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Year 7 Unit 1: Forms, Devices and Keyboard Skills Timescale: 10 weeks

Zoom Out: Big Picture Topic: Music Performance Skills

Students need to have an understanding of the Prior Learning – Students will all Coming Next: Students will
notation, rhythms, the musical elements and how be at varying starting points in explore the instruments of the
to perform basic pieces of notated music. The regard to their music education. orchestra, some forms of
musical elements will be used in each scheme of Teachers should be aware that classical music, how the families
work at KS3, so it is important that students some students will have extensive of the orchestra have developed,
understand how to identify these musical knowledge of playing instruments the role of the conductor and
components. This should also be put into practice, and music notation (having how orchestral instruments can
so that students can demonstrate their musical possibly sat grade exams) and be used to create horror music.
knowledge through AfL. some students will have
experienced very little music at
KS2.
Zoom In: Immediate Learning Goals
What’s the big Can students demonstrate an understanding of basic music notation, through performance and listening
question; the and appraising? Can students demonstrate a basic understanding of the musical elements, such as
narrative; the dynamics, tempo, rhythm, pitch, texture, instrumentation, duration, structure and silence and can they
line of enquiry? demonstrate this through performance and listening and appraising?
What exactly do The teacher wants students to:
I want students  Identify basic note names and values.
to know/to be  Identify how to perform basic rhythms and notation.
able to do?  Identify some notes of the treble clef.
 Identify the musical elements.
 Analyse listening and appraising examples and explain how the musical elements have been
used.
What are the The main difficulties with this unit are:
major common  Some potential restraints in resources.
difficulties;  Making sure that differentiation is sufficient for every student.
misconceptions?  Adequate and safe performances in light of Covid-19 risk assessment.

The Steps to Understanding: Breakdown  Sequence

Identify note names,
note values and how to
perform basic rhythms
independently and as
part of a group through
a series of classroom
tasks, as demonstrated
by the teacher. Students
should be able to recall
knowledge learnt and
demonstrate this
through self-
assessment, peer
assessment and AfL.
Students explore the
different musical
elements through
performance and
listening and appraising.
Subject knowledge
organisers are to
support students’
learning.
Students will be
assessed through a
series of notation
exercises, which will
then be performed to
the class/teacher.
Where possible,
students will learn some
basic keyboard skills and
will demonstrate their
ability to perform these
using music notation.
Students will
demonstrate their
understanding of the
musical elements
through listening and
appraising assessments.
Students will have a
working knowledge of
how to apply these
terms when listening to
wider pieces of music
and will build upon
these skills in their other
units.
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Planning Prompt Details/ Task list.

Sources of Information TBC.
Reading/Media

Examples and Models The teacher will need to model a lot of the notation tasks in this unit of work, before asking
students to participate in performances. The teacher should also model notation in smaller
groups to correct mistakes or misconceptions of how the music goes. The teacher will also
need to show how to develop some improvised rhythms to students.
Questioning and Check Questioning should form no hands up policy, make use of pose, pause, pounce, bounce and
For Understanding should test students on their knowledge of the task at hand and helping them to link what
they have learnt in the sequence of lessons. The teacher should also check understanding by
asking students to perform to each other and the rest of the class.
Scaffolding Resources
SEND/EAL/Access

Equipment YouTube, speakers, chairs, tables, drumsticks, buckets.

Homework

Prompt: Have you planned for all phases of instruction?

Explanatory input Questioning Guided Practice Review
Independent Practice
Modelling Check for Understanding Feedback Retrieval Practice
Students will have
Students will be Questioning should Students will appropriate allocated Students will be able to
shown relevant comprise of links between begin to build up time to work on their reflect on their work at
examples of listening and appraising their performance performance pieces periodic points, which
successful skills/techniques, musical skills through a each lesson and time will include self-
performances – these elements and practical repertoire of to implement any assessment, peer
can be from any application of different body improvements given assessment and verbal
popular music style performance/music percussion pieces to them through self- feedback from the
that the teacher notation skills. and notation assessment, peer teacher. Students will
deems suitable. The Questioning should use a worksheets, assessment and demonstrate their
teacher should model variety of AfL techniques preparing them teacher feedback. retrieval practice
how to play several of – no hands up, pose for final through prepare for
the songs and should pause pounce bounce, assessment at the learning tasks (starter
model examples of spinning wheel selectors end of the unit. tasks), questioning, final
students’ etc. Verbal feedback unit assessment,
performance pieces will be used to listening and appraising
to help support them give students tests and homework.
to learn how to play guidance on what
them successfully. they need to do to
improve and the
positive progress
they are making.
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Lesson Flow
Lesson 1. Prepare for Learning:
Intro Students will be presented with an image of a crotchet and a crotchet rest on the board. Working
collaboratively, they need to identify the names of the notes and their note value. They will have approx. 30
seconds to discuss this with their partner before being asked what they mean.

The Learning Outcomes:

 All students will be able to identify basic note names, simple values and perform basic rhythms.
 Most students will be able to identify and perform crotchets and rests, perform different notated
rhythms using these notes values on their own and create their own simple rhythms.
 Some students will be able to identify all of the notes and note values from memory, create their
own rhythms and perform with accuracy and fluency.

Present New Information:

Task 1
Students will play the name game where they will clap a pulse of four beats. Whilst clapping, every member
of the class will say their name over the four beats, showing that different rhythms can fit over a pulse.
Students should be able to identify that there is a regular beat within the music and that different rhythms
are performed over the beat.

Students will then be asked to discuss what they think the term pulse means. They will be instructed to try
to find their pulse and will be asked to explain what it is doing. Students will then define the musical
definition of pulse.

Construct Meaning:
Task 2
Students will then be asked to perform a call and response march. The idea of this task is that students
march on the spot, setting the pulse. They then have to repeat the verse on the board whilst marching.
Students will have a short Q&A to establish what their fit were doing during the march and what role the
vocals had to play in the performance.

Apply To Demonstrate Understanding:

Task 3
Students will be presented with some simple rhythm boxes using black dots; students may not know it yet,
but they will be performing crotchets and crotchet rests, linking back to the starter task. Students will need
to practise and then perform the different rhythms with accuracy and fluency. The teacher should
demonstrate these rhythms before the students start to learn them. Students will then be selected to
perform these to the rest of the class.

1 2 3 4 1 2 3 4
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Task 4
Students will now have time to demonstrate what they have learnt and begin to put their knowledge into
action through performance. Working in the rows that students are sat in, students will perform a pulse
whilst one student from the row creates an improvised rhythm. Once they have finished, they then clap the
pulse whilst the next person in the row creates a contrasting improvised rhythm etc. The objective of this
task is to perform an improvised rhythm that is in time with the pulse. At least one group should
demonstrate their improvised rhythms to the rest of the class.
Once finished, students should then move onto the last performance task. This will introduce a new
concept called call and response. Performing in the rows that they are sat in, one student will improvise a
rhythm (the call), which the rest of the group will then repeat back to them (the response). Students will
then move round each member of the row, who will need to devise a different rhythm from the one that
was just performed. The objective of this task is to perform an improvised rhythm using call and response
and to practise performing accurately, fluently and in time with each other.

Extension:
Students can further develop their call and response piece by creating more improvised rhythms. Each
student in the room should perform two contrasting rhythms each time it is their chance to improvise and
lead the group.

Review:
Students will then need to perform their rhythms to the rest of the class. The teacher should lead a Q&A
session after each performance using WWW and EBI model. The teacher may have to help students
structure relevant answers and should try to encourage good use of musical vocabulary.

Homework:
Students should watch a short video of Steve Reich’s ‘Clapping Music’ and be prepared to discuss what is
happening to the different rhythms in this piece of music - https://youtu.be/lzkOFJMI5i8
Lesson 2. Link Back: Review/retrieval practice: Reteach? More Practice?
Develop Move Forward: Next steps of instruction and practice.

Prepare for Learning:

Students will be asked to discuss the video of Steve Reich’s ‘Clapping Music’ and what was happening to the
rhythms in this performance. Students should be given 30 seconds or so to discuss it and then the teacher
should lead a no hands up Q&A on what was happening in the music. Questions could include:
 Can someone tell me what was happening to the rhythms in this performance?
 How many beats did the second rhythm shift each time?
 Last lesson we said that music had a continuous pulse. Does this piece of music have a pulse? How
do you know?
 How beats did we say are usually in a pulse last lesson?
 How many beats are in the pulse for clapping music?
 Why did Steve Reich decide to shift the beat each time of the second rhythm?

The Learning Outcomes:

 All students will be able to read basic notation grids and perform simple rhythms.
 Most students will be able to identify crotchet, quaver and rest values through use of notation
grids and demonstrate their understanding through performance.
 Some students will be able to identify all of the notes and note values from the notation grids,
perform with accuracy and fluency, and demonstrate improvisation skills.

Present New Information:

Task 1
Students will watch an example of body percussion taking place. They will be asked some questions about
the performance but mostly importantly, will be asked what was happening to the tempo of the music.
Students should be able to identify that tempo means speed and that the speed of the music gets faster
(accelerando) in this example. Students should be shown three different Italian words for the tempo of this
piece of music – allegro, moderato and accelerando - and need to guess which one best fit the music they
heard. https://www.youtube.com/watch?v=lk75qDst8wE

Task 2
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Students will be presented with a body percussion notation grid. Each row will be assigned a different body
percussion action and will then perform their action in a round, making sure they’re in time to the music,
building up the piece; the teacher will tell them when to perform each part. The teacher will then ask the
students what they can do to make the piece more interesting. The second time it is performed, the class
should add some dynamics, gradually getting louder and then quieter again.

Construct Meaning:
Task 3
Students will then be presented with a new notation grid but this time they have several actions. Once
again, they will need to read what the notation grid is asking them to perform and present their piece as a
round. Sufficient time should be given for students to practice this and one group could show the rest of the
class how to perform it. The teacher should then test AfL through WWW and EBI.

Students will be told that they have each just performed an ostinato and will be asked to devise what this
word means. Students should be given some time to discuss/think about what an ostinato is before
answering.

Task 4
Students will now perform another body percussion grid, but this time will also use quavers to make the
piece more interesting and more complicated. The teacher should begin this task by explaining what a
quaver is, what it looks like and it’s note value. The teacher should give a demonstration of how quaver
beats are divided from crotchet beats. The teacher should again give parts out to students sat in rows.
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Apply To Demonstrate Understanding:

Task 5
Students will now be asked to perform their own body percussion piece, working in their row. They should
layer the different parts as they perform, include different body notations and should think about the
tempo they will perform with. Students are to be given adequate time to devise their body percussion and
should then show them to the rest of the class.

Extension:
Students can further develop their body percussion piece by further varying the tempo of their
performance, such as using accelerando or ritardando and adding dynamics to different sections of the
piece. They should also try to improvise more complicated rhythms, whilst keeping them in time with the
pulse.

Review:
Students should reflect on their piece of music they have created this lesson and peer/self-assess their
work. They should choose one statement from the WWW and EBI categorises that best fit their efforts and
their work.

WWW:
 Our/my performance was accurate and fluent for most of the performance.
 Our/my performance was accurate and fluent for all of the performance.
 I was able to perform my ostinato in time.
 I made minimal mistakes during my body percussion performance.
 I made some mistakes during my body percussion performance but was still able to maintain my
part.
 My body percussion had varying rhythms to make it interesting.
 I was able to perform crotchets, quavers and rests as part of my body percussion.
EBI:
 I need to try and perform with more fluency and accuracy during my body percussion.
 I need to make sure that I am in time with the other members of my group.
 I could further my performance by using quavers more consistently.
 I could further my performance by using more varying rhythms.
 My group need to communicate more with one another to improve our performance.
 I could include some changes in the tempo of our performance to make it more interesting.

Homework:
Students will be asked to download the Steve Reich Clapping Music app. They need to try and perform this
piece, choosing their own level of difficulty (tempo) to perform the piece of music to. The highest score in
the class will receive a reward - https://londonsinfonietta.org.uk/clapping-music-app
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Lesson 3. Bigger Scope Retrieval: More application; more synoptic questions; more extended task.
Develop
Prepare for Learning:
Students will be shown a quaver triplet. They will be asked what the quaver triplet is and what it’s note
value is. Students will have a short time to discuss this before the teacher asks students at random to
respond to the questions.

The Learning Outcomes:

 All students will be able to perform a quaver triplet upon recital.
 Most students will be able to identify and perform basic notation from notation grids, including a
quaver triplet with some accuracy and fluency.
 Some students will be able to identify and perform most notes of ‘Believer’ accurately and fluently
from notation.

Present New Information:

Task 1
Students will watch a short demonstration of a quaver triplet being performed on a drum pad -
https://youtu.be/hZxVLlZjn9k (end the video at 3:10). They will hear the difference between quavers and
quaver triplets. The teacher will then demonstrate how to perform these.

Construct Meaning:
Task 2
Students will practise performing quavers and quaver triplets on their own using their hands to play on their
chair/table/surface. They will play four bars of quavers and then 4 bars of triplets. Once students are able to
do this, they should then practise four bars alternating between the two different rhythms. Students will
then need to show their performance of these rhythms to their peers. When performing, students should
use the ‘hands’ in the video to perform accurately.

Apply To Demonstrate Understanding:

Task 3
Students are going to now listen to Believer by Imagine Dragons using body percussion -
https://youtu.be/FANkTnchta8 Retrieving their knowledge from the last two lessons, they will now try to
perform crotchets, quaver triplets and rests using body percussion notation. The teacher will demonstrate
the first verse for students using the video and will then ask the class to try and join in. Students will then be
given time to practice the body percussion notation using the worksheet, before moving on to the chorus
section of the song.

The teacher is then going to show the chorus to Believer and how to perform this. Students will then be
requested to try and join in to model how the rhythms are performed, before having time to practise them
on their own. Students should be trying to follow the notation grids whilst performing accurately, fluently
and in time with the music.

Mini-Plenary:
The teacher should ask different students to play the first verse or chorus sections to the rest of the class to
see how they are managing with the task, to allow some peer assessment to take place and to correct any
misconceptions or common mistakes from students, before allowing them to continue rehearsing.

Extension:
Once students have managed to perform the first verse and the chorus, they will then need to learn the
second verse and repeat the chorus section again.

Review:
The teacher should put on the video once more to allow the whole class to join in with the performance.
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The teacher should identify several whole class WWW and EBIs, giving students verbal feedback as to what
they can do to improve their performance work.
Lesson 4. Bigger Scope Retrieval: More application; more synoptic questions; more extended task.
Further
Development Prepare for Learning:
Students now need to start understanding what texture means and how it is used in body percussion music
to make the music interesting. On the board they will see a picture of an onion and will be asked to answer
the following Thunk: ‘How can an onion help you to describe the texture of a piece of music?’ Students will
also listen to Bach’s Fugue in G Minor to help them understand that a piece of music can have different
layers all playing at once - https://youtu.be/p1XD1MSES_8

The Learning Outcomes:

 All students can describe texture through listening and appraising and can maintain a simple
rhythm when performing.
 Most students can identify different forms of texture and can maintain their own rhythm when
performing as part of a group.
 Some students can identify polyphonic textures through listening and appraising and can create
their own polyphonic rhythms within a group.

Present New Information/Construct Meaning:

Task 1
Students will watch a short video that explains about the different types of textures in music -
https://youtu.be/teh22szdnRQ They will need to understand monophonic, homophonic and polyphonic
textures. Students are going to begin to explore how to perform a polyphonic texture this lesson. The
teacher should ask some questions about different textures to test students AfL. They could include:

 What does texture mean in music? How can we describe texture?

 If we only have one layer/or instrument playing a single melody on its own, what type of texture is
it playing?
 If a piano player is playing a melody with their right hand and an accompaniment with their left,
what type of texture are they playing?
 How could we describe a polyphonic texture?

Apply To Demonstrate Understanding:

Task 2
Students are going to learn three different rhythmic ostinatos (students should be able retrieve this term
from their previous lesson). Students will put into practise the different notations they have learnt so far
and the teacher will demonstrate each of the rhythms to the class using call and response, making sure to
explain the use of semiquavers and how to perform them. Students will then work in small groups (in their
rows) to perform the polyphonic rhythms together. Once they have learnt their rhythms and can perform
together, students should swap parts. Part C is the easiest rhythm and should be used to differentiate the
task. https://www.bodypercussionclassroom.com/simple-three-part-rhythm-plus-an-extra.html#
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Task 3
Once students have completed this, they should move onto the next task, which involves some longer
rhythms. The teacher should model these rhythms to the class, then allocate students a part and give them
time to rehearse their part. They should then be given adequate time to practise this together in their rows.

Review:
Students should then be expected to perform their notated rhythms to the rest of the class. Peer
assessment should follow, using WWW and EBI, guided by the teacher. Students should be asked about
how accurate and fluent their rhythms were, whether they were in time and whether they performed using
an appropriate tempo.

Extension:
Students should now attempt to create their own three-part polyphonic rhythms to perform within their
small groups. They should build upon what they have already learnt in this unit, considering texture, tempo,
different notations, different ways in which to perform their rhythms and rests.

Homework:
Students should watch the following videos on texture to recall what they learnt in today’s lesson.
 https://youtu.be/teh22szdnRQ
 https://www.youtube.com/watch?v=QbT7eTS16T8
Lesson 5 Link Back: Review/ retrieval practice: Reteach? More Practice?
Consolidating Move Forward: Next steps of instruction and practice for getting ready for assessment.
Knowledge
Through Prepare for Learning:
Application Students are going to participate in a practical body percussion warm up. Students will have a crotchet, two
joined quavers and a crotchet rest on the board unlabelled and will need to tell the teacher what the notes
are, using their correct names and demonstrate how to perform them to the rest of the class. Once
students have done this, they are going to join in with the warmup followed by the teacher. The second
time that this warmup is played, students will be focusing on the notation to guide them instead of the
visual prompts for the correct movements - https://youtu.be/y8Dr6Oj7_oI

The Learning Outcomes:

 All students can identify basic note names, simple values and perform basic rhythms.
 Most students can identify and retrieve basic notations, whilst performing with accuracy and
fluency.
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 Some students can identify notations from memory, whilst performing with accuracy, fluency and
minimal mistakes.

Construct Meaning:
Task 1
The whole class is going to use body percussion and their notation reading skills to perform Up Town Funk.
The teacher will model each part for the class before everyone attempts all of the parts together. Students
need to make sure that their performance is accurate, fluent and that there are minimal mistakes -
https://youtu.be/9NdF4Ruf-Ts

The class will then perform this piece together again. This time, they will need to select two objectives to
work towards from the list:

1. I will try to maintain accuracy throughout the whole performance.

2. I will try to make sure my part is fluent during the performance.
3. I will try and remain in time with the backing track.
4. If I make a mistake, I will try my best to carry on.
5. I will try to maintain a steady tempo when performing.
6. I will try to read the notation instead of relying on the performance images.

Apply To Demonstrate Understanding:

Task 2
Students will be presented with the piece Dance Monkey by Tone and I - https://youtu.be/7_Gci6pgd3E
They will need to work in groups to follow the notation on the board to perform the song using body
percussion. This song has some use of semiquavers in it to increase the challenge for students. Students
need to be able to perform accurately, fluent and in time with their peers, whilst maintaining their part in
the whole song. Students will have the song modelled once for them and will then work in groups to
practise this piece of music. The teacher should be checking on students’ progress and addressing any
issues they have with performing the notation.

Review:
Students should then be expected to perform their notated rhythms to the rest of the class. Peer
assessment should follow, using WWW and EBI, guided by the teacher. Students should be asked about
how accurate and fluent their rhythms were, whether they were in time and whether they were able to
maintain their part.

Extension:
Students should now attempt to create their own body percussion rhythms to fit with the song Dance
Monkey. These should be more complicated than the crotchets and quavers that are used in the majority of
the song. Any groups who get to this stage should be modelled how to change the rhythms to make them
more complicated.

Lesson 6 Bigger Scope Retrieval: More application; more practice ready for assessment, putting knowledge into
Preparing for action, demonstrating skills.
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Assessment
Prepare for Learning:
Students are going to listen to their final piece of music that they will prepare for their assessment -
https://youtu.be/D6Sef1qttvM Once they have listened to the song, the teacher will ask them some
questions regarding the notation of the song. This could include some of the following (list not exhaustive):

 Which part looks the most challenging to perform? Part A, B or C?

 Which note in part A are you unfamiliar with?
 What is the note value of a dotted quaver? How do you know?
 What types of notes are used in Part B? What are their note values?
 In Part C we can see crotchets and quavers. What are the values of each of these notes?
 What is the unfamiliar note in Part C called? Does anyone know it’s note value?

The Learning Outcomes:

 All students can perform some notated rhythms with some accuracy and fluency.
 Most students can maintain a chosen notated rhythm with accuracy and fluency.
 Some students can perform all rhythms accurately, fluently and in time with minimal mistakes.

Present New Information:

Task 1
The teacher will play the piece of music again, modelling each part of the song for the students. The teacher
will perform Part A on their own and then get the students to join in, doing this with all parts until they
understand how to perform the song. If this song is able to be performed using drumsticks and buckets
depending on resources, students will need to know the correct hands to use when playing each part, which
will be included on the notation worksheets.

Apply To Demonstrate Understanding:

Task 2
Students will be given adequate time to practise each of the parts, working in a group of three. The teacher
will support students as necessary with the different parts and will give verbal feedback to help support
pupils with their performance work.
Extension:
If students can play their part consistently within their group, the challenge is to get them to play all the
parts to the piece, all the way through from beginning to end. The teacher should identify individuals and
groups that are ready to extend their performance skills.

Review:
Students will perform the piece once again as a whole class. Pupils will be asked to discuss with their
partner where they think they are with their performance and what they could do to improve, using the
WWW and EBI model. The teacher will ask students to respond to the rest of the class to share what they
discussed with their partner.

Homework:
Students should watch the YouTube video of their assessment piece and should practise the song at home.

Lesson 7 – 8. Assessment preparation, practice and participation.

Assessment
Prepare for Learning:
Students are going to recap their final piece of music that they will prepare for their assessment -
https://youtu.be/D6Sef1qttvM Once they have listened to the song, the teacher will ask them some
questions regarding the notation of the song. This could include some of the following (list not exhaustive):

 Part A has a dotted quaver. Can anyone remember the note value of a dotted quaver?
 Part B has quite a few semiquavers. How long does a semiquaver last?
 What can we do to remember how to play part B to minimise mistakes?
 What type of notes have we got at the beginning of Part C? Can anyone remember their name?
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The Learning Outcomes:

 All students can perform some notated rhythms with some accuracy and fluency.
 Most students can maintain a chosen notated rhythm with accuracy and fluency.
 Some students can perform all rhythms accurately, fluently and in time with minimal mistakes.

Construct Meaning:
Task 1
The teacher will play the piece of music again and students should use their music to follow and join in
practising the song. If this song is able to be performed using drumsticks and buckets depending on
resources, students will need to know the correct hands to use when playing each part, which will be
included on the notation worksheets; the teacher will also demonstrate this to the class. The teacher will
need to explain the criteria for assessment to the class, so that they know what they need to do to meet
their targets/objectives.

Apply To Demonstrate Understanding:

Task 2
Students will be given adequate time to practise each of the parts, working in a group of three. The teacher
will support students as necessary with the different parts and will give verbal feedback to help support
pupils with their performance work.

Task 3
The teacher will remind students of the assessment criteria and what they are looking for when students
perform. The teacher will begin to go round each of the groups to commence assessment.

Extension:
If students can play their part consistently within their group, the challenge is to get them to play all the
parts to the piece, all the way through from beginning to end. If students aren’t able to do this after being
assessed, this should now be their focus. Further extension materials should be available for students to
practise.

Review:
Students will perform their assessment to the teacher. Verbal feedback is to be given about WWW and EBI
for each student/group. Students will check their progress against the assessment criteria near the end of
the lesson. They should also consider what they could do to improve upon their work for next lesson.

Homework (Lesson 8):

Students should revise the musical elements that they have learnt during this unit, ready for a listening test
next lesson.
Lesson 9 Assessment preparation, practice and participation.
Listening Test
Prepare for Learning:
Students are to be given 5-10 minutes to use their subject knowledge organisers to revise, in preparation
for their listening and appraising test.

Further Planning / Mode B Extensions

Oracy
opportunities

Choices and
options.
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Flipped Learning:
Pre-reading; prep
tasks?

Wider reading:
parallel areas of
study/ stretch?