You are on page 1of 3

Reporting standards

:
1. Explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform.
2. Describe how their music making is influenced by music and performances from different cultures, times and places.
3. Use rhythm, pitch and form symbols and terminology to compose and perform music.
4. Sing and play music in different styles, demonstrating aural, technical and expressive skills with accurate pitch, rhythm and expression.

Item Activity Reporting Curriculum Band Description
achievement
standard

Music book preparation Introduction to the year. As a class, decide on 1
music room rules and write in book.

Music Technology Garage Band composition. Learn how to use 1, 2, 3, 4 further their understanding of rhythm, pitch, dynamics and expression,
garage band. Use Garage Band to input a simple form and structure, timbre and texture in music
known melody and add smart drums. Second extend their understanding and use of aural skills as they sing and play
activity is a composition using 2 or more independent parts against contrasting parts and recognise instrumental,
instrument of students own choice, and vocal and digitally generated sounds
students create the melody.
explore and use rhythm, pitch, dynamics and expression, form and
structure, timbre and texture in music they perform and compose

Singing Learn Banana (Torres Strait Island traditional). 2, 3, 4 further their understanding of rhythm, pitch, dynamics and expression,
Add percussion and choralography. form and structure, timbre and texture in music
Performance. extend their understanding and use of aural skills as they sing and play
independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds

explore and use rhythm, pitch, dynamics and expression, form and
structure, timbre and texture in music they perform and compose

Explain how the elements of music are used to communicate meaning in
the music they listen to, compose and perform

Revision of Treble Clef , Theory lessons, revision of Treble clef. Revise 3 Explain how the elements of music are used to communicate meaning in
writing, reading, playing FACE and EGBDF. the music they listen to, compose and perform
(staff wars)
Fill in note names to make sentence. Make own
and see if friend can solve.
Play Staff Wars (if Ipad available)

Learn Bass Clef Introduce bass clef. Same as above but with 3 Explain how the elements of music are used to communicate meaning in
(reading/writing/playing) Bass. the music they listen to, compose and perform

Test on note names, treble and bass.

History of rock – Introduction to drum rock beat. Style, form. 1, 2 further their understanding of rhythm, pitch, dynamics and expression,
assignment on rock icon, Listen to rock songs and identify form. Use form and structure, timbre and texture in music
use ipads for research Ipads to research a rock icon of own choice. extend their understanding and use of aural skills as they sing and play
(design a poster) Design a poster, including time period, name, independent parts against contrasting parts and recognise instrumental,
songs, interesting facts, pics, instruments. vocal and digitally generated sounds
Assessment of poster.
explore meaning and interpretation, forms and elements of music as
they make and respond to music

Learn about the drum kit – Learn the parts of the drum kit, including parts 3 explore meaning and interpretation, forms and elements of music as
test this of drum, write the rhythms of basic rock beat. they make and respond to music
Summative test.

Become a drum kit in a Learn the different rhythms played on parts of 1, 3, 4 extend their understanding and use of aural skills as they sing and play
group. a drum, particularly snare, bass and ride. Learn, independent parts against contrasting parts and recognise instrumental,
write and play the different rhythms. Send vocal and digitally generated sounds
students into small groups to see if they can explore and use rhythm, pitch, dynamics and expression, form and
“become a drum kit”. structure, timbre and texture in music they perform and compose
Split into three as a class and play explore meaning and interpretation, forms and elements of music as
simultaneously along with some rock songs. they make and respond to music
Students to practice rock beat with floor as
bass, hand drum as snare and egg shaker for hi-
hat.
Assessment of drum performance in small
groups as a “drum kit”.

Theory test – dynamics, Listen to it. Boring. Add in markings and play 1, 3 further their understanding of rhythm, pitch, dynamics and expression,
tempo, articulations again. form and structure, timbre and texture in music

Teach the markings, dynamics, tempo, extend their understanding and use of aural skills as they sing and play
articulations. (Hall of the mountain king?) independent parts against contrasting parts and recognise instrumental,
vocal and digitally generated sounds
Give sheet of music with no markings. Students
to listen to music and add in markings. First
formative, then repeat for summative.
OR: give sheet music for BANANA, learn to play
on xylophones, then write info on music, such
as note names, dynamics, etc.

Aural test – dynamics, Teach aural of rhythm, major and minor, higher 1, 3 further their understanding of rhythm, pitch, dynamics and expression,
tempo, articulations or lower. form and structure, timbre and texture in music

Aural Test, summative.

Prepare for music is fun Learn the songs supplied. 4