Unit outcomes
Pupils who are secure will be able to:
- Make movements that are appropriate to the pulse and tempo of a piece of music.
- Choose instruments with appropriate timbre to represent sparkling fishes.
- Respond to dynamic changes in a piece of music.
- Create pitches and rhythms.
- Perform a layer of the music within an overall piece.
- Define all the musical terms from this unit.
Suggested prior learning
Classical music, dynamics and tempo (Theme: Animals)
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Lessons
Lesson 1: Pulse and tempo: Dive into danger!
Lesson 2: Dynamics and timbre: Underwater world
Lesson 3: Pitch and rhythm: Underwater world
Lesson 4: Texture and structure: Coral reef
Lesson 5: Musical vocabulary
Key skills
- Recognising and understanding the
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Key knowledge
- To understand that pitch
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Key vocabulary
pulse
dynamics
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Unit resources
Assessment – Year 1: Musical vocabulary
Assessment – Year 1: Musical vocabulary Assessment resources for this unit. Use
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Knowledge organiser
Knowledge organiser An engaging summary document for pupils'
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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
Key vocabulary Vocabulary document that shows key vocabulary
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Curriculum planning
A list of songs, artists, composers
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Music teacher skills videos
A collection of teacher skills videos
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Cross-curricular opportunities
Physical Education
‘Pupils should be taught to:
- perform dances using simple movement patterns.’
See 'National curriculum - Physical Education key stages 1 and 2'.
English
‘Pupils should be taught to:
- develop pleasure in reading […] by: discussing word meanings, linking new meanings to those already known’
Build on the learning
Timbre and rhythmic patterns (Theme: Fairytales)
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