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Scheme of Work: Sounds of Music (pub.nelson thornes) Lessons will be as practical and hands on as can be, and lessons should be prepared with the hands on element at the forefront of the planning process. It is important that students leave each lesson with a feeling of achievement and accomplishment, whether that is academically or on a more personal level. I have tried to achieve a scheme of work that covers all the areas of ability, this means that there appear to be 2 schemes of work, Hemsworth Road and East Bank Road. This is only because the two sites have students with very different needs. There are, however, some overlaps between the sites, but not necessarily between the same year groups, again, the needs of the students are paramount. B Squared levels have been included to aid accurate assessment possibilities. As far as drama is concerned, although drama is not a separate curriculum subject, it does fall under the auspices of the English National Curriculum (Speaking & Listening). The drama work planned is not meant to be set at a high academic level; rather it is aimed at helping students to express themselves by a variety of means. The use of dramatic techniques should, hopefully, instil a stronger sense of self worth and self confidence. It is also good fun. What follows is an outline of the work to be covered in each half term, by each year group. This should be viewed in conjunction with the Sounds of Music Teachers books which contain the lesson plans. Lesson plans should be read and checked ahead of lessons to ensure that appropriate differentiation is planned for. Also, there are additional activities included for many of the units. These are not from SOM, but are for the teacher to consider and use if appropriate and time permits. It should be noted that units in books not stated for particular year groups may contain useful material; this should be considered when planning lessons. Music lessons will also be complemented by a singing group session at lunchtimes which students will be free to join.

Music & Drama Long Term Plan 2009 MUSIC Class Group Y7 HR (Book N & R) SLD/PMLD HR Y8 HR (Book Y1) 10/11 HR (Book Y3) Y7 EBR (Book Y1) Y8 EBR (Book Y2) Autumn 1 Sounds of Music Exploring Sounds Leaps & Bounds Program & Teen Tunes Plus Exploring Music through IT Sounds of Music Day & Night Sounds of Music Contrasts Accompaniments Sounds of Music Day & Night Sounds of Music Repeats & Contrasts Autumn 2 Sounds of Music Nursery Rhymes 1 Discovering Percussion Instruments & Turn Taking Sounds of Music Musical Elements Sounds of Music Music of the olden days Sounds of Music Musical Elements Sounds of Music Music For Special Occasions Spring 1 Sounds of Music Nursery Rhymes 2 Sounds Around Town (Soundscapes) Sounds of Music Marches & Processions Sounds of Music Invaders Sounds of Music Marches & Processions Sounds of Music Animals Spring 2 Sounds of Music Counting Songs The Rainforest (Soundscapes) Sounds of Music The Seasons Sounds of Music Music around the World Sounds of Music The Seasons Sounds of Music Cold Countries Summer 1 Sounds of Music Story Telling Sounds of Countryside (Soundscapes) Sounds of Music Story Telling (N&R) Sounds of Music Operas and Musicals Sounds of Music Story Telling (N&R) Sounds of Music Operas and Musicals the DRAMA Summer 2 Sounds of Music Moving to Music The Seaside (Soundscapes) Sounds of Music Moving to Music (N&R) Musical Theatre & Drama Sounds of Music Moving to Music (N&R) Sounds of Music Moving to Music (N&R)

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Y9 EBR (Book Y3)

Sounds of Music Contrasts Accompaniments

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Sounds of Music Music of the olden days

Sounds of Music Invaders

Sounds of Music Music around the World

Sounds of Music Operas and Musicals

Musical Theatre & Drama

Y10 EBR (Book Y4)

Sounds of Music Structure

Sounds of Music Winter

Sounds of Music Music of the British Isles

Sounds of Music Tudor Music

Sounds of Music Operas and Musicals

Musical Theatre & Drama

Autumn 1 Y7 HR Exploring Sounds (Sounds of Music N&R) Assessment Targets: Can the student recognise the sounds of different instruments? Can the students sort the sounds into categories such as ringing and rattling? Can the students distinguish between high/low or loud/quiet? Can the students move expressively to the music? Can/Do the students respond to a steady beat?

Unit Overview: This unit is mostly about listening to and exploring sounds. The lessons focus mainly on timbre , leading up to duration and dynamics. The main learning activities are singing, playing classroom instruments, performing actions and moving to music. Composing is touched upon, a start is made to finding sounds to match pictures, sorting and selecting sounds. It should be noted that some activities may need repeating over the half term, this could mean that not all this unit will be completed every effort should be made to include all assessment targets are covered. For the more SLD/PMLD groups, the schemes of work should be used as a basis on which to work using elements that are appropriate to the groups in question.
Additional Activities: Also use Leaps & Bounds software (Most activities would be suitable). P7-NC2 Performing Skills 7 Use a range of instruments 8 Selects an instrument to play 8 Make different sounds from one instrument 8 Tries different methods of gaining new sounds from instruments. Applying 7 Correctly uses comparative terms 7 Identify sounds form recordings 7 Play sound lotto 7 Articulate if music is slow/fast Composing Skills 7 Observe changes in a sound 7 Able to play a note using comparatives 7 Whilst playing a rhythm able to play louder, quieter etc 7 Improvise a simple rhythm 7 Repeat a rhythmic pattern 8 Create sound effects Appraising Skills 7 Move using simple rhythms 7 Explore basic body actions in dance 7 Are aware of volume

SLD/PMLD HR Leaps & Bounds/Teen Tunes Plus Exploring Music Through IT. This unit of work is intended to cover elements of the music curriculum from P4 to P8. Assessment Targets: The student can repeat an action to obtain a similar effect The student can use the equipment appropriately The student can listen to and try to identify a sound The student treats the equipment with care The student can create/recognise a sound or music that represents a feeling

Unit Overview: This unit is concerned with using ICT equipment in exploring music. Students will be given opportunities to make sounds with a computer program, respond to visual and musical stimulus in a computer program and create a short musical piece. The programs shall be age appropriate and should be engaging for the students concerned. The programs in question are Musical Leaps and Bounds and Teen Tunes Plus.

Performing Skills 4 Plays Simple instruments 4 Understand Action Words 4 Able to start and stop on classroom instruments

Composing Skills 4 Repeat action in order to obtain similar effect 4 Copy an action mad on instrument 4 Copy/imitate sound 5 5 5 6 6 7 7 7 7 8 8 Work alongside another pupil Repeats activity to refine skill Copy simple rhythm Imitates others to create sound vocally/instrument Feel vibrations on drum/board Observes changes in sound Able to play notes using comparatives When playing rhythm, able to play louder, faster etc Can repeat their rhythmic pattern Create sounds to illustrate feeling Repeats action to refine movement Create sound effects

5 5 6 6 6 7 7 7 8 8

Knows where equipment goes Share same equipment source Puts equipment in box provided Help to collect equipment from group Tries to use knowledge when trying new equipment Use a range of instruments Shares equipment Treats equipment with care Likes to try new instruments Contributes to making sounds

Appraising Skills 4 Seeks sound source 4 Makes noises in response to a picture (car, cat etc) 4 Makes vocal/physical sounds in response to music 5 Responds to change of sound/music 6 Responds appropriately to familiar equipment 6 Movement terms (object or person) 7 Demonstrates appropriate audience behaviour 7 Are aware of volume

8 Applying 4 Correctly identifies sounds when listening to a recording 5 Echo teacher in producing animal sounds 5 Identify sound source when object out of view 5 Tries to echo short melody with voice 5 Able to imitate sounds 5 Imitates specific sounds on an instrument 6 Identify equipment that uses electricity 6 Use simple criteria to describe music (happy, sad, slow, fast) 7 Correctly uses comparative terms high/low etc 7 Play sound lotto 7 Articulate if music is fast/slow 8 Listen to music quietly 8 Able to state whether a note is high/low etc

Y8 HR & Y7 EBR Day and Night (Sounds of Music Y1) Assessment Targets: Can the student sing a song confidently? Can the students sing expressively? Can the students move expressively to the music? Do the students display an understanding of the mood of the music?

Unit Overview: This unit explores the mood of music, specifically the use of day and night as a stimulus. The students will learn that mood can be created through tempo, dynamics and timbre. The main learning activities are movement and composing, singing expressively withy control and responding imaginatively to music.
Additional Activities: To enhance the understanding of music to add mood, use the Moody Jukebox in Leaps and Bounds. Also, Soundscapes CDs, Horror, Seaside, Countryside etc Y8 EBR Repeats and Contrasts (Sounds of Music Y2) Assessment Targets: Can the students maintain a steady beat? Can the students control the instruments they are playing? Do the students recognise patterns and structures within music? Can the students control their singing?

Are the students co-ordinated in dance/movement and when they play instruments? Do the students discuss their work with confidence?

Unit Overview This unit focuses on patterns and shapes within music, it concentrates on repeats and contrasts. Some of the songs have repeating melodies or parts of melodies.
Additional Activities: Learn and sing the song Rainy Day (Sounds of Singing book Y3 p30) Shadow Song (SoS Y3 p70) Use the Music Factory Software to create a repeating musical pattern.

Y9 EBR/ Y10-11 HR Contrasts & Accompaniments (Sounds of Music Y3) Assessment Targets: Can the students play simple accompaniments (at their own level of ability) Can the students talk about the instruments in the accompaniment they hear? Do the students recognise different speeds and dynamics in the accompaniments? Are the students able to invent an echo pattern?

Unit Overview: This unit is trying to illustrate the contrasts between noisy and active music with quiet, calm and peaceful music. Dynamics will be looked at also. There is a focus on simple accompaniment in many lessons either vocally or with non pitched percussion,
Additional Activities: Look at different paintings/pictures that demonstrate noisy/active environment etc. Think of words that describe what they see, then listen to the music to see if the same can be done when listening. Record environmental sounds that show the contrasts, discuss them and compare music that represents similar (from Sounds of Music). Y10 EBR Structure (Sounds of Music Y4) Assessment Targets: Can the students maintain an individual part on their own or in a small group? Can they students compose a melody with a 2 or 3 part structure? Are the students able to hear/recognise and identify a 2 or 3 part structure? Are the students able to discuss their own work and suggest improvements?

Unit Overview This unit concentrates on shape structure and form. Students will be reintroduced to the concept of naming the parts/phrases/sections with letter names (A,B,C etc). The students will have the opportunity to compose a piece and then discuss it.
Additional Activities: Listen to songs from the charts and try to pick out the structure. Listen to songs/music from TV ads or movies etc do they conform to the same rules of structure?

AUTUMN 2 Y7 - HR Nursery Rhymes 1 (SoM N & R)

SLD/PMLD HR Discovering Percussion Instruments & Turn Taking This unit of work is intended to cover elements of the music curriculum from P4 to P8. Assessment Targets: The student can repeat an action to obtain a similar effect The student can use the equipment appropriately The student can listen to and try to identify a sound The student treats the equipment with care Students join in and take turns with instruments and singing

Unit Overview: The intention of this unit is to encourage students to handle smaller percussion instruments (larger where appropriate) and to take turns. This is an important step in student development.

Y7 EBR / Y8 HR Musical Elements (SoM 1) (SoM N & R) Assessment Can Can Can Targets: the student can play an d sing expressively? they demonstrate understanding of musical elements? they create a pattern?

Unit Overview This unit gives students the opportunity to focus on different elements from which music is made. A variety of activities many of the movement based, help children to understand the basic concepts of pitch, duration, dynamics, tempo, timbre and structure. Performing skills are developed as students leran to sing and play expressively.
Additional Activities Can the students think of other songs/music that are of a similar nature to the ones in this unit? Listening to a piece of music once, can they offer any form of interpretation (visual or otherwise)?

Y9 EBR / Y10-11 HR Music of the Olden Days (SoM 3) Assessment Targets: Do they recognise the different instruments? Do they begin to understand how sounds are produced? Have they grasped the idea of a drone? Can they sing in tune? Is there improvement or progress in their listening and appraising or performing and composing?

Unit Overview This unit focuses on the kind of music we know or imagine would have been played a very long time ago.
Additional Activities Learn other sings from past times (sounds of singing 3)

Y8 EBR Music for Special Occasions Assessment Targets: Do they recognise repeating patterns and phrases well? Do they understand the verse/refrain structure? Are they able to demonstrate their appreciation of sad/happy through their performing and composing?

Unit Overview Some of the songs in this unit celebrate religious festivals and one describes light hearted pranks associated with valentines day. The main structural feature of this unit is the idea of verse, refrain, verse.
Additional Activities Learn and sing traditional Christmas carols. Discuss the meanings of some of these songs and also look at whether or not they follow the same ABA structure.

Y10 EBR Winter Assessment Targets: Can the students recognise simple structures? Do they sing expressively? Can they invent pieces with a clear sense of structure and metre?

Unit Overview The songs on this unit are about winter festivals and associated cultural traditions. The teaching point is mostly structure and metre and singing expressively. Many of the concepts are repeated in several lessons.
Additional Activities Learn and sing traditional Christmas carols looking at their origins and their structure.

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Spring 1 Y7 HR Nursery Rhymes 2 (SOM N&R)

SLD/PMLD HR Sounds Around Town (Soundscapes CD) Assessment Targets: With some support, students can listen to familiar activities and join in familiar routines. Students take part in simple performances Students respond to others in the classroom in music sessions Students listen to and contribute to sound stories , are involved in simple improvisation and make basic choices about sounds used Carefully selecting sounds, students create their own simple compositions

Unit Overview: This unit tries to give students access to and experience of sounds from around them in a town/city environment. They will have opportunities to hear stories (improvised) with members of the group as subjects. They will also have the opportunity to use computer hardware to access the software and make up their own sound story where appropriate. Suggested Activities: Listen to and try to recognise (using makaton where necessary) some of the sounds. Play a game by setting up the concept keyboard on screen, play a sound and the student has to come up and play the same sound. As above but direct students to find specific sounds by word or sign Tell stories using the students as subjects and use the sounds to accompany the story. Students can act out (with support) some of the actions of the story.

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Y8 HR & Y7 EBR Marches and Processions (SOM 1) Assessment Targets: Are students beginning to talk about the music they play, sing and hear? Do students play rhythmically? Can students improvise confidently? Can the student march in time to a steady beat

Unit Overview: This unit is a source of many different pieces of music of varying styles and moods according to the occasion or purpose. Marching features a steady slow or fast beat and is associated with weddings and funerals, military and civic occasions and royal processions. There are opportunities for exploring g beat and no beat and the downward direction of melody.
Additional Activities: Listen to other well known pieces of this kind and try to guess the purpose for which they were written. Take it in turns at beating out a march rhythm for the group to try and march to. Discuss the accuracy of the rhythm. Try and compose a march using the keyboards.

Y8 EBR Animals (SOM 2) Assessment Targets: Do students demonstrate an understanding of tempo and timbre Can students select and organise sounds appropriately Do students show an understanding of rests and silence Can students choose a rhythm/tempo to match animal movement

Unit Overview: The main elements featured in this unit are tempo, duration and timbre. Pitch is considered although generally lower pitch for larger instruments and larger animals with the dynamics indicating small//delicate/loud/lumbering animals. Further work on silences (rests) is covered.
Additional Activities: Listen to music from Saint Saens Carnival of animals, guess the animal, draw what sort of animal is represented or they think is represented depending on class ability. Learn songs based on animals, never smile at a crocodile, mud, mud glorious mud etc.

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Y9 EBR & Y10/11 HR Invaders (SOM3) Assessment Targets: Can the students talk about music with confidence? Do students show an appreciation if not understanding of cultural heritage? Can they demonstrate a pulse in metre of 2 and 3? Are students improving in their performance skills?

Unit Overview: The songs in this unit try to recreate the mood and atmosphere of the historical times it is covering. There are opportunities to perform and discuss the moods and emotions evoked by the music and to allow for opinions to be given and feelings expressed. Emphasis is given to duration, metre, dynamics and structure.

Y10 EBR Music of the British Isles (SOM4) Assessment Targets: Are students singing with greater and increasing control of breath and tone?]# Do students invent (compose) music more confidently than before? Are students talking more about the music they play and hear? Can the students understand or show understanding of traditional regional British music?

Unit Overview: This unit takes students on a musical journey around the British Isles. There is considerable attention to texture and timbre and the sounds of traditional instruments.

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Spring 2 Y7 HR Counting Songs (SOM N&R)

SLD/PMLD HR The Rainforest (Soundscapes CD) Assessment Targets: With some support, students can listen to familiar activities and join in familiar routines. Students take part in simple performances Students respond to others in the classroom in music sessions Students listen to and contribute to sound stories , are involved in simple improvisation and make basic choices about sounds used Carefully selecting sounds, students create their own simple compositions

Unit Overview: This unit tries to give students access to and experience of sounds from a rainforest/jungle environment. They will have opportunities to hear stories (improvised) with members of the group as subjects. They will also have the opportunity to use computer hardware to access the software and make up their own sound story where appropriate. Suggested Activities: Listen to and try to recognise (using makaton where necessary) some of the sounds. Play a game by setting up the concept keyboard on screen, play a sound and the student has to come up and play the same sound. As above but direct students to find specific sounds by word or sign Tell stories using the students as subjects and use the sounds to accompany the story. Students can act out (with support) some of the actions of the story.

Y8 HR & Y7 EBR The Seasons (SOM1) Assessment Can Can Can Targets: the student play a simple accompaniment? the student invent and organise sounds? the student express opinions about music?

Unit Overview: Throughout the unit, students have opportunities to explore a range of activities including singing, listening, playing simple accompaniments, inventing and improvising melodies and responding to directions.
Additional Activities: Learn and sing other songs relating to the seasons. Listen to Vivaldis Four Seasons and try to guess which season each piece refers to. Try and draw what they think. Try and make up a sound story about one of the seasons. Y8 EBR Cold Countries (SOM2) Assessment Targets: Do the students respond appropriately to the music in their movement or dance? Do the students show increased confidence in appraising the music they hear/perform/compose?

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Are students being imaginative when they experiment with sounds?

Unit Overview: The lessons in this unit cover a range of musical activities from singing and dancing to some improvising and sound picture work. They will perform repeated patterns, listen to structure and the make up of musical extracts. Additional Activities: Look at musical traditions of other cold countries i.e. Inuit people, compare and contrast to western music. Produce some written work on the above.

Y9 EBR & Y10/11 HR Music around the world (SOM3) Assessment Targets: Do students show awareness of similarities and differences in music? Is there any improvement in performing skills (group and solo)? Are students showing awareness of social, cultural and moral issues? Do the students demonstrate a feeling for style?

Unit Overview: In this unit there are many opportunities to develop rhythmic skills and understanding. The students will learn about diverse cultures and styles.
Additional Actvities: Use Music Express for other song resources for this topic.

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Y10 EBR Tudor Music (SOM4) Assessment Targets: Do students demonstrate a reasonable knowledge of stringed instruments? Can students accurately identify different singing voices? Do students show their knowledge of the music learned, with accuracy and clarity?

Unit Overview: Listening and singing are the main activities in this unit. There is also additional emphasis on increasing their knowledge and understanding of the culture and styles of this period.

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Summer 1 Y7 HR & Y8 HR & Y7 EBR Story Telling (SOM N&R)

SLD/PMLD HR The Countryside (Soundscapes CD) Assessment Targets: With some support, students can listen to familiar activities and join in familiar routines. Students take part in simple performances Students respond to others in the classroom in music sessions Students listen to and contribute to sound stories , are involved in simple improvisation and make basic choices about sounds used Carefully selecting sounds, students create their own simple compositions

Unit Overview: This unit tries to give students access to and experience of sounds from the country environment. They will have opportunities to hear stories (improvised) with members of the group as subjects. They will also have the opportunity to use computer hardware to access the software and make up their own sound story where appropriate. Suggested Activities: Listen to and try to recognise (using makaton where necessary) some of the sounds. Play a game by setting up the concept keyboard on screen, play a sound and the student has to come up and play the same sound. As above but direct students to find specific sounds by word or sign Tell stories using the students as subjects and use the sounds to accompany the story. Students can act out (with support) some of the actions of the story.

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Y8/9/10 EBR & Y10/11 HR Operas and Musicals (SOM3) Assessment targets: Have students now a greater knowledge of musical style and genre? Can students identify simple musical structures/ Can students effectively invent expressive sounds?

Students will explore two different musical genre which present stories in music and drama opera and the musical. Using the story telling theme, this unit gives further opportunity to explore musical structres and appreciate mood, character and effects in music and to express ideas and opinions about it.
Additional Activities: Watch excerpts of musicals i.e. Phantom, Annie, Wizard of Oz, Oliver. Discuss the differences.

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Summer 2 Y7/8 HR & Y7/8 EBR Moving to Music (SOM N&R)

SLD/PMLD HR The Rainforest (Soundscapes CD) Assessment Targets: With some support, students can listen to familiar activities and join in familiar routines. Students take part in simple performances Students respond to others in the classroom in music sessions Students listen to and contribute to sound stories , are involved in simple improvisation and make basic choices about sounds used Carefully selecting sounds, students create their own simple compositions

Unit Overview: This unit tries to give students access to and experience of sounds from a rainforest/jungle environment. They will have opportunities to hear stories (improvised) with members of the group as subjects. They will also have the opportunity to use computer hardware to access the software and make up their own sound story where appropriate. Suggested Activities: Listen to and try to recognise (using makaton where necessary) some of the sounds. Play a game by setting up the concept keyboard on screen, play a sound and the student has to come up and play the same sound. As above but direct students to find specific sounds by word or sign Tell stories using the students as subjects and use the sounds to accompany the story. Students can act out (with support) some of the actions of the story.

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Y9/10 EBR & Y10/11 HR Musical Theatre & Drama Students will watch sections of a variety of musical dramas and act out sections of them. It is envisaged that this unit will be more for the enjoyment of musical drama, but with some activities included. (select from, but not exclusively Joseph, Oliver, Annie, Phantom, Cats and Wizard of Oz) Assessment Targets: To To To To experience a musical film/play understand that musicals use songs to get thoughts and ideas across differently to spoken words be able to act out scenes from some films. enjoy listening to and watching music/musicals.

Additional Activities: Students will learn some of the songs from the different musicals, they could perform them for others in school (assembly or other times). Students can act out scenes from films/musicals for other to watch. Write/draw how a song/piece makes them feel.

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