone deserves to be respected.”

OFSTED

“Children in early years quickly master new sounds in phonics and enjoy curling up with their favourite book.”

OFSTED

“Pupils behave consistently well. They display very positive attitudes towards their learning.”

OFSTED

“Leaders have made reading a priority. Staff share carefully chosen stories that inspire pupils to read.”

OFSTED

“Staff who are new to the profession flourish due to the effective support and professional development provided.”

OFSTED

“Staff are proud to work in this school.”

OFSTED

“Leaders deliberately broaden pupils’ experiences by enabling them to take on responsibilities within school.”

OFSTED

“The school has established a vibrant curriculum for all pupils. Adults bring learning to life through the many opportunities that the curriculum offers.”

OFSTED

“Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and ‘international mindedness’.”

OFSTED

“Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.”

OFSTED