A wordsearch on percussion instruments and key features of percussion instruments. Wordsearch involves 12 different words. Answers provided on a separate sheet. Great plenary or starter activity. Great for learning key words and their spellings. Presented in an appealing way with a musical border and some images.

Unscramble activity involving the names of different percussion instruments. Great activity for learning key words and their spellings. Great starter or plenary activity.

True or false quiz about percussion instruments. Questions cover instrument names, key features of percussion instruments and how they make a sound, and percussion instrument history as well as key facts about material and structure. Answers provided on a separate sheet. Great plenary activity to assess student learning. Great cross-curricular activity of developing literacy skills in other subjects.

Cut and stick activity involving ordering and sorting. Names of percussion instruments to be matched to the relevant facts. Answer sheet provided.

A wordsearch on keyboard instruments and key features of keyboard instruments. Wordsearch involves 11 different words. Answers provided on a separate sheet. Great plenary or starter activity. Great for learning key words and their spellings. Presented in an appealing way with a musical border and some images.

Unscramble activity involving the names of different keyboard instruments and key words associated with the keyboard family of instruments. Great activity for learning key words and their spellings. Great starter or plenary activity.

Worksheet designed to challenge children to learn and recall the names of musical instruments through the unscrambling of letters. Answers provided on a separate sheet. Worksheet is laid out in a friendly-manner. Framed in such a way to encourage the children to complete the work by giving a back-story about a character Oli Owl who has mixed up his letters in his musical instrument inventory. Worksheet invites the children to help Oli write his list out again. First letter of each instrument is left a capital as a starting point for each answer. Useful for learning musical instrument names, practising handwriting, practising spelling. Great starter or plenary task.

A wordsearch on string instruments and key features of string instruments. Wordsearch involves 14 different words. Answers provided on a separate sheet. Great plenary or starter activity. Great for learning key words and their spellings. Presented in an appealing way with a musical border and some images.

Unscramble activity involving the names of different strin g instruments. Great activity for learning key words and their spellings. Great starter or plenary activity.

Wordsearch covering keywords relating to instrumental families and properties of instrumental families. 18 words to find in the wordsearch. Answers are provided on a separate sheet. Wordsearch is laid out in a family manner, with some images, musical border and space between the letters. Words to find are given at the bottom of the page. Great starter or plenary task. Useful for encouraging children to recall the names of different instrumental families, their properties, and learn their spellings in a fun and relaxed way. Could maybe have a class competition to see who can complete the wordsearch the quickest?

Colour coding worksheet encouraging children to think about different musical instruments and decide which instrumental family they belong to. 24 musical instruments given with instructions to colour-code the instruments based on whether they are in the woodwind, brass, string, keyboard, or percussion family. Answers provided on a separate sheet. Great starter or plenary activity.

Cut and stick worksheet on instrumental families. Children are given 24 different musical instruments and a table with the following four sections: woodwind - brass - percussion - strings. Children are to cut out the 24 musical instrument names and organise them into the correct place in the table. Aim to help children recall and learn the name of different musical instruments and which instrumental family they belong to. Great starter or plenary activity.

Names of different instrumental families are given but with their letters scrambled up. Children are asked to unscramble the letters to work out which instrumental family is being named. The first letter of each family is left capitalised as a starting point. Worksheet framed in a child-friendly manner by creating a character “Oli Owl” who is making and instrument inventory but got his letters muddled. Worksheet invites children to help “Oli” write his inventory by unscrambling his letters. Answers provided on a separate sheet.

A writing based activity to create a fact file about instrumental families. Skills involved: writing, reading, and memory recall. Children are given a short paragraph about each instrumental family in turn but with unfinished sentences. Children are to complete the sentences to create a fact file about instrumental families. Example as follows: "I am the woodwind family. Instruments in my family include… I am normally made of … Some features of the woodwind family are… "

Designed to consolidate student’s knowledge of key features of instrumental families. A reading activity where students are presented with a short paragraph describing an instrumental family and they are asked to decide which instrumental family is being described. Answers provided on a separate sheet. Great starter or plenary activity.

This presentation provides a detailed analytical account of Lady Day and John Coltrane, Inner State of Mind, and Love and Affection from Courtney Pine’s album Back in the Day. The presentation covers analytical points of interest within each piece regarding the melody, harmony, texture, tonality, rhythm, metre, tempo, sonority, and dynamics to aid students in their ability to answer essay questions. Also covered is a chronological account of analytical points of interest within each music to help prepare students to answer listening questions on these works. The presentation also includes contextual information surrounding the work, including links to works of a similar style. The style of presentation is so that it could easily be converted into flashcards for revision after the presentation has been used for teaching and score annotations for example.

A 30-question quiz on synonyms and expanding vocabulary designed for primary-aged children. The quiz is structured in four rounds, with each round asking a different type of question to help keep children engaged. The four rounds are as follows: Multiple-choice True or False Odd one out Sense or non-sense, multiple choice 30 questions allows for every child in a typical class to 30 to answer at least one question each. The quiz is highly interactive. To answer each question, students can physically select the answer they wish on an interactive whiteboard or computer device and that will reveal the answer. The incorrect answers will disappear to leave only the correct answer. Answers are provided for all questions. All questions are multiple-choice to make the quiz more accessible to a wider range of learning needs and levels. All questions are short and simple. Bogus options are designed to include common words with simple phonic sounds to allow younger children more independence to read for themselves. The quiz focuses on common descriptive words such as big, small, fast, slow, tall, short, happy, sad etc. to ensure that the words are more relevant and applicable to every life. This will help the quiz feed into future writing and reading activities. Colour and simple animations are used throughout to make the quiz more aesthetically engaging.

This is a collection of 2 worksheets on the topic of expanded vocabulary. These worksheets look at alternative ways of saying “very” in descriptive writing. Both worksheets look to target different skills. First worksheet is a word-bank / thesaurus skills activity. Students are given a grid with 20 basic descriptive phrases involving the word “very” and are asked to find alternatives. There is the option to use a thesaurus should this be a desired target skill. Worksheet is presented clearly with learning intention included. Second worksheet focuses on application to sentences and writing. The worksheet includes four short descriptions with “very” phrases underlined. Students are asked to re-write the sentences with an alternative for the “very” phrases. Sentences look to target common adjectives. The content of all descriptions is designed to be applicable to real life scenarios that a student can relate too, and may need to write about in their own life. The worksheet finishes with an extension task inviting students to produce their own descriptive paragraph on a recent day out. Learning intention is typed onto worksheet. These worksheets would work well in conjunction with the available lesson on “alternative ways of saying very”, however, this is not a necessity.

This presentation provides a detailed analytical account of Birth of a Penguin I, Birth of a Penguin II, Batman vs the Circus, and The Rise and Fall from Grace from Danny Elfman’s score for Batman Returns. The presentation covers analytical points of interest within each piece regarding the melody, harmony, texture, tonality, rhythm, metre, tempo, sonority, and dynamics to aid students in their ability to answer essay questions. Also covered is a chronological account of analytical points of interest within each music to help prepare students to answer listening questions on these works. The presentation also includes contextual information surrounding the work, including links to works of a similar style. The style of presentation is so that it could easily be converted into flashcards for revision after the presentation has been used for teaching and score annotations for example.

This presentation provides a detailed analytical account of Prelude, The City, Marion, The Murder, The Toys, The Cellar, Discovery and Finale from Hermann’s score for the film Psycho. The presentation covers analytical points of interest within each piece regarding the melody, harmony, texture, tonality, rhythm, metre, tempo, sonority, and dynamics to aid students in their ability to answer essay questions. Also covered is a chronological account of analytical points of interest within each music to help prepare students to answer listening questions on these works. The presentation also includes contextual information surrounding the work, including links to works of a similar style. The style of presentation is so that it could easily be converted into flashcards for revision after the presentation has been used for teaching and score annotations for example.