Year 4 Syllabus trial

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

Lesson Topic: Aims: What will we cover? Curriculum Links:

Lesson 1:
– Stories in Music

1) To understand the correlation between the structure of stories and the structure of music.
2) To become familiar with the the basic structure and general idea of ‘Voyage to the Moon’.
3) To connect themes and ideas between the ‘Voyage to the Moon’ music and story, understanding that music can be used to tell a story.
Illustrate stories and scenarios through performance, using untuned instruments and the voice.
Analysis of the music through comprehension-based activities.
Sing songs expressively.
Group written composition.
S: E&S
Mu: All
HE: All

Lesson 2:
– The Orchestra

1) To develop knowledge about the Orchestra, instruments and musicians.
2) To identify the timbre of each ‘instrument family’.
3) To apply knowledge through composition work.
Discussion about best teamwork practices in relation to the orchestra.
Exploration of the concept of ‘timbre’.
Analysis of theoretical musical knowledge.
Expressive text and musical composition.
Mu: AllE: All

Lesson 3:
– Rhythm

1) To understand basic staff and notation (written music).
2) To apply what we have learned through listening, writing and performance activities.
3) To understand the relevance of rhythmic concepts within the ‘Voyage to the Moon’ music.
 Introduction to basic musical notation – values of different ‘beats’ and ‘rests’.
Reading and responding to notation on staff and to the music through performance with untuned instruments and using the voice.
Composition of written music – applying knowledge learned in class.
Mu: All
Ma: N, GSE: All

Lesson 4:
– French Horn
King & Queen Ball room

1) To understand how tone and emotion is conveyed through music.
2) To understand the connection between lyrics and tone, applying this through listening and writing.
3) To gain a firm understanding of all elements of the French horn, appearance, history and sound in relation to the inter-related dimensions of music.
Composition and performance activities for ‘lyrics’ to a song.
Analysis of the ‘Voyage to the Moon’ chorus, using the inter-related dimensions of music and written notation.
Study of the French horn instrument, through a range of resources and activities.
Group composition work.
S: SE, PP, PF, S
Mu: All
Ma: N, GSHE: All

Lesson 5:
– The Violin
Screen Shot 2016-09-08 at 12.08.19

1) Demonstrate understanding of the violin and sound production (vibrations) through a range of activities.
2) Identify the inter-related dimensions of music, as pertaining to the violin playing in ‘Voyage to the Moon’.
3) Make comparative distinctions between features of the violin and French horn.
Discover the different elements of the violin through poetry, audio, video, story and other resources.
Apply knowledge learned about the violin in a range of contexts.
Analyse and describe the next parts of the ‘Voyage to the Moon’ music and story.
Build on rhythmic knowledge through performance and composition activities.
S: All
Mu: All
Ma: N, GSE: All

Lesson 6:
– Crescendo

1) To use our voices and instruments expressively.
2) To demonstrate understanding of music symbols by responding to rhythmic and aural activities.
3) To develop our knowledge on musical ‘dynamics’, in relation to the ‘Crescendo’ sign.
 Experiment with different ways of using our voices and untuned instruments expressively.
Explore the ‘Crescendo’ symbol through poetry, in written and audio music.
Develop our written music composition skills, using rhythmic and dynamic instructions.
Mu: All
Ma: N, GSE: AllL

Lesson 7:
– The Cello versus the Violin

1) To study and apply knowledge about ‘pitch’.
2) To learn the features of the cello and distinguish these from those of the violin.
3) To develop composition and aural skills in a variety of ways.
Expressively use our voices to imitate ‘pitch’.
Learn about the cello and draw comparisons with the violin – sound and appearance.
Revisit our knowledge on written ‘rhythm’, adding ‘pitch’ into the mix.
Develop our knowledge on ‘melody’ and ‘harmony’ through a variety of activities.
Mu: All
Ma: NE: AllPE

Lesson 8:
– Oboe

Olive the Oboe

1) To learn about the oboe, and distinguish its’ features from those of other instruments.
2) To build on our coordination and control when responding to instructions through performance.
3) To understand the connection between the next part of the story and the corresponding music.
An introduction to the oboe, building comparisons with other instruments.
Discussions about the different features of the ‘Voyage to the Moon’ music.
Development of aural and rhythmic knowledge using the inter-related dimensions of music, and performance with untuned instruments/our voices.
Analyse and describe the next parts of the ‘Voyage to the Moon’ music and story.
S: SE, S
Mu: All
Ma: NE: All

Lesson 9:
– Flute

Flora Flute

 1) To develop our knowledge about instruments from different families.
2) To identify the inter-related dimensions of music through the introduction of the flute.
3) To develop aural, composition, performance confidence and listening skills through consolidation activities.
Consolidation of all lesson topics and skills developed so far.
Introduction to the flute.
Exploration of the whole piece of music and story of ‘Voyage to the Moon’.
Development of composition skills.
S: SE, S, PP, PF
Mu: All
Ma: NE: AllPE

Lesson 10:
– Dynamics
Screen Shot 2016-09-01 at 10.31.53

1) To demonstrate ‘control’ when playing instruments in response to dynamics instructions.
2) To identify all the different ‘dynamics’ by their symbol and sound, in the ‘Voyage to the Moon’ music – ‘piano’, ‘forte’ and ‘crescendo’.
3) To develop our composition and improvisation skills, focusing on the inter-related dimensions of music.
 Explore the level of force required to play instruments in different volumes.
Explore new musical symbols and build familiarity through a variety of theoretical and practical activities.
Work in teams to compose and improvise pieces of music using staff, notation and dynamics, performing expressively with untuned instruments.
S: SE, S, PF
Mu: All
Ma: N, GSE: AllL

Lesson 11:
– Conductor

Screen Shot 2016-08-31 at 08.24.36

1) To understand the purpose of leadership.
2) To demonstrate conducting skills that interlink with all musical concepts learned so far.
3) To develop skills & ideas through music-based activities and visual vcues.
Introduction to the conductor of the orchestra.
Exploration of the body language used by the conductor.
Conducting to the time signature of ‘Voyage to the Moon’.
Becoming a leader by conducting our peers. Consolidation of ‘Voyage to the Moon’.
S: SE, S, PF
Mu: All
Ma: N, GSE: AllL

Lesson 12:
– The Composer

1) To discover the relationship between a composer & his music
2) To develop composition skills through music-based activities.
 An introduction to the life of Jacques Offenbach through a range of resources.
Finalisation and performance of group composition work.
Consolidation of all learned concepts.
Mu: All



E: All