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 confidence6c1. 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).

History day was amazing. Brilliant idea.

“We want to thank you for welcoming my family when we moved here (from Bulgaria).”

When ever I have had a problem the staff on the whole have been sympathetic and helpful.

Thank you for treating my child like your own.

“We can only applaud the ingenuity & continued compassion of the young people at Boothferry.”

“The teaching of phonics is a strength and enables pupils to make rapid improvement in their early literacy skills. ”

OFSTED

My children are developing very well in school.

This school meets our expectations in every way.

My kids love the fruit on the snack table.

I love seeing school events on Twitter.

The friendly atmosphere, the safe environment & the teachers’ encouragement.”

The joy of the teachers who greet the children and parents daily.

“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.”

OFSTED

..closeness between all age groups and years.

“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.”

OFSTED

Miss Pulleyn is fantastic

“Pupils’ personal development and welfare are outstanding. Pupils thrive and are keen to learn. They know how to look after their
wellbeing and how to keep safe. The school is an inclusive and happy place.”

OFSTED

“The headteacher, senior leaders and governors are ambitious for pupils. Their determination has made Boothferry Primary a flourishing and successful school.”

OFSTED

“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.”

OFSTED

“School leaders are ambitious and highly knowledgeable about teaching and learning.”

OFSTED

I love the fact that senior members of staff know the names of the children.

“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.”

OFSTED

Being part of their learning – it doesn’t just stay in the classroom.”

“Leaders and staff have significantly improved the teaching of reading. Pupils are enthusiastic and frequent readers.”

OFSTED

The after school activities, film nights and discos.

The bike loan scheme.My family also like the school bank.

My children are thriving as the school is committed to learning and progression.

“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.”

OFSTED

The choice to do a traditional nativity was great !.

Boothferry at Young Voices…..Just WOW! What an experience.”

Opening the school doors at 8.40am has made it much easier as it is less crowded.

My children have come on and made progress socially and academically since joining.

the school gives me advice as a parent so I can help my daughter.

“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”

OFSTED

the amount of effort put in by the teachers to make topics interesting is brilliant.

“The curriculum is well designed to include a range of exciting themes, visits and visitors to enhance pupils’ learning. Pupils become
confident individuals who are well prepared for the next stage of their education.”

OFSTED

The stimulating learning environment. 

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.”

OFSTED

The Head teacher and deputy are fab, they join in everything.”

The best thing about this school, when I ask my child this question, he said Mrs Emmerson. 

“Senior leaders lead by example, modelling what is expected of all staff. Teachers feel valued and respected.”

OFSTED

I feel the school has advanced with regards to the appropriate curriculum for different age groups.

You can approach any member of staff and they help you.

My son’s teacher is creative, enthusiastic and genuinely cares about him as an individual .

The photography club is brilliant, I think introducing things like this is brilliant for the children.