Unit outcomes
Pupils who are secure will be able to:
- Suggest suitable words to describe their time outdoors, changing the sounds of their words to match their meanings.
- Recognise, name and describe the effect of the interrelated dimensions of music.
- Select instruments and sounds which match their vocabulary.
- Work as a group to create a piece of music.
- Perform a piece of music as part of a group.
Suggested prior learning
Changes in pitch, tempo and dynamics (Theme: Rivers)
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Lessons
Lesson 1: Describing blossom
Lesson 2: Sounds of blossom
Lesson 3: Blossom haiku
Lesson 4: Haiku melodies
Lesson 5: Haiku performance
Key skills
- Recognising, naming and explaining
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Key knowledge
- To know that a
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Key vocabulary
col legno
composing
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Unit resources
Assessment – Music Y4: Haiku, music and performance
Assessment resources for this unit. Use
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Knowledge organiser
Aimed at pupils, a single page
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Unit vocabulary
A display version of the vocabulary
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Subject resources
Music: Long-term plans
A suggested order for teaching Music
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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
An assessment tool for monitoring the
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Equipment list
A list of essential and optional
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Unit vocabulary
A unit-by-unit list of musical vocabulary
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Music teacher skills videos
A collection of teacher skills videos
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Cross-curricular opportunities
English
‘Pupils should be taught to:
- draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary’
Build on the learning
Samba and carnival sounds and instruments (Theme: South America)
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