Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Drama
Session 1: wk beginning 27th January 2014
L.I. To begin to use movement and facial expression to
become a monster character.
L.O. use different voices, express through movement
Warm up: How do you do t’? Try different
voices, visit voices on a journey use puppets.
Introduction: Monstor in the mirror, mime
waking up and realising you are a monstor when
you look in the mirror. In pairs, children mirror
each other. (Silent Serenade)
Whole class work
Children move like monsters and freeze when the
music stops. (Silent Serenade) They make scary
monster statues. Walk around the ‘Monster
Museum.’ Monsters become alive again at night
time! Play Monsters footsteps.
Cool down
Monsters stand up and slowly melt down to the
floor. Then become children again! Read story
‘Where the Wild things are.’ (Taylor Danielsson
Erskine 6 Breve)
Evaluation
Canary Wharf College
Music
Session 2: wk beginning 27th January 2014
L.I. To begin to learn a chant using voice expressively.
L.O. use voices in different ways
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor
with different body parts.
Introduction
Start lying down on the floor, imagine you are at
home and have been sent to bed without dinner
because you were naughty, but now there are
trees growing in our rooms!
Whole class work
Hold your tree shape when the music plays, the
trees become alive! Play ’Scary Children’ and
trees start to move, they stop when music stops.
Come back in the circle play Chinese whispers
with tree names.
Singing Game
Paperclip, penny, key.
Sleeping Tambourine Game
Add another instrument: scrapper, tapper,
shaker.
Evaluation
Music
Session 3: wk beginning 27th January 2014
L.I. To begin to know a chant and express ideas through
movement.
L.O. perform with awareness of others
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor
with different body parts.
Introductions
Re-cap growing up into the trees in Max’s room.
Re-cap trees moving to ‘Scary Children.’
Whole class work
Re-cap Chinese whispers game saying tree names.
Talk in a nonsense language to each other in
pairs, show meaning of words with gestures and
emotions. Show children the tree names and
images of trees on the board. Say together, use
different voices. Choose groups of children to
say a line, use gestures and emotions to act out
lines. Walk around the room and whisper the
tree names to people as you walk by.
Plenary: Ask children to say tree names they
remember.
Singing Game
Paperclip, penny, key.
Sleeping Tambourine Game
Add another instrument: scrapper, tapper,
shaker.
Evaluation
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Session 4: wk beginning 3rd February 2014
L.I. To begin to imitate movements in response to
music.
L.O. Practise performances
Warm up: How do you do t’? Try different
voices, visit voices on a journey use puppets.
Introduction: Monstor in the mirror, mime
waking up and realising you are a monstor when
you look in the mirror. In pairs, children mirror
each other. (Silent Serenade)
Whole class & Group work
Children move like monsters and freeze when
the music stops. (Silent Serenade) They make
scary monster statues copying images from
‘Where the Wild Things Are.’ Walk around the
‘Monster Museum.’ Monsters become alive again
at night time! When music stops, stand next to
images on the floor and make a tableaux in
groups.
Plenary
Look at tableaux’s together, then look at
illustrations, who did what? Monsters stand up
and slowly melt down to the floor. Then
become children again! Read story ‘Where the
Wild things are.’ (Taylor Danielsson Erskine 6
Breve)
Evaluation
Canary Wharf College
Session 5: wk beginning 3rd February 2014
L.I. To begin to explore the sounds of instruments.
L.O. Practise performances
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor with
different body parts.
Introduction
Re-cap tree names, look on the board. Whisper to
other children around the room. Underline words,
can we make gestures for the words? Draw image
of the kind of tree to match the name. Show
children variety of un-tuned and tuned percussion.
Discuss instrument care and handling. Can we
choose one for each tree?
Whole class work
Children play instrument for each tree name when
it is their turn in groups, saying the tree names.
Plenary: Ask children to say tree names and show
gestures they remember.
Singing Game
Paperclip, penny, key.
Sleeping Tambourine Game
Add another instrument: scrapper, tapper, shaker.
Evaluation
Session 6: wk beginning 3rd February 2014
L.I. To begin to identify sounds.
L.O. Practise performances
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor
with different body parts.
Introduction
Re-cap tree names, gestures and instruments
following table on the board.
Whole class work
Max in the forest:
Children walk around saying the tree names and
playing when they say their tree name and
instrument. At the end of the tree name chant,
children stop. Child in the middle of the circle
has to guess the name of an instrument that
plays. (Blindman’s bluff) Repeat for different
children.
Plenary
At end of tree name chant, encourage children
to keep playing to create a soundscape for the
forest. Discuss how this can be effective, should
we all play at once and loudly? Choose a game
from given activities.
Evaluation
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Session 7: wk beginning 10th February 2014
L.I. To begin to use stimulus to create own ideas.
L.O. use bodies and facial expression
Movement: (Scary Children Music)
Where the Wild Things Are Actions Game:
King – (mime crown on your head), Sail on a
boat – (get two people and make a sail/boat
shape) Forest – (stuck in the mud game), Max’s
dinner (mime eating hot dinner), Wild Thing
(mime wild monstor!) Magic trick (Stare into
another persons eyes without blinking)
Introduction
Look at illustrations (abridged) from story.
Show children each one – can they say that
part of the story? Order them together.
Whole class work
In groups children act out a part of the story,
they can do actions/gestures/mimes but
silently.
Plenary
Watch each group’s performance of part of
the story and hide their illustrations. Can we
guess group did which part? How can we tell?
Evaluation
Canary Wharf College
Session 8: wk beginning 10th February 2014
L.I. to begin to create musical patterns.
L.O. compose own song
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor
with different body parts. Children guess which
rhythm belongs to which part of text.
Introduction
Re-cap tree name chant – show words on the
board. Sing notes of Scale - (D, E, F, G, A) (use
Curwen hand signs) children suggest own melody
for each tree name, put children’s suggestions
together into a tree song. Sing song through
together.
Whole class work
Max in the Forest
As before, but this time children singing and
walking round child in the middle. Child in the
middle has to guess whose voice is singing a solo.
Plenary
Sing a line of melody, children fill in the gaps.
Point to the tree name on the board, can the
children remember each line? Re-order.
Evaluation
Session 9: wk beginning 10th February 2014
L.I. to begin to know how the combined musical elements
can be organized within simple structures.
L.O. identify sounds
Movement:Walk to the beat of drum playing tree
names, after each name stop and touch floor
with different body parts. Children guess which
rhythm belongs to which part of text.
Introduction
Re-cap tree name song – show words on the
board. Re-cap learning process:
-sing entire song children listen, sing notes of
the scale, (D, E, F, G, A) children sing and learn
(use Curwen hand signs) sing first line showing
hand sign, children fill in the gaps, children sing
first line. Repeat process for each line.
Whole class work
Max in the Forest
As before but give children from previous groups
instruments for each tree name and they sing
the tree song as they go around.
Plenary
Create another soundscape for the forest.
Encourage children to play and whisper the tree
names at different times to create atmosphere.
Evaluation
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Session 10: wk beginning 24th February 2014
L.I. To begin to immerse yourself into the role of a
character.
L.O. use facial expression, movements
Movement: (Scary Children Music)
Where the Wild Things Are Actions Game:
King – (mime crown on your head), Sail on a
boat – (get two people and make a sail/boat
shape) Forest – (stuck in the mud game), Max’s
dinner (mime eating hot dinner), Wild Thing
(mime wild monstor!) Magic trick (Stare into
another persons eyes without blinking)
Introduction/Whole class Work
Guided visulisation with music (Scary Children,
Field Trip, Foret Vierge, Wild Rumpus –
Cparker, Field Trip, Hukwe) children to put on
crowns and become Max. Tell them off and
send them to bed without dinner. Children get
into bed, become trees and grow into magic
forrest. Trees start to move. Private Boat
arrives, sail on the boat to where the wild
things are etc. Tell the story and through the
music and your instructions, children act out
story of Where the Wild Things Are.
Plenary
Eyes closed, come out of character, wake up
and eat your dinner at home – it’s still hot! How
did we feel? Read story again to the children.
Evaluation
Canary Wharf College
Session 11: wk beginning 24th February 2014
L.I. to begin to respond to movement by developing own
musical ideas.
L.O. use voice in different ways.
Movement:Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Make gestures and sounds to waking up in the
morning e.g. brushes teeth, children copy you.
Mime (without sound) a short movement
sequence (Max’s private boat) from the film
‘Where the Wild Things Are.’ Repeat and
encourage children to make sounds to accompany
you. Discuss the sounds we make and how we can
arrange them effectively.
Whole class work
Decide exactly which sounds we will make for
each movement and who will make different
sounds.
Plenary
Play short clip from ‘Where the Wild Things Are’
film (that you mimed) children make sounds to
match. Discuss any problems we had and what we
need to do next to improve.
Evaluation
Session 12: wk beginning 24th February 2014
L.I. to begin to explore, choose and organize sounds and
musical ideas.
L.O. think about how we can improve our work
Movement: Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Warm up – gestures and sounds for getting up.
Re-cap miming movement sequence and children
accompany with sound.
Whole class work
Children to learn movement sequence with you
together. Split class in half – half mime out the
actions, the other half make sounds. Introduce
un-tuned percussion instruments, half class act
out and other half accompany with instruments,
when will you use instruments and when will you
use voice?
Plenary
What problems did we have? What do we need to
do to improve? Should we all play at the same
time? How can we take it in turns?
Evaluation
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Session 13: wk beginning 3rd March 2014
L.I. To begin to use body movements and facial
expressions to create own ideas.
L.O. perform with awareness of audience
Introduction/Whole class Work
Re-cap game with actions breifly. Guided
visulisation with music (Scary Children, Field
Trip, Foret Vierge, Wild Rumpus – Cparker,
Field Trip, Hukwe) children to put on crowns
and become Max. Tell them off and send them
to bed without dinner. Children get into bed,
become trees and grow into magic forrest.
Trees start to move. Private Boat arrives, sail
on the boat to where the wild things are etc.
Tell the story and through the music and your
instructions, children act out story of Where
the Wild Things Are.
Group work
In groups children act out a part of the story,
they can do actions/gestures/mimes.
Plenary
Children perform; can we guess which part of
the story you acted out? How can we make this
clearer next time?
Evaluation
Canary Wharf College
Session 14: wk beginning 3rd March 2014
L.I. to begin to organize musical ideas and play a variety
of un-tuned percussion.
L.O. make improvements to own work
Movement: Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Re-cap - Warm up – gestures and sounds for
getting up. Re-cap miming movement sequence
and children accompany with sound.
Whole class work
Discuss last week – problems and how we can find
a solution (e.g. movements to match sounds,
starting and finishing together) Children to learn
movement sequence with you together. Split
class in half – half mime out the actions, the
other half make sounds. Introduce un-tuned
percussion instruments, half class act out and
other half accompany with instruments, when will
you use instruments and when will you use voice?
Plenary
Perform – did we improve? Did we have gaps? Did
we take it in turns to play? Did the movements
match the sounds?
Evaluation
Session 15: wk beginning 3rd March 2014
L.I. to begin to respond to movement by developing own
musical ideas.
L.O. use voice in different ways.
Movement: Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Warm up – gestures and sounds like getting up
etc. Mime a different movement sequence (When
Max leaves and the Wild Things are upset and
chase him) from ‘Where the Wild Things Are’
film. Repeat and encourage children to make
sounds to accompany you. Discuss the sounds we
make and how we can arrange them effectively.
Whole class work
Decide exactly which sounds we will make for
each movement and who will make different
sounds.
Plenary
Play short clip from ‘Where the Wild Things Are’
film (that you mimed) children make sounds to
match. Discuss any problems we had and what we
need to do next to improve.
Evaluation
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One
Session 16: wk beginning 10th March 2014
L.I. To begin to add voices to movements and facial
expression to create own ideas.
L.O. perform with awareness of audience
Movement: (Scary Children Music)
Where the Wild Things Are Actions Game:
King – (mime crown on your head), Sail on a
boat – (get two people and make a sail/boat
shape) Forest – (stuck in the mud game), Max’s
dinner (mime eating hot dinner), Wild Thing
(mime wild monstor!) Magic trick (Stare into
another persons eyes without blinking)
Introduction
Mime out part of an illustration for the story.
Children to guess which illustration/part of the
story it is. Model building a sentence to
narrate what is happening from the children’s
suggestions.
Group work
In groups children act out a part of the story,
they can do actions/gestures/mimes. This
time, one child to be the narrator in each group
and create own sentence to describe part of
the story.
Plenary
Each group performs in order. What do we
need to do to improve the performance?
Discuss projecting voice, clear movements etc.
Evaluation
Session 19: wk beginning 17th March 2014
Canary Wharf College
Session 17: wk beginning 10th March 2014
L.I. to begin to explore, choose and organize sounds and
musical ideas.
L.O. think about how we can improve our work
Movement: Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Warm up – gestures and sounds for getting up.
Re-cap miming movement sequence and children
accompany with sound.
Whole class work
Children to learn movement sequence (when Max
leaves) with you together. Split class in half –
half mime out the actions, the other half make
sounds. Introduce un-tuned percussion
instruments, half class act out and other half
accompany with instruments, when will you use
instruments and when will you use voice?
Plenary
What problems did we have? What do we need to
do to improve? Should we all play at the same
time? How can we take it in turns?
Evaluation
Session 20: wk beginning 17th March 2014
Session 18: wk beginning 10th March 2014
L.I. to begin to organize musical ideas and play a variety
of un-tuned percussion.
L.O. make improvements to own work
Movement: Walk to beat of tree song rhythm on
drum, Magic forrest – children grow up into
trees and move (Scary Children Music) Re-cap
Chinese whispers and tree song, play ‘Max in the
Forrest’ (without instruments.)
Introduction
Re-cap - Warm up – gestures and sounds for
getting up. Re-cap miming movement sequence
(when Max leaves) and children accompany with
sound.
Whole class work
Discuss last lesson – problems and how we can
find a solution (e.g. movements to match sounds,
starting and finishing together) Children to learn
movement sequence with you together. Split
class in half – half mime out the actions, the
other half make sounds. Introduce un-tuned
percussion instruments, half class act out and
other half accompany with instruments, when will
you use instruments and when will you use voice?
Plenary
Perform – did we improve? Did we have gaps? Did
we take it in turns to play? Did the movements
match the sounds?
Evaluation
Session 21: wk beginning 17th March 2014
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One

L.I. To begin to imitate movements in response to L.I. to begin to initiates new combinations of movement L.I. to begin to perform together, looking at each other.
music. and gesture in order to express and respond to feelings,
ideas and experiences.
L.O. perform with awareness of audience L.O. tap out simple rhythms L.O. identify sounds

Warm Up Games (choose from any we’ve done, Warm Up Games (choose from any we’ve done, Warm Up Games (choose from any we’ve done,
Monstor in the mirror, Where the Wild Things Monstor in the mirror, Where the Wild Things Monstor in the mirror, Where the Wild Things
Are action game etc.) Are action game etc.) Are action game etc.)

Put together Group scenes from Year 1EB Put scenes together and rehearse – with band:
Put both classes together and rehearse whole
Year 1CW practise tutti scenes Sort out children for the band and for the other group scenes.
whole class parts.

Session wk beginning 24th March 2014

19: College
Canary Wharf Session 20: wk beginning 24th March 2014 Session 21: wk beginning 24th March 2014
 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One

Rehearse both classes together – look at the order

below. Rehearse both classes together – look at the order below. Performance

Rough Performance Plan

Canary Wharf College

 Games: ‘Paperclip, penny, key’, ‘Doorbells,’ 4 instruments which is missing?
Subject: Music Tree names: (Lindramu Wengsam, Lindramu Wengsam, Bonololo, Bonololo Baschu, Cirwanea, Cirwanea Ka la), Bo lo scho Tan tei tia, Boloscho Tanteitia,
Subject: Music Sulamoon Olewosch, Sulamoon Olewosch
Term: Spring 2014
Scheme of work: Spring 2014
Year:Reception
Year: Year One

Ava – narrator Projector show of children’s monster pictures and photos of monster faces
Scene 1:
Max is sent to bed without dinner (one child to be Max – Dash? Maud? Bella? Dylan?) (Year one to be round in circle some with instruments, some are
trees curled into a ball)
Scene 2:
Forrest grows in Max’s room – tree song, whispers, all of year one grow into trees and move like trees to sides of stage and freeze or hide
Scene 3:
Small group to be boat and children siting in circle to be sounds effects. (Micky Mousing Scene) Then he sails away – (Field Trip Music)
Scene 4:
Arrive to place where the Wild things are (foret vierge music) Then – wild things come out – possibly shadow puppets of monsters behind screen, then all
of year one (except the band sitting at the side) roar terrible roars, monster – movements – (Scary Children)
Scene 5:
Max tames them with a magic trick – he becomes king – everyone bows
Scene 6:
Wild Rumpus party – Everyone dances – tutti – all of year one,
Scene 7:
Max says –stop – send them off to bed without any dinner. Then Max feels sad and misses home. Play (Southern Jukebox music)
Scene 8:
Group – and band to accompany with sounds – wild things say no – please don’t go we’ll eat you up we love you so! But Max says ‘no!’ (Micky mousing) He sails
away in his private boat. (Southern Jukebox music)
Scene 9:
Max gets home and into the night of his very own room – where he found his supper waiting for him, and it was still hot. (Just Max and Ava)

Canary Wharf College