Upper key stage 2
Listening and Appraising
National Curriculum Objectives
- listen with attention to detail and recall sounds with increasing aural memory
- appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
Year 5
Listen
- To listen carefully to a short piece of music and say whether it is in 2 or 3 time. (Link with use of time signatures in 2 or 3 time).
- Identify features of a short piece of music eg: was the playing ‘smooth’ or ‘detached’? (articulation), did it get faster or slower? etc.
Appreciate
- Compare and evaluate different kinds of music using appropriate musical vocabulary.
- Explain and evaluate how musical elements, features and styles can be used together to compose music.
Year 6
Listen
- To clap or sing back notes of longer phrases.
- To recognise a rhythmic or melodic change to two-bar phrase played twice and to say how it was different.
- To identify features of a piece of music including contrasting dynamics, articulation, recognising changes of tempo and whether the music is in a major or minor key.
- To recall and explain general Musical vocabulary from previous years and understand its meaning.
Appreciate
- Analyse and compare musical features choosing appropriate musical vocabulary.
- Explain and evaluate how musical elements, features and styles can be used together to compose music using further musical examples.
Performing
National Curriculum Objectives
- Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
Year 5
Vocal
- Breathe well and pronounce words, change pitch and show control in singing.
- Perform songs, communicating the meaning of the lyrics and melody, using rehearsed dynamics, articulation and tempo changes.
- Whilst performing from ear and using notation, maintain own part with awareness of how parts fit together and the need to achieve an overall effect.
- Sustain a drone or melodic ostinato to accompany singing.
Instrumental
- Play an accompaniment on an instrument (e.g. glockenspiel, bass drum or cymbal).
- Understand the relationship between lyrics and melody.
- Hold a part in a round.
Year 6
Vocal
- Sing significant parts from memory and from notations with awareness of own contribution within a whole.
- Follow a conductor and use musical elements in performance.
- Sing with confidence, expressively and in tune alone or in a group.
- Explore singing harmony parts.
- Take turns to lead a group.
- Refine and improve own work.
Instrumental
- Play significant parts from memory and from notations with awareness of own contribution within a whole.
- Follow a conductor and use musical elements in performance.
- Play with confidence, expressively and in tune alone or in a group.
Composing
National Curriculum Objectives
- improvise and compose music for a range of purposes using the inter-related dimensions of music
- use and understand staff and other musical notations (transcribe)
Year 5
Compose
- Compose music that combines several layers of sound.
- Compose ideas within musical structures.
- Improvise melodic and rhythmic phrases as part of a group performance.
- Sustain a drone and create a melodic ostinato as an accompaniment to a song.
- To choose the most appropriate tempos for a piece of music
- Improvise using simple rhythms and pitches (C, D, E ,F, G, A)
Transcribe
- Know and use standard musical notation of minims, crotchets, semibreve, quavers and semiquavers to indicate how many beats to play.
- Position the treble clef correctly on the stave.
- Read the musical stave and can work out the notes, EGBDF and FACE.
Year 6
Compose
- Improvise rhythmic and melodic material within given structures.
- Show thoughtfulness in selecting and layering sounds and choosing structures, to convey an idea or mood or create a musical ‘picture’.
- Understand and apply elements of music to compositions.
- Create own musical patterns using a variety of devices such as harmony, melody, rhythms, chords and abstract ideas.
- Improvise using simple rhythms and pitches (C, D, E ,F, G, A)
Transcribe
- Understand how notes and rests may be positioned on the stave.
- Describe music using musical vocabulary (e.g. pitch, duration, dynamics, tempo, timbre, texture, and silence.) and possibly use this to identify strengths and weaknesses in music.
- Encourage children to understand performance directions, dynamic and tempo markings which they can add to their work.
- Use a variety of notation for composing and performing.
- Compose music for different occasions and purposes.
Elements of music
Years 5 and 6
Main focus
- Pulse
- Rhythm
- Pitch
- Dynamics
- Tempo
- Structure
- Formal notation
Introduce
- Timbre
- Texture
Musical understanding
National Curriculum Objectives
- develop an understanding of the history of music.
Year 5
- Understand the different cultural meanings and purposes of music, including contemporary culture.
Year 6
- Understand and express opinions on the different cultural meanings and purposes of music, including contemporary culture.
- Notice and explore how music reflects time, place and culture.
Vocabulary Progression
Year 5
Rock, bridge, backbeat, amplifier, chorus, bridge, riff, hook, improvise, compose, appraising, Bossa Nova, syncopation, structure, Swing, tune/head, note values,
note names, Big bands, pulse, rhythm, solo, ballad, verse, interlude, tag ending, strings, piano, guitar, bass, drums, melody, cover, Old-school Hip Hop, Rap, riff,
synthesizer, deck, backing loops, Funk, scratching, unison, melody, cover, pitch, tempo, dynamics, timbre, texture, Soul, groove, riff, bass line, brass section,
harmony, melody.
Year 6
Style indicators, melody, compose, improvise, cover, pulse, rhythm, pitch, tempo, dynamics, timbre, texture, structure, dimensions of music, Neo Soul, producer,
groove, Motown, hook, riff, solo, Blues, Jazz, improvise/improvisation, by ear, melody, riff, solo, ostinato, phrases, unison, Urban Gospel, civil rights, gender equality,
unison, harmony