Key Stage 1 Lesson Plans 54509 Sefton Music - KS1 Layout 1 22/09/2017 09:03 Page 2

54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 1

Key Stage 1 Lesson Plans 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 2

Disclaimer The content within this document is for informative purposes only and may be used, reproduced or adapted to suit local need and priorities for non-commercial purposes. As a condition of using any content within this document, users agree to indemnify the authors and SKY Music Hub (Sefton MBC and Knowsley MBC) from and against any and all actions, claims, losses, damages, liabilities and expenses (including legal fees) arising out of their use of any content. “Singing Sherlock Book 1 (pub. B&H) and 3 Little Pigs (pub. A&C Black) have been purchased and are provided as a supporting resource to this scheme of work.” 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 3

Key Stage 1 - Lesson Plan

Autumn Unit 1 - Class bands Autumn Unit 2 - Toys In this unit we will be exploring vocal, instrumental and body In this unit we shall use our voices in diﬀerent ways. We will percussion sounds. We shall be learning to handle percussion listen and move to music, keeping the steady beat, there will be instruments and follow the conductors instructions to start, stop opportunities to play simple rhythm patterns. Children will be and make loud and quiet sounds. able to choose sounds using instruments in response to a stimulus and identify changes in high/low, loud and quiet sounds.

Spring Unit 1 – Weather / Chinese new Year Spring Unit 2 - Spring In this unit the children are exploring their voices, instruments In this unit we shall use instrumental sounds to create a simple and body sounds to make sound eﬀects for a rain storm. They sound story about ‘Bugs’ and show this using graphic notation. will make choices regarding timbre of instruments, structure of Throughout the unit there will be songs and rhymes to help performances and learn about and use musical concepts such as develop singing voices. dynamics and tempo in their compositions. They will have the opportunity to explore pitched instruments and learn simple songs to enhance their learning.

Summer Unit 1 – Pets Summer Unit 2 – Jungle Animals In this unit the children will be exploring pitch and will become In this Unit the children will listen to extracts from St. Saen’s familiar with the “soh/me” interval common in many children’s “Carnival of the Animals” and use movement and vocal sounds songs. They will also learn about pulse, rhythm and phrasing to represent a variety of animals. They will learn a variety of using known songs and rhymes as a starting point. songs to develop their singing voices and add instrumental sounds and vocal sounds to a “jungle walk” composition. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 4

Resources It is useful to try and have a class music box with a selection of tuned and un-tuned percussion instruments in it. It is very helpful to have a class set of shakers, egg shakers or maracas, and claves. If possible enough pitched instruments for one between two is ideal for whole class lessons. There are many more books and resources available for Early Years and KS1, some of which are listed below. In this scheme of work we have offered different activities and hope you will find them enjoyable to teach to your class. Don’t feel that these topics are set in stone, use the ideas and change them if needed. Sometimes less is more and doing something simple and well, benefits their musical development. Find something that works and adapt it to suit your own class, and be creative! Children at this age benefit from repetition and internalising songs and rhymes. Revisit known songs at every opportunity and this will help the children’s confidence and ability to understand musical ideas and concepts more thoroughly. Most of all – enjoy it!

Resource list and useful links A&C Black Publishing have published a wealth of material including well known books such as “High, Low Dolly Pepper”, “Bobby Shaftoe, Clap Your Hands”, “The Handy Band” and so on. www.musicexpress.co.uk/ The “Inside Music” singing scheme of work from The Voices Foundation. www.voices.org.uk “Singing Games & Rhymes for Early Years” - National Youth Choir for Scotland. http://www.nycos.co.uk www.singup.org www.charanga.com Soundplay Music Resource Pack –Sheﬃeld Music Hub http://www.musicintheround.co.uk/user_content/ﬁles/resource_pack.pdf Good Songs for Early Years……and good things to do with them Compiled by Cathryn Dew

Assessment “Interpretation of National Curriculum Music (Key Stage 1 + 2), April 2015” - Sky Music Hub http://www.skymusichub.com/training-resources/downloads/ “ISM The National Curriculum for Music - An assessment and progression framework” www.ism.org/images/ﬁles/An_Assessment_and_Progression_Framework_Primary_Music.pdf 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 5

Autumn Term - Units 1 and 2 Key Stage 1

More able children will be able to: Names: Follow a melody accurately when singing. Recognise repeating patterns/ ideas when listening to music. Enjoy changing and combining sounds. Invent and perform new rhythms in music. Sing with expression to reflect the mood of a song. Understand differences between loud/quiet, high and low sounds. Recognise and repeat simple rhythm patterns. Improve their own work. Keep a steady beat showing simple changes in tempo.

Most children will be able to: Names: Use and explore a variety of different vocal, instrumental and body sounds to express feelings. Listen to music and identify repeating ideas and patterns. Create a sequence of sounds. Notate sound sequences using graphic notation. Perform short rhythmic patterns. Follow instructions about when to play and sing. Enjoy changing and exploring different ways of producing sounds with voices, body percussion and instruments.

Some children will be able to: Names: Take part in singing songs. Understand a steady beat in songs and music. Explore creating and changing vocal, instrumental and body percussion sounds. Share and participate in a class performance. Comment on and respond to recordings of their own musical work. Sing broadly in tune.

Additional Comments: 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 6

Spring Term - Units 3 and 4 Key Stage 1

More able children will be able to: Names: To use pitched instruments to play short melodies in class sound story. Lead simple performance directions to change and combine sequences of sounds. Use long and short sounds in their composing. Understand and use graphic notation. Follow graphic notation to play sounds and recognise changes in high/low, quiet/ loud and fast/slow when following notation. Listen and recognise different elements of music (timbre/ pitch/ dynamics). Recognise sounds that move in steps and leaps.

Most children will be able to: Names: Use instruments to perform, hold small percussion instruments correctly and use a beater correctly. Respond through movement to one single sound and lots of sounds played together. Conduct the class and tell them when and how to play/stop using gestures. Control loud and quiet sounds using instruments. Enjoy exploring and creating sounds, using voice, body percussion and instrumentally. Identify changes in high/low, fast/slow, loud/ quiet. Make connections between notations and musical sounds.

Some children will be able to: Names: Take part in singing songs and performing on instruments in a group and class setting. Respond to different moods in music. Move to music. Control loud and quiet sounds using voice and body sounds. Show some control of loud and quiet sounds using instruments.

Additional Comments: 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 7

Summer Term - Units 5 and 6 Key Stage 1

More able children will be able to: Names: Give a reason for choosing an instrument. To sing in tune with a limited pitch range. Use a broad range of sounds in their compositions. Keep a strong, steady pulse independently. Create music from different starting points. Use a simple structure when composing (e.g. ternary - A-B-A, or A-B-C, A-B-A-B etc)

Most children will be able to: Names: Clap short rhythmic patterns, recognise repeated patterns, and make a sequence of sounds. To recognise changes in pitch. To copy changes in pitch accurately. To join in with a steady pulse, with increasing accuracy. Create and repeat short rhythmic and melodic patterns. Order sounds into a structure. Make loud and quiet sounds. Identify the comparatives of loud and quiet, fast and slow, high and low sounds.

Some children will be able to: Names: Make different sounds with instruments. Join in with singing. Copy sounds and short rhythm patterns. Make physical movements that represent sounds and explore patterns in music. Sing broadly in tune with a limited pitch range. Be increasingly aware of changes in pitch.

Additional Comments: 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 8

Lesson 1: Autumn Term 1 - Class Bands Key Stage 1

LO: To explore ways to use make and to use vocal sounds and sing with expression in class singing. To begin to recognise and repeat simple rhythm patterns Starter Activity: Two warm up songs to focus children for music activities. The songs are available as MP3 resources on the Sky Music Hub website. If you want to you can use the chime bars G and E for the first song, and D and G for the second song, to get the pitch of the notes before singing question and answer phrases. 1. ‘Hello’ song: sing three times: - to whole class, to boys and to girls, finish singing to ‘everybody’. Teacher sings – ‘Hello, how are you?’ (G E GG E ) Children sing back – ‘Very well thank you’. (GG E G E ). Teacher repeats singing ‘Boys, how are you?’ (G E GG E ) and third time ‘Girls, how are you?’ (G E GG E) Finally, teacher sings ‘Everybody, how are you?’ (GG EE GG E ) and everybody sings back – ‘Very well thank you’ (GG E G E ). 2. Can you sit up straight? (DD GG D ) Can you clap to eight? (DD GG D ) xxxxxxxx.….. Teacher sings question phrase to children who answer by doing the requested action 8 times. Repeat three more times singing different word each verse - tap/count/think. The last time the children must not say the numbers out loud but keep them in their head, using the ‘thinking’ voice. Children fold their arms on the very last beat of the count of 8.

Activities: - Copy Cats : instrumental activity with simple rhythm patterns - Learn song Teddy Bear Rock ‘n’ Roll from Singing Sherlock book 1 - Sing ‘I Can’ song adding a sequence of sounds using body percussion

Plenary Sing the familiar song - ‘If You’re Happy and You Know it, clap your hands xx’. Repeat verses singing different emotions each time - angry, sad, tired, worried. Use the activity to focus on using lots of facial expression during the songs!

Assessment focus points: Can children use facial expression to enhance singing? Are children demonstrating awareness of key features of good posture: shoulders down, relaxed arms by their sides, long ‘giraffe’ necks? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 9

Objectives Activity Resources

Listen with concentration and Copy Cats activity. Children sit on the carpet the Teacher taps a simple four beat pattern Woodblock or similar for teacher to repeat a simple rhythm pattern. on the woodblock eg. I I I I (ta, ta, ta, ta) use Selection of instrument as The children use instruments and tap the pattern back. available but it is suggested that Repeat more times using different simple rhythm patterns egg shakers and claves would be eg. I I I I I (ta, tey-tey, ta, ta), good to use. I I I I I I (tey-tey, ta, tey-tey, ta)

Develop confidence and using Teddy Bear Rock ‘n’ roll song: Singing Sherlock 1 - Teddy Bear expression when singing. Ask children to show a happy face, reinforce that you want to see just the ‘happy’ Rock ‘n’Roll song expression on their faces and no sounds, now ask for a cross face. Identify that our faces change with these feeling and our eyes give people lots of clues to how we are feeling. Repeat activity this time asking children to put their fingers on their eyebrows, ask children what happens to our eyebrows when we smile and frown (eyebrows rise when we smile and fall and gather in the middle of the face when we frown). Listen to the Teddy Bear Rock ‘n’ Roll song children joining in by showing different facial expressions for each verse. Listen to the song again and this time join in with the actions each time the chorus is sung. We will return to this song in future lessons.

Use body percussion to create Sing ‘I Can’ … song, inserting sounds at the end of each line three times: ‘I Can’ … song. different sounds. I can clap my hands - xxx, (E C D G E ) This song can be heard as an MP3 I can clap my hands - xxx, (E C D G E ) in resource section of the Sky These are sounds that I can make, (AA GG FF E) Music Hub website I can clap my hands - xxx. (E C DD C ) Explore other sounds in following verses - i.e click my tongue xxx, tap my knees xxx, clop my hands (use cupped hands and make a ‘clopping’ sound). Explore other ideas the children may suggest.

Things to think about: Teacher to remind children about features of good singing posture, standing up to sing whenever possible, and to use singing voice expressively and singing faces during the song. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 10

Lesson 2: Autumn Term 1 - Class Bands Key Stage 1

LO: To follow instructions about when to play and sing. To reinforce singing in tune, with expression and a sense of the character of the song. Starter Activity Watch a few minutes clip of Six Marimbas by Steve Reich https://www.youtube.com/watch?v=RaYvMwQd3cs Encourage the children to identify that the musicians wait for their turn to play and while doing this they are listening to each other. Play the first two minutes again and ask children to join in tapping the steady beat on their hands when to two players at the front begin to play.

Activities:

- Class band activity, children are to have a selection of sound makers available to use and will play starting and stopping their sounds when they see the red and green conductor spots.

- Select one of the children to be a ‘conductor’.

- Record activity on the Ipad.

Plenary Teddy Bear Rock ‘n’ Roll song recap song.

Assessment focus points: Can the children use the instruments in different ways tapping, shaking, scraping? Can they start and stop straight away when the conductor spot changes? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 11

Objectives Activity Resources

To follow instructions about when Class sit in two semicircles with teacher at the front of class. Distribute instruments to all Selection of percussion instruments to play instruments. the children. A selection of egg shakers, maracas and claves would be good to use. such as maracas, egg shakers, Children will want to make a sound as soon as they have the instruments but encourage a claves. routine of placing instruments on the floor in front of them while children sit with hands Conductor spot - a circle made of a on knees and wait for the conductor spot. red and green card circle stuck When the Conductor spot shows green they can play sounds on their instruments. When together back to back, not too big the spot changes to red they stop. Repeat this activity and encourage the children to keep but large enough for the class to looking at the conductor spot and respond quickly to the instruction it gives them. see.

To give opportunity for children Continue conductor spot activity using a selection of instruments, identify groups of Conductor spot to lead class band. instruments and instruct the groups of instruments such as ‘just the ‘maracas’/ ‘claves’ to play’. This helps children have the opportunity to hold instruments still while listening and Instruments watching conductor. After a short while select one of the children to hold the spot and be the conductor, repeat this as time allows.

Controlling and handling Record the activity using an Ipad Ipad instruments. Collect the instruments back in the instrument boxes by singing instructions to the tune Boxes to store the instruments of Ring a ring o’ roses – Quietly away, quietly away, Quietly, quietly, put the maracas away. (or claves/egg shakers) Children return instruments to the box quietly and sit with musical threes – 1-sitting up straight, 2-hands on knees, 3 - showing listening eyes!

Things to think about: What suggestions can the children make to improve their work – encourage comments about stopping quickly, keeping instruments silent and everyone working together. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 12

Lesson 3: Autumn Term 1 - Class Bands Key Stage 1

LO: To explore different ways sounds can be made and changed loud/quiet, high/low. Respond to musical cues and follow instructions. Listen and move to music to keep steady beat.

Starter Activity Watch clip of song about loud and quiet sounds as a band marches in the distance then gets closer. BBC Bitesize http://www.bbc.co.uk/education/clips/zw42hyc An example of this song can also be found in Music Express.

Activities:

- Watch and appraise recording of class work from last lesson.

- Magic Music Beater: extend class band task to playing instruments loudly and quietly.

- Marching band.

Plenary Listen to a short part of Pachabels Canon in D https://www.youtube.com/watch?v=NlprozGcs80&index=3&list=RD8Q8ez-hGsuU . Select one of the children to sit on a seat at the front of the class and be the conductor, showing the steady beat. Keep hands on knees and just tap knees with fingertips to keep the beat. As other instruments begin to play use arms and conduct in larger sweeping movements. Class to follow the leader at the front and copy actions. As music progresses encourage conductor to move arms in a way that express the music, class continue to follow.

Assessment focus points: Can the children make their sounds quieter and louder? Are the children showing control when handling instruments and making different sounds? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 13

Objectives Activity Resources

To offer comments about work Watch the recording of the class band activity. Ipad, computer and interactive identifying good features and As they watch ask children to be listening detectives and spot the things that are good about whiteboard. suggest improvements. our work – Did we stop/start quickly? Did everyone play sounds and then put instruments down and stop at the right time? As detectives can we think about ways to improve our work – Can we hold the instruments still and quiet?

Explore making loud and quiet Class to sit in two semicircles, distribute instruments asking children to sit with them on the Selection of percussion instruments. sounds with instruments. floor in front of them hands on knees and wait for the conductor signal. The Teacher is the conductor and sits with beater on knee (could use a pencil, paintbrush) Beater for conductor to use. for stop/start, loud/quiet: Stop – the beater is on the conductors knee this instructs ‘class band’ to keep instruments silent. Start - when conductor lifts the beater up class band play sounds. Quietly – conductor raises beater a little, loudly – the beater is held up high. Teacher to lead activity for a few turns. Focus this time especially on getting children to change the dynamics of their sounds, making very quiet sounds and loud sounds by following conductor.

Reinforce making loud and quiet Repeat the activity with instruments and children marching on the spot. Class can sing a Selection of percussion instruments. sounds with instruments. song while they march an example of one could be the song ‘I Hear the Band’ which we sang at the start of the lesson. An example of a song like this can be ‘I Hear the band far away, far away, far away. (F FF A FF C CC G CC F ) found in Music Express. I hear the band far away, far away , far away’. (F FF A FF C CC G CC F ) Encourage the class band to make very quiet sounds by suggesting the class are like a Beater for conductor to use. marching band that is far away. Then make louder sounds as we are the marching band getting nearer the school. Select one of the children to be the conductor. Can the conductor make the sounds get quieter as we pretend the class band is marching away in the distance? Things to think about: Playing instruments quietly needs good control and handling of the instruments. Children will usually find it very easy to play loudly! Therefore it will be helpful to spend more time on making quiet sounds. We are aiming to develop controlled sounds when using the instruments. The instruments need to be handled safely and carefully, discourage children from waving instruments above heads or banging on the floor. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 14

Lesson 4: Autumn Term 1 - Class Bands Key Stage 1

LO: To begin to recognise, identify and copy rhythm patterns. Listen and move to music and demonstrate keeping a steady beat. To extend concentration when listening to music, responding and moving to different sounds.

Starter Activities: Two warm up songs, these songs are available as MP3 resources on the Sky Music Hub website 1.Hello song from lesson 1: Teacher sings – ‘Hello, how are you?’ (G E GG E ) Children sing back – ‘Very well thank you’.(GG E G E ). Teacher repeats singing ‘Boys, how are you?’ (G E GG E )and third time ‘Girls, how are you?’ (G E GG E ). Finally, teacher sings ‘Everybody, how are you?’ (GG EE GG E )and everybody sings back – ‘Very well thank you’ (GG E G E ).

2.Have you got your musical threes (FFFGAAAF), musical threes (GGGE), musical threes (AAAF). Have you got your musical threes? (FFFGAAAF) Are you sitting up straight? (FF C’C’C’C’) Showing listening eyes? (FFC’C’C’C’) And have you got your hands on your knees? (C’C’C’CCDEEF) Children sing song back saying: I have got my musical threes…….

Activities:

- Doggy, doggy, where’s your bone?

- Identify and copy rhythm patters from the song Doggy, doggy, where’s your bone?

- Using instruments to copy rhythm patterns.

Plenary Jack in the Box track 14 Singing Sherlock 1. Listen and move with the rise and fall of the pitch.

Assessment focus points: Can the children recognise rhythm patterns and copy them with accuracy? Children can copy a variety of vocal and body percussion sounds. Children can recognise changes in high and low pitch and show this with movements. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 15

Objectives Activity Resources

Learn song - Doggy, doggy, where’s Sing a song with repeated rhythm patterns, an example of this could be - Voices! your bone? Doggy, doggy, where’s your bone? (GG EE GG E) Someone took it from my home. (GG EE GG E) Song - Doggy, doggy where’s your Who took your bone? (G E A G E) Bone? An example of a song like I took your bone. (G E A G E) this can be found in ‘Voices Teacher to sing song to children and teach a phrase at a time copy cat style. Foundation’ material. As you sing identify changes in pitch by showing high and low hand movements. Ask children can they identify the word with the highest level of pitch. This song is available on the SKY This is the word ‘your’ in phrases 3 and 4. Music Hub website as an MP3 resource. To begin to recognise and copy Sing and clap the pattern of the words in phrase 1: Doggy, doggy, where’s your bone? (tey- Voices! rhythm patterns. tey, tey-tey, tey-tey, ta) Children sing and clap back. Song - Doggy, doggy where’s your Repeat this using whispering voices. Bone? Repeat again using thinking (head) voice, to internalise the phrase. Give the class a music challenge and ask one of the children to stand at the front and clap This song is available on the SKY the rhythm pattern to the class, without singing the words out loud. Music Hub website as an MP3 Now sing and clap phrase 2 Someone took it from my home. (tey-tey, tey-tey, tey-tey, ta) resource. Do the children recognise the rhythm pattern is the same?

Use instruments to copy and play Class sitting in front of teacher, distribute the instruments to the class. Selection of rhythm percussion rhythm patterns. Sing song Doggy, doggy where’s your Bone? instruments such as claves, egg While singing play rhythm of the words on instruments. shakers and maracas.

Now teacher sings the question phrases 1 and 3, and children answer singing phrases 2 and 4, use instruments to tap rhythms while singing.

Music challenge – can we use our thinking voices and just play the instruments tapping the rhythm pattern of the song?

Things to think about: Using thinking (head) voice helps the children hear the rhythm pattern and to internalise the rhythm. Identifying changes in pitch in the song Doggy, doggy, where’s your bone? - There are 4 phrases: in phrases 1 and 2 there are 2 levels of pitch. In phrases 3 and 4 have 3 levels of pitch. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 16

Lesson 5: Autumn Term 1 - Class Bands Key Stage 1

LO: Choose sounds and using instruments in response to a stimulus. Sing songs in a group. To begin to identify and keep a steady beat.

Starter Activity: Listen to Vivaldis Autumn https://www.youtube.com/watch?v=8Q8ez-hGsuU – as children listen mark the beat by pretending to use a brush to sweep the leaves on the ground. Use brush action to the left for four beats then change direction to sweeping to right.

Activities:

- ‘Who’s that in the middle of the circle?’ from Singing Sherlock 1. Singing game reinforcing the different ways of making sounds on instruments.

- Autumn leaves are falling – use picture cards as a stimulus for creative instrumental work.

- Create music for Autumn leaves pictures combining vocal and instrumental sounds.

Plenary Use the Autumn Leaves backing track from Singing Sherlock 1 as a track for a movement activity. Children can move to the music, encourage them to move arms in swirling motion. This is a good opportunity to use silk scarves in movement work to represent the leaves falling gently to the ground.

Assessment focus points: Can children make sounds in different ways – tapping, scraping, shaking? Do the movements convey the mood of the music? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 17

Objectives Activity Resources

Explore different ways of making Song ‘Who’s that in the middle of the circle?’ Song Who’s that in the middle of sounds. Children sit in a circle, put four different instruments in the middle of the circle. Children the circle, Singing Sherlock book 1 join in with song, clapping the steady beat. track 4,5. Select one of the children to sit in the middle and chose an instrument, ask them to play when conductor card shows green. Small selection of instruments - Ask class ‘How is Jack making a sound this?’ Eg Jack is tapping the maraca so now the choose instruments that give the class sings the song putting word ‘tapping’ in the song. opportunity for making tapping, Pause the track and select another child to go in the middle. They choose a different way scraping and shaking sounds on. of making a sound. * Continue to the end of the song. Conductor card.

Explore making sounds using Show children pictures of autumn leaves on trees, leaves on the ground and wind A selection of two or three picture voices and instruments in blowing trees and leaves falling off trees. Children identify and choose vocal sounds to cards of trees and colourful response to a picture stimulus. match each picture. autumn leaves. They use voices to make sssh sound, change sound to gentle blow/whistling sound, crunch, crunch sound for leaves on ground. Conductor spot card. Use conductor spot to stop and start sounds alternating sounds with picture cues.

Explore making sounds using Give instruments to children, split class into three groups each group having one picture Selection of instruments. Try to voices and instruments in card. The children play instruments in a way they think makes a ‘sound’ picture to match include a pitched instrument such response to a picture stimulus. the real picture. Combine the vocal sounds and the instrumental sounds. as a glockenspiel or chime bars. Select a child to be the conductor showing red and green spots as the groups play. Conductor spot card.

Things to think about: *encourage some children to choose the same instrument but make sounds in a different way. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 18

Lesson 1: Autumn Term 2 - Toys Key Stage 1

LO: Explore a range of sounds using instruments. Follow instructions about when to play and sing. Chose sounds in response to stimuli of events in a story.

Starter Activity: Listen to the march from The Nutcracker Suite https://www.youtube.com/watch?v=pXu5E3LnD3A - Children stand and march on the spot to the main marching theme. Teacher leads with actions to keep the steady beat, children follow – tapping shoulders, tapping knees, windscreen wiper arms! Stop music after short time. Now tell the children they are going to choose the actions to keep the beat - it can be an action we have already had but must be different from the one before. Say the name of one of the children to choose an action to keep the beat eg. marching on the spot, then say another childs name they have to change action keeping the beat. Continue to the end of the song.

Activities:

- Peace at Last, read the story to the class.

- Explore and use vocal sounds to represent events in the story, stopping and starting with conductor spots.

- Select instrumental sounds in response to selected events in story, stopping and starting with conductor spots.

Plenary Action song: sing and move to action song - Dr Knickerbocker track 1 from Singing Sherlock 1.

Assessment focus points: Can children demonstrate they can - follow instructions and handle instruments and stop and start sounds. - make suggestions for sounds that will represent characters and events. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 19

Objectives Activity Resources

To become familiar with the Read the story of Peace at Last to the class. Peace at Last story book. story.

To explore and use vocal sounds. Children sit in a circle, selection of instruments and found sounds in the centre. Voices First select vocal sounds such as yawning, clicking tongues, humming voices to use in To follow instructions and control response to selected events in story such as being tired, the refrigerator, dripping tap. vocal sounds. Play conductor game - stopping and starting sounds with red and green cards. Select one of the children to be the conductor and repeat the activity.

To select instrumental and found Now select instrumental sounds from sound makers, a selection of percussion and found Peace at Last book sounds in response to a stimuli. sounds, in the centre of the circle. Red /green conductor card. Ask children to select sounds that will represent some of the different places/events in To follow instructions and control the story eg. the woodblock for the ticking clock, shaking tambourine for the sun shining. Variety of percussion instruments, sounds on instruments. Use the conductor cards to stop and start the sounds. such as woodblock, glockenspiel, Now combine some of the vocal and instrumental sounds. egg shakers, claves. Select one of the children to be the conductor while the Teacher quickly recaps main places Bear visits in the story incorporating the sounds. Camera, Ipad. Take a photograph of the instruments selected or a short video of the sounds so far for recollecting the sound story next lesson.

Things to think about: The use of the camera, Ipad recording is to show work in progress and ideas and is not intended to be a performance. Children will have had lots of opportunities in previous lessons to experience handling instruments and exploring sounds. They will probably be familiar with the story Peace at Last. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 20

Lesson 2: Autumn Term 2 - Toys Key Stage 1

LO: To create a sequence sounds for a class sound story. To develop understanding of and use graphic notation.

Starter Activity Jack in the Box song Singing Sherlock 1 – enjoy listening and singing as a class. Children move up and down with the high and low pitch.

Activities:

- Peace at Last – recap from previous lesson.

- Create a sound story with a sequence of vocal and instrumental sounds.

- Extend to using graphic notation to show sequence of sounds.

Plenary Use Ipad to record the class sound story of Peace at Last for children to listen to next lesson. Using the graphic notation from earlier in the lesson change some of the symbols round and rearrange the sounds sequence. How does it change the whole sound story?

Assessment focus points: Can children demonstrate that they can - handle instruments with control and stop and start sounds - make suggestions for sounds that will represent characters and events - give reasons for selecting sounds - understand the sequence of sounds to form a composition - can children follow the graphic score? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 21

Objectives Activity Resources

To begin to structure and Recap on the sounds selected from last lesson, using photos or Ipad recording if possible. Photographs or Ipad recording of sequence sounds to create a work so far. class sound story. Identify the first situation in the story; can children remember the sounds for the walk upstairs and the snoring. The class do the vocal sounds while any of the instrumentalists Peace at Last Story and, if possible, To reinforce using expression in play the sounds. a selection of picture cards to use voices. to show main events of the story Now, compose a line for everyone to join in eg. I can’t stand this! (Sparklebox or Twinkle are good for Practise saying this line with lots of expression in voices and faces. It is going to be these resources if you have access repeated by the whole class many times throughout the story. to them).

Instruments and found sounds selected for the story.

To create a sequence of sounds Spend five minutes selecting the sounds for the story after this there will be a line of Peace at Last book to represents story. children at the front and everyone will join in the linking choral speaking motif, ‘I can’t Red /green conductor card stand this!’ , throughout the story – can there be more suggestions for tapping all our Egg shakers, claves, variety of instruments softly as Bear moves to the next room. percussion instruments. In particular focus on the silence towards the end of the story when Bear is finally falling Ipad/smartboard. asleep. How could this be represented?

To understand a way of writing Draw a simple symbol to represent each of the instrumental sounds Peace at Last book music down using a graphic score eg. * for shaking the tambourine. Red /green conductor card for the composition. Ask children for suggestions of simple drawings for the sounds that are being used and Egg shakers, claves, variety of make a line of these to form a graphic score of our composition. percussion instruments. Take photograph for use next lesson. Ipad/smartboard. Teacher, or teaching assistant, to narrate story as children join in at appropriate times with sounds. Select one of the children to be conductor using the red/green cards to instruct children when they should play their sounds. Use an Ipad to record the whole class sound story. Things to think about: Silence, and the contrast with sounds, is an important part of music. In later musical development silence is marked by rest beats in music notation. In graphic notation we can use a ‘Z’ to mark silence in our sound stories. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 22

Lesson 3: Autumn Term 2 - Toys Key Stage 1

LO: To listen and offer comments about our work. To make suggestions about good points and how to improve work.

Starter Activity Song - teacher to lead song: ‘Have you got your whispering voice?’ change to talking/humming/thinking voice. Voices Foundation song. This song is available to listen to as an MP3 on the SKY Hub website.

Activities:

- Watch and discuss the recording of Peace at Last Sound story from last lesson.

- To explore different sounds and contrasts with silence.

-Form a sequence of sound and silence.

Plenary Sing song ‘Shake you Sillies Out’. An example of this song can be found on ‘Sing Up’ – you can register as a friend this song is in the non- members library. Children join in and enjoy singing and moving with the actions to this familiar song.

Assessment focus points: Can children identify the good features of the class story Peace at Last? Can the children follow the instructions for the sound/silence sequence? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 23

Objectives Activity Resources

To listen to music. Watch video recording of Peace at Last sound story two times. Previous recording of class First time for children to see and enjoy their work, the second time to watch and then composition for children to watch. To have the opportunity to make discuss the work. comments about own work Encourage children to recognise good musical features of work eg. control of instruments, following structure of music. Begin to recognise musical Ask how work can be improved. features such as repeating Use the star and wish process -identifying two star (good features)and two wish points patterns and shape of sounds - (improvements) for our composition. high/low.

To explore different sounds and Creating silence – children on carpet sitting facing the front of class. Start with actions Silk scarves contrasts with silence using hands above hands and slowly and gently wriggling fingers and bringing one hand then the other down slowly until resting on knees. Teacher uses silk scarf held up high Body percussion sounds. Create a sequence of sound and and gently and softly lowers the scarf, dropping to the floor. Select one of the children to silence. use the scarf and teacher holds the conductor card to show green when the scarf is dropped. Select a small group of children to come to the front and each hold a silk scarf in their hands above their heads. Slowly they drop the scarves to the floor to mark the silence. Repeat with each child dropping the scarf one at a time.

To explore different sounds and Combine sound and silence in a sequence. Group of children to come to the front and Scarves contrasts with silence. each hold a silk scarf. Class all tap hands when card shows green stopping when it changes to red. Body percussion sounds. Create a sequence of sound and The conductor card is shown to first child with the scarf who then drops it gently down silence. to the floor. Show green card to class who make tapping sounds again, stopping on red. Then show green card to next child with the scarf, and so on until reach the end of the line. Choose a different sound such as clicking tongues, rubbing hands, stamping feet. Make a sound and silence sequence, using the conductor cards to lead, going along the line of children individually and alternating with class sound.

Things to think about: Silence, referred to as rests, and is an important part of music. In the Peace at Last story the contrast between the sounds and the silence will build mood, character and structure into the music. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 24

Lesson 4: Autumn Term 2 - Toys Key Stage 1

LO: To develop confidence using voice in a variety of ways. To reinforce singing with expression and participate in class singing. Have the opportunity to sing a short song on their own.

Starter Activity Sing Fancy Dress Parade song SS1 track 33 Children listen to song and join in the vocal sounds for each character.

Activities:

- Zoom vocal game.

- Vocal music game - creating vocal sounds in response to picture cards of toys.

- Toy Story themed journey, sequencing vocal and instrumental sounds.

Plenary Teddy Bear Rock ‘n’ Roll song Singing Sherlock book 1 tracks 11-12. Select two children to stand at the front and be ‘singing detectives’. At the end of the song invite them to comment on two ‘gold’ points about the class singing. Encourage the detectives to look for signs of singing with expressive faces and good posture such as our ‘giraffe necks’ and ‘resting’ shoulders.

Assessment focus points: Can children use their voices in different ways? Sing with expression in class singing. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 25

Objectives Activity Resources

Explore different vocal sounds. Zoom game - Sit children in a circle. Teacher leads making a vocal sound eg. wheee…! Voices Use an action to match the sound using an arm movement, such as arm going up diagonally. Children copy, repeat a few times using other sounds: eg. zzooom, brrrr, zzzip. Now teacher starts choosing one sound and action, now that sound gets passed round the circle each child taking a turn to make the vocal sound. Repeat with another sound and change direction.

Explore vocal sounds. Extend the activity by using picture cards. Picture cards, voices An example of this could be to use characters in a similar style to Toy Story. Develop confidence using voice. Choose a sound (not the words they would say!) to represent each of them. Cowgirl sound could be a humming sound as she walks, staying on the ground. Spaceman sound can go high up as he flies through the air. Can one of the children select a sound for the alien? Children sit in a circle. Put the cards in a sequence on the whiteboard and play the game by selecting a leader who makes a sound, it gets passed round circle. After five or six children have made that sound the next child in the circle is leader and changes the sound. Keep going so sound changes regularly around the circle through the sequence of the characters.

To explore sounds Instrument sound sequence in response to picture cards, an example of this could be in a Selection of instruments Move to music. style similar to Toy Story characters. Children sit facing the front of class, discuss and select three different instruments to represent each of the pictures. Picture cards- an example could be Children make a given movement/ action in response to each sound that is played. in the style of those shown above. Eg. Teacher leads and taps bells – children tap back of hand with their fingers. The teacher then shakes the maraca – children shake ‘jazz’ hands, then scrapes the guiro – children move hand up and down opposite arm. Teacher repeats the sounds, changing the order that the instruments are played. Then the teacher hides the instruments and the children have to listen, recognise the sound and move with the matching action to the sound.

Things to think about: Ask the children to select sounds that represent the characters, change the order of the cards and play a sequence, repeat changing the order, and so on. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 26

Lesson 5: Autumn Term 2 - Toys Key Stage 1

LO: To listen to high quality recording of music. To move to music. To recognise and identify changes in pitch.

Starter Activity Tell the main events of the story of the Nutcracker Suite. There are story books available of the Nutcracker Suite to read to the class. This will help children become familiar with some of the main events of the story created through the music. 'BBC Ten Pieces 3' have produced a short introductory film about the music from the Nutcracker Suite, although this is a KS2 resource it introduces the main characters and events of the story (available online http://www.bbc.co.uk/programmes/p05d982y).

Activities:

- Nutcracker Suite: move to the music as the Christmas tree grows taller in the ballet.

-The March from The Nutcracker Suite: Marching and moving to music.

- Nutcracker Suite: Dance of the Sugar Plum Fairy – listening to the orchestra play music and discussing how the children feel when they listen to the music. Identifying the four instrumental families of the orchestra.

Plenary Listen to Jack in the Box song from Singing Sherlock book 1 track 14. Move up and down with the change of pitch. Crouch down low when Jack is tucked in the box, stretch up high when the lid is popped open!

Assessment focus points: Children can: Say what they like/how they feel, about a piece of music. Listen with increased concentration and respond appropriately, sometimes with movements, to a variety of music. Make statements about the mood and character of music. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 27

Objectives Activity Resources

Listen and move to music. Listen and move to the Nutcracker Suite - Christmas tree growing music. Nutcracker Suite by Tchaikovsky Children stand in a space and start by crouching low down and slowly begin to stand, Christmas Tree music. rising up very slowly as the music gets louder and the pitch gets higher.

Listen and move to music. Listen to the March from The Nutcracker Suite Nutcracker Suite by Tchaikovsky Children start by marching to the steady beat in the marching phrases of the music. This March music. marching motif returns frequently to the music and is alternated by other motifs. When they hear the marching music they must march on the spot, during the other parts of Space to march and move to the the music they can choose to move in a different ways. music.

Listen and watch orchestral Watch the BBC Bitesize clip of the orchestral performance of the Sugar plum fairy: The clip of Orchestral performance performance of music. http://www.bbc.co.uk/education/clips/z4n4wmn Children can move to the music as of Sugar Plum Fairy. they listen. The instrument that plays the magical sound is a celeste, looks like a piano Identifying the mood and and is part of the percussion family of the orchestra. Further resources about the character of music. Ask children to share ideas about how this music makes them feel and what they instruments of the orchestra are imagine when they listen to it. available on the BBC Bitesize music Discuss some of the main orchestral instruments that are played in this clip. KS1 website. There are four main instrumental families in the orchestra:- Strings (violin, viola, cello, double bass, harp) Woodwind (flute, clarinet, oboe, bassoon, piccolo) Brass (trumpet, trombone, horn, tuba) Percussion (drums, timpani, celeste!) Can the children identify any of the instruments that are played in this clip?

Things to think about: Ask the children to comment on how they think the music creates the mood and characteristic of the main characters in the Nutcracker story. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 28

Lesson 1: Spring Term 1 - Weather Key Stage 1

LO: To experiment with, create, select and combine sounds using body percussion and understand how different sounds can be made and changed to get quieter and louder. To develop the children’s awareness of pitch using high and low pitches.

Starter Activities: Sing the song “Rain, rain go away, come again another day”. (GEGGE,GGEAGGE). Show the three levels of pitch with your hands. (the song is mostly 2 pitches, with a third higher pitch on the consonant “a” in “another”.) Get the children to sing the song showing the levels of pitch with their hands. Can any of the children sing the song individually, and accurately show the different levels of pitch with their hands. Give out class rewards to those who sing with the correct pitch and hand signals. Use them as role models for the children to follow.

Activities: 1. Watch the beginning of the clip https://youtu.be/yjbpwlqp5Qw or google “Perpetuum Jazzile – Africa”. 2. Create a body percussion “storm” with the children. 3. Choose children to “conduct” a class storm performance.

Plenary: Use the chime bars EGA to play “Rain, rain, go away”. Ask the children which chime bar has the lowest sound, which has the highest sound, which chime bar is the middle sound? Ask a child who can distinguish pitches well to have a go at playing the tune on the chime bars. If possible put the chime bars in a corner or corridor and during the week ask pairs of children in turns to go and see if they can play the tune on the chime bars. E.g as children going out to play, when finished work etc

Assessment focus points: Get the children to show the levels of pitches with their hands, when they have their eyes closed. Can they still show the levels accurately without looking at you or their friends? Can the children think of different ways to make sounds using body percussion? Can the children follow the conductor’s signals for quiet and loud effectively? Can the children sing the song “Rain, rain, go away” with accurate pitch. Can they pitch match from an “Off you go?” Can the children work out the tune of “Rain, rain, go away” on the chime bars? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:03 Page 29

Objectives Activity Resources

For children to be aware of how Watch the beginning of the clip https://youtu.be/yjbpwlqp5Qw or google “Perpetuum Youtube clip: they can use body percussion to Jazzile – Africa”. https://youtu.be/yjbpwlqp5Qw create sound effects for a storm. This shows a choir performing a storm using body percussion. Ask the children what sort Paper and art materials if the of sounds did the choir members make and how did they make them? Was there a children are to draw a picture of leader? (explain that this was the conductor). Ask if the dynamics (loud and quiet the storm. sounds) were the same all the way through the storm? (No, they gradually got louder then quieter). How did they change the dynamics?(Different body sounds and direction from the conductor.)

For children to be able to create Get the children to demonstrate some of the sounds. Can they think of any other a variety of sounds using body examples of body percussion that would be good to use in a storm? Are there any vocal percussion and to use them to sounds that could be used? Using some of the sounds the children have made and create the sound effects of a suggested conduct a performance of a storm. Have the children in a circle. The storm. conductor moves around the edge of the circle signalling the children to start making the sound that the conductor wants (e.g. start with rubbing hands). As the conductor moves around the circle, more and more children join in creating a dynamic in the sound and getting louder and louder. When the first child is reached again, the sound is changed (e.g. gentle raindrops by clicking and then tapping fingers on hands). Once the storm is at its peak the conductor then gradually introduces quieter and quieter sound effects until the storm comes to an end.

For children to have a go at Choose a few children to have a go at conducting a storm. Get the children to evaluate Percussion instruments could be conducting a class “storm”. themselves and their peers by asking questions such as, “Were the signals clear, were added if desired for added effects. the sounds used effective etc. This activity could be carried on throughout the term at If so, discuss the use of dynamics opportune moments so that everyone has a go at some point of conducting a “storm”. If and how to control the instruments any go particularly well they could be repeated and recorded and used as evidence of to get quiet and loud sounds. achievement.

Things to think about: Ensure the children stay quiet whilst being conducted right until the very end so that there is a silence at the end of the storm for added effect. The children may want to write down sequences of “sounds” or have weather picture cards to as a reminder when conducting. What signal would be effective for the conductor to use for stopping? Discuss this with the children. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 30

Lesson 2: Spring Term 1 - Weather Key Stage 1

LO: Listen with increasing concentration. To explore and select appropriate instruments for different kinds of weather. To play instruments with control.

Starter Activities : Teach the song Pitter patter, pitter patter. Pitter patter, pitter patter, Listen to the rain, Pitter patter, pitter patter,on the window pane. This could be taught either as a rhyme or as a song. An example of a song using this rhyme can be found in the Music Book at the end of “Inside Music: First Steps into Music (5-7 year olds). There is also a song version on the following website: http://www.letsplaykidsmusic.com/pitter-patter-pitter-patter-rainy-day-songs/ The children sing whilst feeling the pulse of the song. This could be done by tapping on their knees or tapping their right hand on the left side of their chest over their heart to emphasise that the pulse is the heartbeat of the music. Then the children tap out the rhythm (the pattern of the words) to the song. Can the children tap out the rhythm of the song whilst using their thinking voice?

Activities: 1. Listen to the musical piece “Thunder and Lightning Polka” by Johann Strauss. An example of this can be found on Youtube: https://youtu.be/hASDPhh43xE 2. Show the children some pictures of different kinds of weather. • Sun • Gentle rain • Heavy rain and hailstones • Thunder and Lightning • Wind Children to discuss and choose from a selection of instruments, which sounds would be appropriate for different kinds of weather. 3. Children to explore different ways of creating different weather sounds in groups and write graphic notation to represent their sounds

Plenary: Revisit the “Rain, rain, go away” song learnt last week. Ask the children “how many phrases are in this song “ - (two). Get the children to show the two phrases using a rainbow shape with their arms and hands. Clap the rhythm of one of the phrases. Can the children identify which phrase it is? Choose a child to demonstrate tapping the rhythm (the pattern of the words) of the first phrase, then another to demonstrate the second phrase. Get the class to demonstrate the rhythms after an individual child has demonstrated correctly. Assessment focus points: Are children tapping rhythms accurately using the words of simple songs to help them? Ensure that the children are tapping the quicker sounds accurately and aren’t just tapping the pulse. Can the children identify and play instruments that effectively represent the different weather pictures? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 31

Objectives Activity Resources

For children to listen and respond Introduce the piece of music by telling them the title and the name of the composer. Ask The musical piece “Thunder and to a piece of recorded music. the children to close their eyes and imagine the storm or alternatively, the children could Lightning Polka” by Johann Strauss. For the children to be aware of the draw a storm whilst listening to the piece. Ask the children if they recognised any of the Youtube clip: different instruments that might instruments. BBC Bitesize has some good clips available that demonstrate the different https://youtu.be/hASDPhh43xE be played in an orchestral piece of sections of the orchestra. http://www.bbc.co.uk/programmes/b0110cph Ask the children music. about the piece of music e.g. How did the music make them feel? How did the music create the feeling of thunder, lightning and heavy rain? Did the music change speed ?(tempo- slow/fast), change the pitch?(high/ low) or change the dynamics? (loud/ quiet)

For children to make choices Show the children some images of different types of weather. Put them on the floor in a Weather picture cards about making different sounds to circle and ask the children to think carefully and sort the instruments into groups to A wide range of tuned and un-tuned represent different types of represent different weathers. Do this as a class and discuss their reasons for picking a percussion instruments. E.g. drums, weather. particular instrument. Get the children to demonstrate a sound for a particular type of chime bars, triangles, shakers, wood weather. blocks, glockenspiels, Indian bells, cymbals, rain makers, wooden agogos , castanets etc.

For children to create different Assign different mixed ability groups of children to each weather picture. Give the children Instruments as above and grouped sounds to represent different some time to create some music to accompany their weather picture. Ask them to think as described. weathers. about how they will play each sound and whether they will play all at the same time, or Paper and art materials. For children to represent those build up gradually? How will they start and stop? Will they use dynamics (loud and quiet) or sounds visually. tempo (fast and slow) in their music and if so how? Perform each groups section. Ask the children to represent their piece of music using graphic notation. Get the children to draw pictures or symbols to represent the music and sounds that they have made.

Things to think about: If any children pick very inappropriate sounds, question the rest of the children as to whether they think they have made good choices and if not, why not. Keep the children in mixed ability groups. If the children struggle with the concept of graphic notation give them some examples on a whiteboard. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 32

Lesson 3: Spring Term 1 - Weather Key Stage 1

LO: To be able to order and select different sounds and ideas to create a structured musical composition. To be able to improve their work from appraising and evaluating their own and others work. To play instruments with control. Starter Activities: Teach the song “I hear thunder”. This song is sung to the tune of “Frere Jacques”. The lyrics are “I hear thunder x2, hark don’t you x2, pitter patter raindrops x2, I’m wet through, so are you”. This is available for reference on the youtube clip: https://youtu.be/hn65U0kKuFk . The children sing whilst feeling the pulse of the song. This could be done by tapping on their knees or tapping their right hand on the left side of their chest over their heart to emphasise that the pulse is the heartbeat of the music. Then sing the song again with the children tapping out the rhythm (the pattern of the words) to the song. Can the children tap out the rhythm of the song whilst using their thinking voice? Split the class in half and get the children to sing and tap the song phrases alternately. Can the children do this in their thinking voice as well? Once the children are familiar with this song you could have a go at doing the song as a round in two parts.

Activities:

1. Using the ideas from the previous week, as a class, sequence some of the weather pictures to make a whole class composition weather story.

2. Rehearse and appraise a performance of the composition.

3. Record a revised performance, based on the children’s appraisal and evaluation of the composition.

Plenary: Revisit the “Pitter Patter “song. Extension: Can the children add any tuned or un-tuned percussion instruments, to add sound effects to the rhyme or song?

Assessment focus points: Can the children create a sequence to structure their composition? Can the children make suggestions about what they liked about the performance and why it was effective and ways in which they could make their work even better? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 33

Objectives Activity Resources

Create a sequence of sounds for Get the class to discuss how they should make a “weather story”. Decide together on the Pictures of weather symbols as a weather storm. sequence of the storm by putting the different weather symbols in an order. This will used in previous weeks. then form the structure of the whole class composition. It might start quietly with the sun followed by gentle rain and a rainbow. The rain then gets harder and louder and faster, until the storm produces a sequence of thunder and lightning, then the storm subsides and the sun comes out again.

For the children to practise and Get the children to rehearse playing the sequence using some of the storm sounds A wide range of tuned and un- perform the class composition. created last week. Encourage the children to appraise what they are doing and improve tuned percussion instruments. E.g. For children to appraise and on it. What did they like about their performance? What about the different sections? drums, chime bars, triangles, evaluate their composition and Could they change instruments, dynamics, tempo and so on? Did they like the order of shakers, wood blocks, how it should be performed. the sections? Did the dynamics gradually get louder and quieter or did it happen a bit glockenspiels, Indian bells, too suddenly? cymbals, rain makers, wooden agogos , castanets etc.

For children to make Get the children to practise again changing and improving those aspects they have As above plus recording equipment improvements to their work and noticed and then perform their piece to another class or in an assembly. Record their such as an ipad or tablet. perform a completed class music piece as a record of achievement. composition.

Things to think about: This topic could be included with other cross curricular work to enhance the children’s learning, such as in Geography (e.g. looking at footage of different kinds of weather, making news weather reports), or in Literacy (writing poems about the weather). 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 34

Lesson 4: Spring Term 1 - Weather Key Stage 1

LO: To experiment with, create, select and combine sounds using voice and instruments and understand that some sounds are long and some sounds are short. To move rhythmically to music. To sing with increasing confidence in a group.

Starter Activities : Listen to some Chinese music that uses gongs and drums. Can the children hear the gongs and drums? Try watching films of the Chinese New Year Dragon dance on the internet. Talk about what the children can hear and see. Explain that you are going to create some Chinese music for a Dragon dance.

Activities:

1. Spring cleaning song.

2. Spring cleaning dance.

3. Gongs and drums.

Plenary: The hand band Fireworks are an important event during Chinese New Year. Ask the children to find a partner to work with. Explain that one of the pair is going to use their hands to direct their partner to make firework sounds with their voice. Demo with a child. Close your fist and then flick it open into a star shape. Most children will automatically make an explosive sound. Repeat this movement but make your hands move up and down. Let the children experiment with movements and sounds. Don’t forget to let them swap so both get a turn playing each role.

Assessment focus points: Which children are able to make their actions move to the pulse or beat? Play a cymbal and get the children to make a rainbow shape with their hands for the length of the sound. Which children are listening well to the sound of the cymbals? Are there any children not hearing the quiet end of the long sound on the cymbals? Explain that metal instruments can often make longer sounds. Ask the children if they can find some instruments that make short sounds. Can they make the cymbals make a short sound? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 35

Objectives Activity Resources

Listen and focus responding Spring cleaning dance. Dusters, scourers and other cleaning appropriately to recorded music, Put a pile of cleaning tools such as dusters, scourers, cloths, brushes and dustpans in the tools; a selection of tuned musical making statements about the middle of the circle. Ask the children what they think they are for. Explain that before instruments; a collection of metal music through movement and Chinese New Year families clean their homes and traditionally sweep away any bad luck. items, hanging frame or rack, string; creative responses. Invite them to mime using them in different ways. Develop the movements into simple a selection of drums; a large space. rhythmical dance steps – large circular wiping movements with arms; quick flicks of dusters; sweep and step with brooms and brushes; fast scrubbing moves and so on. Add some suitable Spring music such as ‘Spring’ from Vivaldi’s Four Seasons, or the songs ‘OH WHAT A BEAUTIFUL MORNING’ or ‘APRIL SHOWERS’.

To learn some simple songs and Spring cleaning song As above. rhymes by heart and be able to Try singing this song to the tune of ‘Oh I do like to be beside the seaside’: sing confidently in a group and on Oh we do like to sing as we are cleaning their own. Oh we do like to sing the dust away Oh we do like to clean as we sing, sing, sing, Make our houses shine, for the Spring, Spring, Spring! Use some of the resources from the previous activity to use whilst performing rhythmic cleaning actions to the pulse or the pattern of the words.

To experiment with, create, select Gongs and drums Saucepans and lids, sieves, large and combine sounds using Make a collection of metal kitchen utensils such as saucepans and lids, sieves, large spoons, graters, spoons, graters, whisks, colanders, instruments and other sources of whisks, colanders, and so on. Hang them with pieces of string on to a frame such as a dressing up and so on bells, cymbals and sound and understand that some clothes rack. Add in some bells, cymbals and triangles if you can’t find enough equipment in the triangles dressing up clothes rack sounds are long and some sounds kitchen! Let children use smaller metal spoons to tap the instruments and create some good and string metal spoons and are short. clanging and ringing sounds with the hanging gongs. beaters. Provide a selection of drums for the children to add to their music. Use conventional drums and tambours mixed with homemade biscuit tins and lids. Tap with drum sticks or wooden spoons. Try clashing two lids together like cymbals. Show the children how to alternate the drum sounds with the hanging gongs. Play a cymbal and get the children to make a rainbow shape with their hands for the length of the sound. Explain that metal instruments can often make longer sounds. Ask the children if they can find some instruments that make short sounds. Can they make the cymbals make a short sound? Things to think about: Encourage the children to bring in “sound sources” from home to use in their creative music making and sound exploration. Make an area where the children are able to make plenty of noise e.g. take the clothes rack outside at playtime so children can explore during free play time. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 36

Lesson 5: Spring Term 1 - Weather Key Stage 1

Starter Activities: Spring cleaning song Try singing this song to the tune of ‘Oh I do like to be beside the seaside’: Oh we do like to sing as we are cleaning Oh we do like to sing the dust away Oh we do like to clean as we sing, sing, sing, Make our houses shine, for the Spring, Spring, Spring!

Activities: 1 - Listen to some Chinese music that uses gongs and drums. Watch films of the Chinese New Year Dragon dance on the internet. 2 - Experiment with “Chinese” sounds using pentatonic scales on glockenspiels / xylophones or chime bars. 3 - Compose some Chinese music.

Plenary: Record the performances of dragon dances with groups of children accompanying the dance with their music. Get the children to watch their performances and discuss them. The videos can be used for evidence of achievement.

Assessment focus points: Can the children play the chime bars and glockenspiels with correct technique? Ensure the children have two beaters- one for each hand. Show the children how to hold the beater correctly and bounce the beater in the middle of the bar. Demonstrate the difference in sound with a bouncy beater and a beater that stays on the bar. The “bouncy” sound should ring out and make a long sound. The alternative sound will be shorter and much duller. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 37

Objectives Activity Resources

Listen and focus responding Listen to some Chinese music that uses gongs and drums. Try watching films of the Chinese There are lots of examples of appropriately to recorded music, New Year Dragon dance on the internet. Talk about what the children can hear and see. Chinese Music on the internet, making statements about the Explain that you are going to create some Chinese music for a Dragon dance. especially music accompanying music and what they hear (and dragon dances. These are great for see if appropriate). the children to watch and then have a go at creating their own dances Enjoy making, playing, changing Chinese tunes A selection of pitched instruments and combining sounds; The five-note or pentatonic scale of C D E G A is the basic scale used in Chinese music and such as xylophones, chime bars, experiment with different ways of creates an instant familiar Chinese sound. Set up some xylophones or metallophones with glockenspiels. If possible remove producing sounds with musical these notes and let the children improvise or make up tunes on the spot. Show the children notes apart from CDEGA or instruments. how to produce a simple melody going up and down the xylophone/ glockenspiel. Get the alternatively mark the pentatonic children to experiment in pairs and then. notes with a sticker spot. Ideally there should be enough to have one pitched instrument between two.

Allow the children to work in pairs, Create a “sandwich” piece of music with a beginning a middle and an end in pairs or in small A selection of pitched instruments exploring the sounds they can groups. A gong may signal the start of a pentatonic melody going up the scale from low to such as xylophones, chime bars, create using two different types of high(first slice of bread), followed by some percussion sounds (the filling), and ending with a glockenspiels. If possible remove sound source. pentatonic melody that goes down the scale from high to low (the second piece of bread). A notes apart from CDEGA or Follow and lead simple gong or cymbal could signal the end of the piece. The music may be improvised or the alternatively mark the pentatonic performance directions, children could write down the note names or colours of the bars to record their notes with a sticker spot. demonstrating understanding of composition. A selection of gongs, drums, bells these through playing (including, The children could perform a dragon dance to some of the music. This could be recorded etc. but not limited to, dynamics and using a tablet or other recording equipment and stored as a record of achievement. tempo, starting and stopping, adhering to ‘starts and stops’ -i.e. sound and silence). Pupils could suggest and try out their own ideas.

Things to think about: Ensure that school has enough pitched instruments to do class activities with children using pitch. If there are not enough pitched instruments for one between two, talk to whoever is in charge of music resources about purchasing enough resources to be able to deliver the curriculum. Chime bar sets C-C’ are always useful with Early Years and Key Stage 1 and easy to handle and change around. Glockenspiels and xylophones can also be used well. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 38

Lesson 1: Spring Term 2 - Spring Key Stage 1

LO: To recognise changes in high and low pitch. To use voices and develop a confident singing voice.

Starter Activity Jack in the box rhyme - show hand movements with rise and fall of pitch as we sing the rhyme. Jack in the box, Jack in the box curl down small (GGGG GGGG GEC) Jack in the box, Jack in the box stretch up tall (CCCC CCCC CEG) Children can join in with their voices, also chimes bars can be played with the rhyme – C, E, G. An example of this song is available as an MP3 resource on the SKY Hub website.

Activities:

- Instrumental sequencing activity.

- Use graphic notation.

- To make a sound sequence.

Plenary Listen and move to the music Appalachian Spring – BBC bitesize music KS1 listening clip http://www.bbc.co.uk/education/clips/zcbwmp3. Tap steady beat and later in the piece when the music slows down wave arms gently in rainbow shape to mark the phrases in the music. The texture of the music changes in the latter part of the music, identify this by using two hands at the same time to pretend to paint strips up and down showing the change in the music.

Assessment focus points: Use a camera and take photographs of the sequence patterns the class create with the caterpillar and butterfly cards. Initially observe if the children are identifying the changes in pitch, even if they are not accurately recognising the high and low sounds. Some children may now be able to move accurately to the high and low sounds. Can the children relate the picture symbols to the correct high and low sounds? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 39

Objectives Activity Resources

To use graphic notation. Cards with pictures of caterpillar and butterfly - Two sets of 6 cards: One set with pictures of caterpillar on each card. Caterpillar represents the low notes. Second set with a picture of a Butterfly high notes. butterfly printed on. Make a sequence of four cards: eg. butterfly, caterpillar, caterpillar, caterpillar. Ask the children use their hands to show the rise and fall of the sequence. The children can also try and use their high and low voice sounds to match the sequence. *Some children may also have a go at singing high/low vocal sounds. Repeat changing the order of the cards.

To create graphic notation to Repeat the activity above this time make a pattern by using a sequence of four mixed Two sets of 6 cards: represent sounds. cards. One set with pictures of caterpillar on each card. Use the chime bars low C and high C, or these notes on a glockenspiel. Second set with a picture of a Teacher demonstrates first by playing the pattern on the chime bars. butterfly printed on.

Select one of the children to play the pattern.

To create a score using graphic Continue with the activity above and extend using one or more of the following: Two sets of 6 cards: notation. Change the order of the cards and play on chime bars. One set with pictures of caterpillar Try this with six cards in the sequence of sounds. on each card. To make a sequence of sounds. Extend to eight cards, Play on the chime bars and then class sing back. Record some of Second set with a picture of a the activities using an Ipad, to be watched by the class next lesson. butterfly printed on. Ipad

Things to think about: Ensure that the children are secure with the sound activities before using the symbols. The children will find it easier to go from high to low in the activities. Build on success and start with lots of patterns starting with high sounds! When the children have more confidence and can do this, challenge them with the low to high patterns. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 40

Lesson 2: Spring Term 2 - Spring Key Stage 1

LO: To explore sounds using a variety of instruments. To develop control of loud and quiet sounds using instruments.

Starter Activity Song – ‘There’s a Tiny Caterpillar on a Leaf’, sung to the tune of She’ll be coming round the mountain. Children join in with the song and actions. play this song on BBC bitesize KS1 music clip http://www.bbc.co.uk/education/clips/z3ncd2p. There is also an example of this song available in Music Express resources.

Activities:

- Watch, listen and appraise the recording of the high and low sound sequences from last lesson.

- Identify the main features of the story and create instrumental, vocal and body percussion sounds to represent them.

- Create a sounds to accompany the story of The Very Hungry Caterpillar.

Plenary Record class sound story using a recording device such as an Ipad.

Assessment focus points: Can children suggest sounds to represent specific events in the story? Can children play instrumental sounds loudly and quietly? Can children use instruments to stop and start as identified in the story? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 41

Objectives Activity Resources

To listen to and have the Watch, listen and appraise the recording from last lesson of the sound sequences. Ipad and computer for class to opportunity to make suggestions Can the children identify what is good about the work, are the sounds accurate to the order watch recording of last lessons about work. of the cards? activities. Can they make suggestions about what could be improved?

Recognise a sequence of numbers, Recap the story of The Very Hungry Caterpillar, if the class are familiar with the story quickly The book The Very Hungry increasing throughout the week. do this referring to the pictures as you recall the main features of the story. Identify the Caterpillar, an animated version on progression of the numbers increasing throughout the days of the week. the computer could also be used. If children have not heard this story read the whole story book.

To create sounds to accompany a Read the story of the Very Hungry caterpillar. As the Caterpillar starts to eat the children say The book The Very Hungry story. ‘munch, munch, munch’ and make eating action with hands. As the story progresses select Caterpillar, an animated version on instruments for each of the fruits, these to be played while the class say vocal sounds the computer could also be used. ‘munch, munch, munch’ and do hand actions. Eg. apple could be represented by shaking the tambourine, play three shaking sounds on Selection of instruments. this instrument. Next, choose an instrument for pears eg. scrape the woodblock three times, because he ate Ipad two whole pears pass the woodblock along to another child to play three sounds on it. Choose a sound for the plums eg. tapping claves three times. Now pass this along to another child, and then another child - as the caterpillar ate three plums! Continue selecting a sound for each fruit and each time extend how many children play this sound to match the number in the story. When the story reaches Saturday all the children join in with a variety of vocal and body percussion sounds to make lots of sounds. As the caterpillar spins a cocoon children wind their hands in a spinning motion while saying ssssssssshh, sshhh sounds. Finally, when butterfly emerges at the end of the story children use fluttering hands. Repeat the activity and record this on the Ipad.

Things to think about: Can we show the sounds in pictorial form, also known as graphic notation? How would we show the food eaten on Saturday! Can children show the written structure of the sound phrases throughout the story: A, BB, CCC and follow this? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 42

Lesson 3: Spring Term 2 - Spring Key Stage 1

LO: To explore sounds using a variety of instruments. To reinforce creating loud and quiet sounds using instruments.

Starter Activity Song - Can you sit up straight and count to eight…… Can you sit up straight? (DD GG D ) Can you clap to eight? (DD GG D ) xxxxxxxx.….. Teacher sings question phrase to children who answer by doing the requested action 8 times. Repeat three more times singing different word each verse - tap/count/think. The last time the children must not say the numbers out loud but keep them in their head, using the ‘thinking’ voice. During this song the children will be encouraged to gain focus and concentration using actions, singing and thinking voices. This song is available on the SKY Hub website as a MP3 resource.

Activities: - To watch and evaluate class sound story. - Instrumental sequencing activity – musical sound sandwich. - Extend instrumental sound sandwich activity to give more opportunities to create and perform sounds and melodic patterns.

Plenary: Listening activity – moving to music Listen to a fluent, smooth, flowing piece of music to use for the butterfly movements, such as Saint Seans Aquarium music. An example can be found using the following link https://www.youtube.com/watch?v=Y38d8MJUvq8 Use this as a listening activity to engage children. Teacher to lead movements; use hand to slowly creep up arm like a caterpillar, repeat on other arm, then slowly spin arms round. As music continues use hands in a butterfly action, gentle flowing movements of the butterfly moving and finally landing on knee at the end of the piece.

Assessment focus points: Can children recall a movement to match a specific instrumental sound. Can children play instrumental sounds loudly and quietly. Can children use instruments to stop and start. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 43

Objectives Activity Resources

To watch, and have an Watch and evaluate the recording of the Very Hungry Caterpillar sound story from last Ipad, computer and interactive opportunity to make suggestions lesson. whiteboard. about, the class sound story. Encourage children to identify how the sounds matched the features of the story. Encourage the children to watch how they started and stopped their sounds a prompted by the story, did they think they did this well? Can they make suggestions about any improvements if they were to do this again?

To create an instrumental Children to sit facing front of class. Distribute instruments eg. egg shakers, calves etc.. Selection of instruments such as sequence using the musical At this stage don’t give out the pitched instrument such as the glockenspiel. egg shakers, claves, maracas. sound sandwich activity. Practice following conductor spot: green for sounds, red to stop and holding instruments as silently as possible! Pitched instrument such as chime Now select one child to come to the front and play the pitched instrument – the chime bars, glockenspiel or xylophone bars, or glockenspiel. They can play any sequence of the notes and improvise their own Select a limited range of notes such short melody. as C, D, E initially. Now explain that we are going to make our sounds into a sound sandwich. Use the conductor spots to lead the children when to play their instruments– as the first layer of bread in a sandwich. The chime bar tune follows next, as the sandwich filling. Class instrument sounds to finish the sandwich!

To extend further opportunities Repeat the activity above giving another child the opportunity to use the chime bars to Selection of instruments such as for children to create melodic do the melodic pattern. egg shakers, claves, maracas. patterns and follow instructions. When the class is secure with the structure of the sound sandwich and when to play give the opportunity for different children to be the conductor and lead the activity. Pitched instrument such as chime This activity can be recorded for the class to watch back and also to be part of the bars, glockenspiel or xylophone ongoing portfolio of evidence built up from recordings of progression in class music Select a limited range of notes such activities. as C, D, E initially.

Things to think about: Extension of sound sandwich task – Can we show the sounds in pictorial form, also known as graphic notation? Can children show the written structure of the phrases: A B A and follow this? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 44

Lesson 4: Spring Term 2 - Spring Key Stage 1

LO: To explore and use a range of instrumental, vocal and body percussion sounds. To create a sequence of sounds.

Starter Activity: Teacher says as a rhyme or sings the following rhyme/song: Can you tap when I say TAP? (GG CCCC E ) Children use instruments to make tapping sounds Can you tap when I say TAP? (GG DDDD F ) Children tap on instruments Can you tap when I say TAP? (GG CCCC E ) Children make tapping sounds Now make a quiet (happy/loud/sad) sound…. (E DDDD C ) Children make a sound in the way described in the last line by tapping instruments. Repeat and alter words for making sounds in different ways: scrape, shake. Ask children if they can think of other ways of making sounds. There is access to an MP3 version of this song on the SKY Hub website resources page. Activities: - Music shop memory game. - Sound walk activity creating a sequence of sounds with instruments, voices and body percussion. -Using graphic notation to represent sound walk sequence.

Plenary Extend the sound walk game from this lesson to create new patterns. Ask a child to be the conductor pointing to each symbol and leading the instrumental group. Then extend the activity, now they can ‘wonder around’ on the walk and point to any symbol, changing the order of the pattern.

Assessment focus points: Can children make suggestions about - the sounds for the body percussion, the sequence of the sounds, the selection of the sounds to represent the features of the spring walk. Can children give reasons for their choices of sounds and begin to use musical vocabulary such as loud, quiet, soft, short, in their explanations? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 45

Objectives Activity Resources

Create a list of musical instrument Play the memory game I went ‘I went to the music shop’ using instrument names to create a Class sitting on the carpet. names list of five instrument names. For example, ‘I went to the music shop and bought a woodblock’. The next person takes a turn recalling the first instrument and adds another instrument name on. Eg. ‘I went to the music shop and bought a woodblock and tambourine’, and so on until you have about five instruments in the sequence. To select sounds to represent Now we are going to follow this structure with a springtime sound walk and a sequence of Selection of six different instruments. features and events. sounds. Ask the class to pretend we are going on a Springtime ‘sound’ walk, and we see lots of This activity could be related to a To create a pattern of sounds. different things and hear lots of different sounds. coach journey on a school trip or The teacher starts by saying class visit to a park. ‘I went on a walk and saw a pond and heard this sound’, and selects a sound on an instrument that best represents the pond eg shakes tambourine. The activity continues with the next child chosen standing at the front of the class and starting by recapping the walk and adding their own feature and sound, saying ‘I went on a walk and saw a pond (plays instrument sound chosen for the pond) and a snail’, and chooses a sound for the snail eg scrape the woodblock. The game continues, perhaps walking past the forest, a carpark, a field of sheep, until there is a sequence of five sounds. To understand how to use graphic Draw a symbol/picture on the whiteboard to represent each part of Wipeboard. notation. the walk – this is called graphic notation. Instruments as used previously. The teacher is the conductor and first selects a child for each instrument. The instrumental group sits at the front, in front of the whiteboard and each child plays their sound as the conductor points to the relevant symbol. Now involve all the class by adding a class body percussion sound, such as tapping hands (for the footsteps). This sound can be made at the beginning and the end of the sound walk sequence. Choose a symbol for this and add it to the graphic notation. Things to think about: This activity can be extended further by cutting out a selection of picture cards and leaving them as a group activity for children to compose their own sound walks. Sound buttons can also be used to record the sounds and play sounds in a sequence. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 46

Lesson 5: Spring Term 2 - Spring Key Stage 1

LO: To reinforce understanding of keeping the steady beat. To create a sequence of sounds using instruments. To reinforce and identify high/ low and fast/slow.

Starter Activity Listen to the music In the Hall of the Mountain King, an example can be found using the following link - https://www.youtube.com/watch?v=PBsFYKzhk5E Keep the steady beat by tapping knees with fingers. As the music starts it is very slow but it gets faster throughout the music.

Activities:

- Rabbit hops around instrument game. This song is available to listen to as an MP3 on the SKY Hub website.

- Music game.

- Frog and pond game.

Plenary Sing and move to the Penguin Song - Singing Sherlock book 1 track 3.

Assessment focus points: Do the children recognise the steady beat? Can they identify changes in fast and slow tempo? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 47

Objectives Activity Resources

To reinforce keeping the steady Children in a circle, the instruments in the middle of the circle, they sing the song: The song is available as an MP3 on beat. ‘Rabbit hops around, (CC E C G )Rabbit hops around, (CC E C D) Rabbit hops around, (CC E the SKY Music Hub website resource C G) You can play a sound’ (GAGFEDC) page. As they sing children clap to the steady beat. A selection of instruments such as Now use the toy rabbit (or a teddy bear), the Teacher demonstrates how rabbit hops up and maraca, woodblock, claves, bells. down on the steady beat while children sing and clap. If possible include a pitched Select a child to ‘help’ rabbit to hop up and down while the song is repeated. instrument such as a glockenspiel or Finally, repeat the song and pass rabbit round the circle in time with the steady beat. chime bars. The child who has the rabbit at the end of the song goes into the middle of the circle and chooses an instrument to make a sound when the conductor spot shows green, stopping Small soft toy rabbit (or alter the song when it turns red. if the toy is a bear or mouse etc.). Conductor spot.

Use instruments to create a The children are numbered 1 -4 round the circle. A selection of instruments as used sequence of sounds. One group of 4 children are each given an instrument, and the other groups are given a above such as maraca, woodblock, corresponding vocal/body sound, eg Child no 1 – tambourine shaken/whoosh sound, child claves, a pitched instrument such as no 2 woodblock/knocking floor or chair etc. a glockenspiel or chime bars. When card No 1 is held up all the No 1 children make their sound and continue playing until the card comes down. This continues through a series of numbers. Split class into four Set of large cards numbered 1-4 groups each making the sound conductor points to each group and they need to make their sound until conductor signals stop.

Recognise and identify changes of Frog and pond game. The children in a circle put four cones in line across centre of circle to Four cones or suitable markers to high and low pitch. be the lily pads in the pond. use to be used to mark the lily pads One child is the frog at the edge of the pond they need to get across the pond by jumping in the pond. and landing by the lily pads. The Teacher uses the chime bars/glockenspiel playing high C if the child being the frog Chime bars low C and high C or recognises the high sound they take one step forward to stand by a lily pad. If the teacher these notes on a glockenspiel or plays a low C they take a step backwards, eventually reaching the other side of the pond! other pitched instrument.

Things to think about: Can we show this sequence of sounds in activity two using graphic notation? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 48

Lesson 1: Summer Term 1 - Pets Key Stage 1

LO: Develop an understanding of pitch using movement , voices and instruments. Identify contrasts of high and low pitches.

Starter Activities : Sing the “hello” song. Sing “Hello how are you?” using “soh” and “me” levels of pitch. Use notes C’ and A on chime bars to find appropriate notes if needed, (“C’, A, C’, C’, A”). The children reply with “Very well thank you”, (C’, C’, A, C, A). Then ask individual children to reply e.g. “Hello Sophie, how are you?” “ I’m feeling good/ sad/ cross/ happy today”. When singing, show the two levels of pitch with your hands and afterwards ask the children if they know how many levels of pitch are in the song. (two – one higher (soh), one lower (me)). Explain to the children that you can “find” those two levels of pitch by making the sound of a fire engine. Get the children to sing some “nee naw” sounds and then sing some soh/ me sounds in the same pattern to show that they are the same. (Please see attached chart showing soh and me handsigns).

Activities:

1. Teach the song “Come to the pet shop” from Singing Sherlock Book 1.

2. Children to sing soh/ me interval using animal sounds.

3. Children to play soh/ me interval on chime bars.

Plenary: Children play the singing game “Doggie, doggie” The children sing “Doggie, doggie, where’s your bone?” and the child who is “on” sings “someone stole it from my home” The chid who is “on” then turns around and shuts their eyes whilst the class sing “ Who stole your bone?” The teacher then picks a child to sing “I stole your bone”. The child who is “on“ has to then guess who sang the answer.

Assessment focus points: Do the children understand that you can show high and low pitches using your hands? Can the children join in showing the high and low pitches with their hands? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 49

Objectives Activity Resources

For the children to sing an echo Work with the children showing how we sit/ stand to encourage good singing (straight back, Singing Sherlock Book 1 song with accurate pitching, good long giraffe neck and relaxed shoulders) Have a good “body shake” to relax and then find a “Come to the Pet Shop”. posture and using good vocal good position. The song can be taught using the backing track with the teacher leading. If technique. needed the performance track can be used for the children to listen to and then echo. When singing the animal sounds ensure the two levels of pitch are shown, using the hands For children to be able to take to demonstrate the high and low pitches. Have a go at getting half the class to lead the song turns at leading and echoing when and half the class respond and then swap the two halves over. singing the song.

For children to sing the soh/ me Ask the children how many levels of pitch we use when we sing the animal sounds. interval accurately. Demonstrate some of them to the children. Have they heard two levels of pitch like this before? (yes in the “hello” song / they are the same as the fire engine “nee naw “sound etc -) Get small groups and then individual children to sing the animal sounds to the class and the rest of the class to copy. Are the children singing the “soh”/ “me” interval accurately? Point out any particularly good examples. If a child is pitching incorrectly, sing the interval to the child for the child to copy and then let them have another go. If the teacher is not confident to do this use chime bars, or ask a child who pitches well to demonstrate.

For children to play the soh/ me If using glockenspiels in this activity use stickers on A and C’ (the higher C) if you feel it is Chime bars C’( the higher C) and A interval on chime bars. needed. This might help particularly with any relevant additional needs. The teacher sings with beaters/ and /or glockenspiels. the animal sound whilst playing the notes C and A, then the children copy. This could then be done incorporated into the song. This could also be done so the children sing the animal sounds in their thinking voices so that just the chime bars can be heard at that point in the song.

Things to think about: Extension: When the song has been taught you could get the children to think of different pets to put in the song and think about how you could sing the noises they make. Half the class could lead the song and the other half echo, and then swap. When the children know the song well enough they could have a go at leading individually if confident enough. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 50

Lesson 2: Summer Term 1 - Pets Key Stage 1

LO: Develop an understanding of pitch through using movement , voices and instruments. Identify contrasts of high and low pitches.

Starter Activities : Sing the “hello” song again . Ask individual children to reply e.g. “Hello Sophie, how are you?” “ I’m feeling good/ sad/ cross/ happy today”. Can the children remember how many levels of pitch are in the song. (two – one higher (soh), one lower (me)). Get the children to work in pairs and sing the song to each other.

Activities:

1. Teach the song “Rosie” from Singing Sherlock Book 1.

2. Children to sing soh/ me interval using animal names.

3. Children to play soh/ me interval on chime bars.

Plenary: Children to copy simple soh/ me interval patterns. Teacher sings “Can you sing this pattern for me, just like this, just like this” and then sings a 4 beat pattern of soh/me intervals using hand signals for soh and me ( see attached diagram). Children sing back the pattern.

Assessment focus points: Can the children sing a soh/ me interval on their own. When singing the “hello” song in pairs can the children show the high and low pitches with their hands. Are the children using the correct hand signs for “soh” and “me”? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 51

Objectives Activity Resources

For the children to sing an echo Work with the children showing how we sit/ stand to encourage good singing (straight Singing Sherlock Book 1 song with accurate pitching, good back, long giraffe neck and relaxed shoulders) Have a good “body shake” to relax and “Rosie” posture and using good vocal then find a good position. The song can be taught using the backing track with the technique. teacher leading. If needed the performance track can be used for the children to listen to For children to be able to take and then echo. When singing the animal’s names ensure the two levels of pitch are turns at leading and echoing in shown, using the hands to demonstrate the high and low pitches. When the children are groups when singing the song. more familiar with the song, have a go at getting half the class to lead the song and half the class respond and then swap the two halves over.

For children to sing the soh/ me Ask the children how many levels of pitch we use when we sing the pet names. interval accurately. Demonstrate some of them vocally to the children. Have they heard two levels of pitch For children to be able to take like this before? (yes - in the Pet shop song, “hello” song / they are the same as the fire turns at leading and echoing engine “nee naw” sound etc. ) Get small groups and then individual children to sing the individually when singing the song to the class and the rest of the class to copy. The children could make the song song. personal to their own pets. Are the children who are singing individually, singing the song accurately? Point out any particularly good examples. If a child is pitching incorrectly, sing the song to the child for the child to copy and then let them have another go. If the teacher is not confident to do this, ask a child who pitches well to demonstrate. You could also do this activity with chime bars F# and A (see below for alternatives)

Introduce the concept of a series Show the children a glockenspiel turned on its side from low to high. Demonstrate going glockenspiel of pitches going higher and lower up and down the glockenspiel in steps and leaps. Tell a story with sound effects to in steps. reinforce the concept of going up and down the scale of notes. E.g. “A pet kitten called Use a glockenspiel to tell a story Bubbles saw a tree and decided to climb it. It leapt up the branches until it got to the to help reinforce the concept of top. Uh oh, Bubbles was stuck. He mewed and mewed until a little boy called Jo walked pitch. past and noticed. Jo got a ladder and climbed up the ladder step by step. He grabbed Bubbles and carefully carried him down the ladder”, and so on.

Things to think about: Teacher note. The notes being sung in this song when singing the pet’s names are different to the notes in the pet shop song last week, but the interval, the gap between the two notes is the same. If F# and A chime bars are hard to find or use, you could use the notes G and E, or C’ and A instead, but the song would need to be sung acapella without the backing track. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 52

Lesson 3: Summer Term 1 - Pets Key Stage 1

LO Develop an understanding of pitch through using movement , voices and instruments. Identify contrasts of high and low pitches.

Starter Activities : Sing the song “Rosie” or “Come to the Pet shop” with the children, but get the children to lead the song with their own pet’s name or about a pet that they have made up.

Activities:

1. Using E and G chime bars get the children to identify high and low using their hands or by sitting and standing.

2. For children to be able to make soh/ me interval patterns on tuned instruments.

3. Perform and record soh/me interval patterns.

Assessment focus points: Which children can confidently lead the “Rosie” and “Pet shop” song? When singing the “soh/ me” song can the children show the hand signs clearly with their hands? Can the children identify the high and low pitches with their hands when they have their eyes closed? This is a good way to assess children’s individual ability to discriminate between the high and low pitches. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 53

Objectives Activity Resources

For children to identify high and Tell the children that you are going to play either “soh”(high) or “me” (low) on the chime Two chime bars with soh/ me low pitches. bars. If the teacher plays “soh”(high) the children stand up and if the teacher plays “me” intervals e.g C’ & A, B & G#, A & the children sit down. Once the children have got used to the sounds and the game, see F#, G&E if they can be “caught out”, by playing the same sound twice in a row and seeing if the children stay still.

For children to create their own Put the children into mixed ability pairs and ask them to make a short 4 beat soh/ me Tuned instruments with soh/ me soh/ me phrases using tuned pattern that they can sing. The children could write these down on paper with four intervals marked or alternatively a instruments. hearts at the top to show the four heart beats (see worksheet attached) mix of chime bars in pairs of Ensure that the children know that the larger chime bar or bar on the glockenspiel is soh/me intervals e.g C’ & A, B & “soh” and the smaller bar is “me”. Get the children to play and sing their patterns and G#, A & F#, G&E then write them down. The children could sing “high” and “low” or the note names instead of “soh” and “me” to help them if wished. Once the children have memorised how to play their phrase they can add words about a special pet or an imagined pet to fit the phrase. The children can repeat the melodic phrase if they want to include more words. The children can record their words on their heartbeat sheets.

Perform their own soh/ me Children to perform their short phrases to each other and record them as part of their Use recording device such as an melodies to the rest of the class, record of achievement. Ipad. Or tablet. Garageband or or in an assembly. Audacity are good recording app.’s to use for sound quality, or just record, using video on tablet.

Things to think about: Which children are getting caught out in the stand up/ sit down game? Can the children hear the high and low sounds with their eyes closed and showing with their hands? – this is a good way to assess whether they can hear the difference in pitch. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 54

Lesson 4: Summer Term 1 - Pets Key Stage 1

LO: For children to identify phrasing in a song. For children to practise keeping a steady pulse. For children to be able to tap out the pattern of the words of a known song to make a rhythm. For children to know the difference between a pulse and a rhythm. Starter Activities : Teach “I have a dog” song. The song can be heard on the youtube clip: https://youtu.be/w6EcGHBuBK8 “I have a dog and his name is Rover. He is the one I love the best. When he is good he is good all over. When he is bad he is just a pest”. An individual child sings the first two phrases, singing about their own pet or a pet they have made up. The rest of the class finish the song by singing the last two lines.

Activities: 1. Learn the rhyme: “Soft kitty, warm kitty Little ball of fur Lazy kitty, pretty kitty purr, purr, purr” 2. Tap the pulse and the rhythm of the rhyme. Tap the rhythm of the rhyme using claves/ sticks. 3. Identify the phrases in the rhyme, and then play some rhythm recognition games.

Plenary: Teach the song/ game “Bow wow wow”. An example of the game being played by teachers can be seen on this youtube clip for your reference https://youtu.be/x_XMOPiZUlg . Once the children have got the idea of how the game works they really enjoy that they have new partners each go. You can keep it going until the circle is back to the original order and the children are with their first partner. Encourage the children to play the game at playtime, either as a group or as a pair with a friend.

Assessment focus points: Which children are tapping the pulse / rhythm accurately? Are any children confused between the rhythm and the pulse? Which children can identify the correct phrase of the rhyme when clapped? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 55

Objectives Activity Resources

For children to be able to learn Learn the rhyme: and recite a chant by heart. Soft kitty, warm kitty Little ball of fur Lazy kitty, pretty kitty Purr, purr, purr Teach the rhyme, getting the children to copy back, one phrase at a time, then two phrases at a time, building up until the chant is memorised. Get one half of the class to chant the first two phrases then the second half to chant the last two phrases. Then swap over. This could be done with the children alternating with just one phrase at a time as well.

For children to be able to feel the Get the children to recite the rhyme feeling the pulse by tapping the pulse with their right Class set of claves or tapping pulse of the rhyme. hand over the left side of their chest, to remind them that “the pulse is the heartbeat of the instruments that can produce a clear For children to be able to tap the music”. rhythmical sound. rhythm of the rhyme (the pattern Explain to the children that the rhythm is the pattern of the words and get the children to of the words) with their hands and tap out the rhythm of the words as they say the rhyme. with percussion instruments. Then get the children to repeat your recital of the rhythm of the rhyme using “ta” and “tete” I I I I I I ta tete ta tete I I I I I Z tete tete ta (rest) IIIIIIII tete tete tete tete I I I Z ta ta ta (rest) Repeat the activity using claves or tapping instruments

For children to be able to listen Tap one of the phrases of the rhyme and see if the children can identify which one it is. carefully to and identify rhythms Repeat with different phrases. Make a note that all the phrases are different. Write the and patterns. rhythms on the board and show the children that it has an ABCD structure because each For children to accurately copy phrase has a different rhythm. rhythms Play “Can you tap this rhythm for me, just like this, just like this, _ _ _ _” Use a variety of four beat rhythms using “tete” and “ta” combinations for the children to copy.

Things to think about: Some children may find it easier to tap the rhythm with their hands, rather than on percussion instruments. If any children show a particularly good pulse or ability to tap the rhythm, single them out to demonstrate to the class and get the children to copy and join in with them. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 56

Lesson 5: Summer Term 1 - Pets Key Stage 1

LO: For children to identify phrasing in a song. For children to practise keeping a steady pulse. For children to tap out the pattern of the words of a known song to make a rhythm, alongside using both their chanting voice and their thinking voice. For children to know the difference between a pulse and a rhythm. Starter Activities : Sing the song “I have a dog…” and encourage the children to sing about their pet or imagined pet individually. Use peer and self- evaluation to identify how well individuals are using their singing voice and how they could improve their singing voices. Can the children think of any ways to make there singing even better ( e.g. use of good posture, facial expression, pronouncing their words clearly and careful pitching). Play the singing game “Bow wow wow” learnt the previous week. Encourage the children to play the game at playtime, either as a group or as a pair with a friend.

Activities: 1. Learn the rhyme: Mice, mice, Eating all the rice, Nibble nibble nibble nibble, Nice nice nice! 2. Move to and tap the pulse and the rhythm of the rhyme, showing the rests/ pauses. Tap the rhythm of the rhyme using percussion instruments. 3. Identify the phrases in the rhyme, and then play some rhythm recognition games.

Plenary: Play the singing game “Bow wow wow” that was learnt last week. Are the children able to play this movement/ action game with more accuracy?

Assessment focus points: Which children are tapping the pulse / rhythm accurately? Can the children show the rests in the rhyme with their hands when tapping the rhythm? Can the children transfer their rhythm skills to percussion instruments? Can the children tap the rhythm of the rhyme using their thinking voice? Which children can identify the correct phrase of the rhyme when clapped? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 57

Objectives Activity Resources

For children to be able to learn Learn the rhyme: www.hmdt.org.uk/assets/musicbo and recite a chant by heart. Mice, mice, x/123_mice.pdf Eating all the rice, This web page has a variety of Nibble nibble nibble nibble, suggestions on how to extend the Nice nice nice! work on this rhyme if wished. Teach the rhyme, getting the children to copy back, one phrase at a time, then two phrases at a time, building up until the chant is memorised. Get one half of the class to chant the first two phrases then the second half to chant the last two phrases. Then swap over. This could be done with the children alternating with just one phrase at a time as well. For children to be able to feel the Get the children to recite the rhyme feeling the pulse by tapping the pulse with their right Class set of claves or tapping pulse of the rhyme. hand over the left side of their chest, to remind them that “the pulse is the heartbeat of the instruments that can produce a clear For children to be able to tap the music”. Explain to the children that the rhythm is the pattern of the words and get the rhythmical sound. rhythm of the rhyme (the pattern children to tap out the rhythm of the words as they say the rhyme. of the words) with their hands and Then get the children to repeat your recital of the rhythm of the rhyme using “ta” and “tete” with percussion instruments. I Z I Z ta (rest) ta (rest) I I I I I Z tete tete ta (rest) IIIIIIII tete tete tete tete I I I Z ta ta ta (rest) Repeat the activity using claves or tapping instruments.

For children to be able to listen Tap one of the phrases of the rhyme and see if the children can identify which one it is. carefully to and identify rhythms Repeat with different phrases. Make a note that all the phrases are different. Write the and patterns. rhythms on the board and show the children that it has an ABCD structure, because each For children to accurately copy phrase has a different rhythm. rhythms. Play “Can you tap this rhythm for me, just like this, just like this, _ _ _ _” Use a variety of four beat rhythms using “tete” and “ta” combinations for the children to copy. Extension: Can any of the more confident children lead his game?

Things to think about: Compare the poem to the one learnt last week. How is it different? (The words are different, the first phrase has a different pattern) How is it similar? (The last three phrases are the same, it has an ABCD structure also). You could show them a rhyme that has a different structure such as One, two, three, four, Mary’s at the kitchen door, One, two, three, four, Now she’s fallen on the floor (ABAB) or One, two, three, four, Mary’s at the cottage door, Five six, seven, eight, Now she’s at the cottage gate (ABCB) 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 58

Lesson 1: Summer Term 2 - Jungle Animals Key Stage 1

LO: Listen with concentration and understanding to a range of high-quality live and recorded music. To be able to move appropriately to contrasting high/low, fast/slow and loud/ quiet sounds and to have an awareness of how pitch, tempo and dynamics can be used to effect in music. Starter Activities: pitch- High/Low: Play 2 contrasting chime bars one high and one low. The children to make their bodies as tall as possible when the high chime bar is struck and as low as possible when the low chime bar is struck. Tempo- Fast/ Slow: Play a contrasting pulse on a drum, one fast, one slow. The children step with their feet to the pulse accordingly. Loud/ Quiet: Children are shown toy jungle animal called …………. Whisper to children that……….is fast asleep. Children to tiptoe to a pulse around the toy quietly so as not to wake him up. Then tell the children that it is time for…………to wake up and get the children to clap 3 times loudly…..not impressed so put back to sleep and tiptoe to the pulse again. Explain to the children this time the children will stamp 3 times to wake ………up properly.

Activities: The activities this week would best be completed in an area where the children have space to move. -Listen to youtube extract of The Elephant from St. Saens “Carnival of the Animals” https://youtu.be/OcTDz4_Tv7o . Discuss and create an “elephant” rhythm on an appropriate percussion instrument for the children to move to.

-Listen to youtube extract The March of The Lion https://youtu.be/rE4CATvZ188 from St. Saens “Carnival of the Animals”. Discuss and create a “lion” rhythm on an appropriate percussion instrument for the children to move to.

- Listen to youtube extract The Aviary https://youtu.be/dMcLiErpAPc from St. Saens “Carnival of the Animals”. Discuss and create a “bird” rhythm on an appropriate percussion instrument for the children to move to.

Plenary: Three children are chosen to play the three different rhythms. Teacher to choose a child to play the rhythm. Children to move to the rhythm appropriately.

Assessment focus points: Are the children moving appropriately to the different musical concepts? Can the children talk about the music listened to in musical terms and with musical understanding? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 59

Objectives Activity Resources

For children to listen to “The Before listening to the extracts ask the children to be “active listeners” and think about the Youtube extracts of The Elephant Elephant” and discuss choice of instruments being used and how they are played. Encourage the children to close their eyes from St. Saens “Carnival of the instruments and use of musical and imagine how the animal might be moving. After listening ask them whether the music Animals” elements. was slow/ fast, high pitched/ low pitched or loud/ quiet? https://youtu.be/OcTDz4_Tv7o For children to suggest ideas for an Appropriate low pitched percussion appropriate instrument and Ask the children to decide which of the musical instruments in the room would be good for instrument such as a bass drum, rhythm to use to help them create making an elephant rhythm. Ask whether the rhythm should be slow/ fast/ loud or quiet? large xylophone or metallaphone, an “elephant” dance. Ask for a simple 4 beat rhythm from one of the children and play the rhythm repeatedly large tambour. using some of the children’s suggestions for ways of using musical elements. Get the children to make an elephant dance to the rhythm and move around the hall to the rhythm.

For children to listen to “The Ask the children to decide which of the musical instruments in the room would be good for Youtube extract The March of The March of the Lion” and discuss making a lion rhythm. Ask whether the rhythm should be slow/ fast/ loud or quiet? Ask for a Lion https://youtu.be/rE4CATvZ188 choice of instruments and use of simple 4 beat rhythm from one of the children and play the rhythm repeatedly using some from St. Saens “Carnival of the musical elements. of the children’s suggestions for ways of using musical elements. Get the children to make a Animals”. For children to suggest ideas for an lion dance to the rhythm and move around the hall to the rhythm. Appropriate percussion instrument appropriate instrument and such as a tambour, xylophone, rhythm to use to help them create chime bars or a conga drum. a “lion” dance.

For children to listen to “The Ask the children to decide which of the musical instruments in the room would be good for Youtube extract The Aviary Aviary” and discuss choice of making a bird rhythm. Ask whether the rhythm should be slow/ fast/ loud or quiet? Ask for https://youtu.be/dMcLiErpAPc instruments and use of musical a simple 4 beat rhythm from one of the children and play the rhythm repeatedly using some from St. Saens “Carnival of the elements. of the children’s suggestions for ways of using musical elements. Get the children to make a Animals”. For children to suggest ideas for an bird dance to the rhythm and move around the hall to the rhythm. Appropriate high pitched percussion appropriate instrument and instruments such as a triangle, rhythm to use to help them create Indian Bells , glockenspiel etc. a“bird” dance.

Things to think about: Can the children use musical language to describe what they heard? Are the children familiar with the musical instruments they are listening to in the music. If not, use some web resources to introduce some of the main instruments of the orchestra. E.g. http://www.bbc.co.uk/education or http://www.dsokids.com/listen/by-instrument/.aspx 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 60

Lesson 2: Summer Term 2 - Jungle Animals Key Stage 1

LO: Children to create simple rhythms on tuned and un-tuned percussion to represent different animals. Children to be able to sing with confidence in a group.

Starter Activity: Learn the simple African echo song “Kye Kye Kule” This song can be sung acapella or there is a backing track available on the Singup website www.singup.org if your school has access to this. There is a recording available on the Skye Music Hub website.

Activities:

- Children to think of a Jungle animal and fill in worksheet drawing their animal and writing a description of how it moves.

- Children pick an appropriate instrument and create their own rhythm/ sounds to represent their animal.

- Children perform their rhythm / sound to the rest of the class.

Plenary Learn the action clapping song “Jambo”. Children to work in pairs and sing and play the song. Emphasise that this is a game they could play in the playground.

Assessment focus points: Can the children pick an appropriate sounding instrument? Can the children play the rhythm in a way that represents their animal well? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 61

Objectives Activity Resources

For children to be able to prepare Ask the children to work in mixed ability pairs and tell them to choose a jungle animal Worksheet attached. for their composition work about that they both want to make a rhythm for. Get the children to have talking time in their a jungle animal by thinking pairs to discuss the nature of their animal and how they would describe the way it carefully about the animal they moves and behaves. Each child then fills in the worksheet by naming which animal they have chosen, and how it moves have chosen, drawing a picture of it and writing a short description of how it moves. and behaves.

For children to choose an Ask the children to choose an instrument each that they think would represent their A range of tuned and untuned instrument appropriate for the animal well. The children then work in mixed ability pairs to create a simple rhythm on percussion for the children to sounds they want to make and their instruments that they can play repeatedly. Ensure the children are clear that the choose from. the animal they want to sounds they make must try and represent the movements of their animal. Give the represent. children some time and if any good examples are observed, stop the class and get the For children to work in mixed children involved to show their work. Discuss with the children why the rhythm is a good ability pairs to make a rhythm/ representation of the animal (e.g. they are playing slowly/ quickly/ loudly/ quietly or pattern for their animal thinking they have picked a high pitched/ low pitched/ scratchy/ tinkly etc instrument). of the musical elements they want to include.

For children to perform their The children take it in turns to perform their rhythms. Encourage the children to say work and evaluate their own and what they liked about the rhythms and if they have any ideas on how to improve any of each other’s work. them. Get the children to try out any suggested ideas and discuss whether they think that it improved their rhythm or not.

Things to think about: Ensure that the children are paired up thoughtfully thinking about their abilities and any additional needs they might have. Ensure the children are focused on the way they play their rhythm as well as the pattern that they create. Check that the children are playing the instruments they have chosen, correctly, with good technique. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 62

Lesson 3: Summer Term 2 - Jungle Animals Key Stage 1

LO: For children to use their voices expressively and creatively by singing songs, speaking chants and rhymes and adding vocal sound effects. For children to experiment with, create and combine sounds using the inter-related dimensions of music.

Starter Activity: Read the book “Walking in the jungle” as a stimulus for the music making the children are going to complete. Get the children to join in with the repetition and animal noises. There is a recording available on the Skye Music Hub website.

Activities:

- Learn and Sing “Down in the jungle”– https://youtu.be/K1fZHoqdH-E

- Explore making rhythmic vocal animal sounds.

- Rehearse and then perform a simple chant/ rap about walking in the jungle using rhythmical animal noises that the children have created.

Plenary: Children to sing the simple African echo song “Kye Kye Kule” learnt in lesson 2. This song can be sung acapella or there is a backing track available on the Singup website www.singup.org if your school has access to this.

Assessment focus points: Are the children joining in the group singing/ chanting confidently? Can the children explore and create different animal sounds using different vocal techniques? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 63

Objectives Activity Resources

For children to sing expressively Teach the song “Down in the jungle”: https://youtu.be/K1fZHoqdH-E There are lots of different recordings using singing voices and vocal See if the children can add some rhythmic jungle animal sounds instead of the “rub-a-dub” lyrics. of this song on youtube. This is from sounds to represent animals. E.g.Down in the jungle where nobody goes the BBC: There’s a slithery snake washing his clothes https://youtu.be/K1fZHoqdH-E With a “SSSSSSSSSSSSS” here and a “SSSSSSSSSSSS” there, That’s the way he washes his clothes Great big gorilla….”ooh ooh” Pretty little parrot “squawk” Great big crocodile “snap snap” Cheeky little monkey “eeh eeh eeh ah”

Make sure the animal sounds fit into the beat well when teaching the song and encourage the children to do this too, rather than make random noises.

Children to explore their voices to Get the children to think of different jungle animals and make sounds to go with them. Pictures of jungle animals if desired. make different animal sounds. Encourage the children to fit the sounds into a 4 beat pattern using a pair of claves to tap the 4 beats. Ask the children about the sounds they are making…Are they using their high voices/ low voices/ soft voices/ loud voices ?etc

Children to rehearse and then Get the children to feel the beat by tapping their knees and then teach the rap phrase: perform a simple chant/ rap using “I was walking in the jungle and I heard a strange sound” different animal sounds. Ask the children what animal could they have in their rap….what strange sound would it make? Then add it after the phrase in a 4 beat pattern. Carry on until you have a selection of animals. Pick the six best animal sounds and then put the children into 6 groups and allocate each group an animal. Perform the rap with all the children chanting the rap phrase and then conducting each group in turn to make the animal sounds. Finish with a final rap phrase “I was walking in the jungle and I heard some strange sounds” and all the children join in with their sounds to make a noisy jungle!

Things to think about: Be as creative as possible with the variety of sounds the children make. You could also add in body percussion sounds if and when appropriate. Make sure the animal sounds fit into the beat well when teaching the song and encourage the children to do this too, rather than make random noises. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 64

Lesson 4: Summer Term 2 - Jungle Animals Key Stage 1

LO: Children to use their voices expressively and creatively by singing songs, speaking chants and rhymes and adding vocal sound effects. Children to use a range of tuned and untuned percussion instruments to experiment with, create and combine sounds using the inter-related dimensions of music.

Starter Activity: Learn and sing “A Keelie Makolay” call and response song. Watch the Bitesize clip about adding instrumental and vocal sounds to a story about the rainforest. http://www.bbc.co.uk/education/clips/z26b9j6 Explain to the children that the children will be making some musical stories about the African Jungle. There is a recording available on the Skye Music Hub website.

Activities: - Watch the Bitesize clip about adding instrumental and vocal sounds to a story about the rainforest. http://www.bbc.co.uk/education/clips/z26b9j6 Explain to the children that the children will be making some musical stories about the African Jungle. - Explore the different timbres of a selection of tuned and untuned instruments. - in small groups of 5 or 6 children add vocal and instrumental sounds to the “I was walking in the jungle” story, using voice, body percussion and a selection of tuned and untuned instruments thinking about timbre, dynamics, pitch, and tempo.

Plenary: Sing “Jambo” learnt in lesson 2. Children work in pairs. There is a recording available on the Sky Music Hub website.

Assessment focus points: Are the children able to use their knowledge of tempo/ dynamics/ pitch and timbre to create effective sound accompaniments for their story? Are the children able to evaluate their own work? Can they suggest ways to improve? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 65

Objectives Activity Resources

For children to create a jungle The children to watch the first part of the Bitesize clip (see Resources column) which http://www.bbc.co.uk/education/ story and add sound effects using shows children telling a story and adding sound effects to a Rainforest story. Explain to clips/z26b9j6 voice, instruments and body the children that they are going to do the same but about an African Jungle. A selection of tuned and untuned percussion. Start the story “I was walking in the jungle and……” and get the children to give examples percussion instruments. of how they would continue the story. Ask individual children to pick instruments or make sounds to accompany their part of the story.

For children to create a jungle Split the children into groups of 5 or 6 and get them to create a jungle story beginning “I A3 paper. story in groups. was walking through the jungleand….” and then make a storymap of their story on paper.

For children to create a jungle Now get the children to add sound effects using a selection of instruments, vocal sounds A selection of tuned and untuned story and add sound effects using and body percussion to help tell their story. Give the children time to rehearse and refine percussion instruments. voice, instruments and body their story ready for performance next week percussion in groups.

Things to think about: Group the children in mixed ability groups and try to make sure that all the children in the group are involved in the decision making parts of the activity. Make sure the children have an adequate selection of instruments to choose from, but also encourage the use of vocal and body percussion elements as a balance. 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 66

Lesson 5: Summer Term 2 - Jungle Animals Key Stage 1

LO: Children to use their voices expressively and creatively by singing songs, speaking chants and rhymes and adding vocal sound effects. Children to use a range of tuned and un-tuned percussion instruments to experiment with. Create and combine sounds using the inter-related dimensions of music. Children to develop performing skills.

Starter Activity: Sing “Boom Chicka Boom” to warm up children’s singing voices and encourage good facial expression and posture.

Activities: Using tablet or ipad:

- Record children as a class singing “A Keelie”, “Kye Kye Kule” , “Down in the jungle” and “Jambo”.

- Record each group performing their “Jungle Rap”.

- Use peer evaluation of performances as points for discussion.

Plenary: Play the recordings back to the children to watch.

Assessment focus points: Are the children able to evaluate their own and others performances? Can they suggest ways to improve? 54509 Sefton Music - KS1_Layout 1 22/09/2017 09:04 Page 67

Objectives Activity Resources

For children to perform a Record children performing the songs “A Keelie”, “Kye Kye Kule” , “the animal song” and I-pad or tablet to record selection of songs and their “Jambo”. Before recording ensure the children are standing with good posture and are performances compositions. using techniques to help them sing well. E.g giraffe necks, straight backs, sparkly eyes. A selection of tuned and un-tuned For the performances to be Record the children performing their Jungle “sound stories” to the rest of the class. percussion instruments. recorded as a tool for evaluation and as a record of achievement and progress.

For the performances to be Play the recordings to the children and encourage them to say what they liked about Screen connected to recording recorded as a tool for evaluation them. Can they spot anyone showing really good singing posture? Did any sound effects instrument to play back to the and as a record of achievement in the stories stand out? How could they get better at performing? children. and progress.

Things to think about: Ensure recordings are saved as a record of achievement and progress. Sometimes it helps to have an extra adult in class to do the recording if at all possible. Interpretaon of Naonal Curriculum Music Programmes of Study: Key Stages 1 + 2 with age related coverage

Performing Evidence Composing Evidence Listening & Appraising Evidence Use their voices expressively to speak and Use their voice to create different sounds Respond to different moods in music saying chant how music makes them feel Take part in singing songs Play an instrument crea,ng different Choose sounds to illustrate different sounds moods Y1 Use instruments to perform Create and repeat short rhythmic and melodic pa-erns Recognise repea,ng pa-erns/ ideas when listening to music Copy sounds Create a sequence of sounds Perform short rhythmic pa-erns Notate their sounds using pictures/ Follow instruc,ons about perfoming - symbols when to play and sing Use dynamics when performing (loud & quiet) Use long/short sounds in their composing Recognise the difference between basic Extension elements (fast/slow/high/low/loud/quiet) Follow a melody accurately when singing Make connec,ons between nota,ons and musical sounds Improve their own work Y2 Perform with others songs/simple rhythmic Make connec,ons between nota,ons and Recognise repea,ng pa-erns/ pa-erns on an instrument musical sounds ideas when listening to music Keep a steady pulse when performing Use symbols to represent sound Follow instruc,ons about perfoming - simple pa-erns when to play/sing/breathe/be louder etc Perform keeping the beat whilst showing Order sounds into a structure Listen and recognise par,cular elements of simple changes in tempo (beginning, middle, end) music (,mbre/pitch /dynamics) Copy changes in pitch Create music from different star,ng points Perform pa-erns in different tempos Use a simple structure when composing Recognise sounds that move in Extension Y3 (eg. Ternary) steps and leaps Sing in tune with expression Use different elements in their work Use musical vocabulary to describe a piece Show control of the voice when singing Compose repeated pa-erns on a range of music discussing their likes/dislikes of instruments Improve their work sta,ng how ot has Play clear notes on an instrument/sing clearly Create accompaniments to a melody been improved (dic,on) (e.g drones) Recognise the work of at least one famous Play clear notes on an instrument/sing clearly Choose and combine different sounds to composer showing awareness of when (dic,on) create an intended effect it was wri-en Extension Work with a partner to perfrom a piece Show an awareness of ,me Recognise changes in music Y4 using more than one instrument signatures Perform a piece using minims, crotchets Recognise minim, crotchet and semibreve Show an awarenes of the ,me signatures of and semibreves and their value pieces of music Rhythmically perform a simple part, Use basic rhythmic nota,on to transcribe including rests ideas Iden,fy, using musical vocabulary, the different purposes of music Improvise using repeated pa-erns Maintain a part in a group showing Notate composi,on ideas using basic awareness of others nota,on(notes of the stave) and use to Explain the how silence can effect a Extension musical piece or idea Y5 record performance Memorise songs and perform with accuracy Compose a short song (lyrics and melody) Begin to recognise the differences of (pitch) and perform eras in music Can they perform using simple Create more than one musical idea to be Describe how specific musical elements, if harmonic ideas performed simultaneously changed can effect the overall sound of a piece of music Sing or play using correct phrasing showing Create a song showing an understanding of understanding of how to add expression the link between lyrics and melody Improve their own work and suggest Hold their own part in a group - improvising improvements to the work of others Extensionmelody and rhythm, singing a harmony part, Use standard musical nota,on to record Y6 drones/os,na, etc Compose a piece of music from given their ideas criteria using a variety of musical devices e.g. rhythm, chords, melody, tempo, ,mbre, Evaluate their work, using appropriate Perform music using a variety of structural structure etc musical vocabulary sta,ng what was forms successful/unsuccessful and why Perform by ear and using simple nota,ons Perform/improvise an idea that builds up Compose using chords and record ideas Compare and contrast a variety of music layers of sounds to produce simple chords using nota,on including ,me signatures indica,ng preferences using musical and / vocabulary to describe opinions Provide rhythmic support in a performance Extension Improve their work from nota,on Use relevant nota,ons for your Perform from a variety of nota,ons composi,on work Confidently sing a harmony part with accuracy Combine several musical devices when Iden,fy different musical devices in a variety composing of musical genres and show some awareness Perform from memory Use digital technologies to aid with the of the influence and place music has had in Take a lead role in a performance crea,on and recording of ideas society over ,me Perform a solo or solo part in an ensemble Perform a piece of music which has at least 2 or more parts showing understanding of how Use a variety of notes, including chroma,c the parts fit together notes to build up ideas

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