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SCHEME OF WORK
Music & Dance
Grade 10 2026
TERM I
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
2-3

REPORTING AND ORIENTATION

4 1
Foundations of Music and Dance
Rhythmic Patterns - Semiquavers in simple time
By the end of the lesson, the learner should be able to:
- Define rhythmic patterns in music
- Identify semiquavers in simple time signatures
- Appreciate the role of rhythm in music
- Listen to musical excerpts and identify rhythmic patterns
- Discuss the value and grouping of semiquavers
- Clap or tap rhythmic patterns containing semiquavers
What is the role of semiquavers in creating rhythmic interest?
- Audio/visual recordings
- Percussion instruments
- ICT devices
- Music scores
- Observation - Oral questions - Aural tests
4 2-3
Foundations of Music and Dance
Rhythmic Patterns - Semiquavers in simple time
By the end of the lesson, the learner should be able to:
- Define rhythmic patterns in music
- Identify semiquavers in simple time signatures
- Appreciate the role of rhythm in music
- Listen to musical excerpts and identify rhythmic patterns
- Discuss the value and grouping of semiquavers
- Clap or tap rhythmic patterns containing semiquavers
What is the role of semiquavers in creating rhythmic interest?
- Audio/visual recordings
- Percussion instruments
- ICT devices
- Music scores
- Observation - Oral questions - Aural tests
4 4
Foundations of Music and Dance
Rhythmic Patterns - Semiquavers in simple time
By the end of the lesson, the learner should be able to:
- Define rhythmic patterns in music
- Identify semiquavers in simple time signatures
- Appreciate the role of rhythm in music
- Listen to musical excerpts and identify rhythmic patterns
- Discuss the value and grouping of semiquavers
- Clap or tap rhythmic patterns containing semiquavers
What is the role of semiquavers in creating rhythmic interest?
- Audio/visual recordings
- Percussion instruments
- ICT devices
- Music scores
- Observation - Oral questions - Aural tests
4 5
Foundations of Music and Dance
Rhythmic Patterns - Triplets in simple time
By the end of the lesson, the learner should be able to:
- Explain the concept of triplets in simple time
- Perform rhythmic patterns incorporating triplets
- Value the use of triplets for rhythmic variety
- Listen to and identify triplets in musical excerpts
- Discuss how triplets create rhythmic interest
- Clap or play rhythmic patterns with triplets
How do triplets add variety to rhythmic patterns?
- Audio recordings
- Percussion instruments
- Music scores
- ICT devices
- Observation - Aural tests - Practical assessment
5 1
Foundations of Music and Dance
Rhythmic Patterns - Factors to consider in creating rhythms
By the end of the lesson, the learner should be able to:
- Analyse factors to consider when creating rhythmic patterns
- Apply time signature rules in rhythm creation
- Show understanding of rhythmic composition principles
- Discuss factors such as time signature, note values, and accent
- Analyse existing rhythmic patterns for compositional techniques
- Experiment with different rhythmic combinations
What factors should be considered when creating rhythmic patterns?
- Music scores
- Audio recordings
- Stationery
- ICT devices
- Observation - Written assignments - Group discussions
5 2-3
Foundations of Music and Dance
Rhythmic Patterns - Factors to consider in creating rhythms
By the end of the lesson, the learner should be able to:
- Analyse factors to consider when creating rhythmic patterns
- Apply time signature rules in rhythm creation
- Show understanding of rhythmic composition principles
- Discuss factors such as time signature, note values, and accent
- Analyse existing rhythmic patterns for compositional techniques
- Experiment with different rhythmic combinations
What factors should be considered when creating rhythmic patterns?
- Music scores
- Audio recordings
- Stationery
- ICT devices
- Observation - Written assignments - Group discussions
5 4
Foundations of Music and Dance
Rhythmic Patterns - Composing 4-bar original rhythms
By the end of the lesson, the learner should be able to:
- Compose 4-bar original rhythms in simple time
- Incorporate semiquavers and triplets in compositions
- Demonstrate creativity in rhythm composition
- Compose 4-bar rhythms incorporating semiquavers and triplets
- Notate composed rhythms correctly
- Share compositions with peers for feedback
How can semiquavers and triplets be effectively combined in a 4-bar rhythm?
- Manuscript paper
- Stationery
- Percussion instruments
- ICT devices
- Written assignments - Practical assessment - Peer evaluation
5 5
Foundations of Music and Dance
Rhythmic Patterns - Composing 4-bar original rhythms
By the end of the lesson, the learner should be able to:
- Compose 4-bar original rhythms in simple time
- Incorporate semiquavers and triplets in compositions
- Demonstrate creativity in rhythm composition
- Compose 4-bar rhythms incorporating semiquavers and triplets
- Notate composed rhythms correctly
- Share compositions with peers for feedback
How can semiquavers and triplets be effectively combined in a 4-bar rhythm?
- Manuscript paper
- Stationery
- Percussion instruments
- ICT devices
- Written assignments - Practical assessment - Peer evaluation
6 1
Foundations of Music and Dance
Rhythmic Patterns - Performing and recording rhythms
By the end of the lesson, the learner should be able to:
- Perform created rhythms accurately
- Record performances using digital devices
- Take responsibility in using digital resources
- Rehearse and perform composed 4-bar rhythms
- Use digital devices to record performances
- Save recordings to digital portfolio
How can digital devices enhance rhythm performance and documentation?
- Digital recording devices
- Percussion instruments
- ICT devices
- Audio equipment
- Practical assessment - Observation - Recording quality
6 2-3
Foundations of Music and Dance
Rhythmic Patterns - Performing and recording rhythms
Rhythmic Patterns - Sharing performances for critique
By the end of the lesson, the learner should be able to:
- Perform created rhythms accurately
- Record performances using digital devices
- Take responsibility in using digital resources
- Share recorded performances with peers
- Critique rhythmic compositions constructively
- Appreciate diverse rhythmic ideas from others
- Rehearse and perform composed 4-bar rhythms
- Use digital devices to record performances
- Save recordings to digital portfolio
- Share recorded rhythmic performances with class
- Provide constructive feedback on peers' compositions
- Reflect on feedback received and identify areas for improvement
How can digital devices enhance rhythm performance and documentation?
How can peer feedback improve rhythmic compositions?
- Digital recording devices
- Percussion instruments
- ICT devices
- Audio equipment
- Digital devices
- Audio playback equipment
- Evaluation forms
- Stationery
- Practical assessment - Observation - Recording quality
- Peer assessment - Self-assessment - Oral presentations
6 4
Foundations of Music and Dance
Rhythmic Patterns - Sharing performances for critique
By the end of the lesson, the learner should be able to:
- Share recorded performances with peers
- Critique rhythmic compositions constructively
- Appreciate diverse rhythmic ideas from others
- Share recorded rhythmic performances with class
- Provide constructive feedback on peers' compositions
- Reflect on feedback received and identify areas for improvement
How can peer feedback improve rhythmic compositions?
- Digital devices
- Audio playback equipment
- Evaluation forms
- Stationery
- Peer assessment - Self-assessment - Oral presentations
6 5
Foundations of Music and Dance
Rhythmic Patterns - Sharing performances for critique
By the end of the lesson, the learner should be able to:
- Share recorded performances with peers
- Critique rhythmic compositions constructively
- Appreciate diverse rhythmic ideas from others
- Share recorded rhythmic performances with class
- Provide constructive feedback on peers' compositions
- Reflect on feedback received and identify areas for improvement
How can peer feedback improve rhythmic compositions?
- Digital devices
- Audio playback equipment
- Evaluation forms
- Stationery
- Peer assessment - Self-assessment - Oral presentations
7 1
Foundations of Music and Dance
Melody in Major Keys - Scalic motion and arpeggios
By the end of the lesson, the learner should be able to:
- Define melodic devices used in melody writing
- Identify scalic motion and arpeggios in melodies
- Appreciate how melodic devices create interest
- Listen to simple tunes and identify melodic devices
- Sing or play examples of scalic motion and arpeggios
- Discuss how these devices create melodic interest
How do scalic motion and arpeggios create melodic interest?
- Audio/visual recordings
- Pitching device
- Melodic instruments
- Sheet music
- Observation - Aural tests - Oral questions
7 2-3
Foundations of Music and Dance
Melody in Major Keys - Major scales of D and A
By the end of the lesson, the learner should be able to:
- Construct major scales of D and A on the staff
- Write scales ascending and descending with key signatures
- Value accuracy in scale construction
- Discuss the structure of major scales
- Construct D major and A major scales on treble and bass staves
- Sing or play the constructed scales
How are major scales of D and A constructed on the staff?
- Manuscript paper
- Pitching device
- Melodic instruments
- Stationery
- Written tests - Practical assessment - Observation
7 4
Foundations of Music and Dance
Melody in Major Keys - Major scales of D and A
By the end of the lesson, the learner should be able to:
- Construct major scales of D and A on the staff
- Write scales ascending and descending with key signatures
- Value accuracy in scale construction
- Discuss the structure of major scales
- Construct D major and A major scales on treble and bass staves
- Sing or play the constructed scales
How are major scales of D and A constructed on the staff?
- Manuscript paper
- Pitching device
- Melodic instruments
- Stationery
- Written tests - Practical assessment - Observation
7 2-5
Foundations of Music and Dance
Melody in Major Keys - Major scales of D and A
By the end of the lesson, the learner should be able to:
- Construct major scales of D and A on the staff
- Write scales ascending and descending with key signatures
- Value accuracy in scale construction
- Discuss the structure of major scales
- Construct D major and A major scales on treble and bass staves
- Sing or play the constructed scales
How are major scales of D and A constructed on the staff?
- Manuscript paper
- Pitching device
- Melodic instruments
- Stationery
- Written tests - Practical assessment - Observation
8

MID TERM BREAK

12

END TERM ASSESSMENT

13

CLOSING TERM ONE

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