Appreciate and reflect y Selected examples of Western or African music, classifying instruments both visually and aurally (listening and viewing pictures), considering timbre and expression of different moods


y Own and other’s performances and processes using simple creative arts terminology


y Key terms: breathing, focus, canon, call and response, semi- breve, minim, crotchet, quaver, rest, rhythm, senses, time, level, direction, force, pitch, mood


1 Visual Arts


Visual literacy y Observe and discuss visual stimuli in photographs and real objects to identify and name all art elements in images of the human body in action


y Observe and discuss visual stimuli in photographs and real objects to identify and name contrast in images of the human body in action


y Apply learning to own work


Create in 2-D y Drawing and/or colour media: exploring a variety of media and techniques


y Art elements: secondary colour used in own images of self and others


y Design principles: contrast used in own images of self and others


Create in 3-D y Skills and techniques: earthenware clay y Art elements: texture, shape/form used in own models of human figure


y Design principles: use and naming of contrast, e.g. in shapes and sizes of components of own model


y Spatial awareness: conscious use of space, e.g. front, back and sides of model to be completed y Appropriate use of tools


1 Physical Education


Safety measures relating to locomotion, rotation, elevation and balancing activities Participation in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation Safety measures relating to movement sequences


Movement performance in movement sequences that require consistency and control in smooth and continuous combinations: rotation, balance, locomotion, elevation


Module 4, page 32 Unit 1 Page 33 Unit 2, Pages 34 – 36 Unit 2 Page 30 Module 3, page 27


Unit 4 Page 26


9, 10


Unit 1 Pages 28 – 29


1, 2


3, 4


Unit 3 Page 31


5 – 7


1, 2


3 – 8


16 Section 2: Planning and assessment


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