Engage children in thinking about why we are there.

Collect the children's ideas, questions and thoughts

• Verbally

  
  

  
  

We do this by designing with Five Key Concepts.

We will be using the children's prior knowledge of Sustainability to feed into the content of the song.

PBTs are best when learning is applied. If there are knowledge gaps or new knowledge, then experiences need to be designed and included as part of the process - direct teaching. 

• Why are Lynne and Andrew here?

• What is the purpose of the project?

• What will we be doing?

• What ideas do we have?

I can use exploration and imagination to solve design problems related to real-life situations.

EXA 1-06a

I can sing and play music from other styles and cultures, showing growing confidence and skill while learning about musical notation and performance directions.

EXA 1-16a

I can use my voice, musical instruments and music technology to discover and enjoy playing with sound, rhythm, pitch and dynamics.

EXA 1-17a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities.

EXA 0-18a / EXA 1-18a / EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.

EXA 1-19a / EXA 2-19a

What should be the message in the song?

What do you know about Global Goals?

What do you know about sustainability?

What should be protected or looked after in the Natural World?

What ideas or questions do you have at the moment?

Wider Purpose: A focus on the concept of 'Resource Manager'. Working alongside new team. Building relationships within team and with Lynne.

(Facilitated by Lynne)

LIT 1-02a

When listening and talking with others for different purposes, I can exchange information, experiences, explanations, ideas and opinions, and clarify points by asking questions or by asking others to say more.

LIT 1-09a

I can communicate clearly when engaging with others within and beyond my place of learning, using 4 selected resources as required.

LIT 1-10a

Knowledge of dimensions.

Demonstration - physical and visual (slides)

Photo/Video Feedback - Skills Based

Daily Input - photos/video relating to specific skills.

Initially, we lead the process and identify the skills before handing over to the team depicted and the class as a whole.

Ongoing TEAM Padlet (Column per team) to record the process/product throughout.

Final Reflection Padlet with key questions for Day 10.

'In the Moment' Feedback, usually after the 15 minute chunks of time during the 'Think it - Try it - Fix it - Share it' engineering process. We feedback using the observational quotes/phrases written on the board.

Key points picked up the following day to connect into the next task.

Key questions. Opportunity to think individually, talk in pairs/small groups and then with whole class. 

Adult facilitates the process until class are ready to facilitate themselves.

Whole class reflection at key points during the project. This points are usually judged according to the 'culture' of the class. Meaningfully placed at key learning points. Process or Product or Community related.

• Can we create the world's (maybe) first KAZORCHESTRA?

• Can we combine our ideas into a piece of performance art that inspires people everywhere to build a better world together?

• Can we invent unique instruments reusing or recycling materials?

MNU 1-10c

I can continue and devise more involved repeating patterns or designs, using a variety of media.

MTH 1-13a

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.

MTH 1-16a

• Use of tools and techniques

• Creating sounds using cardboard and tools - tap, scratch, scrape, strike, pluck

Wider Purpose: A focus on the concept of 'Quality Checker' and the Quality Checklist format. Working alongside new team. Building relationships within team and with Andrew.

(Facilitated by Andrew)

in different contexts.

TCH 1-01a

I can extend my knowledge of how to use digital technology to communicate with others and I am aware of ways to

keep safe and secure.

TCH 1-03a

I can design and construct models and explain my solutions.

TCH 1-09a

Working in teams, discuss, decide and prioritise skills. Rank order which attitudes and skills will be most important whilst working in teams during this project.

Wider Purpose: A focus on the concept of 'Time Keeper' and managing time. Working alongside new team. Building relationships within team. An opportunity for the class teachers to 'stand back' and watch how the team dynamics begin to take shape. An initial 'baseline' on the children's opinions about important skills.

(Facilitated by Class Teacher)

TCH 1-06a

(TCH stated within Science)

Immediate feedback, questioning, coaching to individuals, teams or the whole class. Focused on moving learning forward.

Part of the final reflection process - 3 words to describe the project experience.

SKILLS CHART

Each team will collaborate to create their own repeating pattern of sounds created by 'body instruments'. They practice and perform their pattern which the whole community tries to copy.

(Think it, try it, fix it, share it!)

Creating patterns and performing in unison. (Building towards playing separate parts and following a score as part of final PERFORMANCE ART).

Call and response game.

This is NOT 'scripted'. There are prompt questions. A powerful way of gaining honest/authentic reflections.

The project told through the reflective voices of the children and added to the project film.

(The 'dry run' assembly can be a challenge for many teams as they negotiate different ideas.)

Wider Purpose: Musicians care for their instruments. Citizens of the world care for the planet. Acquire skills that will be needed when creating new instrument designs.

Depending upon prior experience, this may include a sequence of experiences involve direct teaching and a PBT.

Wider Purpose: (Building towards playing separate parts and following a score as part of final PERFORMANCE ART).

I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value

relationships, I care and show respect for myself and others.

HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a

I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 0-09a / HWB 1-09a / HWB 2-09a / HWB 3-09a / HWB 4-09a 

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 0-11a / HWB 1-11a / HWB 2-11a / HWB 3-11a / HWB 4-11a

Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate

in society.

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

I value the opportunities I am given to make friends and be part of a group in a range of situations.

HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a

Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.HWB 0-13a / HWB 1-13a / HWB 2-13a / HWB 3-13a / HWB 4-13a

I value the opportunities I am given to make friends and be part of a group in a range of situations.HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a

Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others.

HWB 1-19a

I can describe some of the kinds of work that people do and I am finding out about the wider

world of work.

HWB 0-20a / HWB 1-20a

Input about how to use each tool - if there is a gap in understanding.

EXPLORE - The new tools

UPSKILL - Creating 3D Shapes

FOCUSED TASK (?) - Create connectors which accurate measurements

PBT: INSTANT INSTRUMENTS

Wider Purpose: Creation of 'mini' instruments that create different sounds, combined with playing previous scores. These small instruments can inspire or be added to their final instrument.

SOC 1-08a

I can contribute to a discussion of the difference between my needs and wants and those of others around me.

SOC 1-16a

By exploring the ways in which we use and need rules, I can consider the meaning of rights and responsibilities and discuss those relevant to me.

SOC 1-17a

I have participated in decision making and have considered the different options available in order to make decisions.

SOC 1-18a

Learners have the opportunity to apply their technical skills and knowledge, incorporating all project experiences into the ultimate performance instrument.

What should be happening during the ...THINK IT, TRY IT, FIX IT, SHARE IT...phases to ensure that the best quality process results in the best quality product.

Follow the link to view the skills icons - https://sites.google.com/ourcloud.buzz/kazorchestra/learning-together/attitudes-and-skills

Slides, Website - chunks of knowledge input.

"The Global Goals can only be met if we work together. International investments and support is needed to ensure innovative technological development, fair trade and market access, especially for developing countries. To build a better world, we need to be supportive, empathetic, inventive, passionate, and above all, cooperative."