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Defines group organisation and lesson pacing, term session averages, and mapped National Curriculum objectives. Details vocabulary and the expected progression in knowledge and technical skills, including posture, drumstick control, warming up, rhythmic counting, grooves, fills, and performing with or without accompaniment. Covers musicality through aural memory, synchronisation, and applying feels and criteria to improve performances.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learn-to-rock-drum-and-rhythm-planning-work-for-beckfoot-nessfield-primary-school-key-stage-2-music-drumkit-and-rhythm-year-overview-planning/426305/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learn-to-rock-drum-and-rhythm-planning-work-for-beckfoot-nessfield-primary-school-key-stage-2-music-drumkit-and-rhythm-year-overview-planning/426305.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is the programme organised for groups and how many sessions are planned per term?","Question",{"text":112,"@type":113},"It uses a group organisation of 3 children per group per 20 minutes. For a full term, it targets an average of 12 sessions per term based on the service level agreement with the school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which National Curriculum objectives are covered in the drumkit and rhythm work?",{"text":117,"@type":113},"Objectives include performing in solo and ensemble contexts with increasing accuracy and expression, improvising and composing based on student suggestions, listening and recalling sounds to build aural memory, using staff and other musical notations, and appreciating high-quality live and recorded music from different traditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What technical and musical skills should students develop during the programme?",{"text":121,"@type":113},"Students develop correct posture and drumstick grip, perform controlled strikes on hi-hat, ride, snare, and toms, coordinate hands and feet for grooves, warm up effectively by copying tutor and peers, and improve accuracy and 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KEY STAGE 2  \nMusic: Drumkit and Rhythm: Year Overview Planning  \nGroup Organisation and Number of Lessons in Each Programme:  \n§ 3 children per group per 20 minutes  \n§ For a full term: Average of 12 sessions per term (based on the Service Level Agreement with the School)  \nNational Curriculum Objectives covered:  \n§ Play and perform in solo and ensemble contexts using the drumkit with increasing accuracy, fluency, control and expression  \n§ Improvise and compose music based upon student suggestions within the context of the work being studied  \n§ Listen with attention to detail and recall sounds with increasing aural memory  \n§ Use and understand staff and other musical notations  \n§ Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians used as backing accompaniments for performance work within the sessions  \nVocabulary  \nRhythm Groove Bass Drum Grip/hold Release  \nPulse  \nFill  \n1st Tom Dynamics Drumstick  \nTempo Accompaniment 2nd Tom  \nForte Tip  \nCrochet  \nSplit fills (splits) Floor Tom Piano Paradiddle  \nQuaver Hi Hat Ride Cymbal Accent  \nSemiquaver Snare Drum Crash Cymbal Attack  \nChildren’s knowledge and understanding during the course of and after completing the programme  \nUnderstanding  \n§ The need to have the appropriate posture in performing at the Drumkit  \n§ The concept of how to strike the various drums and cymbals using the tip of the drumstick with the correct attack and release/ positioning on the drums  \n§ The importance of warming up  \n§ How to listen and copy to warm-ups presented by the tutor and other children  \n§ What the term Groove means  \n§ What a fill is and how fills are created  \n§ The composition of various basic grooves: 4 separate beats/ basic pop groove/ basic paradiddle groove/ basic 16th groove  \n§ How Grooves and Fills work together and how these can fit with an accompaniment  \n§ What various rhythmic beats look like and how they are counted, in context: Crotchets, Quavers, Semiquavers  \n§ The concept of feet and hands/ arms operating concurrently and consecutively to produce linear and block grooves  \n§ The key vocabulary above and what they mean within the performance context  \nChildren’s skill development during the course of and after completing the programme  \nTechnical Elements  \n§ Sitting with the correct posture and holding the Drumsticks correctly  \n§ Striking the Hi Hat, Ride Cymbal and each Drum on the Drum Kit with the correct force, attack, and release  \n§ Being able to move the right and left hands smoothly from the Hi Hat, Ride Cymbal, Snare Drum and Toms  \n§ Striking the Bass Drum with the correct foot position with minimum effort  \n§ Learning the principles of the separate 4 beat groove  \n§ Learning the principles of the One/Two groove  \n§ How Grooves and Fills work separately and combined  \n§ Performing with and without an audible accompaniment: Presented by the tutor, the other drummers in the group and with backing tracks  \n§ Being able to perform with accuracy in rhythm and with good synchronisation with and without an audible accompaniment  \n§ Developing a good grounding in terms of Aural template  \n§ Being able to compare own renditions with exemplars to determine how accurate own renditions are  \n§ On the basis of the above, being able to make suggestions on how to improve own renditions to match the exemplars and use set criteria to determine to the extent to which own renditions are accurate and with a good sense of ‘Feel’  \nMusicality  \nWarm-Ups  \n§ Using RH and LH separately to move around the Toms after being given an example copying using Crotchets, Quavers, Semiquavers  \n§ Using RH and LH together to copy Semiquaver patterns and Split Fill pattern using Quavers on the Bass Drum and Semiquavers on the Snare Drum/Toms  \n§ Being able to listen to a given warm up and become skilled in musically","cbCaipu7QQvXU3Xq","https://ap.wps.com/l/cbCaipu7QQvXU3Xq","pdf",230700,"English","# Group Organisation and Number of Lessons in Each Programme\n## National Curriculum Objectives covered\n## Vocabulary\n## Children’s knowledge and understanding\n## Children’s skill development\n## Technical Elements\n## Musicality\n## Warm-Ups\n## Grooves\n## Fills","[{\"question\":\"How is the programme organised for groups and how many sessions are planned per term?\",\"answer\":\"It uses a group organisation of 3 children per group per 20 minutes. For a full term, it targets an average of 12 sessions per term based on the service level agreement with the school.\"},{\"question\":\"Which National Curriculum objectives are covered in the drumkit and rhythm work?\",\"answer\":\"Objectives include performing in solo and ensemble contexts with increasing accuracy and expression, improvising and composing based on student suggestions, listening and recalling sounds to build aural memory, using staff and other musical notations, and appreciating high-quality live and recorded music from different traditions.\"},{\"question\":\"What technical and musical skills should students develop during the programme?\",\"answer\":\"Students develop correct posture and drumstick grip, perform controlled strikes on hi-hat, ride, snare, and toms, coordinate hands and feet for grooves, warm up effectively by copying tutor and peers, and improve accuracy and synchronisation with or without accompaniment while building aural templates and rhythmic feel.\"}]","LEARN TO ROCK - DRUM AND RHYTHM PLANNING WORK FOR BECKFOOT NESSFIELD PRIMARY SCHOOL KEY STAGE 2 - Music: Drumkit and Rhythm: Year Overview Planning | PDF",1790640141]