Adding the F Chord

Overview

Lesson 4 of 8 in the Beginner Ukulele Unit. Students learn the F chord and practise changing between C, Am and F while maintaining a steady beat. Organise 15 students into five groups of three.

Learning intentions

• WALT learn the F chord shape and play it clearly.
• WALT recall and use the C and Am chord shapes.
• WALT change between C, Am and F in time with a steady beat.
• WALT listen, practise safely and support our group members.

Success criteria

• I can place my fingers correctly to play F.
• I can change between C, Am and F without stopping the beat.
• I can play the three-chord sequence with a steady rhythm.
• I can identify one improvement for my next practice.

Curriculum links

• Performing and presenting music: use voice and instruments to perform rhythmic and melodic ideas.
• Developing practical knowledge: explore how musical elements, such as beat, rhythm and chord patterns, work in performance.
• Developing ideas: make, practise and refine musical ideas.
• Communicating and interpreting: listen, respond and describe how music is performed.
• Key competencies: managing self, participating and contributing, and relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, hook and retrieval Open with the introduction and retrieval slides. Ask: “How can three chord shapes help us accompany a song?” Students silently finger C and Am on their ukuleles, then show the shapes to a partner. Remind students to sit safely, keep instruments quiet while instructions are given, and check that strings are not being plucked near another person’s face.

2. 5–12 minutes – Teach the F chord Display the F chord diagram in the F chord teaching slide. Model slowly: index finger on the first fret of the E string and middle finger on the second fret of the G string; leave the C and A strings open. Students copy the shape without strumming, then gently strum down once. Check that fingers are curved, fingertips are behind the frets and every note sounds clear.

3. 12–18 minutes – Individual chord checks Distribute the chord shapes and practice tracker. Students practise C, Am and F separately, ticking each chord when they can make a clear sound. Move around the room, giving brief feedback. Use “freeze and check”: students stop, look at their fingers and correct one detail before playing again.

4. 18–27 minutes – Silent transitions Use the transition practice instructions. Students practise changing between pairs without strumming: C to Am, Am to F and F to C. Count four slow beats for each chord, changing on beat one. In each group, one student counts, one plays and one watches for relaxed hands and accurate finger placement; rotate roles after each pair.

5. 27–36 minutes – Three-chord sequence Model the sequence C–Am–F–C with four steady down-strums on each chord. Students play together first at a comfortable slow tempo, then repeat while a teacher or confident student keeps the beat. Groups may use a quiet foot tap or count “1, 2, 3, 4”. Pause between attempts to identify whether the challenge was finger placement, changing early or losing the beat.

6. 36–41 minutes – Group performance challenge Use the group challenge slide. Each group performs the sequence twice: first with everyone playing, then with one student counting and two playing. Encourage a smooth change rather than speed. Students record one successful feature and one next step on the performance reflection section.

7. 41–45 minutes – Plenary and exit check Students play one final C–Am–F sequence, then place instruments safely on the floor. Finish with the Success Criteria exit ticket slips. Students indicate which criteria they met and write one action for practising F. Invite two or three students to share a useful practice strategy.

Resources

• 15 tuned ukuleles, one per student
• Spare picks, tuners and replacement strings if available
• Projector or screen
• the ukulele chord lesson slide deck
• the chord shapes and practice tracker
• the Success Criteria exit ticket slips
• Whiteboard and marker
• Chairs arranged in five groups of three

Assessment

• Observe finger placement, clear chord sounds and safe instrument handling during chord checks.
• During the sequence, listen for accurate C, Am and F transitions and a steady four-beat pulse.
• Review the worksheet reflection and exit ticket to identify students needing another supported F-chord practice session.

Differentiation

• Support: provide enlarged chord diagrams, slow the pulse, allow students to practise only two transitions first, and pair a developing player with a supportive peer.
• Support: allow students to count aloud or tap the beat; check F by strumming individual strings before asking for a full chord.
• Extension: invite confident students to maintain the beat while changing chords more smoothly, or add a simple repeated strumming pattern without losing the sequence.
• EAL/SEN: demonstrate each instruction visually, use the same concise language repeatedly, give extra processing time, and assign predictable group roles.