Year 5 Rationale
Throughout Year 5 children build upon their learning from lower KS2 and they learn and develop their skills in Singing, Listening, Composing, Musicianship and Performing. Lessons are based on the Charanga scheme of work. Each week is progressive, with children learning new knowledge and skills. The learning from the previous week is recapped at the beginning of the lesson.
Children start lessons appreciating and understanding a wide range of live and recorded music drawn from different traditions and historical periods and from great composers and musicians. They recognise and name a growing number of individual instruments within instrumental families. They listen with attention to detail and recall sounds with increasing aural memory. Children describe, compare and evaluate different pieces of music using appropriate musical vocabulary. They begin to relate music across time to other factors (e.g. world events) and develop an idea of a musical timeline.
Following the listening and appraising part of the lesson, children take part in musical activities and they learn to sing, play, improvise and compose to the main unit song. Children learn to sing within an appropriate vocal range with clear diction, accurate tuning, control of breathing and phrasing and communicating an awareness of style. They sing three-part rounds, partner songs, and songs with different structures and begin to show an awareness of how the parts fit together. They confidently and appropriately make use of dynamics, tempo and articulation when performing, following physical signals and written symbols (pp p mp mf f ff < > accelerando, rallentando, staccato, legato). They play and sing a rhythmic pattern or melody and maintain it as part of a multi-layered ensemble piece, keeping a strong sense of pulse. They play melodies on tuned percussion (glockenspiels), following staff notation and using notes appropriate to the instrument. They understand how triads are formed, and collaboratively play them on instruments, or using music software, to accompany familiar songs. They develop the skill of playing by ear on tuned instruments, copying longer phrases and familiar melodies.
Children improvise, responding to the beat, using tuned percussion instruments. They compose music for a range of purposes, confidently and appropriately using the inter-related dimensions of music to create specific effects, moods, atmospheres and ideas. They explore the difference between major and minor by using 5 note set starting on C (major) or D (minor) and compose simple question and answer phrases (AB) using the note set. They combine short compositions to create a class piece, exploring different structures. They begin to understand the differences between semibreves, minims, crotchets and crotchet rests, quavers and semiquavers. They understand the differences between 2/4, 3/4 and 4/4 time signatures. They read and play short rhythmic phrases that contains semibreves, minims, crotchets and crotchet rests, quavers and semiquavers. They follow pitch notation on the stave within a defined range appropriate to the instrument being played.
At the end of the lesson, children play and perform the unit song in solo and ensemble contexts, playing and singing with increasing accuracy, fluency, control and expression. They learn to conform to the etiquette of performance situations as a musician and as an audience member. Children evaluate their own learning and make improvements to their own work, giving reasons using appropriate musical vocabulary.