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St. John’s Stonefold Church of England Primary School

Primary Curriculum

Cycle 1: Term 1a

On the Move

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On the Move

Class 3 English (Year 2 and 3)

In this 7 or 8 week unit the children will focus on learning the key skills and

characteristics of story narrative using traditional adventure stories or stories

where a journey or mission is the main theme. For example:

James and the Giant Peach – the Peach’s journey to New York.

Simplified versions of traditional adventure stories such as ‘Robinson

Crusoe’ – ‘Gulliver’s Travels’

Traditional tales such as Dick Whittington moving to London.

What the children will learn:

How to plot out a sequence of events into a story with conflicts and

resolutions.

The importance of developing setting and character.

Skills of grammar and punctuation for moving time forward e.g.

expressing time/place/cause using conjunctions/adverbs and

prepositions.

How well established authors have created these techniques in their

writing.

Spellings: converting verbs (often involving movement) to nouns e.g.

inject to injection/expand to expansion – learning the

tion/cian/ssion/sion endings.

Spellings which involve ‘on the move’ – doing something in a certain

way: adding the suffix ly and using these adverbs increasingly in

writing.

National Curriculum Coverage

listening to and discussing a range of fiction.

Reading books that are structured in different ways.

Increasing familiarity with a wide range of books.

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Discussing words and phrases that capture the reader’s interest

and imagination.

Checking that the text makes sense: discussing their

understanding and explaining meaning of words in context.

Draw inferences such as inferring characters’ feelings, thoughts

and motives from their actions and justifying inferences with

evidence.

Discuss what they are planning to write.

Discuss and record ideas.

Compose and rehearse sentences orally.

In narratives, creating settings, characters and plot.

Assessing the effectiveness of their own and others’ writing.

Read aloud their writing to the class using correct intonation.

Using and punctuating direct speech.

Outcomes

Children will be exposed to a range of different adventure or fantasy

narratives involving movement or change and adopt a range of techniques

used by different authors.

They will examine simplified plots of these stories helping them to produce

their own, similar plots.

By the end of the unit they will have produced a ‘movement’ narrative –

showing a good mix of dialogue and description, punctuating dialogue

correctly and using a range of conjunctions, connectives and prepositions to

signify time.

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Class 4 English: Years 4 and 5: Movement in Fantasy Stories

In this unit the children will learn how authors use fantasy to create a story

narrative using ‘movement’ e.g. in moving into a fantasy world – using

abridged versions of classics such as ‘The Wizard of Oz’ and ‘Alice’s

Adventures in Wonderland.’ Other books such as ‘The Lion the Witch and

the Wardrobe’ may also be used as main texts.They will use these texts and

their techniques as models to create their own narratives with ‘movement’ as

a theme. The programme will include:

Reading extracts with the whole class and summarising events e.g.

turning the narrative back into a plot. This can be taught in shared

reading and practised individually by groups using further extracts.

Look at all the movement within ‘Alice’ such as falling down the deep

well inside the rabbit hole, swimming through the pool of tears,

wandering into the garden. In guided sessions, use extracts from the

story to identify movement as a theme – e.g. what techniques by the

author create movement? Time connectives/powerful verbs? Produce

displays of movement using extracts/words/phrases from the story.

Learning how fantasy authors use different techniques to move

characters from a mundane setting into a fantasy world e.g down a

rabbit hole, away in a spinning house – what are the other ways our

characters could be moved into a fantasy world?

Studying verbs and time connectives within reading and seeing how

the author uses them to move time on and create a sense of movement

in the story.

Plot a story similar to Alice or the Wizard of Oz where the end result

is all a dream. Concentrate on using different techniques for moving

your character through a fantasy world to the end result. Children

should draw back on their initial ideas for how to enter a fantasy

world. How will they enter? By boat, rocket, through a tunnel? What

was the character doing when he/she fell asleep?

Write the story paying particular attention to time connectives,

paragraphs and powerful verbs that create a sense of movement

through the writing.

Outcomes:

By the end of the unit children will:

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Understand the term ‘fantasy’ and how it can apply to stories.

See how characters in fantasy stories often move to ‘fantasy worlds’

and how these movements can vary e.g. down a rabbit hole/in a

spinning house.

Understand how verbs can be used to show movement.

Use dictionaries and thesauruses to vary verbs and vocabulary.

Learn to write sentences and paragraphs conveying movement using a

range of powerful verbs and time connectives.

Plot and write a story where a character moves through a fantasy

world.

National Curriculum Coverage:

Identifying themes and conventions in books.

Listening to and discussing fiction.

Using dictionaries to check the meaning of words they have read.

Discussing words and phrases that capture the reader’s interest and

imagination.

Drawing inferences such as inferring characters’ thoughts and feelings

from their actions.

Identifying ideas drawn from more than one paragraph and

summarising these.

Plan writing by discussing writing similar to that which they are

planning to write.

Compose and rehearse sentences orally. Progressively build a rich

and varied vocabulary.

Use an increasing range of sentence structures.

Assess the effectiveness of their own and others’ writing.

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On the Move

Class 5 English

Class 4 English: Year 5 and 6

In this 7 or 8 week unit the children will focus on learning more complex

skills of story narrative using traditional tales and stories, some classic

literature and historical stories where a journey or movement is the main

theme. For example:

‘Carrie’s War’ – how the author provides a flashback technique and

how it is achieved. The development of the setting (Welsh mining

village) and the house of Mr Evans – and the creation of characters:

Carrie, Nick, Mr Johnny, Hepzibah, Albert Sandwich.

‘Goodnight Mr Tom’ and the boy’s evacuation.

The journey from platform nine and three quarters in Harry Potter and

the Philosopher’s Stone.

King Arthur and the Quest for the Holy Grail: (link history)

Peter Pan – the children’s journey to the Neverland and the

development of settings and character within the story.

Kenzuke’s kingdom and the development of setting and character.

Simplified versions of Oliver Twist – Oliver’s journey to London

What the children will learn:

How to plot out a sequence of story events including techniques for

moving time on.

How to develop realistic settings and characters using a range of

language devices in a similar way to established authors.

How to use more advanced punctuation in moving time forward e.g.

ellipsis, use of brackets, dashes to indicate parenthesis.

How to use grammatical skills in their own writing such as the passive

voice, embedded clauses and increasingly complex sentence

structures.

Spellings of words ending in cious/tious

Investigating homophones both in their reading and through writing,

expanding vocabulary e.g devise/device/guessed/guest.

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National Curriculum Coverage

Read and discuss an increasingly wide range of fiction.

Increase familiarity wit a wide range of books.

Make comparisons within and across books.

Check that the book makes sense – discussing understanding and

exploring meaning of words in context.

Drawing inferences such as inferring characters’ feelings, thought and

motives from their actions, and justifying inferences with evidence.

Discuss how authors use figurative language and its effect on the

reader.

Explain and discuss their understanding of what they have read,

including formal presentations and debates – maintaining focus and

using notes.

In writing narratives, consider how authors have developed

characters and settings in what they have read, listened to or

seen performed.

Describe settings, characters and atmosphere and integrating

dialogue to convey character and advance the action.

Using a wide range of devices to build cohesion within and

across paragraphs.

Assessing the effectiveness of their own and others’ writing.

Proposing changes to vocabulary, grammar and punctuation to

enhance effects and clarify meaning.

Outcomes

Children will be exposed, through shared and guided reading – to extracts

from a range of quality literature involving movement, adventure or a

journey – noting the skills of a range of authors.

They will examine plots and how conflicts are resolved.

By the end of the unit they will have produced a complex narrative around

the ‘movement’ theme – with character given away by a mixture of

dialogue, action and description – and using a range of devices to move time

on as developed through work in grammar and punctuation.

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On the Move

Class 3 History: Years 2 and 3

In this 7 or 8 week unit the children will learn about the Roman Empire and

its impact on Britain including:

What made the Romans come to Britain (iron ore). The attempt in

55BC ‘ I came, I saw, I conquered’ by Julius Caesar. His description

and thoughts about the British.

Where the Romans came from (Geography link) locate Italy and other

countries already under Roman Rule e.g. Gaul (France).

The conquest of Britain by Claudius and the establishment of roads

(Ermine Way/Watling Street) and how roads were built.

The setting up of towns such as Bath, Colchester, St, Albans, Chester,

London and their associated names. The features of these towns such

as the bath houses, villas and their associated lifestyles. The story of

the martyrdom of St. Alban.

Battles with the British such as Maiden Castle, Dorset, Boudica,

Queen of the Iceni – and Caractacus and his capture.

The emperor Hadrian, Hadrian’s Wall and its importance for defence

and trade. Write an emperor’s ‘review’ of the wall or design an advert

for it.

The withdrawal of Roman legions from Britain and its impact.

Curriculum Links

English: Julius Caesar letters and diaries.

DT design and build a Roman chariot

Maths: (nets) building a Roman town using cylinders, cuboids,

triangular prisms.

English: Boudica and news reports/imaginary news interviews.

Brochures for Bath/advertisements.

English: Postcards home from Caractacus in Rome.

Geography: location of major British settlements.

National Curriculum Coverage

Key Stage 2 History: The Roman Empire and its Effect on Britain.

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Class 4 History: Years 4 and 5: Vikings on the Move

In this unit the children will learn how the movements of the Vikings across

the north sea were terrifying for the English but also led to the establishment

of many place names which remain with us today. The children will explore

how the Vikings travelled, where they came from, their beliefs and customs,

and how they settled. The programme will include:

Who were the Vikings and where did they come from. Locating the

modern countries of Scandinavia and the route across the north sea to

the east coast of England.

A study of the famous Viking longship with its rows of shields,

dragon head and square sail. Children to carry out their own research

into the Viking longship as a means of travel.

Looking at fact and fiction – Vikings never really had horns in their

helmets and not all of them came to England to be aggressive –

children to research the ‘good’ points about Vikings who we see as

being a very aggressive people. Is there anything good to say about

them?

How much did the Viking gods influence their way of life? Find out

about Woden(Odin), Thor, Freya and how they have given names to

days of the week. Look at some Viking artefacts. What was

important to them? What do the artefacts tell us about the way they

lived?

Look at a typical Viking settlement with its longhouse and

surrounding smithy and kitchen. Find out about what the Vikings ate

and drank. Illustrate and label a typical Viking settlement.

Research typical Viking place names such as ending in ‘by’ or

‘thorpe’ and what these mean. ‘Jorvik’ (York) is a good example as it

has given the name to our largest county: Yorkshire. Produce a sketch

map showing Viking place names.

Look at Viking attacks on the east coast of England and how they

sacked the abbey at Lindisfarne. Children to write an account from

the point of view of a monk or person on the east coast and building

up a sense of fear and suspense at the coming of the Vikings.

Briefly look at the movement of the Vikings around Britain, including

Scotland, Europe and across the Atlantic – producing a map showing

their travels. Children should learn that the Vikings reached America

long before Columbus and were prevented from conquering all of

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England by a strong succession of kings, most notably Alfred the

Great – who allowed them to settle in the north and set up many

places along the east coast.

National Curriculum Coverage:

Understand how our knowledge of the past is constructd from a range

of sources.

Viking raids and invasion.

Address and devise historically valid questions about change, cause,

similarity and difference, and significance e.g. the significance of

Viking settlement in the north of England.

Class 5 History: Years 5 and 6

In this 7 or 8 week block the children will learn about the movement of

Romans from Britain, what they left behind – and how the country was

invaded by Saxons and Scots, including:

Reasons for the fall of the Roman Empire.

Settling of England by Angles, Jutes, Saxons: The ‘Dark Ages’

King Arthur and his resistance: was it real or legend: including

Camelot, excalibur, Merlin etc. Looking at evidence for Arthur.

Conversion to christianity by St. Augustine. Writing from King

Ethelbert and St. Augustine’s viewpoints.

Dividing of England into Wessex, Essex, Sussex, East Anglia, Mercia,

Norfolk, Suffolk. How this is linked to today’s government and how

the country is ruled.

The impact of the venerable Bede and the writing of the Lindisfarne

Gospels – with children to design their own Stonefoldian Gospel from

a biblical page.

Life in an Anglo-saxon village: write a review from the point of view

of a visitor concentrating on the food, the great hall, the sleeping

conditions.

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Curriculum Links

English: Writing reviews : King Arthur and the Knights of the Round

Table.

Art: designing a gospel page: colour and contrast.

D/T designing an Anglo-Saxon village.

RE famous christians.

Geography: locations and counties in England.

National Curriculum Coverage

Britain’s Settlement by Anglo-Saxons and Scots: Key Stage 2.

Class 3 Science: Year 3 and 4: Gathering Sound

In this unit the children will learn about sound as a form of energy, how it is produced

and varied, and how we can carry out simple experiments to increase our understanding

of how sound works. The programme will include:

What is sound? How it emanates from a source by vibrating airwaves between

the source and the listener. Children should learn that there is no sound on the

moon because there is no air – and sound needs air or an object (medium)

through which to travel. Also children should learn that the further a sound

travels, the less strong it becomes - like a shout out to sea.

Research the ear and how it acts as a receptor for sound – drawing fully labelled

diagrams or using clay to make a model of the ear and describe how it works to

the rest of the class.

Explore how the brain recognises a sound in its memory without the object having

to be seen. How many sounds can children recognise just from listening – with

no eyes involved!

Explore how pitch changes due to the size of the object being struck (if made of

the same material) or due to the properties of the material. From a range of

objects (sandbag, rock, ruler, piece of slate, tin can, book etc) can children predict

which will make the highest/lowest sound when struck with a beater? How will

we keep the test fair? How will we record the pitch of the sound? E.g. 1 for the

lowest – 10 for the highest. What have we found out about sound by doing this

experiment?

On a glockenspiel – show children how the shorter keys produce a higher sound

as the vibrations (sound waves) are all packed together in the short space where as

the longer keys produce a lower sound. Can children make an abstract ‘junk-

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glockenspiel by arranging a range of everyday objects e.g. milk bottle, book, rock,

ruler, rubber, tin can, in ascending order of pitch? Play repeated tunes back to the

class.

Experiment by making simple telephones from cups and

string/cotton/wire/rope/lengths of paper: which medium does sound travel through

the best?

Which materials block out sound, best? From a range of materials, children can

make ear muffs. A child can then say a series of words to the class. How many

words can they make out? How will we make this test fair? (speaker should

stand in centre of circle so all children are equidistant). How many words does

the listener make out? Which materials are best against sound?

National Curriculum Coverage:

Identify how sounds are made, associating some of them with something

vibrating.

Recognise that vibrations through sounds travel through a medium to the ear.

Find patterns between the pitch of a sound and features of the object that

produced it.

Recognise that sounds get fainter as the distance from the sound source increases.

Set up simple practical enquiries, comparative and fair tests.

Make systematic and careful observations

Gather and present data I a number of ways to answer questions.

Class 4: Year 4 and 5: Science: Movement and Friction

In this unit the children will learn how forces cause movement and the relationship

between the force and the amount of movement. They will also look at how friction is a

force that slows down a moving object and carry out simple experiments involving

friction. The programme will include:

Exploring what is meant by a force: something pushing or pulling against

something. Explore how forces act in nature e.g. in wind blowing the

trees, rain hammering on the window, the sea crashing against the cliffs

and eroding the land, the effect of wind, hurricanes and storms; children to

produce a display of natural forces.

Identify gravity as the force pulling us toward the centre of the earth –

showing how people in Australia don’t fall off the earth!

Look at forces in action in the man-made world e.g. explore how vehicles

move, such as cars, planes, bicycles, and how we use forces in all we do in

our day to day lives e.g. pulling the door shut, switching on the television,

typing, washing, reading a book, walking, running. The emphasis on

‘forces all around us’ should be made clear.

Explore how forces show some relationships: the greater the force – the

further an object moves/ get children to sit on a wheeled chair and push

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against a wall: learn that the force they are pushed back is the same as the

force they are pushing forward and that these are balanced forces.

Explore how forces can be balanced: e.g. when a ship is afloat the upthrust

from the water is exactly balanced with the gravity. Make a simple paper

boat and think of a way of sinking it. Scientifically, what happened when

we sank the boat?: Link this to real events like the sinking of the Titanic.

Demonstrate balanced forces by a tug of war. When both teams pull at

exactly the same force there is no movement as the forces are balanced.

Explore movement through the air. Using a mixture of card and paper –

(in pairs)make an aeroplane that can stay afloat for 10 seconds, 15

seconds, 20 seconds … how did we modify the aeroplane to stay afloat

longer? Look at the link between surface area and air resistance.

Look at friction as a force slowing down a moving object. Use a wooden

cube as an object. Lift a wooden board or plastic tray and watch it slide

down. Why did it slide down? How can we slow down the slide?

Explore the relationship between the surface and the amount of friction.

Look at how surfaces are modified to create friction in the real world, e.g

the side of a match box, a road surface, the sole of a trainer of hiking boot,

the tyres of a car.

Learn how to reduce friction by using lubrication, e.g. oiling our bike,

wetting with water – can children make an object move faster by adding

olive oil, butter, water, lard, … which is most effective?

National Curriculum Coverage

Identify the effects of air resistance, water resistance and friction that act between

moving surfaces.

Explain that unsupported objects fall towards the earth because of the force of

gravity acting between the earth and the falling object.

Class 5 Science: Years 5 and 6: The Heart of the Matter

In this 7 or 8 week unit the children will learn about the human circulatory system as part

of the ‘on the move’ theme. This can be linked to history in considering what the Anglo

Saxon soldier needs to have the optimum body performance as he prepares for battle.

Children will learn the following:

The structure of the heart – atrium/ventricle – functions of veins and arteries.

Children can use ‘junk’ including bags, tubes, wires, etc. to make model

circulatory systems including the veins and arteries.

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Find out as much as you can about blood: what is it and how do red blood cells,

white blood cells and platelets work.

Know how certain foods and lifestyle factors (drugs/alcohol) can have adverse

effects on the circulatory system. Designing posters or web pages promoting

heart health.

Look at the effect of different ‘on the move’ activities on the heart e.g. 200 m

sprint/jumping on the spot/sit ups/hoola hooping/speed bounce.

Plan experiments involving the above and construct graphs of results, drawing

satisfactory conclusions.

National Curriculum Coverage

Identify and name the parts of the circulatory system and describe the functions of

the heart, blood vessels and blood.

Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies

function.

Describe the way in which nutrients and water are transported within animals,

including humans.

Class 3: Years 2 and 3: Design and Technology: Chariots of Fire!

I this unit the children will design and build a Roman chariot – linking to work in history.

The programme will include:

Using books and computers to look at typical Roman chariots and how they are

designed.

Watching the extract from the classic film ‘Ben Hur’showing the chariot race.

Use a picture such as the one above to produce an ‘exploded diagram’ showing

the different parts a typical chariot is split into.

Using sketch books to design and label their own personalised chariot, labelling

each stage and adding decoration.

Choosing from a range of materials such as wooden dowelling, rods, wheels, card,

sequins, paint.

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Making the chariot using the design sketches.

Evaluating their product.

National Curriculum Coverage

Use research and develop design criteria to inform the design of a functional and

appealing product.

Generate ideas through annotated sketches and exploded diagrams.

Select from a range of materials and tools to perform practical tasks.

Select from and use a wider range of materials and components.

Evaluate their ideas and products against their own design criteria.

Apply their understanding of how to strengthen, stiffen and reinforce.

Class 4: Years 4 and 5: Design and Technology: Viking Longship

In this unit the children will study, research and design their own Viking longship, linked

to work in history. The programme will include:

Using books and computers/documentary clips to gain an understanding of the

structure and purpose of the Viking longship.

Working either individually or in pairs, design a longship using sketch books,

labelling and producing exploded diagrams of each section.

Make the longship referring back to the individual designs and evaluate the

product against these. There are many good websites giving construction ideas.

Floating the finished boats – applying weight – wheich would be the most reliable

in getting the Vikings across the north sea?

National Curriculum Coverage

Use research and develop design criteria.

Generate, develop, model and communicate ideas through discussion, annotated

sketches, cross sectional and exploded diagrams.

Select from and use a wider range of tools and equipment to perform practical

tasks.

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Select from and use a wider range of materials and components according to their

functional properties.

Apply their understanding of how to strengthen, stiffen and reinforce more

complex structures.

Evaluate their ideas against their own design criteria.

Class 5: Years 5 and 6: Design and Technology: Anglo Saxon Village

In this unit the children will reinforce learning in history by designing and building an

Anglo Saxon village, including individual houses and the great hall. The programme will

include:

Using books, documentaries and computer research to sketch a variety of house

designs modifying these in to their own designs.

Producing fully labelled and annotated diagrams,

Making houses using a wide variety of materials and a range of tools.

Evaluating the success of their product against the design.

National Curriculum Coverage

Use research and develop design criteria to inform their design.

Generate, develop, model and communicate their ideas through discussion,

annotated sketches, cross sections and exploded diagrams.

Select from and use a wide range of tools and equipment to perform practical

tasks.

Select from and use a wide range of materials and components.

Evaluate a range of existing products e.g. similar models used at history visitor

centres.

Evaluate their design against the design criteria.

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Class 3 (Year 2 and 3) Music: Changing Tempo – Music and Movement

In this unit the children will be introduced to the word ‘tempo’ and how it can be varied

in music to produce a given effect. They will learn that holding notes for longer periods

can slow down music, while using quarters and eighths can speed it up. The programme

will include:

Listen to a fast piece of music (high tempo) such as an extract from the William Tell

Overture. What mood does a fast tempo create? How doe s it make us feel. Contrast

this with a slower piece such as Beethoven symphony number five. How does this make

us feel.

Tel the children that most mucic is in 2/4 or 4/4 time. Show them that a full note (semi

brieve) lasts for a count of four. Play semi brieves (they look like doughnuts!) using a

range of percussion instruments with all the class in time.

Clap minims (every two beats) – and try playing these white notes on a range of

percussion instruments. What does this do to the speed of the music? Try p[laying with

half the class playing semi-brieves (full notes) and half playing minims.

Now move onto quavers (simple one/two/three/four pattern) which are quarter notes

of one clap on every beat in the bar – again have the class playing all three kinds learnt

so far.

Children can then move onto quavers and semi quavers where the music is very high

tempo. Some instruments are better than others for producing semi quavers (16ths) –

and can any children take up the challenge of playing these.

Children can then apply what they have learnt to producing a group piece of music all on

the same pitch but with varying instruments and tempo – to accompany a marching

Roman army (link history).

Can children begin to plot their individual contributions to the group piece on a staff?

Can they play back what they have plotted – showing a variation in speed?

National Curriculum Coverage

Use and understand staff and other musical notations

Listen with attention to detail and recall sounds with increasing aural memory.

Improvise and compose music for a range of purposes.

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Class 4: Music: Moving with Alice: Music and Movement

In this unit the children will look at how changing sounds can represent

movement in music. They will apply their knowledge to work in groups and

compose a piece using percussion to represent the first chapters of ‘Alice’s

Adventures in Wonderland’ (link English). The programme will include:

Listening to music on a range of children’s films where movement is

involved, such as the BFG, Snow White, Harry Potter. How is the

movement in the film matched by the music? What instruments can

be identified?

Use terms like dynamics, tempo and pitch to describe the music.

Does the pitch go higher at the more exciting or tense moments?

How are the slower movements represented.

Look at the plot of ‘Alice’ thinking of aspects like:

1) Lazing by the river bank 2) spotting the white rabbit 3) going into

the rabbit hole 4) falling down the hole 5) growing smaller 6)

growing larger 7) crying tears and swimming

2) Children to work in groups with percussion instruments and paper

to plan out the sounds linked to the movements. This can be

developed over several sessions.

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3) Play back the piece to the class and evaluate. Can other class

members identify the different aspects of the plot from the music

they hear?

4) Children can move on to representing movements of their own

choice through using percussion and varying the texture, tempo,

pitch and dynamics. These could include: a) entering a busy

shopping centre b) Dorothy flying away in the Wizard of Oz c)

Moses crossing the Red Sea .. or any other similar drama.

Key vocabulary: tempo/dynamics/texture/pitch

Key learning: how sound represents movement.

National Curriculum Coverage:

Improvise and compose music for a range of purposes.

Listen with attention to detail and recall sounds with increasing aural memory.

Play and perform in solo and ensemble contexts.

Class 5: Music and Movement: Kraftwerk: Autobahn: Sounds of Travel

In this unit the children will listen to the classic German composition ‘Autobahn’ by

Kraftwerk. They will use this as inspiration to compose and play music inspired by

various modes of transport. The programme will include:

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Listen to Autobahn, which represents the feeling of driving on a motorway.

Discuss pictures in the mind that are created by the different soundscapes.

Try drawing what they imagine from the music in ten stages.

Idnetify any instruments in the recording: some are traditional instruments –

others are synthesisers.

Find out what the chorus is saying – translated from the German. ‘Drive drive

drive o the autobahn.’

Indentify a melody within the piec e – the part that would be transcribed on a

musicalstaff.

Think of other modes of transport: air travel, railway, boat, rocket, and work in

groups.

Devise a piece of music that can be played back to the rest of the class. Some

more advanced children could be encouraged to plot a simple repeating melody

on a staff. The music must represent one form of travel. The rest of the class

must listen and respond. Can they identify what is being represented by the

sounds in the piece.

Suggest improvements to each group’s music as they listen.

National Curriculum Coverage:

Play and perform in solo and ensemble contexts, playing musical instruments with

increasing accuracy, fluency, control and expression.

Improvise and compose music for a range of purposes using the inrter-related

dimensions of music.

Listen with attention to detail and recall sounds with increasing aural memory.

Appreciate and understand high quality recorded music.