Term 4

Year 1 & 2 Music 

Exploring Sound & Body Percussion

• Different sounds around us

• Making sounds with our bodies (clapping, stomping, snapping)

• Introduction to steady beat

Week 2: Rhythm Patterns

• Revising simple rhythms (ta, ti-ti)

• Clapping and echoing rhythm patterns

• Playing rhythm games

High & Low Sounds

• Understanding pitch: high vs. low

• Singing games with pitch changes

• Using classroom instruments to explore pitch

Dynamics – Loud & Soft

• What are dynamics in music?

• Listening to loud and soft sounds

• Movement games to match dynamics

Tempo – Fast & Slow

• What is tempo?

• Moving to music with different tempos

• Identifying tempo changes in songs

Introduction to Musical Instruments

• Families of instruments (strings, percussion, woodwinds, brass)

• Listening and identifying instruments

• Hands-on exploration of classroom instruments

Singing Skills & Simple Songs

• Singing with good posture and breath control

• Learning simple songs with repetition

• Introducing call-and-response singing

Week 8: Musical Form & Listening

• Introduction to musical form (AB and ABA)

• Listening activities with form recognition

• Movement and dance related to musical sections

Week 9: Performance & Review

• Review of concepts learned (rhythm, pitch, tempo, dynamics)

• Group performance of songs and rhythms

• Fun music games and reflection

Year 3 & 4 Music

Understanding Rhythm and Notation

• Review basic note values (quarter, half, whole notes)

• Introduction to rests and simple rhythmic notation

• Clapping and playing rhythmic patterns

Exploring Pitch and Melody

• Understanding scales and melodic direction (steps and leaps)

• Singing and playing simple melodies

• Revision of solfege (Do, Re, Mi)

Dynamics and Expression in Music

• Review dynamics (piano, forte, crescendo, decrescendo)

• Expressing emotions through music

• Listening to music examples and identifying dynamics

Introduction to Musical Instruments and Families

• Overview of instrument families: strings, woodwinds, brass, percussion

• Listening and identifying instruments in orchestral music

• Hands-on instrument exploration

Music and Culture

• Exploring music from different cultures and traditions

• Learning simple songs or rhythms from other countries

• Discussing cultural context of music

Composition and Creativity

• Introduction to creating simple rhythms and melodies

• Using classroom instruments or digital tools to compose

• Group composition activity

Understanding Musical Form

• Introduction to musical forms (AB, ABA, rondo)

• Listening and identifying forms in familiar songs

• Movement and body percussion to demonstrate forms

Singing Techniques and Vocal Health

• Developing singing posture, breathing, and tone

• Learning songs with harmony or rounds

• Vocal warm-ups and exercises

Performance and Reflection

• Preparing a group performance with instruments and singing

• Reflecting on what they have learned over the 9 weeks

• Fun music games and assessment activities

Year 5 and 6 Music

Advanced Rhythm and Meter

• Review note values and rests

• Introduction to complex meters (3/4, 6/8) and syncopation

• Clapping and playing rhythmic patterns in varied meters

Melody Development and Scales

• Introduction to major and minor scales

• Explore melodic contour and phrasing

• Compose simple melodies using scales

Harmony and Chords

• Basic chord structures (triads)

• Introduction to harmony and singing simple harmonies

• Experiment with chord progressions on instruments

Dynamics, Articulation, and Expression

• Advanced dynamic markings (pp, ff, sfz)

• Articulation: staccato, legato, accents

• Expressive performance techniques in singing and playing

Musical Instruments and Timbre

• In-depth study of orchestral instruments and their timbres

• Explore instrument combinations and textures

• Listening analysis of orchestral excerpts

Music History and Genres

• Overview of different musical periods (Baroque, Classical, Romantic)

• Explore genres like jazz, blues, rock, and world music

• Listening and discussion of representative pieces
  Composition and Song-writing

• Structure and form in composition (verse-chorus, theme and variation)

• Use of melody, harmony, rhythm in original compositions

• Collaborative song-writing project

Technology in Music

• Introduction to music production software and tools

• Creating digital compositions or recordings

• Experiment with sound effects and mixing basics

Performance and Reflection

• Prepare pieces for performance (solo, ensemble, or group)

• Focus on stage presence and expression

• Reflect on musical progress and set goals for future learning
  
  

Freeze and Melt

• Children move around the room freely

• On the teacher’s signal, they freeze like statues

• On the next signal, they “melt” and start moving again

• Focus: body control, listening skills
  Emotion Faces

• Teacher shows different emotions (happy, sad, angry, surprised)

• Children copy the facial expressions and body language

• Children take turns showing an emotion while others guess

• Focus: emotional expression, observation

Animal Walks

• Children choose or are assigned animals (elephant, frog, bird, etc.)

• They explore how the animal moves and sounds

• Group shares their animal movements in a parade or story

• Focus: imagination, movement, voice

Magic Box

• An imaginary box is introduced

• Children take turns pulling out invisible objects and mime using them

• Others guess what the object is

• Focus: creativity, mime, communication

Story Circle

• Teacher starts a simple story

• Children take turns adding a sentence or action to continue it

• Use gestures and voices to act out parts

• Focus: storytelling, cooperation, language skills

Role Play Everyday Situations

• Simple scenarios: going to the shop, visiting a friend, playing in a park

• Children act out the scenes using props or puppets

• Encourage using polite phrases and interactions

• Focus: social skills, language, imagination

Sound and Movement Orchestra

• Children choose sounds (clap, stomp, hum) and movements

• Create a group “orchestra” combining their sounds and movements

• Experiment with tempo and volume changes

• Focus: listening, coordination, teamwork

Shadow Puppets

• Use a light source and simple puppets or hands to create shadows

• Children create a short story using shadows

• Perform to the class or small groups

• Focus: creativity, storytelling, visual arts connection
  Puppet Show Performance

• Children make simple puppets (sock or paper puppets)

• Prepare a short puppet show in small groups or pairs

• Perform for peers or teachers

• Focus: collaboration, performance, confidence

Year 1 / 2 

Character Walks

• Students explore different ways to walk based on characters (e.g., happy, tired, sneaky, excited)

• Discuss how body language changes with feelings or personality

• Perform short walks showing different characters

• Focus: physical expression, imagination

Emotion Charades

• Students take turns acting out an emotion without words

• Others guess the emotion

• Encourage using face, body, and sounds to express feelings

• Focus: emotional literacy, non-verbal communication

Story Puppets

• Create simple puppets based on a familiar story

• Use puppets to act out parts of the story in small groups

• Encourage using voices and expressions for characters

• Focus: storytelling, collaboration

Improvised Dialogues

• Give students simple scenarios (e.g., meeting a new friend, lost toy)

• In pairs, students improvise short dialogues

• Share with the class or small groups

• Focus: language skills, social interaction

Soundscapes

• Choose a setting (e.g., jungle, city, beach)

• Students create background sounds and noises with their voices and bodies

• Layer sounds to build a soundscape

• Reflect on how sounds create atmosphere

• Focus: listening, creativity

Freeze Frames

• In groups, students create still images to show a scene from a story or real life (e.g., a birthday party, going to school)

• Hold the freeze frame and describe what’s happening

• Swap roles or create different scenes

• Focus: teamwork, visual storytelling

Role on the Wall

• Draw an outline of a character on a large paper

• Around the outline, write words or draw pictures describing the character’s feelings, thoughts, and traits

• Use the character to create a short scene or story

• Focus: character understanding, empathy

Mime and Gesture

• Practice miming everyday actions without words (e.g., brushing teeth, cooking)

• Play guessing games

• Extend to acting out emotions or situations using mime

• Focus: non-verbal communication, imagination
  Mini Performance

• Students prepare a short group performance using skills from previous weeks

• Perform for peers or invited audience

• Include elements like dialogue, movement, sound effects, and props

• Reflect on what they learned and enjoyed

• Focus: confidence, performance skills

Year 3 and 4 

Character Hot Seat

• One student sits in the “hot seat” as a character from a story or invented role

• Class asks questions, and the student answers in character

• Focus: character development, quick thinking, speaking skills

Improvisation Games

• Play simple improv games like “Yes, And…” or “What Happens Next?”

• Encourage building on each other’s ideas

• Focus: creativity, teamwork, spontaneous thinking

Tableau Storytelling

• Create frozen pictures (tableaux) to represent key moments in a story

• Groups arrange their tableau and explain what’s happening

• Focus: visual storytelling, body language, collaboration

Script Reading and Acting

• Introduce short scripts or scenes from familiar stories

• Practice reading with expression and performing the scenes

• Focus: reading fluency, expression, teamwork
  Emotion Exploration

• Explore complex emotions (pride, jealousy, surprise) through movement and voice

• Create scenes that express these emotions clearly

• Focus: emotional literacy, non-verbal communication

Sound and Movement Stories

• Use sound effects and movement to create a story without words

• Students work in groups to tell a story purely through physicality and sound

• Focus: creativity, teamwork, sensory awareness

Monologues

• Students prepare a short monologue (a speech or thoughts of a character)

• Practice delivering monologues with expression and clarity

• Share with the class or small groups

• Focus: confidence, public speaking, character insight

Puppetry and Mask Work

• Use simple puppets or masks to create characters

• Develop short scenes or dialogues using the puppets/masks

• Focus: imagination, character work, collaboration

Class Performance Project

• Prepare a short play or series of scenes combining skills learned

• Perform for peers, parents, or another class

• Reflect on the rehearsal and performance process

• Focus: teamwork, performance skills, reflection
  Year 5 & 6 Students

Character Profiles

• Students create detailed profiles for characters (background, motivation, feelings)

• Role-play as their characters answering questions from the class

• Focus: deep character understanding, empathy, verbal skills

Improvised Scenes with Conflict

• Introduce conflict scenarios (e.g., disagreement between friends)

• Students improvise scenes resolving or escalating the conflict

• Focus: problem-solving, emotional expression, spontaneity

Narrative Tableaux with Transitions

• Groups create a series of tableaux telling a story

• Practice smooth transitions between frozen scenes

• Add narration or dialogue to link scenes

• Focus: storytelling, group coordination, timing

Scriptwriting Workshop

• Students write short scenes in pairs or groups

• Focus on dialogue, character, and setting

• Share and perform scripts within groups

• Focus: creativity, writing skills, collaboration

Voice and Movement Exploration

• Experiment with vocal techniques (projection, pitch, tone)

• Explore how movement supports character and mood

• Practice combining voice and movement in short scenes

• Focus: expression, physicality, vocal control

Monologue Development

• Students select or write monologues

• Practice memorization and expressive delivery

• Perform monologues with feedback from peers

• Focus: confidence, interpretation, public speaking

Improvised Storytelling Circles

• Each student adds to a story one sentence or action at a time

• Use physicality and voice to bring the story to life

• Experiment with different genres or moods

• Focus: creativity, listening, group dynamics

 Mask Work and Physical Theatre

• Use masks or face paint to explore exaggerated physicality

• Create scenes using movement and body language, with limited or no speech

• Reflect on how masks change character portrayal

• Focus: non-verbal communication, physical theatre skills

Final Performance Project

• Rehearse and perform a short play or series of scenes incorporating learned skills

• Include elements like characterisation, voice, movement, and teamwork

• Reflect on the creative and rehearsal process

• Focus: performance skills, teamwork, self-evaluation