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 5 songs off by heart.  

To know what the songs are about.  

To know and recognise the sound and names of some of the instruments they use.  

To know five songs off by heart.

To know some songs have a chorus or a response/answer part.

To know that songs have a musical style. 

To learn how they can enjoy moving to music by dancing, marching, being animals or pop stars.

To know five songs from memory and who sang them or wrote them.  

To know the style of the five songs.   

To choose one song and be able to talk about:  

○ Its lyrics: what the song is about  

○ Any musical dimensions featured in the song, and where they are used (texture, dynamics, tempo, rhythm and pitch)  

○ Identify the main sections of the song (introduction, verse, chorus etc.)   

○ Name some of the instruments they heard in the song   

To confidently identify and move to the pulse.  

To think about what the words of a song mean.   

To take it in turn to discuss how the song makes them feel.  

Listen carefully and respectfully to other people’s thoughts about the music.  

To  know  five  songs  from  memory  and w ho  sang  them  or  wrote  them.   

To  know  the  style  of  the  five  songs.    

To  choose  one  song  and  be  able  to  talk  about:   

• Some  of  the  style  indicators  of  that  song  (musical  characteristics  that  give  the  song  its  style).   
• The  lyrics:  what  the  song  is  about.   
• Any  musical  dimensions  featured  in  the  song  and  where  they  are  used  (texture,  dynamics,  tempo,  rhythm  and  pitch).   
• Identify  the  main  sections  of  the  song ( introduction,  verse,  chorus  etc).    
• Name  some  of  the  instruments  they  heard  in  the  song.   

To  confidently  identify  and  move  to  the  pulse.   

To  talk  about  the  musical  dimensions  working  together  in  the  Unit  songs  eg  if  the  song  gets  louder  in  the  chorus  (dynamics).   

Talk  about  the  music  and  how  it  makes  them  feel.    

Listen  carefully  and  respectfully  to  other  people’s  thoughts  about  the  music.   

When  you  talk  try  to  use  musical  words.   

To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?  

To know the style of the five songs and to name other songs from the Units in those styles.  

To choose two or three other songs and be able to talk about:  

○ Some of the style indicators of the songs (musical characteristics that give the songs their style)  

○ The lyrics: what the songs are about  

○ Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)  

○ Identify the main sections of the songs (intro, verse, chorus  

etc.)   

○ Name some of the instruments they heard in the songs   

○ The historical context of the songs. What else was going on at this time?  

To identify and move to the pulse with ease.  

To think about the message of songs.   

To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.  

Listen carefully and respectfully to other people’s thoughts about the music.  

When you talk try to use musical words.  

To talk about the musical dimensions working together in the Unit songs.   

Talk about the music and how it makes you feel.   

To  know  five  songs  from  memory,  who  sang  or  wrote  them,  when  they  were  written  and  why?   

To  know  the  style  of  the  songs  and  to  name  other  songs  from  the  Units  in  those  styles.   

To  choose  three  or  four  other  songs  and  be  able  to  talk a bout:   

○ The  style  indicators  of  the  songs  (musical characteristics  that  give  the  songs  their  style)   

○ The  lyrics:  what  the  songs  are  about   

○ Any  musical  dimensions  featured  in  the  songs  and  where  they  are  used  (texture,  dynamics,  tempo,  rhythm,  pitch  and  timbre)   

○ Identify  the  structure  of  the  songs  (intro,  verse,  chorus  etc.)    

○ Name  some  of  the  instruments  used  in  the  songs    

○ The  historical  context  of  the  songs.  What  else  was  going  on  at  this  time,  musically  and  historically?   

○ Know  and  talk  about  that  fact  that  we  each  have  a  musical  identity   

To  identify  and  move  to  the  pulse  with  ease.   

To  think  about  the  message  of  songs.    

To  compare  two  songs  in  the  same  style,  talking  about  what  stands  out  musically  in  each  of  them,  their  similarities  and d ifferences.   

Listen  carefully  and  respectfully  to  other  people’s  thoughts  about  the  music.   

Use  musical  words  when  talking  about  the  songs.   

To  talk  about  the  musical  dimensions  working  together  in  the  Unit  songs.    

Talk  about  the  music  and  how it  makes  you  feel,  using  musical  language  to  describe  the music.