RECEPTION MUSIC AUTUMN TERM
About this unit:
In this unit the children will experiment with percussion
instruments to explore and find out how they can make sound.
They will be introduced to some simple percussion instrument
names and identify the sound that instrument makes. The
children will learn and sing a simple song and be introduced to
the dynamic terms loud and soft. The unit will end with the
children composing sounds using familiar percussion
instruments introduced to them this term relating to the
stimulus colour.
Vocabulary:
Percussion
Instrument
Tambourine
Triangle
Wooden Block
Bells
Drum
Shaker
Loud
Soft
Colour names
Resources:
Percussion instruments
Magic conducting stick
Red and Green circles
Different coloured card
Core Tasks:
1. To develop their understanding of how to use percussion
instruments to make a sound
2. To begin to know the names of simple percussion
instruments and identify the sounds they make
3. To compose a simple selection of sounds representing a
colour
Expectations
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Pick up a percussion instrument and experiment with ways of
making it make a sound. To begin to know some of the names of
simple percussion instruments and identify the sound that they
make. To learn a simple song and to compose a selection of
sounds to represent a colour in a group.
Less able children will be able to:
With encouragement pick up a percussion instrument and
explore ways of making it make a sound. To begin to learn a
simple song and contribute in a group to composing a selection
of sounds to represent a colour.
More able children will be able to:
Confidently explore percussion instruments to make sounds,
naming them and identifying the sound they make. To learn and
confidently sing a simple song beginning to show an awareness
of the dynamics loud and soft. To compose in a group a
selection of of sounds to represent a colour and perform. To
appraise other children’s performances.
Reception Music Autumn Term
Learning Objectives
To understand how to use
a musical instrument to
make a sound
To begin to know the
names of basic percussion
instruments
To learn and sing simple
songs
Using dynamics
To use simple stimulus to
compose representative
sounds
Possible Teaching Activities
 Pick up an instrument and
explore ways of making a
sound
 Magic stick game
 Traffic light game
 Pass the instrument
without making a sound
 Teach children the
names of the
instruments
 ‘Choose an instrument
you can play’ song to
reinforce names of
instruments
 ‘Name that sound’ game
behind screen
 Teach children the
Rainbow song
 Children experiment with
song using dynamics to
make their voice loud and
soft
 Children listen to two
pieces of music (bright
and cheerful and loud
and angry) categorise
colours with music
 Show children a colour
and ask them to choose
an appropriate
instrument to represent
the feeling
 In groups children
perform their colour
composition to rest of
class and appraise
Learning Outcomes
To confidently use a
range of musical
instruments.
To perform in front of
their peers
To know the names of
the basic percussion
instruments.
Recognise sounds that
these instruments make
To memorise a simple
song and perform
confidently
To listen, perform and
appraise simple
compositions
RECEPTION MUSIC SPRING TERM
About this unit:
In this unit the children will be introduced to the term ‘sound
effect’. They will explore ways of producing sound effects to
represent words using their voices and instruments. They will
work as a class to add sound effects to the story ‘The Jolly
Postman’. They will work on a section of the story at a time and
the teacher will record notations of the sound effects on a
blown up version of the story.
Vocabulary:
Sound effect
Words that can easily have
a sound effect added to them
eg: crash, bang, splash, pop.
Resources:
Words on cards to add
sound effects to.
Variety of percussion
Instruments.
Core Tasks:
1.
2.
3.
To add vocal or instrumental sound effects to a
selection of words.
To add sound effects to the story ‘The Jolly Postman’
To contribute ideas for notation to record the sound
effects on an enlarged version of the story
Expectations
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Represent a word using a sound. Create as a class a musical
version of ‘The Jolly Postman’
Less able children will be able to:
With support represent a word using a sound. Contribute to a
class musical version of ‘The Jolly Postman’.
More able children will be able to:
Confidently represent a word using a sound. Create a musical
version of ‘The Jolly Postman’. Contribute ideas for notation to
record sound effects on an enlarged version of the story.
Offer suggestions on how to improve any sound effects.
Reception Music Spring Term
Learning Objectives
Be able to
represent words
with a sound effect
(vocal and
instrumental)
Possible Teaching Activities
 Experiment with words
and sounds – Matching
up words with their
sound effect.
 Play magic wand game
using words
 Pass the bag round the
ring
Using the story ‘The
 Read a section of the
Jolly Postman’
story, discuss possible
children retell the
sounds, experiment and
story through music
perform their version
of the story.
 Record ideas by
annotating the story
with symbols to
represent the sound.
Learning Outcomes
Represent a word
using a sound
Create a musical
version of ‘The Jolly
Postman’ and
perform and
appraise
RECEPTION MUSIC SUMMER TERM
About this unit:
In this unit the children will learn and perform a simple action
song relating to their topic on Minibeasts. They will develop
their listening skills by listening to pieces of music related to
minibeasts. They will use percussion instruments to represent a
variety of minibeasts and contribute to a class minibeast
competition.
Vocabulary:
Minibeast names
Descriptive words
Loud
Quiet
Fast
Slow
Resources:
Song ‘The tiny caterpillar’
‘Flight of the Bumblebee’
by Rimsky Korsakov
‘The Wasp’ by Vaughn
Pictures of minibeasts
Conducting stick
Core Tasks:
1. Listen to and discuss pieces of music and the minibeast
they represent.
2. To create a class minibeast composition.
Expectations:
When carrying out the type of activities and tasks in this unit:
Most children will be able to:
Match an appropriate sound to a minibeast, giving reasons for
their choice. To contribute to a class minibeast composition.
Less able children will be able to:
Begin to show an awareness of how minibeasts can be
represented using sounds. To contribute, with support, to a
class minibeast composition.
More able children will be able to:
Identify appropriate sounds to represent a minibeast, giving
reasons for their choice. To confidently contribute to a class
minibeast composition, offering appraisal.
Reception Music Summer Term
Learning Objectives
To learn and perform a
simple action song
Listen to and discuss
pieces of music and the
minibeast they
represent
To create different
sounds to represent a
variety of minibeats
Possible Learning Activities
 Sequence the events in the
song to identify each
separate verse. Use picture
cards to visualise.
 Learn ‘The Tiny Caterpillar’
verse by verse with actions
and perform.
 Experiment with different
ways of performing the
song, eg: with actions only.
 Perform the song backwards
butterfly changing back into
caterpillar.
 Listen to ‘Flight of the
Bumblebee’ by Rimsky
Korsakov and ‘The Wasp’ by
Vaughn Williams. Children to
guess what minibeast it
represents and discuss why.
Use key words to prompt.
 Match up key descriptive
words to each minibeast and
discuss possible sounds.
 Experiment with the chosen
sounds for each minibeast.
Pass the bag round the
circle containing the
minibeasts.
 In groups children given a
minibeast. When their
minibeast is held up on
conducting stick they play
their section. Creating a
class composition.
 Record the finished piece.
Children listen and identify
the minibeast for each
section.
Learning Outcomes
To perform a simple song
using actions
To explore and express
their ideas and feelings
about music using
expressive and musical
language
Create sounds to
represent minibeasts.
Formed a class
composition.
Appraise recording of
the finished piece.