Please note
The terms and conditions of Sonic Pi have changed and it is now only available to individuals who are 13+. This unit has been replaced by the unit Programming 1: Music: Scratch and will no longer be updated.
Unit outcomes
Pupils who are secure will be able to:
- Iterate ideas, testing and changing throughout the lesson.
- Explain what the basic commands do: ‘play’, ‘slee’p, ‘2.times do’.
- Explain how their program links to the theme. Include a loop in their work. Correct their own simple mistakes.
- Explain their scene in the story. Link musical concepts to their scene.
- Include a live loop and explain its function. Use samples effectively to enhance music.
- Code a piece of music that combines a variety of structures. Use loops in their programming. Recognise that programming music is a way to apply their skills.
Suggested prior learning
Archived unit: Programming 1: Further coding with Scratch
There is also a “Scratch” version of this unit available.
Lessons
Lesson 1: Tinkering with Sonic Pi
Lesson 2: Sonic soundtracks
Lesson 3: Musical storytelling
Lesson 4: Live loops
Lesson 5: Battle of the bands
Key skills
- Predicting how software will
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Key knowledge
- To know that a
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Key vocabulary
Beat
Buffer
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Unit resources
Assessment Computing Y5: Programming: Music – Sonic Pi
Assessment resources for this unit. Use
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Knowledge organiser
Aimed at pupils, a single page
Download
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Key vocabulary
A display version of the vocabulary
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Subject resources
Computing: Long-term plans
A suggested order for teaching Computing
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Curriculum planning | Knowledge and skills progression
Progression document showing how skills and
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Curriculum planning | Knowledge and skills progression
Outlining the key skills and knowledge
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Key vocabulary
Vocabulary document that shows key vocabulary
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Assessment
Spreadsheet for Kapow Primary's Computing scheme
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Computing: Equipment & resource lists
A list of the resources, hardware
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Cross-curricular opportunities
Music – appreciate and understand a wide range of music. Play and perform in solo and ensemble contexts. Improvise and compose music for a range of purposes.
English: Reading – identifying and discussing themes and convention. Making comparisons within and across books.
Suggested next steps
Programming 2: Micro:bit
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