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"Enjoy , Believe , Achieve"

Music – Year 5


Download our Year 5 Music curriculum here.

Listening and understanding

Elements of music


Pitch: recognise and identify range of different scale patterns for example, major, minor, pentatonic and raga

Duration: understand more complex rhythmic patterns and metres including 6/8

Dynamics: understand how the full range of dynamics can be manipulated for expressive effect.

Tempo: understand and identify how the full range of tempi can be manipulated for expressive effect.

Texture: understand types of harmony, i.e. blocks of sound, including clusters of notes and the use of chords as an accompaniment..

Timbre: identify families of instruments, and different ensemble combinations, e.g. jazz band, orchestra, choir.

Structure: understand chord sequences, leitmotif, ABACADA, etc.

Applying understanding

  • Identify how elements and resources have combined to communicate moods, changes of mood and ideas, and a variety of musical styles.
  • Identify instruments within different families of instruments.
  • Use and explore notations which are linked to understanding of elements to communicate own musical ideas, including expressive markings.
  • Identify composers’ intent in music heard and performed.
  • Identify how music is produced is produced in different ways including the use of ICT.

Normanby University
Grade 2 (In addition to Year 3 & 4 objectives

  • simple time signatures of 2/2 3/2 4/2 3/8
  • Triplets and triplet note groups with rests.
  • Composition of simple four bar rhythms starting on the first beat of the bar and using a given opening.
  • Extension of the stave to include two ledger lines below and above each stave.
  • Construction of the minor scales and key signatures of the major keys of A, Bb and Eb and the minor keys of A, E and D with their tonic triads (root position). degrees (number only) and intervals above the tonic (by number only).

Examples in addition to KS1 and lower KS2

Styles e.g:

  • Folk


  • adverts
  • theme tunes
  • rituals
  • films

Non-musical stimuli

  • abstract ideas
  • dramatic themes
  • local heritage
  • art – making
  • musical instrument
  • topic
  • french


  • Extend accuracy of vocal range (use low A-E’ as a guide)
  • Increase awareness of expression and interpretation through control of the elements and phrases when singing
  • Sing sample part songs with awareness of pitch and balance.
  • Continue to develop use of own instruments and technique on a wider range of classroom percussion, including ethnic, chromatic instruments and classroom keyboards.
  • Control more complex rhythmic patterns and sequences, including those in 6/8.
  • Develop ability to rehearse and present performances in independent groups, showing awareness of their own part in relation to others.


Use acoustic sounds and ICT to…

  • Begin to improvise in a variety of styles, using scales as a base.
  • improvise melodic and rhythmic phrases as part of a group performance.
  • Vary and refine ideas.
  • Develop ideas within musical structures.
  • Use specific patterns of pitch and rhythm to give pieces shape and coherence.
  • Begin to use simple chord sequences to structure pieces.
  • Capture change and combine sounds for a specific musical purpose.
  • Explore musical knowledge and understanding using iPods and iPads

Responding and reviewing Elements of music (Paragraph 4 a/b)

  • Compare and contrast music heard and performed with an awareness of the music’s context and purpose.
  • Use a variety of art forms to respond to changes in character or mood and other elements of music, with increased emphasis on changes in metre, textures and structures.
  • Express and justify ideas and opinions about music heard and performed using an appropriate and extended musical vocabulary.
  • See vocabulary list in the appendices
  • Improve their own and other’s work with an awareness of the music’s context and purpose.

February 2014 Reviewed SH, AD, GC, CA

  • "I like using innovative technology to engage and enhance the children's learning experiences and build resilience."  

    Miss Herlingshaw, Year 5
  • "I like working with the upper key stage 2 team to develop the children's thirst for life-long learning in preparation for secondary school and beyond."  

    Mrs Greenmon, Year 5
  • "I like promoting links with and developing the children's awareness of the local area through our ironstone mining topic."  

    Miss Alderson, Year 5
  • "Music is unbelievable! Performing all over the UK, broadcasting on the radio, singing with a 60 piece orchestra are just a touch of what we do at Normanby! Music has helped me grow in confidence."  

    Lily Booth, Year 5
  • "In Year 5, we have lots of opportunitie to participate in exciting sporting activities. I've enhance by biking expertise with 'Bikeability' by learning how to take my hands off the handle bars, signal traffic behind me without falling off and learning how to be more aware of the road around me." 

    Adam Harvey - Year 5
  • "Y5 artwork is phenomenal because we got to use a range of different art materials and study lots of different artists."  

    Konnie, Year 5
  • "Being a new pupil in Normanby is so cool, especially in Year 5 because we have awesome teachers and interesting research topics which make us want to learn even more!"  

    Harry, Year 5
  • "In Year 5, we have lots of fun using our iPads like a second brain to help us learn."  

    Mille, Year 5.


Normanby Primary School

Flatts Lane



Contact Details

Contact: Tina Hart

Tel: 01642 469529

Fax: 01642 467778

Normanby Primary School is a part of the Ironstone Academy Trust (A Company Limited by Guarantee)
Company Registration Number: 09040348 | Company Address: Normanby Primary School, Flatts Lane, Normanby, Middlesbrough, TS6 0PN