Unit outcomes
- Create movements that match the music, explaining why they are moving in that way.
- Identify descriptive sounds within the music.
- Recreate and then adapt descriptive sounds heard using their voice or body.
- Make appropriate instrument choices to represent a descriptive sound.
- Control instruments and voices to make both quiet and loud sounds.
- Follow simple instructions during a group performance.
- Create their own graphic score and play from it.
- Make more than one sound on their instrument and with their voice.
Suggested prior learning
ARCHIVED Classical music, dynamics and tempo (Theme: Animals)
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Lessons
Lesson 1: The sea: Vocal and body sounds
Lesson 2: Vocal and body sounds: Embodying the sea
Lesson 3: Vocal and body sounds: Musical treasure hunt
Lesson 4: Vocal and body sounds: Seaside story
Lesson 5: Vocal and body sounds: Seaside soundscape
Key skills
- Understanding that different types
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Key knowledge
- To know that dynamics
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Key vocabulary
body percussion
dynamics
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Unit resources
Assessment – Year 1: Vocal and body sounds
Assessment – Year 1: Vocal and body sounds Assessment resources for this unit. Use
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Knowledge organiser
Knowledge organiser Aimed at pupils, a single page
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Key vocabulary
Key vocabulary Subject resources
Music: Long-term plans
A suggested order for teaching Music
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National curriculum mapping
National curriculum mapping This National curriculum coverage mapping document
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Music: Pupil progression of skills
Progression document showing how skills and
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Assessment
Assessment An assessment tool for monitoring the
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Equipment list
Equipment list A list of essential and optional
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Key vocabulary
A unit-by-unit list of musical vocabulary
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Music teacher skills videos
A collection of teacher skills videos
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Cross-curricular opportunities
English
‘Pupils should be taught to:
- learn how to use:
- expanded noun phrases to describe and specify [for example, the blue butterfly]
- articulate and justify answers, arguments and opinions’.
See National curriculum - English key stages 1 to 2.
Physical education
‘Pupils should be taught to:
- perform dances using simple movement patterns’.
See National curriculum - Physical education key stages 1 to 2.
Geography
‘Pupils should be taught to:
- use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- identify seasonal and daily weather patterns in the United Kingdom’.
See National curriculum - Geography key stages 1 to 2.
Art and design
‘Pupils should be taught to:
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination’.
Suggested next steps
West African call and response song (Theme: Animals)
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