Knowledge, Skills and Understanding breakdown for
Music
Year 5
Performing |
Composing (incl notation) |
Appraising |
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• Do they breathe in the correct |
• Can they change sounds or |
• Can they describe, compare |
place when singing? |
organise them differently to |
and evaluate music using |
• Can they sing and use their |
change the effect? |
musical vocabulary? |
understanding of meaning to |
• Can they compose music which |
• Can they explain why they think |
add expression? |
meets specific criteria? |
their music is successful or |
• Can they maintain their part |
• Can they use their notations to |
unsuccessful? |
whilst others are performing their |
record groups of pitches |
• Can they suggest improvements |
part? |
(chords)? |
to their own or others’ work? |
• Can they perform ‘by ear’ and |
• Can they use a music diary to |
• Can they choose the most |
from simple notations? |
record aspects of the |
appropriate tempo for a piece |
• Can they improvise within a |
composition process? |
of music? |
group using melodic and |
• Can they choose the most |
• Can they contrast the work of |
rhythmic phrases? |
appropriate tempo for a piece |
famous composers and show |
• Can they recognise and use |
of music? |
preferences? |
basic structural forms e.g. |
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rounds, variations, rondo form? |
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Year 5 (Challenging) |
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• Can they use pitches |
• Do they understand the relation |
• Can they explain how tempo |
simultaneously to produce |
between pulse and syncopated |
changes the character of |
harmony by building up simple |
patterns? |
music? |
chords? |
• Can they identify (and use) how |
• Can they identify where a |
• Can they devise and play a |
patterns of repetitions, contrasts |
gradual change in dynamics |
repeated sequence of pitches |
and variations can be organised |
has helped to shape a phrase of |
on a tuned instrument to |
to give structure to a melody, |
music? |
accompany a song? |
rhythm, dynamic and timbre? |
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