ALL SAINTS CATHOLIC HIGH SCHOOL

LESSON PLAN

Teacher: Miss J Stott

Subject: Music

Date: 3/3/16

Group: 7J3

Year/Set: 7

No Present:
No Possible: 24

Lesson Topic: Keyboard Skills and Notation

Support: none required

CONTINUITY & PROGRESSION (So Far & Next Time Skills & Knowledge)
So Far: pupils have learnt how to read simple staff notation, how to play a
simple melody on the keyboard and how to perform different rhythms

Next Time: Students complete their performing task and assess their
progress compared with lesson 1 of the unit. They will complete their self
assessment and WWW/EBI

LEARNING OBJECTIVES
To complete a performance of a simple melody with left hand
accompaniment.
To improve coordination and playing skills between independent hands.

SUCCESS CRITERIA
LAPs Some students will perform the simple melody with a single finger
accompaniment
MAPs Most students will perform the simple melody with 2 or 3 finger
accompaniment.
HAPs A few students will perform the more difficult melody with left hand
accompaniment.

DIFFERENTIATION
Cohorts

Intervention to be provided

SEN, SA,
SA, ST

Olivia Dempsey, Millie Doyle,

Most
Able /
High
Achievers

Alisha Williams, Anna Fleming, Jolie Jones

PP
RWCM

Carla Beddow, John Cunningham, Olivia Dempsey, Leonie Devine,

Millie Doyle, Jake Hooton, Jolie Jones, Shauna Leonard, Iain McCulloch,
Bethany Moorcroft, Martin Newton, Stephanie Taylor, Jack Williams
Vocabulary Crotchet, quaver, minim, melody,
accompaniment, chords
Numeracy counting of beats and note lengths

LAC

Millie Doyle, Stephanie Taylor

Differentiation
Differentiation by outcome, teacher chooses pairs (G=T with PP), targeted
questions, self and teacher assessment.
Health & Safety Risk Assessment
H+S

All equipment and room checked in advance by classroom

teacher.

OUTLINE OF LESSON:
Progress Points /

Teaching
Content &
Strategies

Learning Activities
Directed & Independent

Assessment
Opportunities

Starter
Activity

WRONG
NOTE

Higher or lower teacher plays the

melody but puts in a wrong note.
Students have to close their eyes and
indicate whether the right note
should be played higher or lower
than the wrong one.

Use of closed
questioning to check
shallow understanding
of the task before
pupils start work
themselves.

Knowledge,
Understand
ing

Performin
g

Students break into their pairs and

continue with their performance
pieces. The teacher moves around
the room assessing and advising
where needed.

Continuous formative
assessment with
verbal feedback.

& Skills
Knowledge,
Understand
ing & Skills

Summative

assessment via
Tracking on the
students worksheets
and the level rubric
grid.

Plenary/
Summary of Learning

Students perform their pieces for

each other and the rest of the class
has to work out what level they are
playing at.

Pupils informally peer

assess each others
work