Syllabus & Curriculum

You can find information about the syllabus of this course in the table below. For more information about the cross-curricular and skill development aspect of the course, please visit the Curriculum Objectives tab.

Each week covers a musical topic, with a corresponding non-musical theme.

IMPORTANT: NB: Music , English and Art & Design will be covered in every lesson, which is why they are not included in the curriculum links in column 4 below.

Please scroll to the bottom of the page to fine copies to download and print.

Weekly Topic + Theme Aims What will we cover? Curriculum Links

Lesson 1:
– The Piece
– Fairy-tales

1 - Introductory picture

1) To discover how stories can be told through music.
2) To become familiar with the general components of ‘Voyage to the Moon’.
3) To develop expression, confidence and other skills through music-based activities
– An introduction to the ‘Voyage to the Moon’ story and music.
– An introduction to the orchestra and key musical terms.
– Performance: Responding to Music (instruments), Acting to Music the Prince’s Song, Movement to Music.
Ma: N
S: AIH
PE: ADS, DA
C
H
G

Lesson 2:
– Violet the Violin
– Imaginary Characters
violin violet

1) To become familiar with the basic elements of ‘instruments’ and ‘musicians’, through study of the ‘violin’.
2) To identify different sounds we can create, focusing on the concept of ‘pitch’.
3) To develop skills & ideas through music-based activities, and activities based on features of the violin.
– An introduction to the violin through the ‘Voyage to the Moon’ story and music.
– A variety of activities to further understanding about elements of the violin (including ‘pitch’, ‘movement’, ‘timbre’ etc.).
– Performance: Violet the Violin poem, Violinist actions, the Prince’s Song Voyage to the Moon music, Movement to Music.
Ma: G, M
S: AIH, EM
PE: ADS, DA

Lesson 3:
– Crescendo
– Excitement
Screen Shot 2016-09-01 at 10.33.01

1) To identify the ‘tone’ of a section of music.
2) To understand that musicians follow instructions, responding to ‘symbols’, and apply this in relation to a ‘crescendo’ symbol.
3) To develop response, confidence, skills & ideas through music-based activities and visual cues.
– The ‘crescendo’ symbol (this tells musicians to play their instruments gradually louder).
– Emotions and excitement within the story, correlating events to the ‘tone’ of sections of music.
– Performance: Crescendo Croc poem, Violet the Violin poem, The Prince’s Song, Voyage to the Moon music, Crescendo Response, Movement to Music.
Ma: N, G, M
S: AIH
PE: ADS, DA
H

Lesson 4:
– Cello
– Family
cedric cello

1) To build communication skills by identifying similarities & differences between family members.
2) To identify similarities & differences between instruments from the same ‘instrument family’, by sound & appearance.
3) To develop our ‘pitch’, listening and recognition skills through music-based activities.
– An introduction to the cello through the ‘Voyage to the Moon’ story and music.
– A variety of activities to further understanding about ‘instrument families’, elements of the cello and comparisons with the violin.
– Performance: Cedric Cello poem, Voyage to the Moon music, Pitch exercises, the Prince’s Song, Reacting to Music, Become a Cello and Cellist. 
Ma: G, M
S: AIH, EM
PE: ADS, DA
C
H

Lesson 5:
– The Composer
– Authors

1) To understand the correlation between an author of books and a composer of music.
2) To apply previously learned concepts (e.g. violin) through study of the life of Jacques Offenbach.
3) To develop a variety of skills, especially communication and performance through discussions.
– Activities to explore the life of Jacques Offenbach, the composer of ‘Voyage to the Moon’.
– Comprehension activities to apply our knowledge of elements of Offenbach’s life.
– Performance: Composer Comprehension Activities.
Ma: N, M, G
PE: ADS
H
G

Lesson 6:
– French Horn
– Expression
Freddy the French Horn

1) To demonstrate comparisons between all instruments learned so far.
2) To identify how/when tone, emotion and expression are conveyed through music.
3) To develop skills & ideas through activities based on the French horn.
– An introduction to the French horn through the ‘Voyage to the Moon’ story and music.
– A variety of activities to further understanding of expression through music.
– Performance: Freddy the French horn poem, Voyage to the Moon music, the Prince’s Song, Movement to Music.
Ma: G, M, N
S: AIH, EM
PE: ADS, DA
C

Lesson 7:
– Beats/Rhythm
– Patterns: Sets of 3
Screen Shot 2016-09-01 at 10.33.10

1) To develop a strong understanding of sets of 3, and apply this to 3-beat rhythms within a piece of music.
2) To independently identify and create patterns of sound.
3) To develop non-verbal reasoning, listening and performance skills through music-based activities and visual cues.
– Exploration of the rhythm of the ‘Voyage to the Moon’ music.
– The purpose of rhythm, and the appearance of a piece of music.
– Performance: Beat Beanies poem, Voyage to the Moon music, Time to Make A Beat Song, Responses to Music, Movement to Music.
Ma: N, G, M
S: AIH, EM
PE: ADS, DA

Topic 8:
– Forte
– Responding to Signs
Screen Shot 2016-09-01 at 10.31.53

1) To draw connections between signs/symbols that prompt responses, both in music and in everyday situations.
2) To identify and respond to musical notation that indicates ‘loudness’, and to distinguish between symbols that tell musicians to ‘play’ or ‘rest’.
3) To develop good listening, confidence and appropriate behaviour skills through a variety of activities based on the ‘forte’ symbol.
– Exploration of the loudness of the ‘Voyage to the Moon’ music in relation to the ‘forte’ symbol.
– The correlation between the loudness of the music with events from the story.
– Performance: Frederick Forte poem, Voyage to the Moon music, Responses to Music and words, Movement to Music.
Ma: M, N
S: AIH, EM
PE: ADS, DA

Lesson 9:
– Piano
– Volume Control

Screen Shot 2016-09-01 at 10.31.53

1) To build on our aims from topic 8 (see above), and further this by gaining control on how to play instruments at varying ‘loudness’.
2) To identify events from the story by listening to short sections of the Voyage to the Moon music.
3) To further develop good listening, confidence and appropriate behaviour skills through a variety of activities based on the ‘forte’ and ‘piano’ symbols.
– Exploration of the loudness of the ‘Voyage to the Moon’ music in relation to the ‘forte’ and ‘piano’ symbols.
– The correlation between the loudness of the music with events from the story.
– Performance: Penelope Piano poem, Voyage to the Moon music, Responses to Music and words, Movement to Music.
Ma: M, N
S: AIH, EM
PE: ADS, DA

Lesson 10:
– Oboe
– Our Fingers
Olive the Oboe

1) To discover the importance of our ‘fingers’, in both everyday and in musical situations – to distinguish positions required to play different instruments.
2) To identify comparisons between musical instruments through our knowledge of mathematical concepts.
3) To develop our listening, spatial awareness and performance skills.
– An introduction to the oboe through the ‘Voyage to the Moon’ story and music.
– A variety of activities to further understanding of the importance of our bodies in creating sound and playing instruments.
– Performance: Olive the Oboe poem, How Many Fingers Do You Have Song, Voyage to the Moon music, Expression Exercise, Movement to Music.
Ma: N, M, G
S: AIH, EM
PE: ADS, DA
C

Lesson 11:

– Flute
– Listening to Others
Flora Flute

1) To develop a healthy understanding of the importance of individuals by respecting and listening to others.
2) To identify all the different instruments from Voyage to the Moon by sound and appearance.
3) To consolidate and develop further all skills we have been building throughout the programme.
– An introduction to the flute through the ‘Voyage to the Moon’ story and music.
– A variety of activities to further develop our respect for each other, including opportunity for individual and group performance work.
– Performance: Flora Flute poem, Voyage to the Moon music, Movement to Music.
Ma: N, M, G
S: AIH, EM
PE: ADS, DA

Lesson 12:
– Conductor
– Leadership
Screen Shot 2016-08-31 at 08.24.36

1) To understand the role and purpose of various leaders, relating this to an orchestra’s ‘conductor’.
2) To understand how we can instruct and lead using different parts of our bodies.
3) To develop confidence, listening and other skills through activities based on the conductor of an orchestra.
– Activities to explore the role and elements of the conductor of an orchestra.
– Application of previously learned notation concepts to new knowledge about the conductor.
– Performance: Commodore the Conductor poem, Responding to the Conductor, The Conductor Song, The Prince’s Song.
Ma: N, M, G
S: AIH, EM
PE: ADS, DA 
H
G

Please find downloadable and printable copies below:

screen-shot-2016-11-09-at-12-45-46screen-shot-2016-11-09-at-12-45-54screen-shot-2016-11-09-at-12-45-56screen-shot-2016-11-09-at-12-45-58screen-shot-2016-11-09-at-12-46-00screen-shot-2016-11-09-at-12-46-02screen-shot-2016-11-09-at-12-46-05screen-shot-2016-11-09-at-12-46-07screen-shot-2016-11-09-at-12-46-09screen-shot-2016-11-09-at-12-46-12screen-shot-2016-11-09-at-12-46-15screen-shot-2016-11-09-at-12-46-16