The content of each pack is based on a specially chosen piece of classical music. Explore the features of the pack below!
The content of each pack is based on a specially chosen piece of classical music. Explore the features of the pack below!
Relating music to maths is very significant and the activities within the packs highlight moments for correct use of language, counting and rhythm creation.
Describing and comparing lengths, heights, mass and time will occur as the pupils are introduced to ‘rhythm’ and the different musical instruments. They will also learn to sequence events in chronological order as they compare the story to the music, and when partaking in discussions. In all aspects of the course, whether talking about comparing instrument sizes and shape, or creating rhythmic patterns, the children will be asked to voice or demonstrate their opinions. Much of this can take form using mathematical language and the use of untuned instruments or body parts to communicate their discoveries. For example, a crescendo has a triangular shape; when you roll up the flute activity sheet it becomes a cylinder – in this exercise the children will turn a 2D shape into a 3D shape. When acting out movements in the lessons, the teacher should describe the actions. For example, in the conducting lesson, the children will perform the actions to conduct in three beats – they will make a right angle in the process. Questioning is provided for the teacher in relation to developing these skills. Assessment sheets during the ‘rhythm’ lesson also touch on position and direction, employing ‘non-verbal reasoning’ skills.
Basic reading and writing of numbers (in words and numerals) is explored throughout the programme, as well as counting of the beats, instruments and basic adding/subtracting.
The pack covers all aspects of the KS1 Music Programmes of Study. Through lesson activities, pupils will use their voices expressively and creatively, play untuned instruments (with opportunities to play tuned ones), be introduced to live and recorded music with an aim to develop aural memory, discover the inter-related dimensions of music through a variety of theoretical and practical activities. Learning the music curriculum through the methods in this pack will help to develop memory, coordination, creativity, concentration, confidence, collaboration, comprehension, individual work, and communication. Each lesson, a new musical component from the Voyage to the Moon music will be explored and the lesson activities will be based on this element. For students who are already learning instruments or have other extra-curricular music lessons, the exercises within this pack will challenge and help further their musical development.
Through different physical exercises, the children will learn various actions and movements in relation to music and vocabulary that they will perform and improve on constantly. This will help them to build on their coordination and memory skills. The pack hopes to teach them about spatial awareness and to value and copy the actions of their classmates – each child will have the chance to choreograph actions for the rest of the class to perform, as well as performing those demonstrated by the teacher. They will learn about their own bodies and how musicians keep healthy and fit to play a certain part in the orchestra.
In each lesson on an instrument or symbol, the class will be taught actions, which are then put into practice through many activities. These will be repeated throughout the pack to increase control and coordination. For example, in an instrument lesson, the class will learn the correct movements for playing an instrument and will then have to perform these actions in groups or individually. In a rhythm lesson, the children will learn to move to a rhythm, conduct to a rhythm or clap in time to a beat. They may have to then perform a previously learned instrument action in time to the music. In this way, they are constantly aware of what has already been learned and applying it to a new feature of the music. This way they are constantly evaluating and improving their performance
The pack gives the children a chance to use movement imaginatively by creating their own movements to reflect features in the music. For example, in lessons on dynamics, the teacher will ask the children to act and move around as an animal that reflects the sound they are listening to in the music (for example, a ‘loud’ animal in the ‘Forte’ lesson). Once the children have performed their own animal, individuals can be selected to lead the rest of the class to imitate their own choice of animal. Other ‘moving’ tasks will have the children perform basic skills such as travelling, pausing, or creating shapes as a response to music or descriptions about features in the music. The class will explore how to move when the rhythm of the music changes, or when instructed to by the teacher using visual prompts.
The children will be taught what the different players in the orchestra must do in order to be fit to play their instrument or to stand for long periods of time to conduct the orchestra. After the children have performed the actions themselves, the teacher (to assess) can ask the children the effect an exercise has had on their bodies. The children will also learn the basics of how to be physically fit to perform orchestral roles e.g. drinking lots of water, or eating the right amount of food.
Art and design allows the teacher to assess pupil understanding of the lesson content. Their designs can communicate what they have learned about music in general and gives them a way to express their creativity.
Through the activity sheets, the children can draw, colour and create instruments. They can add features to existing instruments and symbols to give them moods. For example, on the crescendo activity sheet, they can create their own Crescendo Croc – give it teeth, make it angry, happy etc. The teacher should then ask why the child has portrayed the symbol in his or her way. After learning about the different instruments, they have the opportunity to draw their own instrument. They should explain how it is held and played and put it in a family group or pick a new group.
Teachers can choose to develop art and design techniques by creating activities based on those provided. For example, instead of creating a ‘rocket puzzle’, pupils can create a 3-D rocket using a range of everyday materials (boxes, milk cartons, etc.). They can also invite discussions about different ways of building and designing, allowing stimulation for imagination and creativity.
The KS1 Science curriculum teaches children the value of planning & presenting evidence, variation, the properties of materials and various physical processes. Each of these features will be introduced when learning music through Voyage to the Moon, in varying depths. Learning in this way, the children will explore the instruments, symbols and composer through activities within the pack. These will help to develop communication, comprehension and memory skills both in the classroom and further this development by relating ideas to home life.
Different animals are explored through discussion in relation to ‘sound’ – loudness, pitch, and tone. Pupils will discuss information they know to describe the sounds made by these animals in various situations. They will then analyse why these sounds are created. Humans and the human body will be explored throughout the second half of the programme. Labelling the different body parts and discussing why they are required in relation to performance, playing certain musical instruments, and conducting.
Instruments can be grouped into ‘families’. Instruments within each family are made from common materials. For example, the cello and violin are from the String Family. They are both made from wood, and are played by plucking strings. The pupils will explore similarities and differences between instruments in families, to understand why size and materials contribute to pitch, loudness and timbre.
The pack provides a great opportunity to teach children how to recognise similarities and differences between themselves and others, and how to treat others with sensitivity. This is done in a few ways: Firstly, when learning about the instruments, the children will learn that each musician has a different body skill to play their instrument (steady hands, a loud voice, strong breathing technique etc.). The children will have chances to compare the techniques and decide what they like best. They will have chances to view their classmates individually and in groups to see how others perform the tasks. Secondly, when working in small groups of two or three, the teacher can place shy and confident children in the same group and give each child an equal part to play in the presenting process. An example of this is in a rhythm lesson, when three children must play untuned instruments together to represent the number of beats in a bar. The teacher can then ask the children questions (there are examples in lesson summaries) that help them understand the differences and similarities in technique between each child. Each child therefore has a chance to learn from others and build on their own skills.
The pack aims to teach children an introduction to planning – they can learn to ask their own questions, use prior knowledge to answer questions, and then use this information to present and evaluate evidence. In each lesson there are pictures that are there for the teacher to use to prompt the children to ask and answer questions. The teacher can teach the children how to do this by starting the lessons with their own questions and leave room for more to be discovered and asked. In each lesson summary there is an outline of how to help the children to develop this skill. An example of an activity that allows children to use sources to answer questions is our YouTube activity – the class is given an activity sheet with pictures on that they have to circle, and a choice of three YouTube videos to find the answers from – it is a basic visual comprehension. Some lessons will have the children put into groups where they will work together to communicate what happened by deciphering what they see on picture pages and then present this to the rest of the class – this can be done verbally, by drawing etc. The class can then use the evidence presented by their classmates to initiate a discussion and give the other children a chance to voice their opinions and compare answers to ideas they may have.
Both in school and at home, doing research to further understanding of learned concepts is vital for children. Sustaining an interest in ‘wanting-to-know-more’ about surroundings should be encouraged and can start in the classroom. There are many methods throughout the pack that will help the children to discover and develop ideas, and is a great way to provide them with an understanding of this skill for the future. Looking at resources to gather information is great for both shy and confident children, and presenting or sharing findings can help the former grow into the latter.
In some instances, they may be put into groups and given resources that will help them make new observations that will later be shared. This exercise gives them a chance to think comprehensively. Activities such as the YouTube activity (one in each instrument lesson) will give the children a chance to select from and add to information they have retrieved from the Internet and document their findings on the activity sheets provided. They can continue these exercises at home if the teacher wishes to give out homework.
The children can review resources individually or in groups. The group work allows them to build on ideas together. Once the children have had a chance to study new resources, they are encouraged to present their findings to the rest of the class. This way, the class are taught to listen to their peers and learn from their information.
The children will be introduced to videos, pictures, sounds and texts on the composer, instruments, symbols and the Voyage to the Moon story. This will help them to gather information that they need to understand the lesson material and answer questions posed by the teacher.
Basic geographical themes are explored within the programme. During lesson 5, the pupils will be introduced to Jacques Offenbach, the composer of the music. Offenbach lived in France, and so questioning is provided for the teacher to introduce a discussion about France. The relationship between the ‘Moon’, ‘Earth’ and ‘Sun’ will also be explored in a discussion on ‘Space’ during lesson 1. Research projects into instruments can include a history of that instrument, and it’s geographical evolution.
As many musical words (symbols) are Italian, the teacher can explain this and encourage children who speak second languages to volunteer the word in their own language. The teacher should explain when a key word is in Italian and have the children repeat both the Italian and English form – if a word is written in Italian, it is explained in the key vocabulary section of each lesson.
Building on children’s communication and language is a central focus to the teacher’s pack. Throughout the classes, there are opportunities for the children to build on these skills through enjoyable activities. The most important part is ensuring a cohesive environment, which is evident throughout the course. All sections of the English syllabus are evident throughout the pack.
Instruments and symbols are introduced as characters with their own poems. Some of these poems can be described using actions that help the child understand the character. The poems help children to understand the manners and emotions of the character e.g. Crescendo Croc, who is like a crocodile, starts off quietly lurking in the water and then snaps loudly! Children are given the chance to express their preferences between different instruments and symbols and explain the reasons for these. This will be approached in a verbal and physical manner.
In each lesson, the teacher will engage the class through poems, stories and videos about features within the music to help retain concentration. To help the children identify and respond to sound patterns in the poems, the teacher can leave out a rhyming word and perform an action that describes it to prompt the children to guess the correct answer. These interactive methods will retain focus and enable constructive distractions with room for questions, that in turn relate back into topical conversation. When the children are filling in activity sheets at the end of a lesson, the teacher can go around and ask them questions about the topic to assess their understanding.
In the Lesson: Literature: The literature explored throughout the programme follows a comprehension-based learning journey. This begins in lesson 1 where the pupils are first introduced to Prince Caprice, the main character from the Voyage to the Moon music/story. To help him get to the moon, students will uncover a range of characters, events and musical terminology, explored through a range of texts. These aim to build confidence and enthusiasm in reading for pleasure, a range of analytical skills and a growing sense of familiarity of vocabulary. This is achieved through discussions, linking events and themes to own experiences, and repetition of texts to ensure familiarity. Musical Terminology: Musical terminology is introduced through the literature. It is then explored through listening to the music, providing opportunity to analyse the tone and features of the music in correlation with elements of the literature. Connecting events from the story with sections of the music seeks to build chronological understanding. Each musical feature is introduced through a character and a poem that highlights its’ qualities. These are then explored in more depth through discussion and performance. Musical themes of each lesson correspond with a non-musical theme, allowing pupils to connect personal experiences to ideas presented within music. Assessment: Assessment and homework seeks to help children evaluate and explain their understanding of the literature. Discussions provide opportunity for pupils to listen to each other and build a growing respect for each other.
In the lesson: In every lesson, students will be given the opportunity to build on their ‘word reading’ skills through a variety of activities, and texts designed to ensure fluency when building phonic knowledge. Different forms of text are combined with actions and songs, allowing speedier and more accurate reading responses. Different types of texts that will be explored contain many forms of words (e.g. words with contractions), adhering the curriculum standards. Assessment: Each lesson comes with assessment sheets. These sheets have an emphasis on picture-word recognition, of both musical and non-musical concepts. These will help the pupils develop confidence in reading, whilst strengthening their reading and English language skills. Questioning is provided for the teachers so that they can assess and help develop reading skills in each lesson.
When the teacher introduces new key vocabulary, the class will repeat the new word and poem describing the word with the class. Questions that are posed during the classes will give each child the chance to speak confidently in groups and independently about a given topic. In certain exercises, children will speak in front of the group, either answering teacher questions or explaining what they see in a picture, or hear in a piece of music – these resources will keep them focused on the main points.
Transcription: Assessment and homework activity sheets provide pupils with the opportunity to write and build upon their spelling and handwriting skills. Again there is an emphasis on picture-word recognition, linking writing activities to reading and comprehension. Composition: Discussions within class, assessment sheets and homework aim to encourage well-planned composition work. For example, after learning that Prince Caprice is going to the Moon, a discussion about ‘packing’ for a trip will take place. Pupils will then explore this further in their homework, writing examples of what they would pack if they were leaving for the Moon. Vocabulary, Grammar and Punctuation: (see transcription above: vocabulary, grammar and punctuation are developed through these activities). When introducing the composer and the story, the teacher should use words and phrases relating to the passing of time (for example, before, after, a long time ago, past). There are verbal exercises in various lessons that will give children a chance to use the same vocabulary when relating to what happened in the past. When recapping a previous class, the teacher can give a statement e.g. “we learned about the Violin last week” and then ask questions such as “when did we learn about the Violin”, prompting children to provide answers such as “last week” – in this way, the level of concentration can be assessed.
The Voyage to the Moon music and storyline was created over 100 years ago. The instruments and symbols learned within the lessons originated thousands of years ago and are still relevant today. These concepts are imperative to impress upon the children in a basic form, and through the lessons their comprehensiveness of musical history can be developed. The concept of going to the Moon was explored in this story – a hundred years before anything was ever sent to the Moon from Earth. The children should be encouraged to discuss these ideas throughout the lessons to make links between old and new ideas and to bring an element of variety and background to music. This will help to increase concentration, and creativity to imagine what could happen in the future.
Nowadays there are many different forms of music that are popular and well known. The teacher can prompt a discussion that allows the children to talk about the music they listen to now. Before the invention of the radio, you would have to be at a live performance to hear music. The teacher can invite the children to talk about ways you can listen to music today. By looking at the life of Offenbach, the children can compare what activities they do in their spare time at home, with the ones he did when he was younger. You can compare time periods; for example, we can still go to concerts today but a hundred years ago, nobody had an iPod or a television. In the lesson on Offenbach, the children will work in small groups and present information about his life to the class.
Even though PSHE is no longer part of the KS1 curriculum, we believe that it is extremely important to develop these skills through the pack. Building on confidence and internal development is a critical feature in the learning activities within the pack. The music and activities encourage expression, which is communicated in a variety of ways. It is also important for the class to respect and understand the backgrounds of their peers, especially those that differ to their own.
All of the activities within the pack aim to engage the children and give them a chance to discover their preferences. These interactive methods are in place to inspire confidence. Children are given the chance to express their preferences between different instruments and symbols and explain the reasons for these. This will be approached in a verbal and physical manner so that their opinions can be understood. They are asked to relate their own situations to the characters they learn about in the lessons and so they have time to reflect on themselves and learn. The routines of the lessons encourage children to communicate their emotions: these are seen through physical and creative activities. As there are different roles and opportunities to volunteer, the children are taught the significance of sharing and listening while others communicate.
The packs encourage a cohesive environment where children work together on mini-activities, or praise each other for their work. In some physical activities, the teacher may call on individual volunteers to create a pattern or movement for the rest of the class to imitate, thereby teaching the class to value each other’s opinions. When teaching the relationships between instrument families, the children will be asked to recount their experiences with similar family members in front of other class members. One of the homework activities invites children to bring in music they listen to at home with their family, which the teachers can play during Activity Sheet time so that the children learn about each other’s home cultures.
As mentioned under English, there are many opportunities throughout the pack for children to work together in groups. When learning about the conductor, they learn that one man stands at the front of the orchestra and helps them to keep in time – this is why the music is beautiful. Without a conductor then there would be chaos. This theme can also be used in a discussion of what a class would be like without a teacher, or what home life would be like without supervision etc.
The Free Trial provides users with a whole lesson for free. It will provide excerpts from all other resource tabs such as the song library and assembly script. The Free Trial lasts for 30 days.
Yes they are. Year 1 and Year 2 both follow the KS1 Curriculum, and therefore have similar elements. However, they are 2 separate programmes with variable teaching content.
No musical experience is required! You will be guided through all stages of the programme in our step-by-step lesson preparation.
Year 1 and Year 2 programmes are each £225 ex VAT, with a 10% discount upon purchase of both.
You will need a variety of untuned (or percussion) instruments, such as drums or bells.
Yes – this is excellent supplementary material for music teachers. The content is adaptable and can fit into their curriculum easily.
The content within each pack has been written in accordance with the guidelines set by the National Curriculum for England & Wales.