Music through the Decades – Spring 2014
Key Skills Communication, Application of number, IT,
Working with others, Improving own Learning and
Performance, Problem solving, Thinking Skills.
Starting Point:
Cross-curricular learning opportunities:
Beauty and the Beast Panto
Please see additional planning sheets for each curriculum area and topic map.
National Curriculum Coverage
Learning
Objectives
Knowledge and
Understanding
Creative
PE
P.S.H.E
I.C.T
Science
Sc1
Music
Controlling sounds through singing and playing performing skills
1.Pupils should be taught how to:
a. use their voices expressively by singing songs and
speaking chants and rhymes
b. play tuned and untuned instruments
c. rehearse and perform with others [for example,
starting and finishing together, keeping to a steady
pulse].
Creating and developing musical ideas - composing
skills
2. Pupils should be taught how to:
a. create musical patterns
b. explore, choose and organise sounds and musical ideas.
Responding and reviewing - appraising skills
3. Pupils should be taught how to:
a. explore and express their ideas and feelings about
music using movement, dance and expressive and musical
language
b. make improvements to their own work.
Listening, and applying knowledge and understanding
4. Pupils should be taught:
a. to listen with concentration and to internalise and
recall sounds with increasing aural memory
b. how the combined musical elements of pitch, duration,
dynamics, tempo, timbre, texture and silence can be
organised and used expressively within simple structures
[for example, beginning, middle, end]
c. how sounds can be made in different ways [for
example, vocalising, clapping, by musical instruments, in
the environment] and described using given and invented
signs and symbols
d. how music is used for particular purposes [for
example, for dance, as a lullaby].
Breadth of study
5. During the key stage, pupils should be taught the
Dance and Multi skills
2a – to explore how to choose
and apply skills and actions in
sequence and in combination.
2b – to vary the way they
perform skills by using simple
tactics and movements
phrases.
3a – to describe what they
have done.
3b – to observe, describe and
copy what others have done.
3c – to use what they have
learnt to improve the quality
and control of their work.
4a – to understand how
important it is to be active.
4b – to recognise and describe
how their bodies feel during
different activities.
6a – to use movement
imaginatively, responding to
stimuli, including music and
performing basic skills.
6b – to change the rhythm,
speed, level and direction of
their movements.
6c – to create and perform
dances using simple movement
patterns, including those from
different times and cultures.
6d – to express and
communicate ideas and
feelings.
Developing confidence
and responsibility.
1a – to gather information from a
variety of sources.
1b – to enter and store information
in a variety of forms.
1c – to retrieve information that
has been stored.
2a – to use text, tables and images
and sounds to develop their ideas.
2b – how to select from and add to
information they have retrieved
for particular purposes.
Children to carry on using their
skills across the curriculum.
Different apps – musical/video.
3a – to know how to share their
ideas by presenting information in a
variety of forms.
3b – to present their completed
work effectively.
Look at different ways of
presenting their work.
Eg:powerpoint, word, 2simple, apps
4a – to review what they have done
to help them develop their ideas.
4b – to describe the effects of
their actions.
4c – to talk about what they might
change in future work.
Children to reflect on their work
already recorded/worked on and
how could they make it better.
5a – to work with a range of
information to investigate the
different ways it can be presented.
5b – to explore a range of ICT
tools.
5c – to be able to talk about the
1 – Pupils should be taught that it is
important to collect evidence by
making observations and
measurements when trying to
answer a question.
2a – to ask questions and decide
how they might find answers to
them.
2b – to use first-hand experience
and simple information sources to
answer questions.
2c- to think about what might
happen before deciding what to do.
2d – to recognise when a test or
comparison is unfair.
2e – follow simple instructions to
control the risks to themselves and
to others
2f – to explore, using the sense of
sight, hearing, smell, touch and
taste as appropriate, and make and
record observations and
measurements.
2g – to communication what
happened in a variety of ways,
including using ICT.
2h – to make simple comparisons
and identify simple patterns.
2i – to compare what happened with
what they thought would happen
and try to explain it drawing on
their knowledge and understanding.
2j – review their work and explain
what they did to others.
Sc2
2g – about the senses that enable
humans and other animals to be
P.E as timetabled.
Preparing to play an
active role as
citizens.
Developing a healthy,
safer lifestyle
RE
Y1 – 1.2 New Beginnings
Y2 – 2.2 Believing
aware of the world around them.
Sc4
1a – to know about everyday
appliances that use electricity.
1b – about simple series circuits
involving batteries, wires, bulbs and
other components.
1c – how a switch can be used to
break a circuit.
3a – to identify different light
sources, including the Sun
3b – that darkness is the absence
of light
3c – that there are many kinds of
sounds and sources of sound
3d – that sound travel away from
sources, getting fainter as they do
so, and that they are heard when
they enter the ear.
Geography
1a – to ask geographical questions.
1b – to observe and record.
1c – to express their own views
about places and environments.
1d – to communicate in different
ways.
2a – to use geographical vocabulary.
2c – to use globes, maps and plans
at a range of scales.
2d – to use secondary sources of
information.
3b - to identify and describe where
places are.
3d – recognise how places compare
with other places.
3e – to recognise how places are
linked to other places in the world.
ISA LINKS
History
1a – place events in chronological
order
1b – use common words and phrases
relating to the passing of time.
2a – recognise why people did
things, why events happened and
what happened as a result
2b – identify differences between
ways of life at different times.
4a – how to find out about the past
from a range of sources of
knowledge, skills and understanding through:
a. a range of musical activities that integrate
performing, composing and appraising
b. responding to a range of musical and non-musical
starting points
c. working on their own, in groups of different sizes and
as a class
d. a range of live and recorded music from different
times and cultures.
Note for 1a - Cross reference to English
En1 Speaking and listening: Speaking
1. To speak clearly, fluently and confidently to different
people, pupils should be taught to:
a. speak with clear diction and appropriate intonation
En1 Speaking and listening: Breadth of study
Speaking
8. The range should include:
b. reading aloud and reciting
Note for 2b - ICT opportunity
Pupils could use software designed to enable exploration
of sounds.
Note for 3a - Cross reference to English
En1 Speaking and listening: Drama
4. To participate in a range of drama activities, pupils
should be taught to:
a. use language and actions to explore and convey
situations, characters and emotions
Note for 3a - Cross reference to PE (Dance
activities)
6. Pupils should be taught to:
a. use movement imaginatively, responding to stimuli,
including music, and performing basic skills [for example,
travelling, being still, making a shape, jumping, turning
and gesturing]
c. create and perform dances using simple movement
patterns, including those from different times and
cultures
Note for 3b - ICT opportunity
Pupils could use recording equipment to recall sounds and
identify and make improvements.
Note for 4
Listening is integral to the development of all aspects of
pupils' knowledge and understanding of music.
Note for 4a - Cross reference to English
En1 Speaking and listening: Listening
2. To listen, understand and respond to others, pupils
should be taught to:
a. sustain concentration
f. identify and respond to sound patterns in language
[for example, alliteration, rhyme, word play]
DT
1a – to generate ideas by drawing on their own
and other people’s experiences.
1b – to develop ideas by shaping materials and
putting together components.
1c – to talk about their ideas.
1d – to plan by suggesting what to do next as
their ideas develop.
1e – to communicate their ideas using a variety
of methods, including drawing and making
models.
2a – to select tools, techniques and materials
for making their product from a range
suggested by the teacher.
2b – explore the sensory qualities of materials
2c – to measure, mark out, cut and shape a
range of materials.
2d – to assemble, join and combine materials
and components.
2e – use simple finishing techniques to improve
the appearance of their product, using a range
of equipment
3a – to talk about their ideas, saying what they
like and dislike.
3b – to identify what they could have done
differently or how they could improve their
working the future.
4a – to learn about the working characteristics
of materials.
4b – to learn how mechanisms can be used in
different ways.
uses of ICT inside and outside
school.
Music video, piano app, 2simple
information
4b – to ask and answer questions
about the past
6c – the lives of significant men,
women and children drawn from the
history of Britain and the wider
world
6d – past events from the history
of Britain and the wider world
National
Curriculum
Coverage
Other
areas of
study –
Mini
Topics
06.01.14
Inset Monday
New Year
Resolutions
Art –
assessment
draw a
TA/Teacher
Week 1
13.01.14
(50’s Music)
14.01.14
Beauty and the
Beast Panto
Note for 4b
'pitch' - higher/lower
'duration' - longer/shorter, steady pulse, beat, rhythm
'dynamics' - louder/quieter/silence
'tempo' - faster/slower
'timbre' - different types of sound
'texture' - different ways sounds are combined
'structure' - different ways sounds are organised
Note for 4b - Cross reference to science
Sc4 Physical processes: Light and sound
3. Pupils should be taught:
Making and detecting sounds
c. that there are many kinds of sound and sources of
sound
d. that sounds travel away from sources, getting fainter
as they do so, and that they are heard when they enter
the ear
Note for 4c - Cross reference to science
Sc4 Physical processes: Light and sound
3. Pupils should be taught:
Making and detecting sounds
c. that there are many kinds of sound and sources of
sound
d. that sounds travel away from sources, getting fainter
as they do so, and that they are heard when they enter
the ear
Week 2
20.01.14
(60’s Music)
Week 3
27.01.14
(70’s Music)
Week 4
03.02.14
(80’s Music)
Assessment –
Character
Profile
Week 5
10.02.14
(90’s Music)
Art
1a – to record from first hand observation, experience and imagination, and explore
ideas.
1b – to ask and answer questions about the starting points for their work, and develop
their ideas.
2a – to investigate the possibilities of a range of materials and processes.
2b – try out tools and techniques and apply these to materials and processes, including
drawing
2c – to represent observations, ideas and feeling, and design and make images and
artefacts.
3a – to review what they and others have done and say what they think and feel about it.
3b – to identify what they might change in their current work or develop in their future
work.
4a – to understand about visual and tactile elements, including colour, pattern and
texture, line and tone, shape, form and space.
4b – to understand materials and processes used in making art, craft and design
4c – to understand difference and similarities in the work of artists, craftspeople and
designers in different time and cultures.
5a – to explore a range of starting points for practical work.
5b – to understand how to work on their own, and collaborate with others, on projects in
two and three dimensions and on different scales.
5c – to use a range of materials and processes.
5d – to investigate different kinds of art, craft and design
Week 6
24.02.14
(00’s Music)
Week 7
03.03.14
(Current Music)
Week 8
10.03.14
Week 9
17.03.14
Trip to
Auditorium
05.03.14/06.03.14
Infant Singing
Festival @
Auditorium
Favourite
Music
Mantle of
the Expert
- Festival
Week 10
24.03.14
Week 11
31.0314