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Anglesey Primary School Together we make the difference

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At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future

Attendance

Whole School Attendance

The schools total attendance is currently at:

90.6% (Since September 2020)

Skills Progression

MUSIC SKILLS 

 

Y1 

VOICES

Take part in singing. 

Follow instructions on how and when to sing. 

Make and control long and short sounds, using voice.  

Sing call and response, rounds and unison songs. 

INSTRUMENTS

Follow instructions on how and when to play an instrument. 

Make and control long and short sounds, using instruments.  

Start learning how to perform with an instrument properly using some self control (dynamics, performing correct rhythms or pitches with some accuracy 

EXPERIMENT WITH SOUND/RECORDED MUSIC

Imitate changes in pitch. 

Create a sequence of long and short sounds.  

Clap rhythms.  

Create a mixture of different sounds (long and short, loud and quiet, high and low). 

Create short, musical patterns.  

Create short, rhythmic phrases, using some notation 

Use symbols to represent a composition and use them to help with a performance.  

Identify the beat of a piece of music. 

Recognise changes in timbre, dynamics and pitch. 

Y2 

VOICES

Take part in singing, accurately following the melody.

Sing call and response, rounds and unison songs. 

Follow instructions on how and when to sing or play an instrument. 

INSTRUMENTS

Follow instructions on how and when to sing or play an instrument. 

Start learning how to perform with an instrument properly using some self control (dynamics, performing correct rhythms or pitches with some accuracy 

EXPERIMENT WITH SOUND/RECORDED MUSIC

Create a sequence of long and short sounds.  

Clap rhythms.  

Create a mixture of different sounds (long and short, loud and quiet, high and low). 

Choose sounds to create an effect.  

Sequence sounds to create an overall effect using a stimulus such as story telling 

Create short, musical patterns.  

Create short, rhythmic phrases, using some notation 

Use symbols to represent a composition and use them to help with a performance.  

Identify the beat of a piece of music. 

Recognise changes in timbre, dynamics and pitch. 

Y3 

VOICES

Sing from memory with accurate pitch.  

Sing in tune.  

Maintain a simple part within a group. 

Pronounce words within a song clearly.  

Show control of voice.  

INSTRUMENTS

Play notes on an instrument with care so that they are clear. 

Use sound to create abstract effects.  

Create repeated patterns with a range of instruments. 

EXPERIMENT WITH SOUND/RECORDED MUSIC

Use drones as accompaniments. 

Use digital technologies to compose pieces of music.  

Devise non-standard symbols to indicate when to play and rest. 

Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.  

Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.  

Evaluate music using musical vocabulary to identify areas of likes and dislikes.  

Understand layers of sounds and discuss their effect on mood and feelings. 

Y4 

VOICES

Sing from memory with accurate pitch.  

Sing in tune. 

Maintain a simple part within a group.  

Pronounce words within a song clearly.  

Show control of voice.  

INSTRUMENTS

Play notes on an instrument with care so that they are clear. 

Perform with control and awareness of others.  

EXPERIMENT WITH SOUND/RECORDED MUSIC

Compose and perform melodic songs. 

Use sound to create abstract effects.  

Create repeated patterns with a range of instruments. 

Create accompaniments for tunes 

Use drones as accompaniments. 

Choose, order, combine and control sounds to create an effect. 

Recognise the notes EGBDF and FACE on the musical stave. 

Recognise the symbols for a minim, crotchet and semibreve and say how many beats they represent.  

Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to describe music.  

Evaluate music using musical vocabulary to identify areas of likes and dislikes.  

Understand layers of sounds and discuss their effect on mood and feelings. 

Y5 

VOICES

Sing or play from memory with confidence.  

Perform solos or as part of an ensemble.  

Sing or play expressively and in tune.  

Hold a part within a round. 

INSTRUMENTS

Sustain a drone or a melodic ostinato to accompany singing. 

EXPERIMENT WITH SOUND/RECORDED MUSIC

Create songs with verses and a chorus.  

Create rhythmic patterns with an awareness of timbre and duration.  

Combine a variety of musical devices, including melody, rhythm and chords.  

Thoughtfully select elements for a piece in order to gain a defined effect. 

Use drones and melodic ostinati (based on the pentatonic scale). 

Create songs with verses and a chorus.  

Create rhythmic patterns with an awareness of timbre and duration.  

Combine a variety of musical devices, including melody, rhythm and chords. 

Use drones and melodic ostinati (based on the pentatonic scale). 

Choose from a wide range of musical vocabulary to accurately describe and appraise music including: • pitch • dynamics • tempo • timbre • texture • lyrics and melody • sense of occasion • expressive • solo • rounds • harmonies • accompaniments • drones • • combination of musical elements. 

Y6 

VOICES

Sing or play from memory with confidence.  

Perform solos or as part of an ensemble.  

Sing or play expressively and in tune.  

Hold a part within a round. 

Sing a harmony part confidently and accurately. 

Perform with controlled breathing (voice) and skillful playing (instrument). 

INSTRUMENTS

Perform with controlled breathing (voice) and skillful playing (instrument). 

EXPERIMENT WITH SOUND/RECORDED MUSIC

Create songs with verses and a chorus.  

Create rhythmic patterns with an awareness of timbre and duration. • Combine a variety of musical devices, including melody, rhythm and chords.  

Thoughtfully select elements for a piece in order to gain a defined effect. 

Convey the relationship between the lyrics and the melody.  

Use digital technologies to compose, edit and refine pieces of music. 

Create songs with verses and a chorus.  

Create rhythmic patterns with an awareness of timbre and duration.  

Combine a variety of musical devices, including melody, rhythm and chords. 

Thoughtfully select elements for a piece in order to gain a defined effect.  

Use drones and melodic ostinati (based on the pentatonic scale).  

Convey the relationship between the lyrics and the melody.  

Use digital technologies to compose, edit and refine pieces of music. 

Choose from a wide range of musical vocabulary to accurately describe and appraise music including: • pitch • dynamics • tempo • timbre • texture • lyrics and melody • sense of occasion • expressive • solo • rounds • harmonies • accompaniments • drones • cyclic patterns • combination of musical elements • cultural context. 

Describe how lyrics often reflect the cultural context of music and have social meaning. 

Welcome to Anglesey Primary School...Parents..We currently have places available in our Nursery school. If you have a child who is 3 years of age and born between September 2016 to August 2017 they can start nursery with us now. If you have a child who will be 3 years of age between September and December 2020 we will be able to offer them a place in January...Parents, For information on our 'virtual' Parents' Evening, see the 'Important Information for Parents' page...Parents, Year 5 will be self isolating as a precaution at home until Friday 23rd October, following a positive test result from a member of the year group. Please look at the work on the Year 5 class pages which will go on daily. Also, email y5@anglesey.bham.sch.uk if you have any feedback or queries about the work... Parents, due to COVID-19, unfortunately you can not come into school unless you have an appointment.
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