Linking the Learning
The Pitch Perfect Units of Learning successfully link the 36 Learning Outcomes across the Textbook and the Student Activity Book. The grid below identifies how the Learning Outcomes correspond to students’ learning experiences across Year 1 of study using Pitch Perfect.
Year One: Learning Outcomes mapped to Year 1
Term 1 2 3 4 5 Sept—Oct Nov—Dec Jan—Feb Mar—Apr Apr—May
Learning Outcomes
*LOs are colour-coded based on textbook units colours. 1.10
2.2, 2.10, 2.11
1.1, 1.2, 1.5, 1.6, 1.7, 1.8, 1.11
2.1, 2.6, 2.7 3.2, 3.4, 3.6
1.1, 1.5, 1.6, 1.7, 1.9 2.1 3.2
1.1, 1.7, 1.8, 1.14 2.3, 2.5
3.1, 3.2
1.5, 1.6, 1.9, 1.10, 1.14
2.1, 2.2, 2.4, 2.5, 2.9, 2.10
3.1, 3.3, 3.7, 3.8, 3.10, 3.11 1.1, 1.3, 1.4, 1.7, 1.8, 1.12
2.3, 2.6, 2.9
3.1, 3.4
1.2, 1.3, 1.11, 1.14
2.2, 2.5, 2.6, 2.7
3.1, 3.2, 3.3, 3.5, 3.6
Suggested Scheme of Work for Year One
Months Sept—Oct Nov—Dec Jan—Feb Mar—Apr Apr—May
Section
Learning Outcomes
*LOs are colour-coded based on textbook units colours. 1.10 2.2, 2.10, 2.11
1.1, 1.5, 1.6, 1.7, 1.9 2.1
3.2
Statements of Learning
1.1, 1.2, 1.5, 1.6, 1.7, 1.8, 1.11
2.1, 2.6, 2.7 3.2, 3.4, 3.6
1.1, 1.7, 1.8, 1.14 2.3, 2.5 3.1, 3.2 1.2, 1.3, 1.11, 1.14
2.2, 2.5, 2.6, 2.7
3.1, 3.2, 3.3, 3.5, 3.6
1.5, 1.6, 1.9, 1.10, 1.14
2.1, 2.2, 2.4, 2.5, 2.9, 2.10 3.1, 3.3, 3.7, 3.8, 3.10, 3.11 1.1, 1.3, 1.4, 1.7, 1.8, 1.12 2.3, 2.6, 2.9 3.1, 3.4
A A A A A
Unit A1 Unit A2 Unit A3 Unit A4 Unit A5 Unit A6 Unit A7
Units
SOL3 SOL4 SOL8 SOL23 SOL24 SOL3 SOL4 SOL16 SOL23 SOL3 SOL4 SOL8 SOL16 SOL3 SOL4 SOL8 SOL23 SOL24 SOL3 SOL4 SOL8 SOL16 SOL23 TRB SAMPLE PLANNING DOCUMENTS 1
CBAs preparation
Assessment
CBA 1
Composing Task
CBA 2
Performing
Formative:
Teacher
Observation
Listen and Respond activities
Matching activities
Show What You Know question sets
Debate/Discuss
True or False
Peer/Selfassessment
Feedback
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up
Learning review
Summative:
In-chapter assessment activities
Creative assignments
Composing task
Composer briefs
Student Activity Book tasks
Research activities
Wordplay tasks
Performance
CBA 1
Composing Task
CBA 2
Performing
Formative:
Teacher
Observation
Listen and Respond activities
Matching activities
Show What You Know question sets
True or False
Peer/Selfassessment
Feedback
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up
Learning review
Summative:
In-chapter assessment activities
Creative assignments
Composing task
Composer briefs
Student Activity Book tasks
Research activities
Wordplay tasks
Performance
CBA 1
Composing Task
CBA 2
Performing
Formative:
Teacher
Observation
Listen and respond activities
Matching activities
Show What You Know question sets
True or False
Peer/Selfassessment
Feedback
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up
Learning review
Summative:
In-chapter assessment activities
Creative assignments
Composing task
Composer briefs
Student Activity Book tasks
Research activities
Wordplay tasks
Performance
CBA 1
Composing Task
CBA 2
Performing
Formative:
Teacher
Observation
Listen and Respond activities
Matching activities
Show What You Know question sets
True or False
Peer/Selfassessment
Feedback
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up
Learning review
Summative:
In-chapter assessment activities
Creative assignments
Composing task
Composer briefs
Student Activity Book tasks
Research activities
Wordplay tasks
Performance
CBA 1
Composing Task
CBA 2
Performing
Formative:
Teacher Observation
Listen and Respond Activities
Matching activities
Show What You Know question sets
True or False
Peer/Selfassessment
Feedback
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up
Learning review
Summative:
In-chapter assessment activities
Creative assignments
Composing task
Composer briefs
Student Activity Book tasks
Research activities
Wordplay tasks
Performance
2 PITCH PERFECT
Evaluation and Reflection
Creative whiteboard
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Creative whiteboard
Learning Task review prompts
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Key Skills
Communicating
Managing Myself
Staying Well
Being Literate
Being Creative Managing Information and Technology
Working With Others
Wellbeing
Communicating
Managing Myself
Being Numerate
Being Literate
Being Creative
Working With Others
Creative whiteboard
Learning Task review prompts
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Communicating Managing Myself
Staying Well
Being Numerate
Being Literate
Being Creative Managing Information and Technology
Working With Others
Creative whiteboard
Learning Task review prompts
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Communicating Managing Myself
Being Numerate
Being Literate
Being Creative Managing Information and Technology
Working With Others
Creative whiteboard
Learning Task review prompts
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Communicating Managing Myself
Being Numerate
Being Literate
Being Creative Managing Information and Technology
Working With Others
Resilient
Respected
Aware
Active Responsible Connected Resilient Respected Aware Active Responsible Connected Resilient Respected Aware Active Responsible Connected Resilient Respected Aware Active Responsible Connected Resilient Respected Aware
Active Responsible Connected
TRB SAMPLE PLANNING DOCUMENTS 3
Unit Overview
Unit A1
Chapters
Music in Context
1.1 Sound Connections
1.2 Music & Wellbeing
1.3 Music & Community
1.4 The Music Industry
Learning Outcomes
Intended Learning
Discuss the characteristics and defining features of contrasting styles of music represented in the local or school community.
Experiment and improvise with making different types of sounds on a sound source and notate a brief piece that incorporates the sounds by devising symbolic representations for these sounds.
Develop a set of criteria for evaluating a live or recorded performance; use these criteria to complete an in-depth review of a performance.
Evaluate the impact that technology is having in how we access music; propose ways that their music, and that of their fellow students, can be shared to reach a global audience.
Discuss the principles of music property rights and explain how this can impact on the sharing and publishing of music.
Explore the time allocated to Irish artists and performers on a variety of local or national Irish media and present these findings to your class.
When you have completed this unit, students will be able to:
Make connections between a person’s unique experience of music and their identity.
Identify examples of sound sources.
Make a list of sounds that tell listeners about them.
Select and listen to music that supports their wellbeing.
Create and share a playlist for a school event.
Discuss the contrasting styles of music represented in their local and school community.
Write a review of a live performance.
Discuss the importance of property rights in the Irish music industry.
Prior Learning Links Previous learning relevant to the learning in this chapter will be mapped here for teachers.
(This will follow for future units)
1.10 2.1 2.10 2.11 3.10 3.11
4 PITCH PERFECT
Evidence of Learning Listen and Respond activities
Think’N’Link activity
Show What You Know questions
Sounds Like Me task
Interview task
Compiling a ‘Feel Good Vibes’ playlist
Wordplay keyword tasks
Musical conversations – Musical ensembles
Research task – Community music groups
Review of a live performance
Class debate – Have Your Say
Composing a rap or statement
Audio
Digital, Audio and Video Links:
A1.1 Dockyard sirens
A1.2 Church bells
A1.3 Symphony No. 5 in E flat major, Op. 82: III. Allegro molto
A1.4 Preludes, Op. 28 No. 15 in D flat major: “Raindrop”
A1.5 The Nutcracker, Op. 71: Overture
A1.6 Champagner Galop, Op. 14
A1.7 The Four Seasons Violin Concerto in F minor, Op. 8 No. 4, RV 297 “Winter”: II. Largo
A1.8 Mo Ghile Mear
IMRO – The Impact of Music on Every Day Lives edco.ie/wjbz
Sonia O’Sullivan – Soundtrack to her Life Interview edco.ie/npuz
Wherever I Wear My Hat by Paul Young edco.ie/wgzr
IMRO Irish Music Matters edco.ie/h2sq
Ed Sheeran Wins Copyright Court Case edco.ie/p6cf
Other Resources
RTÉ Radio 1 The Ray Darcy Show edco.ie/4ge7
IMRO website edco.ie/tp7a
Comhaltas website edco.ie/u77j
Key Skills Links
Communicating
Managing Myself
Staying Well
Working With Others
Being Creative
Being Literate and Numerate
Managing Information and Thinking
Literacy and Numeracy
Links
Keywords
Communication skills
Class discussions
Class debate
Researching
Gathering and interpreting data
Reasoning new concepts
Sequence Songs on Soundtrack activity
TRB SAMPLE PLANNING DOCUMENTS 5
Wellbeing links Connected
Responsible
Resilient
Assessment
Listen and Respond activities
Matching activities
Show What You Know question sets
Discuss Debate
True or False questions
Review of performance
Think’N’Link activities
Wordplay activities
Extension tasks
Sum It Up Learning review
CBA Links CBA 1
Composer Brief
Activity 11 in Student Activity Book
CBA2
Performance Review
Compose a rap or statement inspired by one of the topics covered in Unit A1
Reflection and Evaluation
Creative whiteboard traffic lights
End-of-chapter recap
End-of-chapter wordplay
End-of-unit wordplay review
Summing it Up! Learning reflection
TRB Student reflection resources
Unit A1 Textbook and Student Activity Book Solutions
TB Show What You Know, p. 4
1. Ray Darcy
2. RTÉ Radio 1
3. RTÉ 2FM, Newstalk, iRadio, etc.
4. The guest selects the audio to make connections between the sound/music and important events or memories from their life.
5. A sound source is anything that can produce a sound e.g. a musical instrument, the human voice, an animal, a prerecorded sound, an object, a car alarm, the wind.
6. A dockyard siren reminds her of her grandad leaving for, and returning from, work in the dockyard in Cobh.
7. Any sound and a description of the sound-memory connection.
8. A musical genre is a broad category or type of music that shares certain characteristics.
9. Any two correct genres of music.
10. Any band that students would like to perform live.
6 PITCH PERFECT
SAB Activity 3, p. 2
TB Show What You Know, p. 6
Listen and Respond
A—Frightened B—Calm C—Excited D—Happy
True or False
1. True
2. True
3. False
4. False
5. True
TB Matching Activity, p. 7 Music Streaming Service
TB Show What You Know, p. 7
1. Songs, listened, place
2. St. Patrick’s Day Festival, Birthday celebration, Christmas Fair, etc.
3. Any three songs with a description.
4. A mood that suits the music chosen.
5. Details including how students would upload and share access to their playlist with others.
TB Word Play Activity, p. 8
SAB Activity 9, p. 6
Show What You Know
1. 20 million, copyright, infringement, photograph
2. Shape of You
3. Sami Chokri alleged that Ed Sheeran copied a part of his song ‘Oh Why’.
4. Ed insisted he had never heard the song and so could not have copied part of it.
5. They were unable to prove that the artist had heard Chokri’s song.
6. Any response that notes the artists need to defend his work and the impact this court case had on his earnings.
7. He now video records all creative song writing sessions to protect his work and provide evidence of his creative work.
8. There are only a certain number of notes and chords for artists to work with so similarities are almost impossible to avoid.
A—5 B—1 C—2 D—3 E—4
1 E 2 D 3 F 4 A 5 C 6 B
Keyword Definition
TRB SAMPLE PLANNING DOCUMENTS 7
TB Show What You Know, p. 15
1. The term music industry covers all the individuals and organisations that earn a living from creating, performing, recording, producing, and sharing music with a global audience.
2. Amy two Irish artists; Hozier, Dermot Kennedy, Lyra, Sinead O’Connor, Sharon Shannon, etc.
3. Any two careers; producer, sound engineer, agent, manager, etc.
4. Descriptions listed on p. 11.
5. Legal, property, creator, original.
6. Seventy, death
7. Public domain refers to works that are not protected by copyright.
8. Permission, copyright, infringement, legal
9. Royalties are payments made to the copyright owners in return for the use of their music.
10. Any two; radio royalties, streaming royalties.
TB Wordplay, p. 16
1. True
2. False
3. True
4. False
5. False
6. False
7. True
8. False
9. True
10. True
Unit A1 Keywords
• Sound source
• Genre
• Playlist
• Streaming services
• Community music
• Musical style
• Musical ensemble
• Live performance
• Music industry
• Global audience
• Copyright
• Copyright infringement
• Artist
• Sound engineer
Keyword definitions to be included in the printed TRB.
• Producer
• Media
• Public domain
• Credits
• Plagiarism
• Royalties
• Radio plays
8 PITCH PERFECT
