Y6 Music

Create select combine sounds
  • compose and improvise for a range of purposes
  • link with musical notation (topic based)
  • combine parts and groups in composition and performance
  • combine musical elements as listed below with when composing melody, rhythm and chords
  • compose songs and convey link between lyrics and music
Continue to develop and extend knowledge of:
  • pitch: higher and lower and progression (notation)
  • duration: longer and shorter and rest(notation)
  • rhythm: patterns of beats 24 34 44 68 syncopation
  • tempo: slower and faster and progression
  • dynamic: louder and softer pp p mp mf f ff cres dim etc
  • timbre: descriptions of sounds
  • texture: combinations of different sounds or instruments
Sing/perform
  • Warm up and warm down for singing
  • Sing range of songs in different musical styles and from different musical traditions
  • Sing melody accurately and in tune
  • Sing rounds and part songs and harmony.
  • Sing together and in groups for rounds and parts
Sing expressively.
  • Sing with reference to mood of song and with control (breathing)
Continue to use:
  • pitch: higher and lower and progression (notation)
  • duration: longer and shorter and rest(notation)
  • rhythm: patterns of beats 24 34 44 68 syncopation
  • tempo: slower and faster and progression
  • dynamic: louder and softer pp p mp mf f ff cres dim etc
  • timbre: descriptions of sounds
  • texture: combinations of different sounds or instruments
Play/perform
  • play tuned and untuned percussion musically, in range of contexts (topic)
  • use organising structures eg verse/ chorus, repeating patterns, beginning middle end,
  • tune and accompaniment (eg drone)
  • play ostinati
  • Perform with others in class group, small group, solo.
  • Perform skilfully when using instruments.
Continue to use:
  • pitch: higher and lower and progression (notation)
  • duration: longer and shorter and rest(notation)
  • rhythm: patterns of beats 24 34 44 68 syncopation
  • tempo: slower and faster and progression
  • dynamic: louder and softer pp p mp mf f ff cres dim etc
  • timbre: descriptions of sounds
  • texture: combinations of different sounds or instruments
Listen and describe
  • listen to high quality live and recorded music (related to topic)
  • draw from a range of genres and musical traditions
  • describe using components listed and relate to historical time
Continue to use:
  • pitch: higher and lower and progression (notation)
  • duration: longer and shorter and rest(notation)
  • rhythm: patterns of beats 24 34 44 68 syncopation
  • tempo: slower and faster and progression
  • dynamic: louder and softer pp p mp mf f ff cres dim etc
  • timbre: descriptions of sounds
  • texture: combinations of different sounds or instruments
Musical notation
  • learn notes on treble clef EBGDF FACE notes below stave middle C D and above stave GABC
  • sharps and flats
  • bass clef ACEG GBDFA
  • crotchet semibreve minim quaver and rests
Understand history of music
  • listen to music by noted composers and learn about aspects of historical context
Use digital technologies for composition
  • use Groovy Music ks2 (modelling, composing) use microphones for recording sound and amplifying sound
  • using Audacity for composing.