Unit of work for Music

(Mid-term planning)
Week
No.

Learning
Objectives

Children will
focus on the use
of structure in
the piece of
music Vltava
when appraising.
Children will
listen with
concentration
and some
engagement for
longer periods of
time (5-10 mins)

Planned Activities

Key Questions and

Assessment

Activity 1

Key Questions:-

Tell the pupils they will be listening to a

piece of music called Vltava by Smetana.
Explain that it is a symphonic poem and
define the term the music tells a story.
Ask question 1.
Give each child a pack of sequencing
cards which are the same as the large
pictures to use on the board. Group 1/2
will have a dot on the first picture so they
know where the sequence will start. Ask
question 2.
Explain the sequencing work. You need to
keep thinking of this question question
3.
When listening to the music pupils need
to sequence the cards by matching it to
the different sections of the piece of
music. Play music.

1. From the work that we

have done in geography
who thinks they know
what story the music is
going to tell?
2. We know this piece of
music is a symphonic
poem and will tell us
the story of the River
Vltava but who can tell
me where the River
Vltava starts/finishes?
3. What picture fits best to
the music in each
section?
Assessment:
Have the pupils focused
on the structure of the
music?
Did the pupils listen to the
music with concentration
for longer?

N.C Links
And
musical
elements.
3.1
3.2
3.3
Structure

Resources
and Vocabulary
Resources: CD player
CD Smetana M
Vlast (Czech
Philharmonic) (Track
No. 2 Vltava.)
Bedich Smetna
Sequencing cards
Large pictures to
sequencing on the
board.
Vocabulary: Structure
Symphonic poem
Appraising

Organisation

Whole class
when
appraising
music.

Key Skills and

Cross
Curricular
Links
Communication
skills listening
skills will be
developed when
appraising the
music.
Links with the
POS in English
as the pupils
are require to
listen carefully
and show an
understanding of
what they hear
making relevant
comments.
Links with the
POS for maths
as the pupils
have to sequence
the pictures.

Week
No.

Learning
Objectives

Pupils will focus

on the use of
structure in the
piece of music
Vltava when
appraising.
Pupils will listen
with
concentration
and some
engagement for
longer periods of
time (5-10 mins)

Planned Activities

Key Questions and

Assessment

Activity 1 cont

Key Questions:-

Ask individuals for their sequence. Ask

question 4.
Put correct sequence on the board. Have a
brief discussion about the sequence, the
mood of the music and how the music
made you feel.
Ask question 5, 6 and 7.
If no one suggests the River Usk suggest
it to the class and then discuss where it
starts.

4. Why did you put the

pictures in that order?
5. What does the term
symphonic poem mean?
6. Who can give me the
name of a piece of
music that is a
symphonic poem?
7. If we wanted to
compose a symphonic
poem/piece of music
with a story what could
we base it on? (River
Usk)
Assessment:
Have the pupils focused
on the structure of the
music?
Did the pupils listen to the
music with concentration
for longer?

N.C Links
And
musical
elements.
3.1
3.2
3.3
Structure

Resources
and Vocabulary
Resources: CD player
CD Smetana M
Vlast (Czech
Philharmonic) (Track
No. 2 Vltava.)
Bedich Smetana
Sequencing cards
Large pictures to
sequencing on the
board.

Vocabulary: Structure
Symphonic poem
Appraising

Organisation

Whole class
when
appraising
music.

Key Skills and

Cross
Curricular
Links
Communication
skills listening
skills will be
developed when
appraising the
music.
Links with the
POS in English
as the pupils
are require to
listen carefully
and show an
understanding of
what they hear
making relevant
comments.
Links with the
POS for maths
as the pupils
have to sequence
the pictures.
Links to
geography
Two contrasting
localities are
being focused
on.

Week
No.

Learning
Objectives

Pupils will focus

on the use of
pitch and timbre
using the
stimulus of the
picture (Brecon
Beacons).

Planned Activities

Key Questions and

Assessment

Activity 2

Key Questions:-

Explain that they will be composing a

symphonic poem based on the River Usk
and that each week they will be working
on a different section.
Give out picture of Brecon Beacons. In
your groups you will compose section A
of your composition using the picture as a
stimulus. Think carefully about what
sounds you would hear there. You must
consider pitch and timbre. Discuss ideas
before going off in to differentiated
groups. Ask questions 8-12.
Composing time. Key focus is pitch and
timbre. Encourage use of voice for the
wind etc. If a child plays an instrument
encourage them to bring it in next lesson.
Each group can choose the instruments
they want must include at least 1 tuned
percussion instrument.
Circulate class and listen to ideas and
provide advice for development.
Half way through this activity stop the
class and get each group to show their
ideas to the class. Discuss strengths and
weakness. Write on target for
improvement sheets.
Work on weakness (10mins).
Bring class back together and record each

8. What does the musical

term pitch mean?
9. What does the musical
term timbre mean?
10. How can we make
wind/water/leaves
rustling noises using our
voices?
11. Would sound echo at
the mountain?
12. Would we need to use
high or low sounds?
Assessment: Have the pupils
considered the use of
pitch in this section of the
composition?
Have the pupils
considered the use of
timbre in this section of
the composition?
Using the stimuli have
they considered carefully
what types of sounds are
appropriate?

N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
Timbre
Pitch

Resources
and Vocabulary
Resources: CD player
Large pictures to
sequencing on the
board.
Target sheet
Picture of River
Usk
Cassette tapes
one for each group
Tape recorder.
Tuned and un-tuned
percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.) keyboards
Vocabulary:

Timbre
Pitch
Symphonic poem
Structure
Appraising

Organisation

Groups of no
more than 5 to
compose.
Whole class
to discuss
ideas and
evaluate
work.

Key Skills and

Cross
Curricular
Links
Communication
skills listening
skills will be
developed when
discussing ideas.
Creative skills
will be
developed
through thinking
of ideas.
Curriculum
Cymreig is
being developed
through studying
the River Usk.
Links with the
POS in English
when
extending
vocabulary
through
expressing ideas
and opinions
about music and
when developing
and using
musical
vocabulary.
Links to
geography
Two contrasting
localities.

groups work.

Week
No.

Learning
Objectives

Using pitch
pupils will select
appropriate
sounds for
fishing on the
River Usk.

Planned Activities

Key Questions and

Assessment

Activity 3

Key Questions:-

Recap over last weeks work by asking

key questions 1-3.
Play opening 2 sections of the Vltava and
briefly discuss.
Play back the composition work that was
recorded last week. As a class discuss
strengths and some targets for
improvement.
Give each group a picture of a man
fishing and a picture of different fishing
reels.
Explain that in the lesson they will be
composing section B of their symphonic
poem. This section is based at Usk which
is very well known for angling.
As a class discuss the answer to question
4. Offer some suggestions for making
sounds using a football rattle or hand
whisk with turning handle. Encourage
using voice e.g. to make the swishing
noise of the line and for splashing noises.
Go into groups and work on section B.
Extension: - develop a link between
section A and B.
Bring class back together and record each

1. What does the term

symphonic poem mean?
2. What does the musical
term pitch/timbre
mean?
3. What was the name of
the symphonic poem we
listened to last week?
What were we basing
our symphonic poem
on?
4. What sounds would you
hear when you were
fishing?
Assessment: Have the pupils used pitch
appropriately when
composing this section?

N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Pitch

Resources
and Vocabulary
Resources: CD player
CD Smetana M
Vlast (Track No. 2
Vltava.)
Target sheet
Picture of River
Usk
Cassette tapes
Tape recorder.
Tuned and un-tuned
percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.)
Own instruments
keyboards
Football rattles
Hand whisks
Fishing reels
Vocabulary:-

Organisation

Whole class
to discuss
music
(Vltava).
When
recording
compositions.
Groups to
work on
composition.

Key Skills and

Cross
Curricular
Links
Communication
skills listening
skills will be
developed when
discussing ideas.
Creative skills
will be
developed
through thinking
of ideas.
Links to
geography
Two contrasting
localities are
being focused
on.
Curriculum
Cymreig is
being developed
through studying
the River Usk.

Week
No.

Learning
Objectives

Using their own

experiences of
the Romans at
Caerleon and
pictures create
suitable sounds
for a roman town
in which pace
and texture will
be used.

groups work. As a class evaluate each

groups work offering constructive
criticism. Each group must write at least 1
target for improvement down.
Planned Activities

Key Questions and

Assessment

Activity 4

Key Questions:-

Play The Battle from the Gladiator sound

track. Starting 1 minute in till 3 minutes
30 seconds. (This should get their creative
skills going.)
When listening to the music they will fill
out an appraising worksheet.
Discuss the pace of the music fast with a
very steady beat. Also discuss texture and
how the music builds up.
Give each group a set of pictures of
Caerleon. In this lesson they will be
composing section C of the symphonic
poem. Ask questions 1and 2.
Composing time. Key area to consider is
the use of pace and texture.
Stop class; ask groups to play their ideas.
As a group discuss and evaluate each
groups work offering targets for
improvement.
Continue to compose with a strong focus
on putting each section together.
Record each groups work whether it is
just section C or all the sections.
Last 10 minutes draw a pictorial score of

1. What types of sounds

would you hear in
Roman times?
2. Who can remember
what the Romans did
for entertainment?
Assessment: Have the pupils used the
knowledge of the Romans
to help them to compose?
Have they used suitable
pace and texture?

N.C Links
And
musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Pace
Texture

Symphonic poem
Pitch
Timbre
Resources
and Vocabulary
Resources: CD player
Gladiator sound
track. Track 3.
Cassette tapes
Tape recorder.
Tuned and un-tuned
percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block, cow
bell, maracas, drum
etc.)
Own instruments
Target sheet
Picture of River
Usk
Appraising
worksheets
Vocabulary: Pace

Organisation

Whole class
to discuss
music (The
Battle) When
recording
compositions.
Groups to
work on
composition.

Key Skills and

Cross
Curricular
Links
Curriculum
Cymreig is
being developed
through studying
the River Usk.
Creative skills
will be
developed
through thinking
of ideas.
Links to history
POS Looking
at The Romans
and taking into
consideration
their lifestyle
when composing.
Links to
geography
Two contrasting
localities are
being focused
on.

 Texture

each section using the same format as the

example for Vltava.

Week
No.

Learning
Objectives

Using pictures of
Newport and own
knowledge of busy
cities create city
noises using
texture and
dynamics.

Planned Activities

Key Questions and

Assessment

Activity 5

Key Questions:-

Play the last two sections of Vltava as it

enters the city of Prague and fades away
in to the distance.
Discuss dynamics and how it is used in
these to sections of the music.
Give out pictures of Newport and ask
questions 1-3
Encourage pupils to use keyboards and
use voices.
Need to focus on the texture and the
dynamics of the section. Give an example
of a traffic jam one car horn then another
one until it builds up.
Composing time15 minutes on section D.
Bring class back together to share ideas.
Continue to work on section D.
Begin to link each section together.
Record each group and ask the group to
comment on their own composition and
ask them to set themselves a target.
Write there target out on a piece of paper.

1.
2.

3.

What can you see in

the pictures?
What sounds can we
make using our
voices for objects in
the picture? E.g. car
noises.
What noises would
you hear in a city?
People talking?
Shopping bags
rustling? Car horns?

Assessment:-

Have the pupils used

texture and dynamics to
create an image of a
busy city?

N.C Links
And musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Texture
Dynamics

Resources
and Vocabulary
Resources :

CD player
Vltava on CD.
Cassette tapes
Tape recorder.
Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block,
cow bell, maracas,
drum etc.)
Own instruments
Target sheet
Picture of River
Usk
Appraising
worksheets

Vocabulary: Texture
Dynamics

Organisation

Key Skills and

Cross Curricular
Links

Groups to
work on
composition
and
performance.

Curriculum
Cymreig is being
developed through
studying the River
Usk.

Whole class
listening to
Vltava and
discussing it.

Creative skills will

be developed
through thinking of
ideas.
Links to
geography Two
contrasting
localities are being
focused on.
Communication
skills listening
skills will be
developed when
discussing ideas.

Week
No.
5

Learning
Objectives
In their groups
children will use
structure and
duration when
putting their work
from the previous
weeks together.
When performing
as a group they will
all focus on pace
and structure.

Planned Activities

Key Questions and

Assessment

Activity 6

Key Questions:-

Look at target sheets. Try to reach target

set last week.
Allow time for pupils to work on the
composition as well as time to practice
play all the way through the composition.
Bring whole class back together and give
out evaluation sheets and comments on
performance sheets.
Record each performance.
Group 1 will perform first while group 2
evaluate group 1s work. Group 2 perform
while group 3 evaluates group 2s work
group 6s work.
At the end of each performance oral feed
back will be given from teacher and other
pupils.
Each pupil is then required to fill out a
sheet where they comment on their own
performance.
Draw pictorial score for the whole
composition.
Extension: - Listen to the recording of
each group.

1.
2.
3.

Could you notice 4

different sections in
the composition?
Was each section
suitable for its
theme?
What musical
elements were used
in the composition?

Assessment: Have the children used

the structure given to
them for this
composition?
Have they considered
the duration of the
composition?
Are the performing as a
group and playing at the
same pace?
How well has the group
thought about their
composition?

N.C Links
And musical
elements.
1.1
2.1
2.3
3.1
3.2
3.3
Structure
Duration
pace

Resources
and Vocabulary
Resources : Cassette tapes
Tape recorder.
Tuned and untuned percussion
instruments.
(Glockenspiel,
tambour,
tambourine, guiro,
Chinese block,
cow bell, maracas,
drum etc.)
Own instruments
Target sheet
Picture of River
Usk.
Evaluation sheets
Personal
performance sheet
Vocabulary: Structure
Duration
pace

Organisation

Key Skills and

Cross Curricular
Links

Groups to
work on
composition
and
performance.

Curriculum
Cymreig is being
developed through
studying the River
Usk.

Whole class
listening to
each groups
composition

Creative skills will

be developed
through thinking of
ideas.
Links to
geography Two
contrasting
localities are being
focused on.
Communication
skills listening
skills will be
developed when
discussing ideas.