Music Through Time

Overview

A dynamic 10-minute session for Year 1 students exploring how music has changed over time, linked closely to the National Curriculum for England: History (Year 1) and supported by music understanding as cross-curricular learning.

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National Curriculum Links

History (Year 1)

• Pupils should be taught to:
  • Talk about the lives of people around them and the past.
  • Changes within living memory.

Music (Year 1) (Cross-curricular relevance)

• Pupils should be taught to:
  • Use their voices expressively and creatively by singing songs and speaking chants and rhymes
  • Play tuned and untuned instruments musically

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Learning Objectives

By the end of the lesson, pupils will:

• Understand that music sounds and styles have changed over time.
• Identify differences between ‘old’ and ‘new’ music through listening.
• Use simple vocabulary linked to history and music (e.g., past, present, old, new, sound, rhythm).
• Express opinions about which music they like and why.

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Resources

• Audio clips:
  • Traditional children’s song (old style) eg. a Victorian nursery rhyme recording or folk song.
  • Contemporary children’s song or pop tune (current).
• Large timeline poster with simple, illustrated music symbols from the past and present.
• Pictures of old musical instruments (e.g. lyre, barrel organ) and modern instruments.
• Simple percussion instruments (hand drums, tambourines).
• Whiteboard/flip chart and coloured pens.

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Lesson Structure

1. Introduction (2 minutes)

• Engage pupils with a question:
  “Do you like music? What kinds of music have you heard?”
• Show the timeline poster and explain:
  “Today, we’re going to listen to music from a long time ago and music from now. We will find out how music can sound different!”

2. Listening Activity (4 minutes)

• Play the ‘old’ style music clip first (clear, possibly gentle, simple rhythm).
• Ask pupils: “What do you hear? Is it fast or slow? What instruments can you guess?”
• Play the ‘new’ style music clip after (lively, with different instruments).
• Same follow-up questions plus: “Which music sounds older? Which sounds newer? Which do you like more? Why?”

3. Exploration & Discussion (2 minutes)

• Show pictures of old and new instruments; pupils name or guess instruments.
• Brief history talk (child-friendly): “A long time ago, people played music differently and used different instruments. We have lots of new ones now!”
• Invite pupils to share if anyone has instruments or music at home that sound different.

4. Practical Music Making (2 minutes)

• Use percussion instruments to mimic rhythms from the two clips.
• Lead pupils to create a slow beat (‘old’ music) and a fast beat (‘new’ music).
• Highlight how music tempo and sounds have changed over time.

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Assessment

• Observe pupils’ ability to:
  • Use vocabulary related to past/present and music.
  • Identify differences between old and new music styles.
  • Participate actively and respond to questions.
• Quick verbal recap at end: “What did we learn about music today?”
• Note likes/dislikes and understanding through their responses.

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Differentiation

• For learners needing support, use visual clues and simpler language during discussion.
• For more able pupils, encourage use of sentences describing why music was different or how instruments work.

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Extension Idea (Optional)

• Create a class “Music Through Time” book with drawings and simple sentences about old and new music styles/instruments to revisit throughout the term.

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This lesson blends historical understanding of change within living memory with expressive music activities to deepen engagement, curiosity, and respect for the past—a creative and memorable start to history for Year 1!