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TRANSCRIPT
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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.