WESTVALE PRIMARY SCHOOL – MEDIUM TERM PLAN
TEACHER: MR. S. MYCROFT
CLASS/YEAR GROUP: 3/4M / YEAR 3&4
DATE OF
SESSION
LEARNING OBJECTIVE
PROGRAMME OF STUDY
TERM:
KEY SKILL:
KEY SKILL TO BE
ACHIEVED
SPRING ONE 2011
LEVEL 3
ACTIVITIES
AREA: MUSIC - ‘Exploring Arrangements’
ASSESSMENT
WB: 03/01/11
WB: 10/01/11
WB: 17/01/11
1a Sing with clear diction, pitch, phrase and musical expression.
1b Play tuned and untuned instruments with control and accuracy.
1c Perform to audiences.
2a Improvise, developing rhythmic and melodic material when performing.
2b Explore, choose and organize musical ideas within musical structures.
3a Analyse and compare sounds
3b Talk about ideas and feelings in relation to music using musical vocabulary.
3c Improve own work.
I can maintain a simple part within a group.
I understand the importance of pronouncing the words in a song well.
When I sing songs I show control in my voice.
I compose and perform melodies and songs. (Including using ICT.)
I use sound to create abstract effects.
I recognise and create repeated patterns with a range of instruments.
I describe music using words such as duration, timbre, pitch beat, tempo, and texture.
I use these words to identify where my music works well and how it can be improved.
Discuss what we mean by accompaniment in music (T31)
Children think about what accompaniment means in music and recall instruments that they have heard used as accompanying instruments.
Listen to different ways in which instruments accompany a song (T32-37)
Children listen to extracts of different songs and identify individual instruments.
They discuss the way groups of instruments accompany a song, and start to express their own preferences.
SUPPORT: if you can, show the class a guitar and piano to help them with a visual understanding of the instrument.
Sing the accompaniment to How doth the little crocodile (T31)
The class sing this song to complete the exploration of accompaniments. They add untuned percussion instruments to the finger click pattern throughout.
Work with the melody of Hill an gully (T38 & P26)
Children learn a song in call and response structure.
Identify and play by ear a melodic phrase from Hill an gully (P26)
Working out how to play a melody by ear is very good for children’s musical development and for helping them to sing a song more accurately. It focuses their attention on the exact notes of the melody.
SUPPORT: work very closely with children who find this hard. For every note, ask them whether it is the same, higher or lower than the previous note and help them work it out.
Explore phrases from Hill an gully as an introduction to the song (T38)
The class indentifies phrases that could be used for an introduction to the song.
Explore the different beats of Ol Mas Charlie (T39 & P28)
Children learn to identify different pulses in a song, and have the practice beating in time to the different beats.
Learn some repeated rhythm patterns in Ol Mas Charlie
(T39-41 & P28)
Children use the rhythm of the words to create ostinato rhythm patterns that they perform throughout the song. Combine rhythm patterns from the song.
Children practise playing rhythm patterns independently in a group performance. (P28)
SUPPORT: to help maintain a rhythmic ostinato, repeat the words of the phrase
in your head.
- = +

WB: 24/01/11 2a Improvise, developing rhythmic and melodic material when performing.
2b Explore, choose and organize musical ideas within musical structures.
3a Analyse and compare sounds
3b Talk about ideas and feelings in relation to music using musical vocabulary.
WB: 31/01/11 1a Sing with clear diction, pitch, phrase and musical expression.
1b Play tuned and untuned instruments with control and accuracy.
1c Perform to audiences.
WB: 07/02/11 1a Sing with clear diction, pitch, phrase and musical expression.
1b Play tuned and untuned instruments with control and accuracy.
1c Perform to audiences.
I recognise and create repeated patterns with a range of instruments.
I describe music using words such as duration, timbre, pitch beat, tempo, and texture.
I use these words to identify where my music works well and how it can be improved.
I can sing songs from memory with accurate pitch.
I sing in tune.
I can maintain a simple part within a group.
I understand the importance of pronouncing the words in a song well.
I perform with control and awareness of what others in the group are singing or playing.
I can sing songs from memory with accurate pitch.
I sing in tune.
I can maintain a simple part within a group.
I understand the importance of pronouncing the words in a song well.
I perform with control and awareness of what others in the group are singing or playing.
Identify some of the different purposes of songs
Children learn that songs are written for a variety of different purposes.
Listen to a selection of songs which have different purposes
(T32, 38 42-43)
Children are able to focus on the type of song and what its intention is. Further, they have an opportunity to notice the many contrasting songs.
Select songs for a radio audience
Children learn how to make decisions about choice of song for a radio show, taking into consideration different styles of song and tastes of the audience.
SUPPORT: when you divide the class into groups, make sure there is a balance of abilities within each group so that the more confident can help others.
Create the text for a radio jingle
Children use their imaginations to create the text for a radio jingle.
Develop the jingle and explore ways of performing the words (T44)
Through the hospital radio jingle, the class learns about how expression is used to help communicate an idea. The class learns that they can experiment with all the musical elements in creating new material.
Finalise the jingle
Each group learns to work to a deadline and produce a final product. They express their views about how effective each group’s performance is.
SUPPORT: familiarise yourself with each group’s jingle as they practise so that
you are able to offer support when they perform to the rest of the class.
Decide upon the structure of the radio show
The class plans the radio show. They learn how to order musical items and to consider the balance of speaking to music in a radio show.
Rehearse then perform the class radio show
The class rehearses their work to make their performance as seamless and wellprepared as possible.
Listen to and evaluate a recording of the class radio show
The performance is recorded and evaluated in order to consider parts that worked well and parts that need improving.
SUPPORT: put musically confident children near the not so confident to support
them.