Finborough School Learning Programme
Year Group: 5
Subject: Music
Week Commencing
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
Stomp: Exploring timbres
Stomp: Rhythmic patterns
Stomp: Rhythmic patterns
Success
Criteria
Can play different timbres using their hands.
Can create a rhythmic pattern using body percussion.
Can perform a rhythmic pattern as part of several layers of
ostinati being played all at once.
Can explore different timbres using their hands with
teacher support.
Can create a simple rhythmic pattern with teacher support
using body percussion.
Can perform a simple rhythmic attern with one or two
other layers of ostinati being played at the same time.
Can play a variety of interesting and musical timbres using
their hands.
Can create a more complex rhythmic pattern using body
percussion.
Can perform a more complex rhythmic pattern as part of
several layers of ostinati being played all at once.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: Music
Week Commencing
28/09
Autumn Term 2015
05/10
12/10
Learning (Objective)
Stomp: Exploring junk instruments
Stomp: Adding a ‘break’
Stomp: Rehearsing and Refining
Success
Criteria
Can perform a simple rhythmic pattern using junk
percussion.
Can create a ‘break’ section as part of a group using simple
rhythmic ideas.
Can rehearse and refine their performance.
Can perform a very simple rhythmic pattern using junk
percussion with teacher support.
Can help to create a ‘break’ section with support from
others in the group.
Can rehearse their performance with teacher suggestions
and support.
Can perform a more complex rhythmic pattern using junk
percussion.
Can lead a group in creating an interesting and musical
‘break’ section using exciting musical ideas.
Can rehearse and refine their own and others’
performances.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
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: 5
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)