Learning objective
- To use simple rhythmic notation to compose a Viking battle song.
Success criteria
- I can perform rhythms accurately from notation.
- I can
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National curriculum
Music
Pupils should be taught to:
- Improvise
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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 slide 1 of the Presentation: Pairs. Ask the children to clap a steady pulse (to feel the beat) and sing or say the rhythms from the last lesson (see Teacher video: Viking notation, 1:30–1:42). Model if needed. Display slide 2. Ask pairs to discuss how to describe the note durations using the musical terms…
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Adaptive teaching
Pupils needing extra support
Could learn the rhythms on one flashcard instead of two; could sing their rhythms over someone else providing a steady beat.
Pupils working at greater depth
Could create their own rhythms; should use the musical vocabulary describing duration to identify the note duration in the rhythms they are practising.
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Assessing progress and understanding
Pupils with secure understanding indicated by: performing rhythms accurately from notation; layering
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Vocabulary definitions
-
crotchet
A note lasting one beat.
-
duration
The length of time each note is played for (long or short).
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In this unit
Maintained by: Kapow Primary team
Last update: 7th November, 2025
Lesson 4: Why was the Roman army so successful?
Discovering how the Roman army's structure, discipline and equipment made it such a formidable force.
Lesson 2: How did the Battle of Britain affect the Royal Air Force?
Exploring the experiences of the Battle of Britain through oral histories.
Lesson 3: Why do we cause suffering?
Looking at different worldviews' teachings about conscience and making moral choices.
Lesson 2: Making papier-mâché shells
Creating a hollow shell-structured helmet using layering techniques.
