To  know  that  we  can  move  with  the  pulse  of  the  music.    

To  know  that  the  words  of  songs  can  tell  stories  and  paint  pictures.      

There  are  progressive  Music  Activities w ithin  each  unit  that  embed  pulse,   rhythm  and  pitch. Children   listen  to  and  work  with  the  Games  Track  to   complete  the  following  in  relation  to t he  main  song :        

Activity  A  Games  Track    

FInd  the  pulse  by  copying  a  character  in  a  nursery  rhyme,  imagining   a  similar  character  or  object  and  finding  different  ways  to  keep t he   pulse.    

Activity  B Copycat   Rhythm    

Copy  basic  rhythm  patterns  of  single  words,  building  to  short  phrases   from  the  song/s.    

Activity  C  High  and  Low    

Explore  high  and  low  using  voices  and s ounds  of  characters  in t he   songs. L isten  to  high-pitched  and  low-pitched  sounds  on  a   glockenspiel.    

Activity  D  Create  Your  Own  Sounds      

Invent  a  pattern  using  one  pitched  note, k eep  the  pulse  throughout   with  a  single  note  and  begin  to  create  simple  2-note p atterns  to   accompany  the  song. 

To know that music has a steady pulse, like a heartbeat.   

To know that we can create rhythms from words, our names, favourite food, colours and animals.  

There are progressive Warm-up Games and Challenges within each Unit that embed pulse, rhythm and pitch. Children will complete the following in​ relation to the main song:​   

Game 1 –  Have Fun Finding The Pulse!   

FInd the pulse. Choose an animal and find the pulse  

Game 2 – Rhythm Copy Back   

Listen to the rhythm and clap back. Copy back short rhythmic phrases based on words, with one and two syllables whilst marching to the steady beat.  

Game 3 – Rhythm Copy Back, Your Turn Create rhythms for others to copy  

Game 4 – Pitch Copy Back and Vocal Warm-up 1   

Listen and sing back. Use your voices to copy back using ‘la’, whist marching to the steady beat  

To know that music has a steady pulse, like a heartbeat.

To know that we can create rhythms from words, our names, favourite food, colours and animals.

Rhythms are different from the steady pulse.

We add high and low sounds, pitch, when we sing and play our instruments.

There are progressive Warm-up Games and Challenges within each Unit that embed pulse, rhythm and pitch. Children will complete the following in​ relation to the main song:​

Game 1 – Have Fun Finding the Pulse! 

FInd the pulse. Choose an animal and find the pulse.

Game 2 – Rhythm Copy Back  

Listen to the rhythm and clap back. Copy back short rhythmic phrases based on words, with one and two syllables whilst marching the steady beat.

Game 3 – Rhythm Copy Back, Your Turn Create rhythms for others to copy.

Game 4 – Pitch Copy Back and Vocal Warm-up 1  

Listen and sing back. Use your voices to copy back using ‘la’, whilst marching the steady beat.

Know how to find and demonstrate the pulse.  

Know the difference between pulse and rhythm.  

K​now how pulse, rhythm and pitch work together to create a song.   

Know that every piece of music has a pulse/steady beat.   

Know the difference between a musical question and an answer.  

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using two notes:  

Find the Pulse  

Rhythm Copy Back:  

Bronze:​ Clap and say back rhythms   

Silver: ​Create your own simple rhythm patterns   

Gold:​ Perhaps lead the class using their simple rhythms   

Pitch Copy Back Using 2 Notes   

Bronze:​ Copy back – ‘Listen and sing back’ (no notation)  

Silver:​ Copy back with instruments, without then with notation  

Gold:​ Copy back with instruments, without and then with notation  

Pitch Copy Back and Vocal Warm-ups  

Know  and  be  able  to  talk  about:   

How  pulse,  rhythm  and  pitch  work  together   

Pulse:  Finding  the  pulse  –  the  heartbeat  of  the  music   

Rhythm:  the  long  and  short  patterns  over  the  pulse    

Know  the  difference  between  pulse  and  rhythm   

Pitch:  High  and  low  sounds  that  create  melodies   

How  to  keep  the  internal  pulse    

Musical  Leadership:  creating  musical  ideas  for  the  group  to c opy  or  respond  to   

Using  the  Warm  up  Games  tracks  provided,  complete  the  Bronze,  Silver  and  Gold  Challenges.  Children  will  complete  the  following  in  relation  to  the  main  song, u sing  two  notes:   

Find  the  Pulse   

Rhythm  Copy  Back:   

Bronze:  Clap  and  say  back  rhythms    

Silver: Create   your  own  simple  rhythm  patterns    

Gold:  Perhaps  lead  the  class  using  their  simple  rhythms    

Pitch  Copy  Back  Using  2  Notes    

Bronze:  Copy  back  –  ‘Listen  and  sing  back’  (no  notation)   

Silver:  Copy  back  with  instruments,  without  then  with  notation   

Gold:  Copy  back  with  instruments,  without  and  then  with  notation   

Pitch  Copy  Back  and  Vocal  Warm-ups   

Know and be able to talk about:  

How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song  

How to keep the internal pulse   

Musical Leadership: creating musical ideas for the group to copy or respond to  

Using the Warm up Games tracks provided, complete the Bronze, Silver and Gold Challenges. Children will complete the following in relation to the main song, using three notes:   

Bronze Challenge  

Find the pulse  

○ Copy back rhythms based on the words of the main song, that include syncopation/off beat  

○ Copy back one-note riffs using simple and syncopated rhythm patterns  

Silver Challenge  

Find the pulse  

○ Lead the class by inventing rhythms for others to copy back  

○ Copy back two-note riffs by ear and with notation  

○ Question and answer using two different notes  

Gold Challenge  

Find the pulse  

○ Lead the class by inventing rhythms for them to copy back  

○ Copy back three-note riffs by ear and with notation  

○ Question and answer using three different notes 

Know  and  be  able  to  talk  about:   

How  pulse,  rhythm,  pitch,  tempo,  dynamics,  texture  and  structure  work  together  to  create  a  song  or  music   

How  to  keep  the  internal  pulse    

Musical  Leadership:  creating  musical  ideas  for  the  group  to  copy  or  respond  to   

Using  the  Warm  up  Games  tracks  provided,  complete  the  Bronze,  Silver  and  Gold  Challenges.  Children  will  complete  the  following  in  relation  to  the  main  song, u sing  three  notes:    

Bronze  Challenge   

Find  the  pulse   

○ Copy  back  rhythms  based  on  the  words  of  the  main  song,  that  include  syncopation/off b eat   

○ Copy  back  one-note  riffs  using  simple  and  syncopated r hythm  patterns   

Silver  Challenge   

Find  the  pulse   

○ Lead  the  class  by  inventing  rhythms  for  others  to  copy  back   

○ Copy  back  two-note  riffs  by  ear  and  with  notation   

○ Question  and  answer  using  two  different  notes   

Gold  Challenge   

Find  the  pulse   

Lead  the  class  by  inventing  rhythms  for  them  to  copy  back   

Copy  back  three-note  riffs  by  ear  and  with  notation   

Question  and  answer  using  three  different  notes