Music

Pupils at Churchfields see themselves as ‘whole musicians’: composers, performers and informed listeners. All pupils are loaned a musical instrument at the beginning of each academic year and engage in practical music lessons which give them access to opportunities for learning and exploring music through performing, composing, listening and appraising.

 

All pupils have a weekly whole class music lesson taught by specialist music teachers in a nurturing, supportive atmosphere in which they can develop their music skills. Pupils who have previously had access to instrumental tuition outside of whole class lessons are suitably challenged while those who do not have previous experience can also access lesson content confidently.

 

Churchfields offers learning opportunities that build on pupils’ previous experiences and enable them to link their experiences of composition and performance to those listening to recorded or live music. Pupils develop their awareness of the differences and similarities between music from different eras, composers and countries; they are able to confidently discuss these using the inter-related dimensions of music and an awareness of the role of music in the lives of different people throughout history.

Read our Music Policy

Boy playing the clarinet

Meet the Music Champions

We are a boys’ choir who love to sing different songs from around the world in unison and harmony.

Listening to recorded music is an important aspect of every music lesson. Pupils are introduced to a wide range of music, including Early and World Music. At times the music selected may take topics into account, but musical progress is paramount. For a part of Year 6, pupils use computers to improve their understanding of music theory and develop their listening skills. They have chances to compose using the same programme and various internet websites. Throughout Years 4, 5 and 6, children are taught about major composers and significant historical periods in music (eg: baroque). They also learn about music from other cultures.

 

The music curriculum offers opportunities for performance and pupils are encouraged to present their work with an audience in mind. Other children, who are the audience, are encouraged to listen attentively with consideration for performers. Compositions may be recorded and performed in class, in assembly or as part of other performances for children and parents. Sometimes the children compose music for dance work. Alternating between dancing and playing improves the quality of the music.

 

Children in all year groups sing weekly for half an hour in Big Sing. This is organised in two sessions, one for the Lower School and one for the Upper School. Songs are sung in unison and in parts and become more challenging in the Upper School. Songs are practised for assembly, concerts and just for fun. Some un-tuned percussion is often used. Children clap and sing back rhythms, and develop their ear for music through the Tonic Solfa Kodaly Hand Signs.

Teaching and Learning

Our children are given as much practical experience of music as possible, backed up by factual, informative teaching. We provide all pupils, particularly the least able, with a supportive atmosphere in which to develop their music skills.

 

We offer learning opportunities that build on pupils’ previous experiences. Children can link their experiences of composition to those listening to recorded or live music and learn with confidence and curiosity about the music of various ages and origins.

 

Our pupils see themselves as ‘whole musicians’: composers, performers and informed listeners. Children who already receive more formal instrumental tuition, often from peripatetic staff at school, are happy to improvise and compose using their instrument, or any other instruments.

  • Drumming occurs in Year 4 through the Wider Opportunities programme. Every child has an opportunity to play a range of African drums, culminating in a performance.
  • Recorder Clubs for children in Years 4, 5 and 6 who are particularly keen to develop their recorder playing. In Years 5 and 6 they may join the Senior Recorder Group. This often gives them the chance to play the larger treble and tenor recorders. They will join in with the Redbridge Recorder Festival each year.
  • Those who enjoy singing may be challenged further by joining one of our two choirs. Children perform in school concerts, at the Royal Albert Hall in the biannual Redbridge Choral Festival, the Redbridge Schools’ Festival and the Stratford Music Festival.
  • Instrumental Lessons/Orchestra – Children who pass auditions to learn orchestral instruments may be taught by the visiting Borough staff. Many pupils benefit from these lessons, which take place during the school day. Using pupil premium funding we actively encourage all FSM children to have free instrument lessons and free instrument hire. When they have been learning their instrument for about a year they join the school orchestra and play at various important school functions and concerts.
  • Children who play an instrument are encouraged to share their progress with their class and if possible given an opportunity to demonstrate how their instrument works.

Curriculum and Overview of Outcomes

Week 1

Rules, expectations and presentation

Week 2

Outcome

  • To know the parts of my instruments and how to hold it

 

Listening

  • String piece

 

Performing

  • Plucked open strings

Week 3

Outcome

  • To know the parts of my instruments and how to hold it

 

Listening

  • Orchestral pieces

 

Performing/Singing

  • Rhythm songs

Week 4

Outcome

  • To know about different sounds and notes

 

Listening

  • 12 bar blues

 

Performing/Singing

  • 12 bar blues
  • Copy Cat

Week 5

Outcome

  • To know about different sounds and notes

 

Listening

  • Jazz and blues

 

Performing

  • Copy Cat

Week 6

Outcome

  • To be able to hold the bow correctly and read notation

 

Performing

  • Rosin rap
  • Trick or Treat

Week 7

Outcome

  • To play and hold the instrument and read the notes

 

Performing

  • Four on each string
  • Trick or Treat
  • Rosin rap

Week 1

Outcome

  • Revise and review quiz

 

Performing

  • Four on each string

Week 2

Outcome

  • To be able to play a short piece from the music, listening to the people around me

 

Performing

  • Anna Lou
  • Four on each string

Week 3

Outcome

  • To be able to control my bow whilst playing different notes

 

Performing

  • Circles in the air

Week 4

Outcome

  • To be able to control my bow whilst playing different notes

Week 5

Outcome

  • To be able to pluck the strings and control my bow whilst playing different notes

 

Performing

  • Jingle Bells

Week 6

Outcome

  • To play as an ensemble a number of pieces

Week 7

Outcome

  • To play as an ensemble a number of pieces

Week 8

Outcome

  • To perform as a group

 

Performing

  • Various piece form the term and a variety of seasonal fair

Week 1

Outcome

  • To revise, review and perform
  • Beginning to use the 1st finger on the strings

 

Performing

  • Way Up High

Week 2

Outcome

  • Beginning to use the 1st finger on the strings

Week 3

Outcome

  • Gaining confidence with the 1st finger on the strings

 

Performing

  • First Finger Rag

Week 4

Outcome

  • Performing with confidence  using the 1st finger

 

Performing

  • Busy Fingers

Week 5

Outcome

  • Performing with confidence  using the 1st finger

 

Performing

  • D and E March

Week 6

Outcome

  • Concert Performance and assessment

 

Performing

  • Variety of pieces to demonstrate control and understanding

Week 1

Outcome

  • Revise, remind and play

 

Performing

  • Have You Ever

Week 2

Outcome

  • To develop elbow movement

 

Performing

  • Fiddle Faddle

Week 3

Outcome

  • To develop elbow movement and bow control. Understanding the notes

 

Performing

  • In Flight
  • Hundred Pipers

Week 4

Outcome

  • To improvise and compose
  • Using all the known notes make up a short piece

 

Performing

  • Hoe Down

Week 5

Outcome

  • To improvise and compose
  • Using all the known notes make up a short piece

 

Performing

  • Back stretcher

Week 6

Outcome

  • Assessment Concert
  • Playing all known notes and pieces on the instruments

Week 1

Outcome

  • To use the 1st finger to play new notes

 

Performing

  • Fiddle Faddle
  • Back scratcher

Week 2

Outcome

  • To build confidence using 1st finger

 

Performing

  • Copy Cat
  • Do Ray Me

Week 3

Outcome

  • To play using 1st  finger and use all other skills

 

Performing

  • Lazy Days
  • Copy Cat
  • Summer Sun
  • Hot Cross Buns

Week 4

Outcome

  • To use all the known notes to play the different pieces.

 

Performing

  • Red Parrot
  • Green Parrot

Week 5

Outcome

  • To introduce the use of the 2nd finger when playing

 

Performing

  • Hazy Days
  • Au Clare de la Lune

Week 1

Outcome

  • Revise, reminds and play 2nd finger

 

Performing

  • Quick March

Week 2

Outcome

  • Using both 1st and 2nd fingers to change the notes, listening to the pitch

 

Performing

  • Two to Tango

Week 3

Outcome

  • Introducing the 3rd Finger. Controlled change

 

Performing

  • Twinkle Twinkle

Week 4

Outcome

  • Being able to use all the skills to read, play and perform

 

Performing

  • Twinkle Twinkle

Week 5

Outcome

  • To develop the skills to play together and make a good performance

Week 6

Outcome

  • To develop the skills to play together and make a good performance

Week 7

Outcome

  • Concert Performance
  • Using all the skills learnt in the year deliver a fabulous performance

Week 1

Week 2

Outcome

  • To know how make a sound on both instruments

 

Listening

  • Mozart Clarinet Concerto
  • Mozart Flute Concerto

 

Performing

  • Try out clarinet

Week 3

Outcome

  • To make a sound on both instruments, to stand and sit the correct way when playing

 

Listening

  • Mozart  Clarinet Concerto
  • Mozart Flute Concerto

 

Performing

  • Three note shuffle
  • Try out flute week

Week 4

Outcome

  • To correctly assemble and disassemble both the clarinet and the flute

 

Listening

  • Mozart  Clarinet Concerto
  • Mozart Flute Concerto

 

Performing

  • Three note shuffle
  • Assign  instruments record numbers

Week 5

Outcome

  • To identify the different parts when assembling and disassembling both the clarinet and the flute

 

Listening

  • Copland Rodeo

 

Performing

  • Three note shuffle
  • Head joint on flute
  • Clarinet sounds

Week 6

Outcome

  • To make a clear sound and put my hands in the right places

 

Listening

  • Copland Rodeo

 

Performing

  • Merrily We Roll Along
  • Head joint/whole instrument
  • Songs

Week 7

Outcome

  • To make a clear sound and put my hands in the right places

 

Listening

  • Copland Rodeo

 

Performing

  • Merrily We Roll Along
  • Simple tunes on the instrument. Can you put that one together?

Week 1

Outcome

  • To know where the notes are on my music and to be able to name them

 

Listening

  • Vocal acapella pieces

Week 2

Outcome

  • To know where the notes are on my music and to be able to name them

 

Listening

  • Big Band pieces

 

Performing

  • Jingle Bells

Week 3

Outcome

  • To perform a piece of well-known music as part of a class ensemble

 

Listening

  • Big Band pieces

 

Performing

  • Jingle Bells
  • Hot Cross Buns

Week 4

Outcome

  • To play a well known piece as an ensemble and know my part

 

Listening

  • Big Band pieces

 

Performing

  • Jingle Bells
  • Hot Cross Buns

Week 5

Outcome

  • To compose a simple piece
  • Structure
  • Notes
  • Sound

 

Listening

  • Big Band pieces 

 

Performing

  • Jingle Bells
  • Hot Cross Buns

Week 6

Outcome

  • To compose a simple piece
  • Structure
  • Notes
  • Sound

 

Listening

  • Big Band pieces

 

Performing

  • Jingle Bells
  • Hot Cross Buns

Week 7

Outcome

  • To record and evaluate our composition

 

Listening

  • Own compositions

 

Performing

  • Own compositions

Week 8

Outcome

  • To play all known notes

 

Performing

  • Assessment week

Week 1

Outcome

  • To listen to and assess a piece of music

 

Listening

  • Short Ride in a Fast Machine
  • What does it sound like
  • How does the composer make us feel

Week 2

Outcome

  • To read and play the correct notes

 

Listening

  • Blues

 

Performing

  • Across the break
  • Low note blues

Week 3

Outcome

  • To read and play the correct notes

 

Listening

  • Blues

 

Performing

  • Low note blues
  • Frere Jacques

Week 4

Outcome

  • To play in two or three parts

 

Listening

  • Jazz

 

Performing

  • Low note blues
  • Frere Jacques
  • Brother John

Week 5

Outcome

  • To play in two or three parts

 

Listening

  • Carnival of the Animals

 

Performing

  • Low Note Blues
  • Frere Jacques
  • Brother John

Week 6

Outcome

  • To play a major and minor scale

 

Listening

  • Carnival of the Animals

 

Performing

  • Low Note Blues
  • Frere Jacques
  • Brother John

Week 1

Outcome

  • To make a good clear sound on all the notes

 

Listening

  • Frere Jacques

 

Performing

  • Across the Break
  • Low Note Blues

Week 2

Outcome

  • To compose a short piece of music
  • In the jazz style
  • Listening to various player and performers. What are they trying to show in their piece?

Week 3

Outcome

  • To compose and record a short piece of music
  • Listening to various player and performers. What are they trying to show in their piece?

Week 4

Outcome

  • To compose and record a short piece of music

 

Listening

  • How are our pieces developing?
  • What can we do to make them better?

Week 5

Outcome

  • To compose, record and evaluate  a short piece of music
  • Using Ipads to record and view our pieces

Week 6

Outcome

  • To assess the playing of our instruments

 

Listening

  • 10 pieces full orchestra

Week 1

Outcome

  • To make a clear sound, play and read all our notes

Week 2

Outcome

  • To make a clear sound, play and read all our notes

Week 3

Outcome

  • To play a complex piece, with several parts

Week 4

Outcome

  • To play a complex piece, with several parts

Week 5

Outcome

  • To play a complex piece, with several parts

Week 1

Outcome

  • To play as a large ensemble, using all our skills to listen, watch and play

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 2

Outcome

  • To play as a large ensemble, using all our skills to listen, watch and play

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 3

Outcome

  • To play as a large ensemble, using all our skills to listen, watch and play

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 4

Outcome

  • To write a quiz about our instrument, showing understanding of what we play

 

Listening

  • Opera
  • Orchestral pieces
  • Modern

Week 5

Outcome

  • To play all pieces ready for the performance

 

Listening

  • Orchestral pieces
  • Modern

Week 6

Outcome

  • To play all pieces ready for the performance

Week 7

Outcome

  • To perform our assessment piece demonstrating understanding and control of the instrument

Week 1

Outcome

  • To understand how to buzz on the mouthpiece
  • To recognize crotchets, minims semibreves and crotchet rests

 

Listening

  • Haydn Trumpet Concerto (Finale)

 

Playing

  • Buzzing
  • A Quick Warm-Up

Week 2

Outcome

  • To be able to produce an initial sound on the trumpet
  • To recognize crotchets, minims, semibreves and crotchet rests, and be able to read 4 beat rhythms

 

Listening

  • Haydn Trumpet Concerto (Finale)

 

Playing

  • A Quick Warm-Up
  • Holding the trumpet and playing C

Week 3

Outcome

  • To learn the note C and are aware of its position on the stave
  • To identify and comment on similarities and differences between 2 arrangements

 

Focus style

  • Sea Shanty

 

Listening

  • What Shall We Do With a Drunken Sailor?

 

Playing

  • Learning C
  • C-Shanty

Week 4

Outcome

  • To develop understanding of what tonguing is, and know how to start each note using the tongue
  • To perform a piece together from notation

 

Focus style

  • Sea Shanty

 

Listening

  • What Shall We Do With a Drunken Sailor?

 

Playing

  • Introducing tonguing
  • C-Shanty

Week 5

Week 6

Outcome

  • To articulate notes with the tongue and do so within the context of a piece of music.
  • To understand how music is used to convey a particular mood and identify characteristics within a piece of music

 

Focus style

  • Film spy theme

 

Listening

  • Theme from The Pink Panther

 

Playing

  • C-Shanty
  • Secret Agent C

Week 7

Outcome

  • To understand how to play the note D and recognise it from the stave
  • To better understand time signatures and number of beats in a bar
  • To recap different musical genres and styles through listening and performance

 

Focus style

  • Film spy theme

 

Listening

  • Theme from The Pink Panther

 

Playing

  • Secret Agent C
  • Introducing D

Week 1

Outcome

  • To develop understanding of improvisation and be able to improvise 1-bar phrases
  • To identify the features of Blues music

 

Focus style

  • Blues

 

Listening 

  • St Louis Blues

 

Playing

  • Secret Agent C
  • Trumpet Blues
  • Improvisation

Week 2

Outcome

  • To develop improvisation skills  and be able to improvise  two bar phrases
  • To identify the pulse and beat of different pieces

 

Focus style

  • Blues

 

Listening

  • St Louis Blues

 

Playing

  • Trumpet Blues
  • Improvisation

Week 3

Outcome

  • To identify notation, understand value and clap quaver rhythms
  • To develop pitch recognition and repeat short phrases using these notes on their instrument

 

Focus style

  • Rock

 

Listening

  • Crocodile Rock

 

Playing

  • The Tonguing Train

Week 4

Outcome

  • To develop sight-reading skills (children can read and play flashcards using the notes and rhythms they have learnt so far)
  • To find the pulse and identify first beat of the bar

 

Focus style

  • Rock

 

Listening

  • Crocodile Rock

 

Playing

  • The Tonguing Train

Week 5

Outcome

  • To introduce the note E – children can play E and identify its position on the stave
  • To distinguish between the pitches C, D and E and copy short phrase on their instruments

 

Focus style

  • Reggae

 

Listening

  • One Love

 

Playing

  • The Tonguing Train
  • Trumpet Jam

Week 6

Outcome

  • To perform a piece from notation using the notes C, D and E
  • To compare and contrast two pieces in different musical styles – (Crocodile Rock and One Love)

 

Focus style

  • Reggae

 

Listening

  • One Love

 

Playing

  • Trumpet Jam

Week 7

Outcome

  • To recap different musical genres and styles through listening and performance

Week 1

Outcome

  • To develop an understanding of how to perform in ¾ time
  • To identify and perform dotted rhythms

 

Focus style

  • Classical (Waltz)

 

Listening

  • On the Beautiful Blue Danube

 

Playing

  • Easy Peasy Waltz
  • The Trumpet Jam

Week 2

Outcome

  • To perform a piece in 3/4 time
  • To explore playing music in two parts

 

Focus style

  • Classical (Waltz)

 

Listening

  • On the Beautiful Blue Danube

 

Playing

  • Easy Peasy Waltz
  • The Trumpet Jam

Week 3

Outcome

  • To identify the note B
  • To compare and contrast two pieces of Samba music

 

Focus style

  • Samba

 

Listening

  • 2 contrasting pieces of Samba music

 

Playing

  • B & Cuba
  • Easy Peasy Waltz

Week 4

Outcome

  • To perform a piece of Latin American music – children can play ‘B & Cuba’ with the backing track
  • To further develop sight reading skills

 

Focus style

  • Samba

 

Listening

  • Bamboleo

 

Playing

  • B & Cuba
  • Flashcard Sight-reading (C-E)

Week 5

Outcome

  • To learn the position of B on the stave and read from notation
  • To aurally recognize and copy 4 beat patterns using the notes B-E

 

Focus style

  • Funk

 

Listening

  • Pick Up the Pieces

 

Playing

  • B & Cuba
  • Trumpet Funk

Week 6

Outcome

  • To learn about the characteristics of Funk music
  • To perform Trumpet Funk, reading middle section from notation

 

Focus style

  • Funk

 

Listening

  • Pick Up the Pieces

 

Playing

  • Trumpet Funk

Week 1

Outcome

  • To identify and perform the note F
  • To identify the characteristics of Jazz music and explore jazz phrasing

 

Focus style

  • Jazz

 

Listening

  • April in Paris

 

Playing

  • Level Up
  • Mind the Gap
  • Trumpet Funk

Week 2

Outcome

  • To develop improvisation skills – children can improvise using the notes C-F
  • To describe and express an opinion on ‘A night in Tunisa’

 

Focus style

  • Jazz

 

Listening

  • A Night in Tunisa

 

Playing

  • Level Up
  • Mind the Gap

Week 3

Outcome

  • To read and play the note F from notation
  • To perform Mind the Gap from memory, improvising a short solo

 

Focus style

  • Tango

 

Listening

  • J’ose Encore Aimer

 

Playing

  • Mind the Gap
  • The ‘P’ Word

Week 4

Outcome

  • To identify musical instruments by sound
  • To improve articulation and strengthen embouchure through choosing a more challenging level of difficulty in ‘Level Up’

 

Focus style

  • Tango

 

Listening

  • J’ose Encore Aimer

 

Playing

  • Mind the Gap
  • The ‘P’ Word

Week 5

Outcome

  • To develop skills in rhythmic composition – children understand that music can be made from rhythms alone
  • To compose and perform a piece using predefined rhythms

 

Focus style

  • Classical (Minimalism)

 

Listening

  • Music for Pieces of Wood

 

Playing

  • Composition Exercise
  • The ‘P’ Word

Week 6

Outcome

  • To develop rhythmic compositions by adding pitch and performing on instruments
  • To evaluate compositions

 

Focus style

  • Classical (Minimalism)

 

Listening

  • Short Ride in a Fast Machine

 

Playing

  • Composition Exercise

Week 1

Outcome

  • To identify the key features of R & B music
  • To introduce ‘slurs’ and demonstrate slurred articulation

 

Focus style

  • R&B

 

Listening

  • Dilemma

 

Playing

  • Smooth Groove
  • The ‘P’ Word

Week 2

Outcome

  • To introduce and play the note G
  • To understand and comment on the characteristics of Ragtime music.

 

Focus style

  • Ragtime

 

Listening

  • The Entertainer

 

Playing

  • Smooth Groove
  • Oily Rag

Week 3

Outcome

  • To learn the position of G on the stave and read from notation.
  • To understand ‘syncopation’ and read syncopated rhythms from notation.

 

Focus style

  • Ragtime

 

Listening

  • Maple of Leaf Rag

 

Playing

  • Oily Rag

Week 4

Outcome

  • To build confidence and stamina when playing in the upper register.
  • To identify the key characteristics of Calypso music.

 

Focus style

  • Calypso

 

Listening

  • Jump In The Line

 

Playing

  • Blow Blow Blow!
  • Flashcard sight-reading (C-G)

Week 5

Outcome

  • To improve confidence at sight-reading short melodies that incorporate the notes C-G
  • To perform Blow Blow Blow! in two parts from memory

 

Focus style

  • Calypso

 

Listening

  • Under The Sea

 

Playing

  • Blow Blow Blow!
  • Flashcard sight-reading (C-G)

Week 1

Outcome

  • To play the note A
  • To improve flexibility across the instrument by using lip flexibilities exercises in One Small Step

 

Focus style

  • Pop 

 

Listening 

  • Never Gonna Give You Up

 

Playing

  • One Small Step
  • Blow Blow Blow!
  • Fizz-A Pop!

Week 2

Outcome

  • To identify and describe the key features of Pop music
  • To further develop improvisation skills over a wider range and changing chord sequence

 

Focus style

  • Pop

 

Listening

  • Reach For The Stars

 

Playing

  • One Small Step
  • Fizz-A Pop!

Week 3

Outcome

  • To explore melodic composition techniques.
  • To compose own melodies using notes that have been introduced so far

 

Playing

  • Composition exercise
  • Flashcard sight-reading (C-A)

Week 4

Outcome

  • To understand how to notate melodic ideas on manuscript, adding a second part
  • To play through and evaluate compositions

 

Playing

  • Composition exercise
  • Flashcard sight-reading (C-A)

Week 5

Outcome

  • To understand ‘dynamics’ and understand the Italian terms
  • To be able to play different dynamics levels on the instrument with an understanding of how volume effects pitch

 

Focus style

  • Musical Theatre

 

Listening

  • I Don’t Need Anything But You

 

Playing

  • The Dynamics Song

Week 6

Outcome

  • To achieve a complete performance of The Dynamics Song
  • To evaluate the success of the performance using appropriate musical vocabulary

 

Focus style

  • Musical Theatre

 

Listening

  • Loud
  • Matilda

 

Playing

  • The Dynamics Song

Week 7

Outcome

  • Yearly Recap

Week 1

Week 2

Outcome

  • To explore our instruments and play as a band

 

Singing

  • Rhythm games
  • Flash cards

 

Listening

  • Band music
  • What is a band?

Week 3

Outcome

  • To discover ground base and play as a group

 

Listening

  • Bass line
  • Examples of ground bae
  • Whole class play the bass line

Week 4

Outcome

  • Exploring ground base
  • Chord Layer listen to the chord sequence
  • How does it flow, where does it go?

Week 5

Outcome

  • Melody layer
  • How the melody layer fit above the chords

Week 6

Outcome

  • Perform whole ground bass piece x4 adding parts
  • See how the structure builds upon the
  • Each layer is independent but also supports each other

Week 7

Outcome

  • Perform
  • Record
  • Evaluate our whole class ground bass piece

Week 1

Outcome

  • Independent practice in small groups
  • Developing ensemble and communication skills
  • Exploring ways to develop layers and structure a unique arrangement of the piece

Week 2

Outcome

  • Performance of the final arrangement of the piece
  • Further development of communication and ensemble skills
  • Exploring performance and  all aspects such as counting in, finishing together

Week 3

Outcome

  • Performance of the final arrangement of the piece
  • Further group rehearsal time and complete final recording
  • Exploring performance and  all aspects such as counting in, finishing together

Week 4

Outcome

  • To evaluate recorded performance
  • Self and Peer evaluation
  • Identifying what went well and what could be improved with other and their own group

Week 5

Outcome

  • Battle of the Bands
  • To introduce song Hold Back the River (HBTR)
  • Complete listening analysis
  • Teach words and sing through
  • Learn main riff on instruments

Week 6

Outcome

  • Focus on structure of Hold Back the River
  • Identify different sections and instrument entries
  • Revise main riff and teach chorus sections on instruments

Week 7

Year 6 Trip

 

Outcome

  • Introduce drum and bass layers
  • Identify students to play the drum parts
  • Revise previous layers aiming for class play through of different sections

Week 8

Outcome

  • To perform the song as a whole class
  • Informal assessment of progress to enable planning of groups post-Christmas
  • Musical quiz

Week 1

Outcome

  • To revise layers learnt before Christmas
  • Allocate groups and pupils to Identify roles in the band, complete worksheet
  • Independent rehearsal of introduction and verse sections
  • Informal performance at end of lesson, assess progress

Week 2

Outcome

  • Independent rehearsal of chorus and middle section
  • Demonstrate good team work through group planning and discussion
  • Informal performance at the end of lesson
  • Encourage more able to students to talk on more challenging layers

Week 3

Outcome

  • Independent rehearsal time
  • Groups finalising performance
  • Discussion of structure, how it is counted in and how it ends
  • Informal evaluation of performance

Week 4

Outcome

  • Independent rehearsal time building on feedback given in previous lesson
  • Checking all performers know what they are doing and how their piece works

Week 5

Outcome

  • Final run through checking all members know their role and part
  • Final performance / battle of songs within groups
  • Peer evaluation to find the winning band

Week 6

Outcome

  • Battle of the Bands grand finale
  • Guest judge to decide who wins the band comp to play in assembly
  • Self-evaluation of performances to reflect on what went well and where improvement could be made

Week 1

Outcome

  • To write song lyrics, understanding beat, metre and shape
  • Look at lyric structure
  • Metre and rhyme

Week 2

Outcome

  • To work in small groups to write lyrics to fit them to a melody
  • Fitting words to melody

Week 3

Outcome

  • To work in small groups to write lyrics to fit them to a melody
  • Editing and refining the tune and melody

Week 4

Outcome

  • To work in small groups to write lyrics to fit them to a melody
  • Rehearse how the melody and tune fit with the chord progression.

Week 5

Outcome

  • To work in small groups to write lyrics to fit them to a melody
  • Rehearse and complete the song

Week 6

Outcome

  • Assessment – did your lyrics reflect the music or did your music reflect your lyrics
  • How do the two things work together

Week 1

Outcome

  • To use our skills of composition to produce our own music
  • Review all the skills we have looked
  • Think about structure of the song

Week 2

Outcome

  • To use our skills of composition to produce our own music
  • Write the chord progression, does it work well? How does it make you feel?

Week 3

Outcome

  • To use our skills of composition to produce our own music
  • Write the chord progression, does it work well? How does it make you feel?

Week 4

Outcome

  • To use our skills of composition to produce our own music
  • Add lyrics and/or melody to the chords

Week 5

Outcome

  • To use our skills of composition to produce our own music
  • Add lyrics and/or melody to the chords

Week 1

Outcome

  • To use our skills of composition to produce our own music

Week 2

Outcome

  • To use our skills of composition to produce our own music

Week 3

Rhos y Gwaliau

Week 4

Outcome

  • To use our skills of composition to produce our own music

Week 5

Outcome

  • To use our skills of composition to produce our own music

Week 6

Outcome

  • To use our skills of composition to produce our own music

Week 7

Outcome

  • To use our skills of composition to produce our own music

Beyond the Curriculum