wilsden primary school
TRANSCRIPT
Year group:
Term:
Challenge
questions:
Artist Focus Scientist Focus
Wilsden Primary School
Year 5
Spring 1 SPACE JUNK
What is space junk and what can we do to put it right?
Why is Pluto no longer a planet?
Could we ever live on the Mars?
Is there life in outer space?
Paul Calle Claudius Ptolemy
Wilsden Primary School
Vocabulary
History Geography Art DT Computing Science PSHE RE PE French Music
Knowledge
History Geography Art DT Computing Science PSHE RE PE French Music
Chronology:
Historical
timeline leading
up to the first
moon landing.
Lunar,
launched,
crewed,
mission, ascent,
descent,
astronaut
Human and
physical:
Describe and
understand the
key aspects of
climate zones,
biomes.
Biome
Climate
Landscape
Mountain
Crater
Eco-system
Temperate
Bio-diversity
Study of great
artists:
Research the
work of an artist
and use their
work to
replicate a
style.
Using
sketchbooks:
Know how to
use images
created,
scanned and
found; altering
them where
necessary to
create art.
Colour,
fantasy,
sketch,
shading,
mark making
Databases:
How to search
for information
in a database.
To contribute to
a class
database.
To create a
database
around a
chosen topic.
Avatar
Binary tree
Charts
Collaborative
Database
Data
Find
Record
Sort, group,
arrange
Statistics, reports
table
Physics:
Earth and
Space:
Know about the
movement of
the Earth and
the planets;
Understand the
movement of
the Moon;
Understand
night and day.
Earth, Sun, Moon, Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune
Spherical, Solar system, rotates, star, orbits, planets, axis
Keeping
myself safe:
Aspirations
Drugs
Healthy
Lifestyles
Safeguarding
Smoking
Positive
relationships
Resilience
Risk-taking
Life JourneysUnderstand the significance of key writings and teachings.Reflect on links and comparisons between their own and others’ identity and experience.Formulate questions of meaning and purpose.
HinduismEasterBeliefIdentitysacred
Dance
Compose own
dances in a
creative way;
Perform dance
to an
accompanime
nt;
Dance shows
clarity, fluency,
accuracy and
consistency.
Choreography
Dance phrase
Unison
Characters
Canon
evaluation
Speaking,
reading, writing:
Speak in
sentences,
using familiar
vocabulary,
phrases and
basic language
structures.
Develop
accurate
pronunciation
and intonation
so that others
understand
when they are
reading aloud
or using familiar
words and
phrases.
Broaden their
vocabulary and
develop their
ability to
understand
new words that
are introduced
into familiar
written material,
including
through using a
dictionary.
To know five
songs from
memory, who
sang or wrote
them, when
they were
written and, if
possible, why?
To know the
style of the five
songs and to
name other
songs from the
Units in those
styles. To
choose two or
three other
songs and be
able to talk
about: ○ Some
of the style
indicators of the
songs.
Pulse Rhythm Pitch Tempo Dynamics Timbre Texture ,Structure Notation
Wilsden Primary School
Skills
History Geography Art DT Computing Science PSHE RE PE French Music
Understand BC and AD.Identify modern and ancient history.Explain the race for the first Moon landing.Explain why landing on the Moon was so important.
Yr 5 Begin to suggest questions for investigatingUse evidence to build up a picture of a past eventSelect relevant sections of informationConsider ways of checking the accuracy of interpretations –fact or fiction and opinion
Explain what a
biome is and
describe the
features?
Compare the
similarities and
differences
between Earth
and Mars?
Experiment by using marks and lines to produce texture;Experiment with shading to create mood and feeling;Experiment with media to create emotion in art;Know how to use images created, scanned and found; altering them where necessary to create art;I can replicate the work of an artist;Research the work of Paul Calleand Don Dixonand make comparisons.
Be able to
open, close and
share a fiile;
Design a new
database;
Add a record to
a database;
Find
information;
Sort, group and
arrange
information;
Compile
statistics and
reports;
Represent
information as a
chart.
Describe the movement of the Earth, and other planets, relative to the Sun in the solar system;Describe the movement of the Moon relative to the Earth;Describe the Sun, Earth and Moon as approximately spherical bodies; Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Explain what a habit is;Recognisepositive and negative risks;Demonstrate strategies to deal with bullying;Define what is meant by a dare;Recognise which situations are risky;Reflect on what information they share offline and online;Understand some of the complexities of categorisingdrugs;Understand the actual norms around smoking;Identify risk factors in a given
situation.
Explain why certain people, places and times are sacred?
Explain why Jesus
travelled to
Jerusalem?
Work as part of a team;Explore and practice movement ideas;Create dance motifs to express ideas;Create phrases and sections;Create movements with a sense of rhythm and fluecy;Explain how the body reacts and feels after exercise;Use basic compositional principles;Provide constructive feedback;Recognise areas for improvements;Perform the dance.
Hold simple
conversations
with 4
exchanges.
Use grammar
correctly.
Understand a
short story
noting the main
points. Use
context to work
out unfamiliar
words.
Write a
paragraph.
To identify and
move to the
pulse with ease.
To think about
the message of
songs.
To compare
two songs in the
same style,
talking about
what stands out
musically in
each of them,
their similarities
and
differences.
Listen carefully
and respectfully
to other
people’s
thoughts about
the music.
Additional
Outdoor learning Metacognition Cultural Capital Links to community / British Values Start small, dream and achieve big
Science Gravity.
Great Egg Drop:-
Design a safe craft for your un-boiled
egg to travel to earth.
How can I improve my work next time?
What skills do you already have?
What are your strengths and areas for
development?
What questions might you ask the
scientist, musician, mathematician?
Investigating gravity at home with
parents.
Make a museum of facts – our own
Wonderdome.
Celebration – Shrove Tuesday
Dare - believe in yourself and your peers,
have faith in your skills.
Share – collaboration in order to
reach your goals.
Care – respect the environments that
we live in.
Wilsden Primary School
Geography:
• In Year 1 you learnt about the hottest and coldest seasons; in Year 3you learnt about the northern and southern hemispheres and in Year 4 you learnt about the equator, Tropic of Cancer, Tropic of Capricorn and Greenwich Meridian and where to find them on a world map.
Science:
• In Year 1 you learnt about the seasons and how they all have different types of weather; in Year 3 you learnt about how to compare different types of rocks and in Year 3 learnt about different forces such as magnetism and how objects move on different surfaces.
Explanation
Wilsden Primary School
‘The Explorer’/ Year 5 / Spring 1
Reflection, vibrated, whined, slumped, deserted, clustered, throttle, lashing, quench, vicious, entwined, immense, singed, accustomed, luminous, tendrils, reassuring, marinate, charred, crouched.
Wilsden Times has asked you to write a newspaper article about the aeroplane crash and how the four children survived in the Amazon rainforest alone before being rescued.
In year 4 you learned how to…▪ Build cohesion within paragraphs through
controlled use of tenses; subordinating and co-ordinating conjunctions.
▪ Make improvements to writing by proposing changes to grammar and vocabulary to improve consistency.
▪ Use fronted adverbials of place, time and manner, including the use of a comma.
Know that choice of tense in the topic sentence can also help to link ideas –past Develop appropriate topic sentence for each paragraph when writing, using adverbials and/or tense choice to signal change in time, place, event or information.Check that paragraphs link to each other.Recognise that using commas in different places changes the meaning of the sentence.Correct sentences in which the meaning is not clear by putting in or moving commas.Use commas correctly in own writing.Use relative clauses in narrative and non-narrative writing appropriately to add information.Use modality purposefully in writing.
Use prior knowledge and knowledge from reading of word choices, language features and sentence structures to build success criteria or tool kit for writing.Use a balance of dialogue, action and description to move events forward.Evaluate paragraphing:- Clear topic sentences which signal changes in time, place or event.- Topic sentence provides a link to the previous paragraph.Select the appropriate language for the purpose and audience. For example, topic specific language, causal language, comparative language.Select language with the appropriate level of formality for the audience and purpose.Check that the chosen level of formality is sustained through the text.
Explore show and not
tell techniques.
Understand that writers
use language for
precise effect.
Draw inferences and
justify with evidence
from text.
Make predictions from
evidence found and
implied information.
Use skimming and
scanning to find
information.
What if… you came to school after the school holiday to find something strange on the school field surrounded by ribbon. The piece of metal machinery has appeared from nowhere and has the stamp NASA on it. What is this? When did it appear? Where is it? Why has it been left here? Who is involved? Where has it come from? Could someone need your help? Do you need to report this to the authorities?
Newspaper reportSetting descriptionDiaryLetter
Wilsden Primary School
History
Knowledge Vocabulary Skill
(Beyond 1066)
Chronology:
Historical timeline leading up to the first moon landing.
Lunar, launched, crewed, mission, ascent, descent, astronaut
- Understand BC and AD.
- Identify modern and ancient history.
- Explain the race for the first Moon landing.
- Explain why landing on the Moon was so important.- Yr 5 - • Begin to suggest questions for investigating- • Use evidence to build up a picture of a past event
- • Select relevant sections of information- • Consider ways of checking the accuracy of interpretations –fact
or fiction and opinion
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Historical timeline leading up
to the first moon landing.
Where does the moon
landing fit into our timeline
compared to the Anglo
Saxons.
(Beyond 1066)
Man landing on the
Moon.
Chn are to read the text.
What are the tricky words
– definitions.
Chn are to answer the
information retrieval and
inference questions about
the Moon landing.
Wilsden Primary School
Geography
Knowledge Vocabulary Skill
Human and physical:
Describe and understand the key aspects of climate zones, biomes.
BiomeClimateLandscapeMountainCraterEco-systemTemperateBio-diversity
- Know what is meant by biomes and what are the features of a specific biome.
- Understand what a space biome is e.g. the landscape of a planet such as mountains, craters and climate.
- What are the similarities and differences between Earth and Mars?
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Pre-learning task – what is a
biome?
On Earth, each biome is known for certain kinds of plants and animals. But what’s really at the heart of a biome is its climate.In space, it is climate, landscape, mountains and craters.
Could we ever live on the Mars?Is there life in outer space?Climate is important because it determines the types of plants and animals—the ecosystem—that can survive in a biome. Chn to discover what the climate is like on Mars, what the weather is like and is this conducive to living things?Mars in a Minute: How Did Mars Get Such Enormous Mountains? -Bing video
What is the relationship
between mountains on Earth
and Mars? How did they get
there? How did climate
change contribute to this?
Ice Age on Mars, did this
contribute?
Ecosystems need water to
survive.
Does Mars have the water
we need to be able to
survive?
Ecosystems need water to
survive.
Does Mars have the water
we need to be able to
survive?
Wilsden Primary SchoolGeography Unit: Year 5:
What I already know
▪ This unit starts by finding out what the children already know
about biomes and what they would be in space.
▪ What do they know about climate in space and what learning
links there are? They should know about weather from year 1.
▪ What do they know about mountains/volcanoes? They should
know about volcanoes from year 3.
What is most important
▪ As the unit develops children should be asked regularly and
frequently about which learning is important. That is, what is
important for them to remember.
▪ Children need to remember what a biome is and how it is
different on Mars.
▪ Children need to be able to explain why the physical
geographical features of Mars are different to Earth.
What sensory connection can I make
• What does looking at the surface of the planets remind them of?
• Think about when you look up at the Moon or see images on TV.
What smells would they smell if they were on another planet?
How would another planet’s landscape look different to ours?
What inference can I make
• All planets have the same climate; do they? Why?
• Children should see that there are some biome connections with
Earth, why we cannot exist on Mars.
.How can I synthesise this
• On an on-going basis children should be encouraged to add to
their questions grid and find the answers to these questions as a
group using the learning in lessons as well as the information on
their sticky knowledge mat.
▪ We will complete tasks such as sorting activities and debates in
order to share their knowledge and learn through doing.
How can I fix things I don’t understand
• Children will need lots of picture stimulus, photos and clips from
space to understand the different vocabulary and varying
environments.
• They will need as many practical experiences as possible
in order retain vocabulary.
Wilsden Primary School
Wilsden Primary School
Art
Knowledge Vocabulary Skill
Study of great artists:
Research the work of an artist
and use their work to replicate
a style.
Using sketchbooks:
Know how to use images
created, scanned and found;
altering them where necessary
to create art.
Colour, fantasy, sketch, shading,mark making
• experiment by using marks and lines to produce texture• experiment with shading to create mood and feeling• experiment with media to create emotion in art• know how to use images created, scanned and found; altering them where
necessary to create art• I can replicate the work of an artist.• Research the work of Paul Calle and Don Dixon and make comparisons.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Chn are to draw the
machine part and then
predict what the machine
might have looked like that
the part came from.
Chn to be shown the images
of Paul Calle (space men).
They are to use their drawing
and shading skills to copy
the image in the same style.
They are then to consider
the ‘Aquilla’ space vehicle.
Draw how they think it looks,
the control panel, etc.
Chn are to observe the
image by Don Dixon.
Mindmap – what can we say
about this artist that is
different to Paul Calle? E.g.
colourful, fantasy…
Chn to recreate as
accurately as possible. They
need to sketch lightly and
when adding colour they
need to use shading
techniques that they have
practiced this year.
Chn are to research both
artists lives and then look at
both artists’ work. They
should write a comparison
between the two in terms of
colour, subject, technique,
etc.
Chn will then use the
comparison to explain which
one they like the most and
justify why.
They can then take one of
the pictures and in pairs
replicate it.
Give chn 1980s space art
images and they are to
draw them on a 2x2 grid.
On is done in pen without
removing, in block black
and white, representational
in colour, and then in
opposite colours.
Wilsden Primary School
Computing
Knowledge Vocabulary Skill
Databases:How to search for information in a database. To contribute to a class database.To create a database around a chosen topic.
AvatarBinary treeCharts CollaborativeDatabaseDataFindRecordSort, group, arrangeStatistics, reportstable
- Be able to open, close and share a file;- Design a new database;- Add a record to a database;- Find information;- Sort, group and arrange information;- Compile statistics and reports;- Represent information as a chart.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Children understand the different ways to search a database. Children can search a database in order to answer questions correctly.
Children will design an avatar for a class database. Children will successfully enter information into a class database.
Children can create their own database on a chosen topic. Children can add records to their database. Children know what a database field is and can correctly add field information.
Children understand how to word questions so that they can be effectively answered using a search of their database.
Wilsden Primary School
Science
Knowledge Vocabulary Skill
Physics:
Earth and Space:
Know about the movement of the
Earth and the planets;
Understand the movement of the
Moon;
Understand night and day.
Earth, Sun, Moon, Mercury, Jupiter, Saturn, Venus, Mars, Uranus, Neptune
Spherical, Solar system, rotates, star, orbits, planets, axis
Working Scientifically:
Research; Pattern Seeking; Fair Test
• Describe the movement of the Earth, and other planets, relative to the
Sun in the solar system;
• Describe the movement of the Moon relative to the Earth;
• Describe the Sun, Earth and Moon as approximately spherical bodies;
Use the idea of the Earth’s rotation to explain day and night and the
apparent movement of the sun across the sky.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Pre-learning task –chn given the key vocabulary for the topic and asked to use this to prompt them to recall what they already know about Earth and space. Dictionaries then used to find definitions.Show chn videos that demonstrate the movement of the Earth and the moon and then give them the concept cartoon to discuss.
Chn use a clear diagram andparagraphs to explain.
Show the class a video that shows how the spinning of the Earth causes night and day. Give chn torches and balls, to represent the sun and Earth, and asked to create a model to explain how day and night is formed. Chn produce a diagram and clear explanation.
(Weather permitting) Chn to gather evidence to explore how shadows change during the day.
Chn are shown three images of the Earth, Sun and Moon and asked to think about how they are all the same and how they are different.Chn then generate questions to help them research further facts about stars using more than one source.
How does the planets distance from the sun affect its temperature?Chn look at data of planet temperatures and sort into an orbit grid – discuss and identify any patterns found.
How does the mass of an object affect the size of the crater formed on impact?Children drop a range of spherical objects of different masses from the same height into flour or sand and measure the size of the crater formed using a ruler or the ‘Egg Drop’.
Wilsden Primary School
Science Unit: Year 5:
What I already know
▪ This unit starts by finding out what the children already know about
space, with reference to Earth, the Moon, the Sun, day and night. The
children should be able to make a link with gravity as they have
already studied air resistance and discussed gravity in year 5.
What is most important
▪ As the unit develops children should be asked regularly and
frequently about which learning is important. That is, what is important
for them to remember.
• Children need to know about space, with reference to Earth, the
Moon, the Sun, day and night.
What sensory connection can I make
• Children will be able to identify the forces present with air resistance
and be able to identify that all things fall to Earth.
• They should try to think about how planets rotate. When have they
been in a situation when they have felt that they Earth is spinning?
• When have you felt weightless?
What inference can I make
• Using their knowledge of Earth and the Moon, make inferences about
day and night.
• Infer which type of shape will make the strongest vessel for a
spaceman to travel in. (Egg Drop).
.How can I synthesise this
• On an on-going basis children should be encouraged to add to their
questions grid and find the answers to these questions as a group
using the learning in lessons as well as the information on their sticky
knowledge mat.
▪ We will create together a sticky knowledge working wall with
examples of work, music, video clips and photos that can be used
throughout the year to aid children’s long term memory
of the unit.
How can I fix things I don’t understand
• Children will need lots of picture stimulus, photos and video clips to
support their understanding of space. They will need as many
practical experiences as possible in order to understand the way the
planets and moons orbit around the Sun.
• Children need to be working scientifically throughout the unit to
enable them to generate the answers to their own
questions as well as understanding key knowledge.
• Study of Ptolemy needs to be related closely to
their learning throughout the unit.
Wilsden Primary School
PSHCE
Knowledge Vocabulary Skill
Keeping myself safe: AspirationsDrugsHealthy LifestylesSafeguardingSmokingPositive relationshipsResilienceRisk-taking
- Explain what a habit is;- Recognise positive and negative risks;- Demonstrate strategies to deal with bullying;- Define what is meant by a dare;- Recognise which situations are risky;- Reflect on what information they share offline and online;- Understand some of the complexities of categorising drugs;- Understand the actual norms around smoking;- Identify risk factors in a given situation.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Explain what a habit is;Describe why and how a habit can be hard to change.Understand the actual norms around smoking and the reasons for common misperceptions of these.
Recognise that there are
positive and negative
risks; explain how to
weigh up risk factors
when making a decision;
describe some of the
possible outcomes of
taking a risk.
Define what is meant by
a dare; Explain why
someone might give a
dare; suggest ways of
standing up to someone
who gives a dare.
Demonstrate strategies to deal with bullying; Demonstrate strategies and skills for supporting others who are bullied; recognize and describe the difference between online and face to face bullying.
Define what is meant by dare; explain why someone might give a dare; suggest ways of standing up to someone who gives a dare.
Reflect o what information
they share offline and online;
recognize that people aren’t
always who they say they
are online; know how to
protect personal information
online.
Understand some of the
complexities of categorising
drugs; know that all
medicines are drugs but not
all drugs are medicines;
understand ways in which
medicines can be helpful or
harmful and used safely or
unsafely.
Identify risk factors in a given situation (smoking) and consider outcomes of risk taking in this situation , including emotional risks; understand the actual norms around smoking and alcohol and the reasons for common misperceptions of these.
Wilsden Primary School
RE
Knowledge Vocabulary Skill
Life Journeys- Understand the
significance of key writings and teachings.
- Reflect on links and comparisons between their own and others’ identity and experience.
- Formulate questions of meaning and purpose.
RELIGIONSHinduismEasterBeliefIdentitysacred
Why are certain people, places and times sacred?
Easter – Why did Jesus journey to Jerusalem?
Story - Easter story
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Why are certain people,places and times sacred?
Make comparisons between their own and others’ experiences.
Create questions toclarify.
Easter story. Study the celebration of Easter. Why is it so important to Christians?
Wilsden Primary School
PE
Knowledge Vocabulary Skill
DanceCompose own dances in a creative way;Perform dance to an accompaniment;Dance shows clarity, fluency, accuracy and consistency.
ChoreographyDance phraseUnison CharactersCanonevaluation
- Work as part of a team;- Explore and practice movement ideas;- Create dance motifs to express ideas;- Create phrases and sections;- Create movements with a sense of rhythm;- Combine movement fluently;- Explain how the body reacts and feels after exercise;- Use basic compositional principles;- Provide constructive feedback;- Recognise areas for improvements;- Perform the dance.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Moving to the beat; countdown;
Copy cats; take off; travel and speed.
Planets and moons. Shooting stars and black holes.Movements in time;
fluent; in character.
Let the chn boogy. Working as a team in unison to perform in time.
Wilsden Primary School
French
Knowledge Vocabulary Skill
Speaking, reading, writing:
Speak in sentences, using
familiar vocabulary, phrases and
basic language structures.
Develop accurate pronunciation
and intonation so that others
understand when they are
reading aloud or using familiar
words and phrases.
Broaden their vocabulary and
develop their ability to
understand new words that are
introduced into familiar written
material, including through using
a dictionary.
la têteles épaulesle brasla jambevingt-et-unvingt-deuxune robe un pantalonjanvierFévrierun cadeauun crocodile
- Sing and do the actions to a French song with little help.
- Understand several parts of the body when they’re spoken.- Read the numbers 11-20 aloud and say some of them from memory, pronouncing them accurately.
- Respond to a simple question by saying what month their birthday is in.
- Recognise plural nouns when listening to or reading vocabulary.
- Identifying body parts
- Counting up to 31 - Identifying items of clothing - Naming the months of the year- Talking about birthdays
(Song – ‘Head, Shoulders, Knees and Toes)
Assessment of speaking. Showing off their French skills to other pupils and class teachers.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Lesson 1: Head, shoulders, knees and feetLeçon 1: Tête, épaules, genoux et pieds
Lesson 2: Parts of the bodyLeçon 2: Les parties du corps
Lesson 3: Let's count up to 31Leçon 3: Comptons jusqu'à 31
Lesson 4: ClothesLeçon 4: Les vêtements
Lesson 5: MonthsLeçon 5: Les mois
Lesson 6: Geneviève’sbirthdayLeçon 6: L'anniversaire de Geneviève
Wilsden Primary School
Music
Knowledge Vocabulary Skill
To know five songs from memory, who sang or
wrote them, when they were written and, if
possible, why? ● To know the style of the five
songs and to name other songs from the Units in
those styles. ● To choose two or three other songs
and be able to talk about: ○ Some of the style
indicators of the songs (musical characteristics that
give the songs their style) ○ The lyrics: what the
songs are about ○ Any musical dimensions
featured in the songs and where they are used
(texture, dynamics, tempo, rhythm and pitch) ○
Identify the main sections of the songs (intro,
verse, chorus etc.) ○ Name some of the
instruments they heard in the songs ○ The
historical context of the songs. What else was
going on at this time?
Pulse , Rhythm ,Pitch ,Tempo , Dynamics ,Timbre ,Texture , Structure ,Notation
- To identify and move to the pulse with ease.
- To think about the message of songs.
- To compare two songs in the same style, talking about what stands
out musically in each of them, their similarities and differences.
- Listen carefully and respectfully to other people’s thoughts about the
music.
- When you talk try to use musical words.
- To talk about the musical dimensions working together in the Unit
songs.
- Talk about the music and how it makes you feel.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Listen and Appraise - Make You Feel My Love by Bob Dylan, sung by Adele: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. The coloured timeline denotes the song sections. After listening, talk about the song and answer the questions together using correct musical language.
Listen and Appraise - Make You Feel My Love - Bob Dylan version: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love sung by Adele (if you want to): How are the songs different, how are they similar?
Listen and Appraise - So Amazing by Luther Vandross: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise -Make You Feel My Love (if you want to): How are the songs different, how are they similar?
Listen and Appraise - Hello by Lionel Richie: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar?
Listen and Appraise - The Way You Look Tonight by Jerome Kern: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar?
Listen and Appraise - Love Me Tender by Elvis Presley: Play the song. Use your body to find the pulse whilst scrolling through/using the on-screen questions as a focus. After listening, talk about the song and answer the questions together using correct musical language. Listen and Appraise - Make You Feel My Love (if you want to): How are the songs different, how are they similar? Perform and share what has taken place in today’s lesson. Choose what you perform today.