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Palm Trees

Harry performs using the newly learnt C chord

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Appraising
Explain why they think their music is successful or unsuccessful - Harry felt his performance went well, because he chose the right tempo he was able to differentiate between the quaver and crotchet notes.
Performing
Choose the most appropriate tempo for a piece of music

Look at our compositions using crotchet and quaver notations and the C chord

Look at our compositions using crotchet and quaver notations and the C chord 1
Look at our compositions using crotchet and quaver notations and the C chord 2
Look at our compositions using crotchet and quaver notations and the C chord 3

Composition

Compose music which meets specific criteria

 Use their notations to record groups of pitches (chords)

 Use a music diary to record aspects of the composition process

Appraising

Suggest improvements to their own or others’ work -  Ruby wanted to have a longer note at the end of her piece so we discussed that a semibreve was four beats which she then added to her composition

Brilliant Dance and singing routines from Ellie and Madison as Jess Glynne

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Performing

Breathe in the correct place when singing

Sing and use their understanding of meaning to add expression

Maintain their part whilst others are performing their part

Perform ‘by ear’ and from simple notations

Richard, Alfie and Asher show their talents as Michael Jackson

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Performing

Breathe in the correct place when singing

Sing and use their understanding of meaning to add expression

Maintain their part whilst others are performing their part

Perform ‘by ear’ and from simple notations

Great singing and dance moves boys!

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Performing at Maidstone Schools Recorder Festival

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Appraising

Choose the most appropriate tempo for a piece of music

Performing

Maintain their part whilst others are performing their part

Perform ‘by ear’ and from simple notations

Leeyah performs her ukulele composition

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Composing

Compose music which meets specific criteria

Use their notations to record groups of pitches (chords)

 Use a music diary to record aspects of the composition process

Leah performs at 'Stars in their eyes'

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Performing

Breathe in the correct place when singing

Sing and use their understanding of meaning to add expression

Maintain their part whilst others are performing their part

 Perform ‘by ear’ and from simple notations

Joshua and Ethan perform their two part composition

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Demonstrating rest strokes
Strumming using the banjo method
Composing using 4/4 timing

Sam Smith - Greenfields Style!

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Appraising - Explain why their music is successful or unsuccessful
Suggest improvements to their own work
Performing - Breath in the correct place when singing
Sing and use their understanding of meaning to add expression

Leeyah plays piano

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Performing
Perform by ear and by simple notations

First Ukulele lessons

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Following the rythym

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Performing - Perform ‘by ear’ and from simple notations

Porchlight Assembly

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Performing - Breathe in the correct place when singing
Sing and use their understanding of meaning to add expression
Maintain their part whilst others are performing their part
Perform by ear and from simple notations
Play a repeated sequence of pitches on a tuned instrument to accompany a song

Ellie, Tia and Asher

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Performing - Improvise within a group using melodic phrases

Rachel, Kady and Leeyah

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Performing - Devise and play a repeated sequence of pitches on a tuned instrument to accompany a song

A brave Ellie sings the opening line to 'The Climb' at the MacMillan coffee morning

A brave Ellie sings the opening line to 'The Climb' at the MacMillan coffee morning 1 - Breathe in the correct place when singing
A brave Ellie sings the opening line to 'The Climb' at the MacMillan coffee morning 2 • Sing and use their understanding of meaning to add expression
A brave Ellie sings the opening line to 'The Climb' at the MacMillan coffee morning 3 • Maintain their part whilst others are performing their part
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