1. http://www.schoolsnet.com/pls/hot_school/sn_primary.page_pls_show_subjects?
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Unit 1: Ongoing skills
Audience: Key Stage 1
Year Group: 1/2
This unit highlights the musical skills that require regular practice and ongoing
development throughout the key stage. It focuses on the development of the singing
voice and other essential musical skills (listening skills, aural memory and physical
skills) that should be a regular part of classroom work week-by-week. All the
activities in this unit are designed so that they can be taught in short periods when
opportunities arise. The unit is designed to be used flexibly throughout the key stage.
The material in this unit can be used in any order.
Scheme of work
Download the Scheme of work from the DfES Standards Site.
Lesson plans
Lesson plan 1: To find a singing voice through using voices - There's a rumble in the
Jungle
Children will explore different voices.
Lesson plan 2: Develop an awareness of phrase - "I Like sausage Rolls"
Children will recognise a phrase length and know when to breathe.
Lesson plan 3: Singing with others - Follow My leader
Children will be able to recognise hand gestures and listen to others
Lesson plan 4: Controlling pitch and rhythm - Tick ,Tock ,Tick, Tock
Children will be able to sing with a sense of awareness of pulse. Children will be able
to control rhythm.
Lesson plan 5: Controlling Pitch - Hedgehogs and lamp-posts

2. Children will begin to sing with control and pitch. Children will show an
understanding of higher and lower.
Lesson plan 6: Controlling expressive elements - Hi-ho, Hi-ho
Children will begin to control some expressive elements when singing.
Lesson plan 7: Listening, Memory and Movement - Listen very carefully
To identify sounds, to recall and remember short sound sequences.
Lesson plan 8: Listening and Movement - Stomp, stomp, stomp.
To respond physically to music.
Teacher fact files
Teacher fact file 1: The Sounds Game - Teacher Notes
Teachers notes to accompany the presentation.
Worksheets
PDF: High and Low flash cards
2 flashcards showing a picture of a lion and a kitten. Use these to create a 2-note tune
with the class, the kitten picture signaling a high note and the lion picture signaling a
low note. Children will soon be able to use the flashcards themselves to conduct a
group of children.
Other classroom resources
PDF: The Sounds Game - An interactive game where children guess what sounds they
can hear.
A presentation to develop children's listening skills. Children listen to a sound, make a
guess, and then are shown what it is making that noise. A fun guessing game for
young children.

3. Songs of Animal Sounds
What you need
A group of at least nine children
Instruction
Have children form a circle. Pick up a simple, familiar song and sing it through
once. Split the children into smaller groups of two or three and let each group
brainstorm an animal sound that can be used to sing the song. Have children try
it out to see if it works. Make sure each group has chosen a different sound.
Then ask each group to sing just one line in their chosen animal sound
respectively. The purpose is for them to sing it in the right time and rhythm. For
example, If Group A has chosen "moo," Group B, "woof," and Group C,"meow,"
try pointing to Group B for line 1, Group A for line 2, Group C for line 3, then
Group A for line 4, etc.
Instrument " Go fish"
what you need
16 to 20 blank cards in playing card size
Instruction

4. Have children make four or five sets of four cards. let children to draw an
instrument on each set of cards, for example, four cards with a bongo drum, four
with a guitar, four with a kazoo, etc. Guide children to use different colors for
each set, so that children will have a red, yellow, green, and blue bongo, etc.
shuffle the cards and deal them out to the group. The propose for this game is to
make up complete sets. When one child asks another for a card, she should
specify the color and make the sound of the instrument requested. Guide children
to imitate these sounds in advance. For example, a drum could be "boom boom",
a bongo, "tacka, tacka, tacka," a triangle," ting, ting"
If the child asking makes the sound correctly and the child being asked has the
card, the asker receives the card and can take another turn. If she or he asks a
mistake in the sound or is asking for a card the other child doesn't have, the child
being asked gets a turn. The winner is the person who collects the most sets of
four.
Musical hats
This is the most fun game among kids social games
What you need:
Hats, Chairs, Music
Instruction
Put the chairs in a close circle, one behind the other. Have the children form a
circle around the chairs. Put a hat on the head of one child.
When the music starts, the child with the hat puts it on the head of the child in
front of her or him, who then passes it along in the same way. When the music
stops, the child wearing the hat must leave the circle and take a chair with her or
him. The hat is given to her or his neighbor and play continues, until only one
child (winner) is left.
Living "Go Fish"
What you need:
Index cards an pens
Instruction
Give each child an index card, have them write the name of a well-known signer
or a singer who they like. Have children fold the index cards and return them to
you without telling anyone the name they have chosen. During the game, each
child becomes singer.

5. Next, split the group into four or five smaller groups and have them seat away
from each other. Read out the singer's names aloud. If any name appears twice,
both children have to hand in a new name.
Designate one group to begin. Members of that group ask for a singer from any
other group. If the singer is in that group, she or he must move to the first
group. If the singer is not there then the second group gets to ask for a singer.
The game is over when one group brings everyone together.
Lesson plan: Ain’t no mountain high enough
A KS2, Year 5 PSHE lesson plan written by Martyn Soulsby
Song Bank link
Ain’t no mountain high enough
Words and Music by Nickolas Ashford and Valerie Simpson
Subject links
• SEAL (Social & Emotional Aspects of Learning)
• Getting On, Falling Out
• Weekly Achievement Focus: Being a really good friend
Duration
45 mins – 1 hour
Learning objectives
• To explore the good qualities of a friend, and to be able to recognise how they
can be a good friend to others.
Resources
• Ain’t no mountain high enough - performance, echo and backing tracks
• Optional: Ain’t no mountain high enough - harmony track
• Card/paper
• Copies of song lyrics
• Interactive Whiteboard (IWB), flipchart or dry wipe board
Introduction
• Share the Learning objectives with the children at the start of the session.

6. • Arrange the children in a circle and play a short breathing exercise game. Ask
the children to stand tall, knees loose and feet apart. Encourage the children to
focus on their classmates opposite or on an object in the distance.
• Explain to the children that they are going to practise breathing.
• Remind the children that they should breathe in through their mouths when
singing and demonstrate how.
• To encourage the children to breathe without raising their shoulders, try the
following activity. Ask them to stand in a circle, all facing clockwise and to
place their hands gently on the shoulders of the person in front. You count
slowly: IN-2-3-4, OUT-2-3-4 and then repeat with your hands by your sides.
• After repeating this twice, ask the children if they managed to breathe without
letting their shoulders rise.
Singing tips
• Ask the children to imagine a feather in front of them and that they are
blowing the feather gently to the person at the other side of the room. If they
blow too hard the feather will blow off course; too soft and it will fall to the
ground. They must take a really deep silent breath and then exhale. Encourage
the children to raise their hand as they run out of breath.
• To stop shoulders rising, suggest that they imagine carrying a heavy bag of
shopping in each hand.
Main activity
• Display the word ‘friend’ on an Interactive Whiteboard, flipchart or dry wipe
board.
• In pairs ask the children to think about the things that they look for and expect
of a friend and then share these as a class. Record these on the IWB or
flipchart, asking children to clarify their opinions if appropriate. Which
qualities are most common and why? Are there any qualities which are a
surprise? Are there any others which we need to add?
• Play the performance track of Ain’t no mountain high enough, asking the
children to listen carefully to the words.
• Now display the words on the interactive whiteboard (or hand out copies) and
use the echo track with the children. Encourage correct breathing.
• Ask the children what they think this song is about? Who do you think it was
it written for? What is the main message?
• Sing the song again. Use your discretion - the children may need the echo
track again or you may be able to move onto the backing track. Add the
qualities you hear mentioned in the song to the class list you have compiled.
Independent activity
• Using the card or paper, ask the children to produce a small illustrated
postcard for display, highlighting the different qualities they would look for or
expect in a friend. Through discussion, encourage the children to think of
times when they would look for these qualities.

7. • While the children are working, continue to play the accompaniment quietly in
the background. Have copies of the words around the classroom for the
children to refer to.
Differentiation
Support
• Questions or vocabulary prompts.
• Children could work in pairs or small groups to produce a poster-size version
of the postcard together.
Extension
• Children can use the other side of the postcard to complete the flip side of
friendship: the qualities they do not like to see in a friend.
Plenary
• Children share their postcards with a partner. Ask them to discuss what they
think is the most important quality in a friend. Feed back to the whole group.
• Do all friends have all these good qualities? Discuss briefly in small groups
and feed back.
• Sing the song again as a class and finish with some breathing exercises.
Next steps
• The lesson could be repeated again, this time focusing on the harmony track.
The children can explore other aspects of friendship, for example falling out
and why this happens.
• Link to Drama - can the children devise a short piece based on the themes
discussed?
Assessment for Learning (AfL)
• Peer talk
• Self evaluation
• Success criteria
• Questioning
Questions linked to SEAL
• Why do most people have friends?
• What would the world be like if there were no friends?
Differentiated success criteria
All children will:

8. • Be able to identify the good qualities they look for in a friend.
• Work independently or in small groups to produce an illustrated postcard
showing friendship qualities.
Some children will:
• Debate positive and negative qualities in a friend.
A few children will:
• Sing confidently in tune with an awareness of breathing.
• Talk about friendship in a wider context.
http://www.mrsjonesroom.com/
http://boj.pntic.mec.es/~mbed0005/fot.htm