Model Music Curriculum

Year 6 Knowledge Organiser

Singing hms; as Liste
pated rhyt Develop pup ning
a v e s yn c o ils’ shared k
e that h
inc luding thos ce traditions, h nowledge an
d understan
o ad r an ge of s o ng s ,
m ble a nd performan istory and s
ocia ding of the
Sing a b r of ens e and playing. l context of th stories, orig
c ho ir , w ith a sense e music the
y are listen
ins,
part of a tyle. Listening to
e r au dience. an d ap propriate s recorded pe ing to, singing
a w id ing with rformances
Perform to s in g, a c curate pitch gs , an d experiment experience li
ve music m sh ould be comp
ythm, phr a on rts
Observe rh r o u n d s o r partner s lo n ge r in discrete pa At the end o aking in and
o u t of school.
lemented by
opportunitie
art – i.e. no f Year 6, pu
and four-p the group rts and vo
cal pils should s to
Sing three- dom ly w ith in e tw ee n p a listening pie be a b
singers ran balance b ces of mus le to identify
positioning a t e r lis te ning skills, ic and their
characteris Supporting some of th
e focu
Detail 3sed
gre tics
to develop
– in order
ce. Composing Performing
independen
Develop improvisation skills Play a melody following staff notation using notes within an octave range (do–do);
Create music with multiple sections that include repetition and contrast. make decisions about dynamic range, including very loud ( ), very quiet ( ),
Use chord changes as part of an improvised sequence. moderately loud ( ) and moderately quiet ( ).
Extend improvised melodies beyond 8 beats over a fixed groove Accompany this same melody, and others, using block chords or a bass line. This
Plan and compose an 8- or 16-beat melodic phrase using the pentatonic scale (e.g. could be done using keyboards, tuned percussion or tablets, or demonstrated at
C, D, E, G, A) the board using an online keyboard.
Incorporate rhythmic variety and interest. Play this melody on available tuned Perform a part within an ensemble
percussion and/or orchestral instruments. Notate this melody. Transition project!
Compose melodies made from pairs of phrases in either G major or E minor
or a key suitable for the instrument chosen.
Compose a ternary piece (A-B-A); use available music software/apps to
create and record it, discussing how musical contrasts are achieved.
.
Notation
Staff notation - music written on a
STAVE (5 lines and 4 spaces) C major F major G major C major
4 bar melody using notes
within an octave range

ti do
so la B C Suggested chords to
mi fa G A
do re E F accompany the melody
C D

Model Music Curriculum, March 2021, DfE

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