Learning objective
- To recognise key elements of music.
Success criteria
- I can identify the dynamics in the piece.
- I
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National curriculum
Music
Pupils should be taught to:
- Appreciate
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Cross-curricular links
- None.
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Before the lesson
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Lesson plan
Recap and recall
Display the Presentation: Agree or disagree? In pairs, ask the children to discuss whether singing in rounds is ‘better’ than singing altogether as a class. Take feedback, encouraging the children to explain why they do or do not prefer singing in rounds.
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Adaptive teaching
Pupils needing extra support
Could use the Resource: Keywords when completing the table in the listening activity; could have access to the audio link they need to answer the questions to replay it as often as needed; could focus on dynamics and tempo initially before moving on to the other areas of the music.
Pupils working at greater depth
Could be encouraged to focus on giving more detailed answers when describing texture and instruments/timbre, giving specific examples.
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Assessing progress and understanding
Pupils with secure understanding indicated by: explaining how the music makes them
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Vocabulary definitions
-
dynamics
The volume (how loud or quiet the music is.)
-
tempo
The speed of the music (fast or slow).
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In this unit
Maintained by: Kapow Primary team
Last update: 14th January, 2026
Lesson 3: The repeating river
Learning how to recognise an ostinato in different types of music and performing vocal ostinati...
Lesson 1: The singing river
Singing in rounds, exploring timing, expression and dynamics.
Assessment – Music Y4: Changes in pitch, tempo and dynamics
Assessment quiz for use at the start and/or end of the unit to assess pupil...
Lesson 4: The percussive river
Using the contrasting features of the different stages of a river for inspiration, children compose...
