Subject: Music SoW Title: Stomp the groove Year Year 6 Date: 08/9 Week Title Objective Key Knowledge/Content Introduction to music All about the beat 3 Reading the notes To learn the key skills of performing, appraising and composing in music To practice playing in time with a pulse read and play 'Tah' and 'Teh-teh' 4 Forms & structures play in ternary form 5 Forms & structures 6 Forms & structures 3 7 Junk Percussion 8 STOMP project 9 STOMP project 0 STOMP project 3 STOMP project 4 STOMP project 3 STOMP project feedback & reflections compose in Ternary Form perform in Ternary Form To explore different percussive sounds in a room To create a plan for a whole class percussion To compose and create a class percussion To add colour to a percussion To practice performing a percussion -Be able to perform a short rhythmic composition -Be able to compose a bar rhythm -Be able to express an opinion about a piece of music -Demonstrate how to enter the music classroom and complete the do now routine -Learning how to identify a pulse in music -Practicing performing in time with one another -Reading basic notation (crotchets and quavers) -Performing rhythms using basic notation -Reading and playing an ABA structure -Small group practicing and performing -Composing in an ABA structure -Small group practicing and performing -Small group practicing and performing -SMall group recording -Finding different sounds using unconventional instruments -Arranging different timbres of sound into groups -Introduction to Stomp -Performance planning -Instrument (or unconventional instrument) choosing -Rhythm writing -Group Rhythm writing -Building a structure -Dynamics, note duration & timbres -Monophonic & Polyphonic textures -How to practice -Group practice skills & techniques -Counting in/finishing together Assessment and Showcase Pieces (minimum grade 6) Mini Assessment - Uploaded to G Drive Assessment: To perform STOMP project -Performances Video of Performance to go onto T drive To reflect & evaluate the class percussion -Reflecting on s -Evaluations of WWW and EBI Mastery tasks (Extra Merit) Links to resources e.g. 00% Sheets -Finding the best sounding unconventional instrument
Subject: Music SoW Title: Stomp the groove Year Year 7 Date: 08/9 Week Title Objective Key Knowledge/Content Introduction to music All about the beat 3 Reading the notes 4 Forms & structures 5 Forms & structures 6 Forms & structures 3 7 Junk Percussion 8 STOMP project 9 STOMP project 0 STOMP project 3 STOMP project 4 To learn the key skills of performing, appraising and composing in music To practice playing in time with a pulse read and play 'Tah' and 'Tehteh' play in ternary form compose in Ternary Form perform in Ternary Form To explore different percussive sounds in a room To create a plan for a whole class percussion To compose and create a class percussion To add colour to a percussion To practice performing a percussion -Be able to perform a short rhythmic composition -Be able to compose a bar rhythm -Be able to express an opinion about a piece of music -Demonstrate how to enter the music classroom and complete the do now routine -Learning how to identify a pulse in music -Practicing performing in time with one another -Reading basic notation (crotchets and quavers) -Performing rhythms using basic notation -Reading and playing an ABA structure -Small group practicing and performing -Composing in an ABA structure -Small group practicing and performing -Small group practicing and performing -SMall group recording -Finding different sounds using unconventional instruments -Arranging different timbres of sound into groups -Introduction to Stomp -Performance planning -Instrument (or unconventional instrument) choosing -Rhythm writing -Group Rhythm writing -Building a structure -Dynamics, note duration & timbres -Monophonic & Polyphonic textures -How to practice -Group practice skills & techniques -Counting in/finishing together Assessment and Showcase Pieces (minimum grade 6) Mini Assessment - Uploaded to G Drive Mastery tasks (Extra Merit) -Finding the best sounding unconventional instrument Links to resources e.g. 00% Sheets
STOMP project 3 STOMP project feedback & reflections Assessment: To perform STOMP project -Performances Video of Performance to go onto T drive To reflect & evaluate the class percussion -Reflecting on s -Evaluations of WWW and EBI
Subject: Music SoW Title: Reggae Year Year 8 Date: 08/9 Week Title Objective Key Knowledge/Content Reggae the groove Reggae the keys 3 Reggae the keys 4 Reggae the keys 3 5 Reggae that guitar 6 Reggae that guitar 7 Reggae the practice! 8 Reggae the! 9 Reggae the band 0 Reggae the band Reggae the band perfromance To learn the Reggae Groove To learn the chords of A, D and E on the keyboard play two handed on the keyboard To learn the offbeat Reggae groove on the keyboard read and play chord diagrams on a guitar change between chords on a guitar effectively practice a piece of music To perform on the guitar and piano play a part in a band arrange a part in a band Be able to play an off-beat drum pulse Be able to play an on the beat bass drum groove Know the origins and key features of Reggae Be able to play 3 different Reggae grooves Be able to play an A, D and E chord in the right hand Be able to play 3 different reggae grooves Be able to play an A, D and E chord in the right hand with a left hand bass note Be able to apply the off-beat groove to two handed piano playing of the A, D and E chord Be able to play 3 different reggae grooves at the same time Know how to identify strings and frets on the guitar Be able to play the chords of A, D and E ont he guitar To be able to move between the chords A, D and E with 4 beats in between To know the 4 steps to effective practice Be able to practice a keyboard or guitar part for 3 little birds Mid-Cycle assesment of guitar and piano chords in 3 little birds To be able to hold a piano, bass, gutiar or drum part in a band TO know how to count in a band To be able to listen to other parts in a band To know how to arrange the different sections of a song into a full To be able to practice effectively as a band Assessment and Showcase Pieces (minimum grade 6) Mini Assessment - Uploaded to G Drive perform in a band To perform 3 little birds as part of a band Video of Performance to go onto T drive Mastery tasks (Extra Merit) Links to resources e.g. 00% Sheets
Reggae is no more! improve TO know how to give feedback to others on s TO be able to effectively improve a group
Subject: Music SoW Title: The Fundamentals - Guitar, Piano & Drums Year Year 9 Date: 08/9 Week Title Objective Key Knowledge/Content Musical Textures Musical Textures 3 Guitar Riffs Know the difference between a polyphonic and monophonic To learn about texture and practice Be able to confidently read crotchets, quavers and rests playing in Be able to hold their own part in a group different Be able to create rhythms with crotchets and quavers musical textures To practice playing polyphonic textures in rondo form & complete rhythmic dictation identify and perform a riff Be able to accurately notate simple rhythmic dictation Be able to hold a [art when performing Be able to compose a rhythmic piece of music with a polyphonic texture Demonstrate skills by performing in a small group Know what a riff is Know how to read guitar Tab Be able to perform a guitar riff Assessment and Showcase Pieces (minimum grade 6) Mastery tasks (Extra Merit) Links to resources e.g. 00% Sheets 4 Guitar Riffs 5 Piano Skills 6 Piano Skills 7 Practice Skills read guitar tab and perform it on an electric guitar play a piano riff using the left hand play chords with hands on the keyboard To know and apply effectively practice skills to practise a piece of music Know the difference between reading tab and chord boxes Be able to read guitar tab to play a riff Be able to tune a guitar Be able to play the chords of C, F, G and Am Know how to read up and down steps and leaps on a musical staff Be able to use the left hand to perform a bass riff Be able to use all 5 fingers to play a riff Be able to complete simple pitch dictation Know how to read piano chords Know that the root note of each chords can be used as a bass note Be able to play the chords of C, F, G and Am with a left hand bass note Be able to complete simple pitch dictation Know the 6 steps to effective practice Be able to break down 'Stand by me: into smaller sections Know how to identify patterns within music to aid practice Be able to independently practice and improve a piece of music -Finding the best sounding unconventional instrument
8 Band Skills 9 Band arrangement 0 Assessment lesson individual Assessment lesson group listen and play music with others in a band setting arrange instruments for a Individual Assesment Group Assesment Know how to count in in time Be able to play a piano/guitar/bass/drum part in time to a beat Be able to listen to other parts whilst holding a different part Be able to practice a piece within a whole band context Be able to write down a structure and arrange different sections of the song Stand by me for a Be able to listen to other parts whilst holding a different part Be able to practice a piece within a whole band context Be able to play and perform the piano/guitar part of Stand by me Be able to complete rhythmic & pitch dictation Be able to play and perform a group of Stand by me Video of Performance to go onto G Video of Performance to go onto G
Subject: Music SoW Title: Instrumental Year 0 Date: 08/9 Week Lesson Title Objective Key Knowledge/Content 3 4 5 6 N/A Introduction To know the key course features of RSL level Superstition play the riff/chords/vocals of Superstition Superstition To learn the structure of Superstion and apply their own part to it Band Skills play as part of a band Cycle Goals comprehensively set goals for personal progress Practice Skills effectively practice Arranging arrange a piece of music Band Skills practice as part of a band Performance Prep perform in an engaging style Progress Recording To record a live music Evaluations evaluate and improve a Performance Project choose & practice songs for a Know the key units covered Choose a focus instrument for the course To know the song Superstition Be able to read appropriate music notation Be able to play their own part for Superstition Be able to identify bars in music Be able to hear different instruments in a song Be able to identify different sections in a piece of music Be able to hold an individual part in a group Be able to Play through the different sections of Superstition in band Be able to identify personal strengths & weaknesses on an intrument Be able to use those strengths & weakenesses to plan SMART targets for improvement To know how to use a 30 minute practice session effectively Be able to use the 6 steps of practice to effectively practice a skill Be able to identify different sections of a song Be able to transition between sections of a song Know how to vary different parts of a song to add interest to the listener Be able to hold an individual part in a group Be able to Play through the whole of superstition as a band Be able to add expression to a piece of music Be able to recognise what makes a good Mid cycle assessment Progress recording Be able to analyse the strengths of a Be able to note areas for development in future s Be able to identify appropriate songs to play based on a personal level of skill Be able to choose a varied 4 song set list Assessment and Showcase Pieces (minimum grade 6) Mastery tasks Links to resources e.g. 00% Sheets
7 Performance Project create a production plan for a Performance Project 3 schedule a rehearsal plan for a 8 Performance Project 4 To practice individually for a Performance Project 5 To practice as a group for a 9 Performance Project 6 To practice as a group for a Performance Project 7 To practice as a group for a 0 Performance Project 8 To practice as a group for a Progress Recording To record a live music Evaluations evaluate and improve a Cycle goals evaluations To evaluate the whole cycle of progress 3 Know the requirements for a music Be able to plan rehearsal and practice time into a 3 week deadline To know the key skills of an effective rehearsal To be able to identify potentially areas of difficulty in a song Be able to practce a set list for a Be able to rehearse effectively for a Be able to rehearse effectively for a Be able to rehearse effectively for a Be able to rehearse effectively for a Mid cycle assessment Progress recording Be able to analyse the strengths of a Be able to note areas for development in future s Be able to reflect postively on the previous cycle progress in line with cycle goals
Subject: Music SoW Title: Instrumental / Year Date: 08/9 Week Lesson Title Objective Key Knowledge/Content 3 4 5 6 7 8 9 0 N/A To know the year plan, key coursework and assessment details play the riff/chords/vocals of Superstition To learn the structure of Superstion and apply their own part to it play as part of a band comprehensively set goals for personal progress effectively practice arrange a piece of music Maintenance/H&S Maintenance/H&S Maintenance/H&S Maintenance/H&S Maintenance/H&S Maintenance/H&S Assessment and Showcase Pieces (minimum grade 6) Mastery tasks Links to resources e.g. 00% Sheets
3 To present a presentation for the development of one style of music