Year 7 SOW MUSIC Autumn 1- rhythm

Year: 7 Topic/Theme: Rhythm / music Unit Title: Rhythm Term: Autumn 1

performance
Overview of SOW:
Knowledge: Different types of percussion instrument and how they are played.
The roll of music in different countries and cultures
How music is structured
The importance of rhythm within music
Skills: Performing music as part of a group and individually, focussing on communication and independence skills
Perform music from a variety of different styles, cultures and countries.
Compose music based on the key elements of music from a variety of different styles, cultures and countries.
Appraise music from a variety of different styles, cultures and countries. Identify key elements within different types of music
End Point: Be able to play a variety of different percussion instruments focussing on call and response, improvisation and cross rhythm.
You will be able to appraise and evaluate different styles of music from different countries and cultures and identify key features of the rhythm
You will be able to compose your own music using the key rhythmic elements.

Prior Learning: (Linked Topics) National Curriculum GCSE (or A Level) AO Opportunities for mastery/stretch and
As this is the first topic in year 7 it is designed to Links: Performing, Links: challenge: Students will have the opportunity
be flexible for students that have received no composing and to participate in different roles within a group
previous music education. appraising including leading, improvising and composing
more advance rhythms. More able students
will be expected to have an independent role
within a group and perform complex and
accurate rhythms.
Key words/Vocabulary: Personal Development & SMSC: through Cultural Capital opportunities: Links to music
Names of percussion instruments performing students will develop confidence from different countries, mostly Africa and the
Call and response and resilience. Through performances and cultural importance and purpose of music
Improvisation evaluations students will learn respect. within the community. Also how instruments
Rhythm are created and the importance of this in the
Cross rhythm community
Poly rhythm
 Pulse
Time signature
Key Questions (product/process/developmental):
What instruments are playing ?
What rhythmic devices can be heard ?
What is the purpose of the music?
How does the music represent ….?
Low Stake Assessment: during various lessons
students will complete listening exercises to
gauge their ability to apply the knowledge
while listening to music.
Formative Assessment/AFL: (Pit stops/DIRT)
Recorded performance at the end of the topic.
Throughout all lessons students will perform
and be given feedback and opportunities for
self and peer reflection.
Summative % Assessment links:
Group/Pair work opportunities: All lessons will
include practical work where students are
required to work within a group and
independently.
Talking Points (oracy/discussion) opportunities:
After listening to music and performances
students are encourages/expected to give
feedback and discuss with appropriate subject
specific language.
Cross Curricular links:
Geography- world music
Technology- the design or instruments

Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Home learning
differentiation
Week 1 To complete a Starter Baseline Baseline Rhythm Seating plan Music rules
baseline Books, seating plan, Marked and assessment Melody introduced.
assessment, presentation guide, put on tracker Books Elements
written and rules
practical Main
Baseline test and
practical task
Plenary
Review skills from
baseline assessment
Week 2 Can tell the Starter Group Power point Rhythm Mixed ability
difference Body percussion performances Pulse groups.
between pulse cycle at the end of
 and rhythm and Rhythm and pulse the lesson. Percussion Call and Teacher select
perform both song Verbal peer, instruments and response groups.
I can keep a Main self and beaters 1 each SEN/LA- Assist
steady pulse X4 set rhythms- teacher with 4 beat
feedback on patterns,
within a whole class, practice
all group introduce
performance and rotate
performances sayings to help
I can perform In groups of 4-6 with rhythms
more complex compose own call MA- Leading
patterns in time and response role within the
with a group or patterns using 4 group
on my own beat rhythms
Plenary
Group performances
Week 3 Read basic Starter Group Powerpoint Cross rhythm Mixed ability Tuned
rhythmic patterns Show rhythm performances Percussion groups. percussion
Perform 4/4 notation, how to at the end of instruments and Teacher select instruments
rhythmic patterns make 4 beats the lesson. beaters 1 each groups.
as a group and Verbal peer, SEN/LA- Assist
Main
independently. self and with 4 beat
Practice and rotate
To perform part teacher patterns,
of a cross rhythm the 4 rhythms feedback on introduce
Introduce cross all group sayings to help
rhythms by layering performances with rhythms
up in twos. MA- Leading
In group of 4-6 role within the
create and perform group
a short piece of
music using cross
rhythms
Plenary
Perform pieces
Week 4 Perform and Starter Group Powerpoint Improvisation Mixed ability
compose a Listening- write in performances Percussion groups.
variety of 4 beat books key features at the end of instruments and Teacher select
rhythms, Main the lesson. beaters 1 each groups.
Improvise with Verbal peer, SEN/LA- Assist
Practice and rotate
confidence self and with 4 beat
the 4 rhythms
incorporating a teacher patterns,
variety of Introduce feedback on introduce
different Improvisation all group sayings to help
patterns. breaks performances with rhythms
In group of 4-6 MA- Leading
create and perform role within the
a short piece of group
music improvisation
Plenary
Perform pieces
Week 5 To work as a Starter Powerpoint Call and Mixed ability Untuned
group to Listening- write in Percussion response groups. percussion
compose a books key features instruments and Cross rhythm Teacher select instruments
structured piece Main beaters 1 each Improvisation groups.
of music Structure SEN/LA- Assist
Practice call and
incorporation call with 4 beat
response, cross
and response, patterns,
cross rhythms rhythm and introduce
and improvisation improvisation sayings to help
exercises. with rhythms
In group of 4-6 plan MA- Leading
and practice a role within the
structured piece group
incorporating all of
the rhythmic
elements
 Plenary
What was your role
in the group, what
do you need to do to
improve
Week 6 To work as a Starter Record work- Powerpoint Call and Mixed ability
group to Listening- write in Data collection Percussion response groups.
compose a books key features Mark on instruments and Cross rhythm Teacher select
structured piece Target for this lesson tracker beaters 1 each Improvisation groups.
of music Structure SEN/LA- Assist
Main
incorporation call with 4 beat
Practice
and response, patterns,
cross rhythms performance with a introduce
and improvisation focus on STRUCTURE sayings to help
To be able to Plenary with rhythms
identify my role Record MA- Leading
within the group performances role within the
and suggest group
improvements.
Week 7 Evaluate my own Starter Evaluate work Recordings of Call and SEN- Teacher to African
and other’s work. Grading criteria, from previous work response support with percussion
Identify areas of discuss key features lessons Level sheets Cross rhythm writing in instruments
strength and Main Green Pen Improvisation necessary
areas for Peer Structure
Swapping books-
development assessment
Listen to recordings.
And SELF
Green pen WWW ASSESSMENT
EBI for the book put on tracker
they have
Swap books back,
student to respond
to feedback write
biggest success and
challenge.
Plenary
Biggest achievement
during this topic

HALF TERM

Year 7 SOW MUSIC AUTUMN TERM 2- story music

Year: 7 Topic/Theme: Composition/keyboard Unit Title: Story music Term: Autumn 1
skills
Overview of SOW:
Knowledge: The key elements of music including: pitch, tempo, dynamics, rhythm, melody and structure
Notes on the keyboard
How to structure and develop music effectively
How to compose music to meet a specified occasion/purpose

Skills: Performing music as part of a group and individually, focussing on communication and independence skills
Perform music for a variety of different purposes to meet a given brief.
Compose music based on the key elements of music from a variety of different styles, cultures and eras.
Appraise music from a variety of different styles, cultures and eras. Identify key elements within different types of music
End Point: Be able to create music incorporating a variety of different elements to suite a specified occasion/purpose.
You will be able to appraise and evaluate different styles of music from different eras and cultures and identify the key elements within the music
using correct vocabulary.
You will be able to perform with confidence and begin to understand the workings of the keyboard.
You will perform as part of a group and independently.
Prior Learning: (Linked Topics) National Curriculum GCSE (or A Level) AO Opportunities for mastery/stretch and
As this is the first keyboard based topic in year 7 it Links: Performing, Links: challenge: students will be encouraged to
is designed to be flexible for students that have composing and incorporate as many different elements as
received no previous music education. appraising. Music from possible into the composition.
key historical composers
Key words/Vocabulary: Personal Development & SMSC: through Cultural Capital opportunities:
Sharp performing students will develop confidence Traditional western classical music from key
Flat and resilience. Through performances and composers.
Semitone evaluations students will learn respect.
Tone
Purpose
Representation
Pitch, rhythm, dynamics, tempo, melody, Low Stake Assessment: during various lessons Group/Pair work opportunities: All lessons will
harmony students will complete listening exercises to include practical work where students are
Key Questions (product/process/developmental): gauge their ability to apply the knowledge while required to work within a group and
How does the music represent the specified listening to music. independently.
purpose, using key vocabulary.
 Formative Assessment/AFL: (Pit stops/DIRT)
Recorded performance at the end of the topic.
Throughout all lessons students will perform
and be given feedback and opportunities for self
and peer reflection.
Summative % Assessment links:
Talking Points (oracy/discussion)
opportunities:
After listening to music and performances
students are encourages/expected to give
feedback and discuss with appropriate subject
specific language.
Cross Curricular links:
History - works of key historical composers
Development of modern music

Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Home
differentiation learning
Week 1 Develop Starter Performances Powerpoint Melody Mixed ability
compositional Listening extracts, during lesson Keyboards Timbre groups
skills. Create describe or draw Teacher, self Incidental
links between what music makes and peer music
stories and them feel feedback
music. Explore Main
how music can Write own short
be used to story
create dramatic With a partner
effect. develop music to
represent the story
Plenary
Performances of
compositions.
WWW WBI feedback
Week 2 Understand Starter Powerpoint Melody Mixed ability Story of Peer
how Listening extracts, Keyboards Timbre pairings. Gynt
instruments are describe or draw
 used to what music makes Incidental LA/SEN- Have
illustrate them feel music storyboard to
characters or Main assist
settings Listen and discuss In HA/MA- add
additional scene
Explore the role The Hall of The
of incidental Mountain King
music within a In pairs compose
visual context music to accompany
Understanding The story
the connection Plenary
between music Random selected
and drama, and pitstop
how one is used performances over
to illustrate the video
other
Week 3 Compose and Starter Performances Powerpoint Melody Mixed ability
refine music to Listening extracts, to class Keyboards Timbre pairings.
accompany a Noah’s Ark Self review- Recorder Incidental LA/SEN- Have
story. Develop Main Green pen music storyboard to
WWW EBI assist
musical ideas to Target for
RECORD HA/MA- add
represent the development from
WORK additional scene
development of last lesson. Practice
a story composition
Plenary
All groups perform
and record. In books
write WWW EBI
Week 4 To develop Starter Mid point Powerpoint Melody Mixed ability Saint Seans
compositional performances keyboards Timbre groupings profile
skills to create Incidental LA/SEN- have
music animal
 music to Listening extracts, descriptions
represent a Carnival of the available
specific animal animals MA-HA-
Explore how to Main incorporate
In pairs select animal, multiple animals
use musical
devices and plan music with
elements to attention to timbre
and structure
create a specific
Plenary
sound,
Midpoint progress
atmosphere performances.
Week 5 Develop and Starter Mid point Powerpoint Melody Mixed ability
refine animal Listening extracts, performances keyboards Timbre groupings
composition Carnival of the Incidental LA/SEN- have
paying specific animals music animal
attention to Main descriptions
structure In pairs select animal, available
plan development of MA-HA-
music with attention incorporate
to timbre and multiple animals
structure
Plenary
Midpoint progress
performances.
Week 6 To complete and Starter RECORD Powerpoint Melody Mixed ability Graphic score
record animal Listening extracts, WORK Recorder Timbre groupings of
composition Carnival of the INPUT ON Incidental LA/SEN- have composition
ensure a variety animals TRACKER music animal
of melodic, DATA descriptions
Main
structural and COLLECTION- available
Final target for
dynamic mark work
development practice.
Plenary
 Record all work MA-HA-
incorporate
multiple animals
Week 7 Review and Starter GREEN PEN Powerpoint Melody SEN/LA- assist
evaluate peer and Listening extracts, SELF and PEER Keyboards Timbre with writing if
own work. Carnival of the EVALUATION Recordings of Incidental rrequired
Identify strengths animals work music
and areas for LEVEL SHEETS
Main
development in
Swap books-
accordance with
the level/mark complete WWW EBI
scheme. for peer assessment
while listening to
recordings. In own
books write biggest
challenge and
success.

Year 7 SOW MUSIC SPRING TERM – Reggae

Year: 7 Topic/Theme: Composition/keyboard Unit Title: Reggae Term: Spring 1
skills
Overview of SOW:
Knowledge: How and why reggae music was created.
Who and when reggae music was started.
The cultural influences and effects of reggae music
The importance and influences of reggae music on modern music.

Skills: To perform with accuracy a syncopated bass line with chords and melody.
To compose music using the key features of reggae music
To appraise reggae music and be able to identify the key feature while listening to the music.
To perform independently and as part of an ensemble.

End Point: Be able to describe the historical aspects of reggae and the importance of blues music in modern music
To perform accurately key reggae features including a walking bass, chords and improvise a melody
To identify chord structures within a piece of music
To be able to able to play a syncopated rhythm to a melody

Prior Learning: (Linked Topics)
As this is the first keyboard based topic in year 7 it
is designed to be flexible for students that have
received no previous music education.
Key words/Vocabulary:
Syncopation
Off beats
Triads
Chords
Pitch, rhythm, dynamics, tempo
Key Questions (product/process/developmental):
How does the music represent the specified
purpose, using key vocabulary.
National Curriculum GCSE (or A Level) AO Opportunities for mastery/stretch and
Links: Performing, Links: challenge:
composing and
appraising. Music from
different cultures
Personal Development & SMSC: through Cultural Capital opportunities:
performing students will develop confidence Links music to religion and political purposes.
and resilience. Through performances and
evaluations students will learn respect.
Low Stake Assessment: during various lessons Group/Pair work opportunities: All lessons will
students will complete listening exercises to include practical work where students are
gauge their ability to apply the knowledge while required to work within a group and
listening to music. independently.

Formative Assessment/AFL: (Pit stops/DIRT) Talking Points (oracy/discussion)

Recorded performance at the end of the topic.
Throughout all lessons students will perform
and be given feedback and opportunities for self
and peer reflection.
opportunities:
After listening to music and performances
students are encourages/expected to give
feedback and discuss with appropriate subject
specific language.
 Summative % Assessment links: Cross Curricular links:
History - Jamaican history
Geography
Politics
Religion

Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Home
differentiation learning
Week 1 Understand Starter Progress Keyboards Syncopation Mixed ability
how reggae Facts about Jamaica performances Merrily we roll Off beat groups
music evolved and Bob Marley along sheets Chords SEN/LA-
from earlier Main breakdown
sheets
Jamaican music Under the sea
Develop listening, reinforce
HA-MA- full
keyboard skills syncopation and off notation sheets
Play a variety of beat rhythms available.
chords in time Learn to play Merrily
with a melody we roll along
Alter a rhythm play song with
to off beat syncopated rhythms
plenary
performances
Week 2 To identify Starter Mid point I shot the sheriff Syncopation Mixed ability History of
beats, rhythm National music performances sheets Off beat groups Bob Marley
and instruments listening Chords SEN/LA-
within a piece of Main breakdown
sheets
music I shot the sheriff
To perform listening
HA-MA- full
using chords, off Break down and notation sheets
beats and practice sections available
syncopation with partners
Plenary
Mid point
performances
Week 3 Refine and Starter Performances I shot the sheriff Syncopation Mixed ability
develop Reggae music Self review sheets Off beat groups
performance. listening WWW EBI Chords SEN/LA-
Identify target Main breakdown
sheets
for self I shot the sheriff
development. target self set from
HA-MA- full
Perform a pervious lesson. notation sheets
reggae piece Individual target available
with a partner focus
with focus on Plenary
syncopation Performances
Week 4 To identify Starter 3 little bird Syncopation Mixed ability Reggae sauce
beats, rhythm Reggae music sheets Off beat groups advert
and instruments listening- vocal Chords SEN/LA-
within a piece of structure Structure breakdown
sheets
music Main
To perform 3 little birds
using chords, off
 beats and Identify sections. HA-MA- full
syncopation Using notation notation sheets
Develop chord sheets select part to available
and melody work on
playing Plenary
Mid point
performances
Week 5 Refine and Starter Performances 3 little bird Syncopation Mixed ability
develop Reggae music PEER ASSESS- sheets Off beat groups
performance. listening- chord WWW EBI Chords SEN/LA-
Identify target Main RECORD breakdown
TRACKER Reggae level sheets
for self 3 little birds
DATA sheets
development. Identify sections for
COLLECTION HA-MA- full
Perform a development notation sheets
reggae piece Plenary available
with a partner Record
with focus on performances
syncopation Swap books peer
assess WWW EBI.

Year 7 SOW MUSIC SPRING TERM 2 BLUES

Year: 7 Topic/Theme: Blues Unit Title: Blues Term: Spring 2
Overview of SOW:
Knowledge: How and why Blues music was created.
Who and when Blues music was started.
The cultural influences and effects of blues music
The importance and influences of blues music on modern music.
Skills: To perform with accuracy and confidence a walking bassline, boogie woogie chords and an improvised melody.
To compose music using the key features of blues music
To appraise blues music and be able to identify the key feature while listening to the music.
To perform independently and as part of an ensemble.

End points: Be able to describe the historical aspects of blues and the importance of blues music in modern music
To perform accurately key blues features including a walking bass, chords and improvise a melody
To identify chord structures within a piece of music
To be able to name sharp and flat notes on the keyboard

Prior Learning: (Linked Topics) National Curriculum GCSE (or A Level) AO Opportunities for mastery/stretch and
As this is the first keyboard based topic in year 7 it Links: Performing, Links: challenge: different pieces of music will be
keyboard skills. Need to be able to identify sharps composing and provided at varying levels.
and flats on a keyboard appraising.

Key words/Vocabulary: Personal Development & SMSC: through Cultural Capital opportunities:
Walking bass performing students will develop confidence History of blues links to the slave trade and
Chords and resilience. Through performances and cultural origins of the music.
Boogie woogie evaluations students will learn respect. How blues music has influenced modern music
Improvisation
Sharp
Flat
Semitone Low Stake Assessment: during various lessons Group/Pair work opportunities: All lessons will
12 bar blues students will complete listening exercises to include practical work where students are
Tone gauge their ability to apply the knowledge required to work within a group and
Key Questions (product/process/developmental): while listening to music. independently.
What key features of blues can be heard in the
music? Using correct and subject specific Formative Assessment/AFL: (Pit stops/DIRT) Talking Points (oracy/discussion) opportunities:
vocabulary. Recorded performance at the end of the topic. After listening to music and performances
Throughout all lessons students will perform students are encourages/expected to give
and be given feedback and opportunities for feedback and discuss with appropriate subject
self and peer reflection. specific language.
 Summative % Assessment links: Cross Curricular links:
History - slave trade

Improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Home
differentiation learning
Week 1 Explore the Starter Performances 12 bar blues 12 bar blues Mixed ability History of
12 bar blues structure and Blues listening- key Self, peer, sheets Improvisation groups blues
key elements of features in books teacher LA-SEN- single
blues music Main verbal finger chords
HA-MA- triads
To perform a 12 Write chord feedback
and inversion
bar blues chord structure and key
triads
structure chords in books
Learn chords
Add rhythm/
backing track to
chords
Plenary
performances
Week 2 To explore bass Starter Performances Walking bass Walking bass Mixed ability
lines in blues Bass line listening- sheets groups
music. To importance of bass LA-SEN- single
Walking bass perform a lines finger chords
HA-MA- triads
walking bass in Main
and inversion
time with Write chord
triads- walking
chords structure and key bass
chords in books
Learn chords
Add rhythm/
backing track to
chords
Plenary
performances
Week 3 To explore Starter Highway blues Walking bass Mixed ability Blues artists
Highway blues different Listening –all blues sheets 12 bar blues groups
sections of a music key features. Improvisation LA-SEN- single
blues Highway blues finger chords
HA-MA- triads
performance. To listening
and inversion
work on chord, Main
triads- walking
melody, Breakdown key bass
improvisation areas of highway
skills. blues. Students so
self select which
part they will be
focussing on.
Plenary
Mid point
performances
Week 4 To explore Starter Performances Highway blues Walking bass Mixed ability
Highway blues different Listening –all blues sheets 12 bar blues groups
sections of a music key features. Improvisation LA-SEN- single
blues Highway blues finger chords
HA-MA- triads
performance. To listening
and inversion
work on chord, Main
triads- walking
melody, Breakdown key bass
improvisation areas of highway
skills. blues. Students so
self select which
part they will be
focussing on. Put
parts together in
groups
Plenary
Mid point
performances
Week 5 To explore Starter Record work Highway blues Walking bass Mixed ability Blues songs
Record different Target for final WWW EBI self sheets 12 bar blues groups
sections of a session. evaluation Improvisation LA-SEN- single
blues Main Mark and put finger chords
on tracker HA-MA- triads
performance. To Work on refining
and inversion
work on chord, parts with a focus on
triads- walking
melody, timing and structure bass
improvisation Plenary
skills. Record and evaluate
performance
 Year 7 SOW MUSIC Summer 1- VOCAL SKILLS
Year: 7 Topic/Theme: written notation Unit Title: Vocal skills Term: Summer 1
Overview of SOW:
Knowledge: How music can be notated
How rhythms are written
How the voice can be warmed up and the importance of warm up routines
.
Skills: Perform music with accuracy relating to the written notation
When composing you will learn how to notate your music to represent your musical intentions
When appraising music you will be able to refer to the key elements and identify these on a musical score.
You will develop music notation skills where you can represent your music through a musical score.

End points: You will be able to perform from a graphic score

You will be able to write a musical score that matches your music
You will be able to identify and write a variety of different rhythms
You will be able to follow and match musical scores to music from a variety of different styles.

Prior Learning: (Linked Topics) National Curriculum GCSE (or A Level) AO Opportunities for mastery/stretch and
This unit is designed to introduce music notation Links: Performing, Links: challenge: different scores available for
composing and students with varying ability. More able
appraising. students will be incouraged to develop more
complex scores.
Key words/Vocabulary: Personal Development & SMSC: through Cultural Capital opportunities:
Score performing students will develop confidence
Notation and resilience. Through performances and
Graphic notation evaluations students will learn respect.
Key Questions (product/process/developmental):
 Low Stake Assessment: during various lessons Group/Pair work opportunities: All lessons will
students will complete listening exercises to include practical work where students are
gauge their ability to apply the knowledge required to work within a group and
while listening to music. independently.

Formative Assessment/AFL: (Pit stops/DIRT) Talking Points (oracy/discussion) opportunities:

Recorded performance at the end of the topic.
Throughout all lessons students will perform
and be given feedback and opportunities for
self and peer reflection.
Summative % Assessment links:
After listening to music and performances
students are encourages/expected to give
feedback and discuss with appropriate subject
specific language.
Cross Curricular links:
Art- musical notation / graphic scores

Week. Lesson Objectives/ PLC Activities Assessment Resources Key words Focus Group/ Home
differentiation learning
Week 1 To perform and Starter Performances Powerpoint Vocal Mixed ability Favourite
Vocal warm up create a variety Warm up brainstorm Warm up groups singer
of sounds and Sirening SEN-LA-
or songs to be Tongue twisters assistance with
any writing if
used as a warm Main
required
up exercise Chicken tikka as a
HA/MA- create
class graphic scores
In groups compose for warm ups
and perform own
vocal warm up
routine
Plenary
Performances
 Select group song
for next lesson
Week 2 To work as a Starter Performances Powerpoint Breath control Mixed ability
Group song group to Selection of vocal Group lyrics and Vocal groups
develop vocal warm up exercises backing track techniques SEN-LA-
skills. To from last lesson. Intonation assistance with
Phrasing any writing if
perform as part Various students to
required
of a group lead.
HA/MA- create
displaying good Main graphic scores
vocal technique, In groups selected
breathing and last lesson work on
voice control. choice of song. Every
person in the group
must have a singing
role.
Plenary
Mid point
performances
Week 3 To develop Starter RECORD Powerpoint Breath control Mixed ability Favourite
Group song voice control, Different selection WORK Lyrics and Vocal groups band
breathing, of vocal warm ups Green pen self backing tracks techniques SEN-LA-
intonation when led by students and peer Intonation assistance with
evaluation phrasing any writing if
singing and Main
required
performing as Target from last
HA/MA- create
part of a group. lesson, each graphic scores
To perform, group/student to set
assess and individual target.
reflect on Plenary
performance Performances. Swap
books peer WWW
 EBI self- challenges
and success.
Week 4 To work with a Starter Mid point Power point Breath control Mixed ability
Duets partner to Different selection progress lyrics Vocal groups
perform a duet of vocal warm ups performances techniques SEN-LA-
with exposed led by students Intonation assistance with
Main phrasing any writing if
vocal lines.
Listen to examples of required
duets HA/MA- create
In pairs select a song graphic scores
they want to sing with
a partner. Practice
duets
Plenary
Mid point progress
performances
Week 5 To develop vocal Starter Mid point Power point Breath control Mixed ability Favourite live
Duets techniques when Different selection progress lyrics Vocal groups performance
singing as a duet. of vocal warm ups performances techniques SEN-LA-
Have confidence led by students Intonation assistance with
to perform Main phrasing any writing if
exposed lines Target from last lesson required
within a song. to improve duet. HA/MA- create
Practice duets with graphic scores
attention to exposed
lines
Plenary
Mid point progress
performances

Week 6 Starter RECORD Breath control Mixed ability

Record Duets WORK groups
 Different selection INPUT ON Vocal SEN-LA-
of vocal warm ups TRACKER techniques assistance with
led by students DATA Intonation any writing if
Main COLLECTION- phrasing required
Target from last lesson mark work HA/MA- create
to improve duet. Green pen graphic scores
Practice duets with evaluation
attention to exposed
lines
Plenary
Record all and
evaluate work

Year 7 SOW MUSIC Summer 1- World Music

Year: 7 Topic/Theme: Scales within world Unit Title: Vocal skills Term: Summer 2
music
Overview of SOW:
Knowledge: Different countries and their national music
The role music plays in different cultures
Different types of scales used within music
The importance of harmony within music

Skills: To perform with accuracy and confidence a two part pentatonic melody
To compose music using a pentatonic scale
To appraise music from different countries music and be able to identify the key feature.
To perform an independent part within a group performance.

End points: To be able to identify music from different countries and refer to the key elements
Be able to perform music using different scales from a variety of countries
 The be able to listen to different music and comment on the cultural influences and purpose.
To compose music using different scales from different countries.
Prior Learning: (Linked Topics) National Curriculum GCSE (or A Level) AO
As this is the first keyboard based topic in year 7 it Links: Performing, Links:
keyboard skills. Need to be able to identify sharps composing and
and flats on a keyboard appraising.
Key words/Vocabulary: Personal Development & SMSC: through
Scales performing students will develop confidence
Pentatonic and resilience. Through performances and
Harmonic evaluations students will learn respect.
Harmony
Structure
Key Questions (product/process/developmental): Low Stake Assessment: during various lessons
What types of scales are used within the music students will complete listening exercises to
How is the music structured? gauge their ability to apply the knowledge
while listening to music.
Formative Assessment/AFL: (Pit stops/DIRT)
Recorded performance at the end of the topic.
Throughout all lessons students will perform
and be given feedback and opportunities for
self and peer reflection.
Summative % Assessment links:
Week. Lesson Objectives/ PLC Activities Assessment Resources
Opportunities for mastery/stretch and
challenge: different pieces of music will be
provided at varying levels.
Cultural Capital opportunities:
Purpose of music in different cultures and
countries.
Group/Pair work opportunities: All lessons will
include practical work where students are
required to work within a group and
independently.
Talking Points (oracy/discussion) opportunities:
After listening to music and performances
students are encourages/expected to give
feedback and discuss with appropriate subject
specific language.
Cross Curricular links:
Geography- focussing on music from China and
Malasia
Key words Focus Group/ Home
differentiation learning
Week 1 To understand Starter Performances, Powerpoint Tone LA/SEN- support
scales the origins and Listening- raga, verbal self, Notation sheets Semitone with notation
purpose of scales and peer and Scales and writing if
scales. To pentatonic – teacher necessary
MA- notate
explore the describe and discuss feedback
scales on full
creation of Main
manuscript
scales, compose Explore notes on
and notate own keyboard, how
scales scales are created.
Write and perform
own scale
Plenary
Performances
Notate scales
Week 2 To explore the Starter Performances, China town Tone SEN/MA- keys Chinese
pentatonic structure of Chinese music verbal self, sheets Semitone marked on music
scales pentatonic listening- describe peer and Scales keyboard
scales, how use of notes, teacher Pentatonic Notes written on
China Town notation, part 3
music can be introduce feedback
is most basic
developed from PENTATONIC scales
MA- full notation
a limited Main with no marks,
amount of In groups select perform part 1-
notes. appropriate part most challenging
from ‘China town’ part.
Work with partner
Plenary
Progress
performances
Week 3 To develop Starter Performances, China town Tone SEN/MA- keys
Pentatonic keyboard skills Chinese music Peer WWW sheets Semitone marked on
China Town by performing a listening- describe EBI Scales keyboard
pentatonic use of notes Pentatonic Notes written on
notation, part 3
piece of music Main
is most basic
with a partner. Target for focus this
MA- full notation
To work on lesson. continue to with no marks,
timing when practice China Town perform part 1-
working in a with a focus on most challenging
group. timing part.
Plenary
Performances. Swap
books- peer
assessments WWW
EBI
Week 4 To develop Starter Performances, powerpoint Tone SEN/MA- keys Japanese
Pentatonic compositional Modern listening- use verbal self, Semitone marked on music
scales and keyboard of pentatonic scales, peer and Scales keyboard
improvisation skills. Compose discuss how music can teacher Pentatonic Notes written on
be developed from notation, part 3
and use a feedback
limited notes is most basic
pentatonic scale
Main MA- full notation
to create a With a partner select with no marks,
complex and write 5 notes that perform part 1-
composition. their scale will be most challenging
based on. Compose part.
and practice creating a
melody with these
notes
Plenary
Melody performances
Week 5 To develop Starter Performances, powerpoint Tone SEN/MA- keys
practice compositional Modern listening- use verbal self, Semitone marked on
and keyboard of pentatonic scales, peer and Scales keyboard
skills. Compose discuss how music can teacher Pentatonic Notes written on
be developed from notation, part 3
and use a feedback
limited notes is most basic
pentatonic scale
Main MA- full notation
to create a Target for with no marks,
complex development from perform part 1-
composition. last lesson. most challenging
Develop structure for part.
composition
Plenary
performances
Week 6 To develop Starter RECORD WORK Recorder Tone SEN/MA- keys
Record compositional Modern listening- use INPUT ON Powerpoint Semitone marked on
and keyboard of pentatonic scales, TRACKER Scales keyboard
skills. Compose discuss how music can DATA Pentatonic Notes written on
be developed from COLLECTION- notation, part 3
and use a
limited notes mark work is most basic
pentatonic scale
Main Green pen MA- full notation
to create a evaluation with no marks,
Target for
complex development from perform part 1-
composition. last lesson. most challenging
Develop ending part.
Main
Target from last
lesson to improve
work. Practice piece
with attention to
structure
Plenary
Record all and
evaluate work