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Why are pulse and rhythm so important?

How can we use our voice to mimic other sonorities?

What can a human voice do?

How can we communicate the meaning of a song effectively with our voice?

How can we use our body as an instrument?

How does the composer Anna Meredith use the body as an instrument?

How can we successfully create rhythmic music without instruments?

How can melody and rhythm communicate a language that we don't understand?

How can we build interest using our bodies and voice?

How did gumboot dancing help miners to communicate?

How can you make repetitive music interesting?

How can we develop our rhythmic ideas?

How can different rhythm cycles work together?

Stomp and Sing

How can you phrase pentatonic melodies?

How can you perform 'amazingly' from staff notation?

How can a melody be accompanied? (Part 1)

How can you express the meaning of a song effectively?

Pause lesson - for review

How does folk music use pentatonic scales?

How do composers decide how to end a phrase?

How can dynamics help to shape a melody?

How can a melody be accompanied? (Part 2)

How does classical music use pentatonic scales?

How do composers measure music?

How can you compose a balanced melody?

How can you compose a countermelody?

The Power of the Pentatonic

What is the role of chords?

How do chords help us to identify reggae?

Which are the most useful chords?

How can secondary chords be introduced in an accompaniment?

How can we play in a virtual band?

How are pop songs constructed?

How can we perform drum patterns in popular music?

How can a drum pattern communicate a musical style?

How do bands ensure that they perform in time, and that all parts are heard?

How can chord sequences be like a puzzle?

How can we add interest to a chord sequence?

How can we set words to music?

How do you write a rap?

Band Musicianship 1: The four-chord trick

Making and enjoying music

Texture in music

How music can paint pictures

Extending and refining creative ideas

This unit develops pupils’ confidence and enjoyment in making music, encouraging them to see themselves as musicians. They sing as a group, develop composition skills, and revisit key musical terms to engage thoughtfully with the elements of music and use them creatively and expressively.

Making music together

Context and terminology of taiko

The key principles of taiko

Taiko performance

Taiko composition

Pupils are introduced to Taiko drumming, performing as an ensemble, composing in groups and learning about the energy that pulse and rhythm can bring to a performance. They learn the key terminology and technique of Taiko and develop an understanding of the culture connected with the music.

Taiko drumming

Playing a melody in the C position on the keyboard

Playing the melody: Ode to Joy

Playing expressively: Ode to Joy

Adding an accompaniment to a melody

This unit introduces pupils to the keyboard, providing them with a functional understanding to explore sound and apply musical concepts. They learn to perform short melodies, how to find and play in the C position and how to identify middle C to G on the stave through performance.

Keyboard fundamentals

The string family and the woodwind family

Playing an orchestral melody in the C position

The brass family and playing in the F position

The percussion family and performing the full melody

Performing the accompaniment for Going Home

Performing the melody and accompaniment for Going Home

Playing in a different position on the keyboard, developing keyboard technique, reinforcing and developing understanding of the notes on the stave.

Learning to play in the C position, learning to read the notes C - G on the stave, developing keyboard technique, developing ability to appraise performances, developing listening skills in identifying and responding to orchestral music

This unit develops knowledge and understanding of the instruments of the orchestra.  Pupils also learn to play a famous orchestral melody on the keyboard, learning to play and move out of position and they learn to identify from C to octave C on the stave through performance.

Orchestral melodies

Using rhythmic ostinati in minimalism

Creating a melodic ostinato

Creating and improvising contrasting ostinati

Developing your minimalist composition

This unit develops understanding of minimalism, including the context of the style and the main musical features used in creating minimalist compositions. Pupils compose and improvise in a minimalist style, including rhythmic and melodic patterns.

Minimalist composition

Characteristics of folk songs

Composing a pentatonic melody

Modes and sea shanties

Singing sea shanties

Folk dance and the minor scale

Playing a folk melody in two parts

This unit explores folk music from around the world, with detailed looks at sea shanties and Russian folk dance. Pupils are exposed to a diverse array of folk music, exploring characteristics that are typical of folk traditions, composing simple melodies, singing and performing using keyboards.

Folk songs from around the world

Music

Choose a previously released unit (3)

These lessons will be removed by the end of the Spring Term 2026.

Choose a unit (6)