Year 3-4 A2 Music MTP - Food and Drink-In the Past Key Skills to be covered : Years 3 and 4 Performing Listening Creating Knowledge and Understanding
Sing songs, speak chants and rhymes in unison
Listen with attention to a range of high quality
Improvise and develop rhythmic and melodic
Analyse and compare sounds. and two parts, with clear diction, control of live and recorded music, to detail and to material when performing.
Explore and explain their own ideas and feelings pitch, a sense of phrase and musical expression. internalise and recall sounds with increasing
Explore, choose, combine and organise musical about music using movement, dance, expressive
Play tuned and untuned instruments with aural memory. ideas within musical structures. language and musical vocabulary. control and rhythmic accuracy.
Experience how the combined musical elements
Improve their own and others' work in relation
Practise, rehearse and present performances of pitch, duration, dynamics, tempo, timbre, to its intended effect. with an awareness of the audience. texture and silence can be organised within
Use and understand staff and other musical musical structures (for example, ostinato) and notations. used to communicate different moods and
Develop an understanding of the history of effects. music.
Experience how music is produced in different ways (for example, through the use of different resources, including ICT) and described through relevant established and invented notations.
Know how time and place can influence the way music is created, performed and heard (for example, the effect of occasion and venue).

Pitch Duration Dynamics Tempo Timbre Texture Structure
Determine upwards and
Indicate the steady beat
Recognise differences in
Identify the differences
Describe and aurally
Recognise the difference
Recognise call and downwards direction in by movement, including dynamic levels. between fast and slow identify the tone colours between thick (many response form. listening, performing and during a silence. tempos. of instruments. sounds) and thin (few
Differentiate between moving.
Respond to changes in
Identify the tempo of
Compare instrumental sounds) textures. the contrasting sections
Recognise and imitate the speed of the beat. music as fast, moderate, tone colour.
Recognise changes in of a song. melody patterns in echoes.
Respond to the strong slow, getting faster or texture.
Recognise the difference
Show the overall contour beats whilst singing. getting slower.
Identify the melodic line between the verse and of melodies as moving
Use instruments to keep in a texture. refrain of a song. upwards, downwards or a steady beat.
Recognise rhythm on
Recognise binary (one staying the same.
Hold a beat against rhythm in music. melody labeled ‘A’ is
Determine movement by another part.
Recognise the difference followed by a new melody step, by leaps or by between unison (one labeled ‘B’ = AB melody repeats. same pitched sound) and form) and ternary (one
Perform simple melody harmony (various pitched melody labeled ‘A’ is patterns. sounds at the same followed by a new melody time). labeled ‘B’ which then goes back to melody A = ABA melody form) form.

Year 3-4 A2 Music MTP - Food and Drink-In the Past National Curriculum Links: Pupils should be taught to: • Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression • Improvise and compose music for a range of purposes using the interrelated dimensions of music • Listen with attention to detail and recall sounds with increasing aural memory • Use and understand staff and other musical notations • Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians • Develop an understanding of the history of music Cross -curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities: • Numeracy: Extended Opportunities including possible visits/visitors and local connections: Visits/Visitors: Local information:

Year 3-4 A2 Music MTP - Food and Drink-In the Past

Key objectives as Key Skills that Possible activities including use of Computing and Outcomes/Evidence that teaching has questions can be covered Technology taken place Please note: For this Medium plan you will be using 2 of the New Music Express Units (Each is now 3 lessons long) The Units covered in this Medium Term Plan are: 1. In the Past – Music Focus: Pitch – Curriculum Link: PE 2. Food and Drink – Music Focus: Performance – Curriculum link: DT 1 WALT: Understand pitch and Determine upwards Hi lo, middle lo LA: Children understand that the words high and low learn to read simple pitch and downwards Learn a singing game about pitch do not refer to volume. notation direction in listening, –– learn a singing game with hand actions to represent three pitches; performing and moving. –– understand pitch through playing the game in pairs. MA: Children matching their hand signals to pitch You Will Need: Hi lo middle conducting changes as they listen plenty of opportunity to Chime bars – notes F G A Recognise and imitate Follow a conductor to sing an improvised three-note melody explore making high and low sounds with their own Glockenspiels melody patterns in –– follow hand signals to read a three-pitch melody; voices. echoes. –– improvise and conduct three-pitch melodies; Vocabulary –– understand and read simple pitch notation. HA: Play the melody of Hi lo, middle lo on pitched • Pitch Show the overall contour O Beata Infantia instruments, notes GFA and DEF: of melodies as moving Trace the path of a Medieval song using hand movements major version - A F GF; GG F upwards, downwards or –– listen to a Medieval melody to recognise changes in pitch; GG F; A GG F GG; A GG F staying the same. –– make hand signals to match changes in pitch. minor version - F D EE D; EE D EE D; F EE D EE; F EE D. 2 WALT: Understand and use Show the overall contour Back in time LA: Children limit the total number of notes of pitch notations of melodies as moving Learn to sing Back in time and follow ladder notation of a melody their melody to begin with, eg a sequence of 4 pitches upwards, downwards or –– listen to a melody to identify changes in pitch; could be 1 2 3 1. staying the same. –– use hand signal to describe changes in pitch; You Will Need: –– play a melody using simple pitch notation. MA: When the Children are confident at playing and • Chime bars or tuned Determine movement Back in time drone transferring the chosen sequence into notation percussion – notes C D E F by step, by leaps or by Learn a drone accompaniment to Back in time using tuned percussion (and vice versa!), they may gradually extend the • Chime bars or tuned repeats. –– understand about use of drone accompaniments; melodies. percussion – notes D and A –– follow notation to play a drone accompaniment on tuned percussion with • Tuned instruments eg Perform simple melody a song; HA: Children who are becoming familiar with recorders patterns. –– perform a song with drone accompaniment. traditional staff notation may transfer their melodies Ladder melodies onto a stave. Vocabulary Compose and notate a melody using three pitches • Pitch –– understand simple pitch notation to play three-note melodies; • Drone –– compose and notate simple melodies; • Notation –– perform composed melodies. • Stave • Crotchet 3 WALT: Read simple rhythm Determine upwards Bransle simple LA/MA: children may find it difficult to notation and learn a Tudor dance and downwards Identify and play the tambour rhythm pattern in a listening extract remember left and right, give them wrist or arm direction in listening, –– identify a repeated rhythm accompaniment in a Tudor dance; bands to wear on one arm so that they can all see Year 3-4 A2 Music MTP - Food and Drink-In the Past What you will need: performing and moving –– play a repeated rhythm pattern on untuned percussion; the direction of travel. • Tambours Improve their own and –– read simple rhythm notation to play a repeating pattern. • A selection of un-tuned others' work in Bransle simple dance steps HA: Devise a dance to perform with Back in time percussion instruments, relation to its intended Learn some dance steps to perform with Bransle simple using simples and doubles that move forwards and effect. –– learn simple Tudor dance steps; backwards: Vocabulary –– perform a simple Tudor dance to music. • Pitch Use and understand Bransle simple performance • Dynamics staff and other Perform a percussion accompaniment and dance with Bransle simple • Beat musical notations. –– perform a simple Tudor dance with percussion accompaniment to music; • Rhythm –– select untuned percussion to add to the performance. 4 WALT: Explore simple Sing songs, speak Banana mango LA/MA: Build confidence with the Banana mango accompaniments using beat and chants and rhymes in Say and play a rhythm chant rhythms, and in preparation for playing rhythm patterns unison and two parts, –– learn a rhythmic chant and identify patterns of word rhythms; on percussion, say the chant ‘in your heads’ while with clear diction, –– add body percussion to the rhythm of a chant; performing the body percussion rhythms. What you will Need: control of pitch, a –– perform a rhythmic chant in two groups. Follow the picture score to remind you of each A selection of hand-held sense of phrase and Go bananas rhythm. percussion instruments, e.g. musical expression. Learn to sing and perform the actions of Go bananas claves, hand drums, scrapers, –– learn an action song; HA: Compose and perform new rhythm patterns for castanets, maracas, Listen with attention –– perform a song with rhythmical actions. Banana Mango using more fruit or vegetable names, to a range of high Banana band e.g. apple, apple, apple, pomegranate. Make picture Vocabulary quality live and Add a percussion accompaniment to Go bananas cards to annotate the new rhythm patterns. • Beat recorded music, to –– select instruments to play rhythms as a song accompaniment; • Rhythm detail and to –– work in small groups or pairs to add percussion to selected word • Tempo internalise and recall rhythms; sounds with increasing –– perform a song with percussion accompaniment. aural memory 5 WALT: Using a score and Experience how the Learn a round in three parts LA: children may not be ready to successfully sing a combining sounds to create combined musical –– learn to sing a round in unison; three-part round until they have consolidated different musical textures elements of pitch, –– learn to sing a round in three parts. learning the song in unison. duration, dynamics, Dinner time What you will Need: tempo, timbre, texture Sing Dinner time and accompany it with instruments MA: If the children are not confident with singing A selection of hand-held and silence can be –– learn to sing a song about kitchen sounds; each of the three unison sections of Breakfast time, percussion and soundmakers, organised within –– select descriptive sounds to represent words from the song; come back to trying it as a round on a later including found objects, e.g. foil, musical structures –– layer the sounds as an accompaniment to the song. occasion. egg timers, cellophane Dinner time recipes Recognise changes in Create recipes for dinner time music HA: Make a piece of music that describes the work of Vocabulary texture. –– listen and follow a score to notice changes in musical texture; a number of chefs preparing different meals in a busy • Pitch –– select sound makers to interpret a score; restaurant kitchen. Combine Cook up! group pieces to • Dynamics Identify the melodic –– work in small groups to create recipe scores; create a larger piece with more complex textures. • Texture line in a texture. –– play their recipes, changing textures as shown by the score. • Round 6 WALT: Explore different types Explore, choose, Learn a song with a verse and chorus LA: Children Practise Fizz pop! unaccompanied with a of accompaniment combine and organise Children: steady beat played on claves or tambour to ensure musical ideas within –– learn to sing a traditional song; the children know them securely before dividing into musical structures –– identify verse and chorus sections of the song. two groups. Year 3-4 A2 Music MTP - Food and Drink-In the Past Shortnin’ players What you will need: Determine movement Accompany a song with drone and ostinato parts MA: When children are confident, perform either of Chime bars – notes C G A by step, by leaps or by –– learn a drone accompaniment on chime bars; the songs up to speed with the backing track and repeats. –– learn an ostinato accompaniment; combined in two groups. Vocabulary –– accompany a traditional children’s song with a drone and ostinato. • Drone Perform simple melody Fizz pop! Jelly HA: Link with literacy work on rhyme to write new • Ostinato/ostinati patterns. Chant a rhythmic accompaniment to a song lyrics for Shortnin’ bread , e.g. • Pitch –– learn a chant and a song; ‘chop the rhubarb, me oh my, –– accompany a song with a chant, performing in two groups. we’re gonna make some rhubarb pie’ (repeat). ‘We all love that rhubarb, rhubarb, we all love that rhubarb pie’ (repeat) .