Wild Resources
A passionate teacher here to help with your workload. Keen to support class teachers to inspire children's imaginations. Creating resources for both the National Curriculum in England and The Scottish Curriculum for Excellence.
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A passionate teacher here to help with your workload. Keen to support class teachers to inspire children's imaginations.
Creating resources for both the National Curriculum in England and The Scottish Curriculum for Excellence.
Music
Music Knowledge Organiser Year 1 Composing
Suitable for KS1.
2 formats included to enable you to edit the document.
This resource is created to meet the requirements of the Model Music Curriculum Key Stages 1 and 2.
6 Week planning document available to complement this document - https://www.tes.com/teaching-resource/resource-12632035
Please email wildresourcesTES@outlook.com, if you have any questions.
Bundle
KS1 Music BUNDLE
This download will provide you with:
A KS1 music planning unit - composition
A composing knowledge organiser
A music progression of skills tracker
The unit begins on developing children’s body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds.
This is a lesson resources I have used within KS1 in England. It can be easily adapted to EYFS.
Skills met:
YEAR ONE:
• Improvise simple vocal chants, using question and answer phrases.
• Create musical sound effects and short sequences in response to stimuli.
• Understand the difference between creating a rhythm pattern and a pitch pattern.
• Invent, retain and recall rhythm and pitch patterns and perform these for others.
• Recognise how graphic notation can represent created sound.
• Explore and invent own symbols
• Listen to sounds in the local school environment, comparing high and low sounds.
• Sing familiar songs in both low and high voices and talk about the difference in sound.
• Explore percussion sounds to enhance storytelling.
• Follow pictures and symbols to guide singing and playing.
YEAR TWO:
• Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch).
• Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation.
• Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces.
• Use music technology, if available, to capture, change and combine sounds.
Please see my further Music resources to complement this unit.
Please email wildresourcesTES@outlook.com, if you have any questions.
Music Progression Map
10 page document
Clear progression
This resource is created to meet the requirements of the Model Music Curriculum Key Stages 1 and 2.
Please see my other music resources to complement this assessment document.
Please email wildresourcesTES@outlook.com, if you have any questions.
KS1 Music Body Percussion Melodies Composition (6 lessons)
Suitable for KS1.
This download will provide you with:
-6 planned lessons - planning aimed at non musical experts (2,700+ words)
-31 slide detailed powerpoint to follow planning
-key words
Recommended documents to purchase
-Progression of skills document - LO and SC show clear progression for assessment.
-Composing knowledge organiser is recommended for this resource:
Bundle available: https://www.tes.com/teaching-resource/resource-12690795
The unit begins on developing childrens body percussion knowledge and then progresses into children composing 2 or 3 note melodies. The children will be challenged to begin to make connections between notations and musical sounds.
Skills met:
YEAR ONE:
• Improvise simple vocal chants, using question and answer phrases.
• Create musical sound effects and short sequences in response to stimuli.
• Understand the difference between creating a rhythm pattern and a pitch pattern.
• Invent, retain and recall rhythm and pitch patterns and perform these for others.
• Recognise how graphic notation can represent created sound.
• Explore and invent own symbols
• Listen to sounds in the local school environment, comparing high and low sounds.
• Sing familiar songs in both low and high voices and talk about the difference in sound.
• Explore percussion sounds to enhance storytelling.
• Follow pictures and symbols to guide singing and playing.
YEAR TWO:
• Create music in response to a non-musical stimulus (e.g., a storm, a car race, or a rocket launch).
• Work with a partner to improvise simple question and answer phrases, to be sung and played on untuned percussion, creating a musical conversation.
• Use graphic symbols, dot notation and stick notation, as appropriate, to keep a record of composed pieces.
• Use music technology, if available, to capture, change and combine sounds.
If you have any questions please email wildresourcesTES@outlook.com.