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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

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