Unit of work for Music
(Mid-term planning)
Week
No.
Learning
Objectives
1
Children will
focus on the use
of structure in
the piece of
music ‘Vltava’
when appraising.
Children will
listen with
concentration
and some
engagement for
longer periods of
time (5-10 mins)
Planned Activities
Key Questions and
Assessment
Activity 1
Key Questions:-
 Tell the pupils they will be listening to a
piece of music called Vltava by Smetana.
Explain that it is a symphonic poem and
define the term – the music tells a story.
Ask question 1.
 Give each child a pack of sequencing
cards which are the same as the large
pictures to use on the board. Group 1/2
will have a dot on the first picture so they
know where the sequence will start. Ask
question 2.
 Explain the sequencing work. You need
to keep thinking of this question –
question 3.
 When listening to the music pupils need
to sequence the cards by matching it to
the different sections of the piece of
music. Play music.
1. From the work that we
have done in geography
who thinks they know
what story the music is
going to tell?
2. We know this piece of
music is a symphonic
poem and will tell us
the story of the River
Vltava but who can tell
me where the River
Vltava starts/finishes?
3. What picture fits best to
the music in each
section?
Assessment:
 Have the pupils focused
on the structure of the
music?
 Did the pupils listen to the
music with concentration
for longer?
N.C Links
And
musical
elements.
3.1
3.2
3.3
Structure
Resources
and Vocabulary
Resources: CD player
 CD – Smetana Má
Vlast (Czech
Philharmonic) (Track
No. 2 Vltava.)
Bedřich Smetna
 Sequencing cards
 Large pictures to
sequencing on the
board.
Vocabulary: Structure
 Symphonic poem
 Appraising
Organisation
Whole class
when
appraising
music.
Key Skills and
Cross
Curricular
Links
Communication
skills – listening
skills will be
developed when
appraising the
music.
Links with the
POS in English
– as the pupils
are require to
listen carefully
and show an
understanding of
what they hear
making relevant
comments.
Links with the
POS for maths
as the pupils
have to sequence
the pictures.
Week
No.
Learning
Objectives
1
Pupils will focus
on the use of
structure in the
piece of music
‘Vltava’ when
appraising.
Pupils will listen
with
concentration
and some
engagement for
longer periods of
time (5-10 mins)
Planned Activities
Key Questions and
Assessment
Activity 1 cont…
Key Questions:-
 Ask individuals for their sequence. Ask
question 4.
 Put correct sequence on the board. Have a
brief discussion about the sequence, the
mood of the music and how the music
made you feel.
 Ask question 5, 6 and 7.
 If no one suggests the River Usk suggest
it to the class and then discuss where it
starts.
4. Why did you put the
pictures in that order?
5. What does the term
symphonic poem mean?
6. Who can give me the
name of a piece of
music that is a
symphonic poem?
7. If we wanted to
compose a symphonic
poem/piece of music
with a story what could
we base it on? (River
Usk)
Assessment:
 Have the pupils focused
on the structure of the
music?
 Did the pupils listen to the
music with concentration
for longer?
N.C Links
And
musical
elements.
3.1
3.2
3.3
Structure
Resources
and Vocabulary
Resources: CD player
 CD – Smetana Má
Vlast (Czech
Philharmonic) (Track
No. 2 Vltava.)
Bedřich Smetana
 Sequencing cards
 Large pictures to
sequencing on the
board.

Vocabulary: Structure
 Symphonic poem
 Appraising
Organisation
Whole class
when
appraising
music.
Key Skills and
Cross
Curricular
Links
Communication
skills – listening
skills will be
developed when
appraising the
music.
Links with the
POS in English
– as the pupils
are require to
listen carefully
and show an
understanding of
what they hear
making relevant
comments.
Links with the
POS for maths
as the pupils
have to sequence
the pictures.
Links to
geography –
Two contrasting
localities are
being focused
on.
Week
No.
Learning
Objectives
1
Pupils will focus
on the use of
pitch and timbre
using the
stimulus of the
picture (Brecon
Beacons).
Planned Activities
Key Questions and
Assessment
Activity 2
Key Questions:-
 Explain that they will be composing a
symphonic poem based on the River Usk
and that each week they will be working
on a different section.
 Give out picture of Brecon Beacons. In
your groups you will compose section A
of your composition using the picture as a
stimulus. Think carefully about what
sounds you would hear there. You must
consider pitch and timbre. Discuss ideas
before going off in to differentiated
groups. Ask questions 8-12.
 Composing time. Key focus is pitch and
timbre. Encourage use of voice for the
wind etc. If a child plays an instrument
encourage them to bring it in next lesson.
 Each group can choose the instruments
they want must include at least 1 tuned
percussion instrument.
 Circulate class and listen to ideas and
provide advice for development.
 Half way through this activity stop the
class and get each group to show their
ideas to the class. Discuss strengths and
weakness. Write on target for
improvement sheets.
 Work on weakness (10mins).
 Bring class back together and record each
groups work.
8. What does the musical
term pitch mean?
9. What does the musical
term timbre mean?
10. How can we make
wind/water/leaves
rustling noises using our
voices?
11. Would sound echo at
the mountain?
12. Would we need to use
high or low sounds?
Assessment: Have the pupils
considered the use of
pitch in this section of the
composition?
 Have the pupils
considered the use of
timbre in this section of
the composition?
 Using the stimuli have
they considered carefully
what types of sounds are
appropriate?
N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
Timbre
Pitch
Resources
and Vocabulary
Resources: CD player
 Large pictures to
sequencing on the
board.
 Target sheet
 Picture of River
Usk
 Cassette tapes –
one for each group
 Tape recorder.
 Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.) keyboards
Vocabulary:




Timbre
Pitch
Symphonic poem
Structure
Appraising
Organisation
Groups of no
more than 5 to
compose.
Whole class –
to discuss
ideas and
evaluate
work.
Key Skills and
Cross
Curricular
Links
Communication
skills – listening
skills will be
developed when
discussing ideas.
Creative skills
will be
developed
through thinking
of ideas.
Curriculum
Cymreig – is
being developed
through studying
the River Usk.
Links with the
POS in English
– when
extending
vocabulary
through
expressing ideas
and opinions
about music and
when developing
and using
musical
vocabulary.
Links to
geography –
Two contrasting
localities.
Week
No.
Learning
Objectives
2
Using pitch
pupils will select
appropriate
sounds for
fishing on the
River Usk.
Planned Activities
Key Questions and
Assessment
Activity 3
Key Questions:-
 Recap over last weeks work by asking
key questions 1-3.
 Play opening 2 sections of the Vltava and
briefly discuss.
 Play back the composition work that was
recorded last week. As a class discuss
strengths and some targets for
improvement.
 Give each group a picture of a man
fishing and a picture of different fishing
reels.
 Explain that in the lesson they will be
composing section B of their symphonic
poem. This section is based at Usk which
is very well known for angling.
 As a class discuss the answer to question
4. Offer some suggestions for making
sounds – using a football rattle or hand
whisk with turning handle. Encourage
using voice e.g. to make the swishing
noise of the line and for splashing noises.
 Go into groups and work on section B.
 Extension: - develop a link between
section A and B.
 Bring class back together and record each
groups work. As a class evaluate each
groups work offering constructive
criticism. Each group must write at least 1
target for improvement down.
1. What does the term
symphonic poem mean?
2. What does the musical
term pitch/timbre
mean?
3. What was the name of
the symphonic poem we
listened to last week?
What were we basing
our symphonic poem
on?
4. What sounds would you
hear when you were
fishing?
Assessment: Have the pupils used pitch
appropriately when
composing this section?
N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Pitch
Resources
and Vocabulary
Resources: CD player
 CD – Smetana Má
Vlast (Track No. 2
Vltava.)
 Target sheet
 Picture of River
Usk
 Cassette tapes
 Tape recorder.
 Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.)
 Own instruments
 keyboards
 Football rattles
 Hand whisks
 Fishing reels
Vocabulary: Symphonic poem
 Pitch
 Timbre
Organisation
Whole class –
to discuss
music
(Vltava).
When
recording
compositions.
Groups – to
work on
composition.
Key Skills and
Cross
Curricular
Links
Communication
skills – listening
skills will be
developed when
discussing ideas.
Creative skills
will be
developed
through thinking
of ideas.
Links to
geography –
Two contrasting
localities are
being focused
on.
Curriculum
Cymreig – is
being developed
through studying
the River Usk.
Week
No.
Learning
Objectives
3
Using their own
experiences of
the Romans at
Caerleon and
pictures create
suitable sounds
for a roman town
in which pace
and texture will
be used.
Planned Activities
Key Questions and
Assessment
Activity 4
Key Questions:-
 Play The Battle from the Gladiator sound
track. Starting 1 minute in till 3 minutes
30 seconds. (This should get their creative
skills going.)
 When listening to the music they will fill
out an appraising worksheet.
 Discuss the pace of the music –fast with a
very steady beat. Also discuss texture and
how the music builds up.
 Give each group a set of pictures of
Caerleon. In this lesson they will be
composing section C of the symphonic
poem. Ask questions 1and 2.
 Composing time. Key area to consider is
the use of pace and texture.
 Stop class; ask groups to play their ideas.
As a group discuss and evaluate each
groups work offering targets for
improvement.
 Continue to compose with a strong focus
on putting each section together.
 Record each group’s work whether it is
just section C or all the sections.
 Last 10 minutes draw a pictorial score of
each section using the same format as the
example for Vltava.
1. What types of sounds
would you hear in
Roman times?
2. Who can remember
what the Romans did
for entertainment?
Assessment: Have the pupils used the
knowledge of the Romans
to help them to compose?
 Have they used suitable
pace and texture?
N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Pace
Texture
Resources
and Vocabulary
Resources: CD player
 Gladiator sound
track. Track 3.
 Cassette tapes
 Tape recorder.
 Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.)
 Own instruments
 Target sheet
 Picture of River
Usk
 Appraising
worksheets
Vocabulary: Pace
 Texture
Organisation
Whole class –
to discuss
music (The
Battle) When
recording
compositions.
Groups – to
work on
composition.
Key Skills and
Cross
Curricular
Links
Curriculum
Cymreig – is
being developed
through studying
the River Usk.
Creative skills
will be
developed
through thinking
of ideas.
Links to history
POS – Looking
at The Romans
and taking into
consideration
their lifestyle
when
composing.
Links to
geography –
Two contrasting
localities are
being focused
on.
Week
No.
Learning
Objectives
4
Using pictures of
Newport and own
knowledge of busy
cities create city
noises using
texture and
dynamics.
Planned Activities
Key Questions and
Assessment
Activity 5
Key Questions:-
 Play the last two sections of Vltava as it
enters the city of Prague and fades away
in to the distance.
 Discuss dynamics and how it is used in
these to sections of the music.
 Give out pictures of Newport and ask
questions 1-3
 Encourage pupils to use keyboards and
use voices.
 Need to focus on the texture and the
dynamics of the section. Give an example
of a traffic jam one car horn then another
one until it builds up.
 Composing time15 minutes on section D.
Bring class back together to share ideas.
 Continue to work on section D.
 Begin to link each section together.
 Record each group and ask the group to
comment on their own composition and
ask them to set themselves a target.
 Write there target out on a piece of paper.
1.
2.
3.
What can you see in
the pictures?
What sounds can we
make using our
voices for objects in
the picture? E.g. car
noises.
What noises would
you hear in a city?
People talking?
Shopping bags
rustling? Car horns?
Assessment: Have the pupils used
texture and dynamics to
create an image of a
busy city?
N.C Links
And musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Texture
Dynamics
Resources
and Vocabulary
Resources :








CD player
Vltava on CD.
Cassette tapes
Tape recorder.
Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block,
cow bell, maracas,
drum etc.)
Own instruments
Target sheet
Picture of River
Usk
Appraising
worksheets
Vocabulary: Texture
 Dynamics
Organisation
Key Skills and
Cross Curricular
Links
Groups – to
work on
composition
and
performance.
Curriculum
Cymreig – is being
developed through
studying the River
Usk.
Whole class –
listening to
Vltava and
discussing it.
Creative skills will
be developed
through thinking of
ideas.
Links to
geography – Two
contrasting
localities are being
focused on.
Communication
skills – listening
skills will be
developed when
discussing ideas.
Week
No.
5
Learning
Objectives
In their groups
children will use
structure and
duration when
putting their work
from the previous
weeks together.
When performing
as a group they will
all focus on pace
and structure.
Planned Activities
Key Questions and
Assessment
Activity 6
Key Questions:-
 Look at target sheets. Try to reach target
set last week.
 Allow time for pupils to work on the
composition as well as time to practice
play all the way through the composition.
 Bring whole class back together and give
out evaluation sheets and comments on
performance sheets.
 Record each performance.
 Group 1 will perform first while group 2
evaluate group 1’s work. Group 2 perform
while group 3 evaluates group 2’s work
… group 6’s work.
 At the end of each performance oral feed
back will be given from teacher and other
pupils.
 Each pupil is then required to fill out a
sheet where they comment on their own
performance.
 Draw pictorial score for the whole
composition.
 Extension: - Listen to the recording of
each group.
1.
2.
3.
Could you notice 4
different sections in
the composition?
Was each section
suitable for its
theme?
What musical
elements were used
in the composition?
Assessment: Have the children used
the structure given to
them for this
composition?
 Have they considered
the duration of the
composition?
 Are the performing as a
group and playing at the
same pace?
 How well has the group
thought about their
composition?
N.C Links
And musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Structure
Duration
pace
Resources
and Vocabulary
Resources : Cassette tapes
 Tape recorder.
 Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block,
cow bell, maracas,
drum etc.)
 Own instruments
 Target sheet
 Picture of River
Usk.
 Evaluation sheets
 Personal
performance sheet
Vocabulary: Structure
 Duration
 pace
Organisation
Key Skills and
Cross Curricular
Links
Groups – to
work on
composition
and
performance.
Curriculum
Cymreig – is being
developed through
studying the River
Usk.
Whole class –
listening to
each groups
composition
Creative skills will
be developed
through thinking of
ideas.
Links to
geography – Two
contrasting
localities are being
focused on.
Communication
skills – listening
skills will be
developed when
discussing ideas.