Learning objective

  • To understand that music can be used to represent an environment.

Success criteria

  • I can match my movements to sounds.
  • I can

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National curriculum

Music

Pupils should be taught to:

  •  Listen

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Before the lesson

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Lesson plan

Recap and recall

Before starting this unit, you might want to check that children can recall: Tempo is how fast or slow the music is. Pitch is how high or low the sound is. Volume is how loud or quiet the music is.

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Adaptive teaching

Pupils needing extra support

Should work with a more confident talk partner to identify sounds; should identify an adjective to describe the sound of each of the natural elements, e.g. crashing waves, booming thunder, etc. to help inspire their sounds.

Pupils working at greater depth

Should identify instruments and musical dimensions (dynamics, pitch, etc.) in the music; should layer two or more sounds together in the paired activity, for example, rain and sunshine.

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Assessing progress and understanding

Pupils with secure understanding indicated by: using appropriate use of movement, articulating

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Vocabulary definitions

  • dynamics

    The volume of the music (loud or quiet).

  • pitch

    How high or low a sound is.

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Elizabeth Stafford

Music specialist

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After a brief spell as an opera singer, Liz embarked on a 20-year career in music education, teaching at early years, primary and secondary. After Liz had her daughter, she started her own business Music Education Solutions® Limited, helping teachers across the UK…
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