Finborough School Learning Programme
Year Group: 6
Subject: Music
Week Commencing
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
Samba: Introduction
Samba: Instruments
Samba: Structure
Success
Criteria
Can perform a rhythmic pattern using body percussion at
the same time as other layers of rhythms.
Can play a variety of Samba instruments with correct
posture and technique.
Can perform a call-and-response introduction.
Can perform a simple rhythmic pattern using body
percussion at the same time as one or two other layers of
rhythms.
Can play the easier Samba instruments with correct
posture and technique with teacher support.
Can perform the easier sections of a call-and-response
introduction with support from others in their group.
Can lead a group in performing a rhythmic pattern using
body percussion at the same time as other layers of
rhythms.
Can play all of the Samba instruments with excellent
posture and technique.
Can lead a call-and-response introduction using the apito.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 6
Subject: Music
Week Commencing
28/09
Autumn Term 2015
05/10
12/10
Learning (Objective)
Samba: Rhythmic patterns
Samba: Rehearsal
Samba: Performance and Reflection
Success
Criteria
Can perform most of the Samba rhythmic patterns with
correct posture and playing technique.
Can rehearse the Samba piece with a good sense of
accuracy and fluency.
Can pay attention to how they can improve their own
performance.
Can perform the Samba piece with a good sense of
accuracy and fluency.
Can reflect on how they could improve their own
performance.
Can perform the easier Samba rhythmic patterns with
correct posture and playing technique most of the time.
Can rehearse the Samba piece with accuracy in the easier
sections/parts.
Can pay attention to how they can improve their own work
with teacher suggestions/support.
Can perform the Samba piece with accuracy in the easier
sections/parts.
Can reflect on how they could improve their own work
with teacher suggestions/support.
Can perform all of the Samba rhythmic patterns with
confidence and a sense of style.
Can rehearse the Samba piece with excellent accuracy,
fluency and confidence.
Can pay attention to how they can improve their own and
others’ performances.
Can perform the Samba piece with excellent accuracy,
fluency and confidence.
Can reflect on how they could improve their own and
others’ performances.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 6
Subject: Music
Week Commencing
02/11
Autumn Term 2015
09/11
16/11
Learning (Objective)
School Musical: Rehearsal
School Musical: Rehearsal
School Musical: Rehearsal
Success
Criteria
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 6
Subject: Music
Week Commencing
23/11
Autumn Term 2015
30/11
07/12
Learning (Objective)
School Musical: Rehearsal
School Musical: Rehearsal
School Musical: Rehearsal
Success
Criteria
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing in unison in a musical theatre style.
Can act as part of an ensemble with clear stage direction
and appropriate facial expression and body
language/movement.
Can think of ways to improve their own performance, and
can implement some of these effectively.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing easier songs in unison with some sense of musical
theatre style.
Can follow simple stage direction as part of an ensemble.
Can think of ways to improve their own performance with
teacher help/questioning.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Can sing in unison and harmony parts in a musical theatre
style with expression and character.
Can act individually and as part of an ensemble with
sensitive and developed characterisation.
Can think of ways to improve their own and others’
performances, and can implement improvements
effectively.
Core
Support
Challenge
Homework (s)