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Recorder Karate!

Scheme of Work for Years 3 & 4

Written By Helen Kermath Ideas taken from a variety of resources found on Pinterest

Unit Objectives; Written By Helen Kermath

Ideas taken from a variety of resources found on Pinterest

For all pupils to develop instrumental skills using by learning the recorder.

For all pupils to be confident reading traditional musical notation.

For all pupils to develop confidence when performing to others.

How this Unit Works:All pupils will make their way up through Karate Belts by achieving certain criteria. Each belt requires pupils to play a certain piece of music to an excellent standard. Pupils work on this piece either by themselves or within a pair perfecting the piece. Once they feel confident they perform the piece to the teacher who then grades it on a scale of 1-3. If the pupil gets a 3 in their grade they have passed that belt and can move onto the next belt. Pupils progress is shown by the colour of belt being tied to their recorder by using a small piece of wool. Pupils also fill in progress charts that will be shown on a Recorder Karate Display board.

Pictures Taken From Pinterest, examples of monitoring pupil progress.

The belts and the pieces:Written By Helen Kermath


White Belt – Hot Cross Buns (Notes GAB)

Yellow Belt – Gently Sleep (Notes GAB)

Orange Belt – Merrily We Roll Along (Notes GAB)

Green Belt – It’s Raining (Notes EGA)

Purple Belt – Old McDonald Had a Farm (Notes DEGAB)

Blue Belt – Oh When the Saints Go Marching In (Notes GABCD)

Red Belt – Twinkle Twinkle Little Star (Notes DEF#GAB)

Brown Belt – Amazing Grace (Notes DEGABD)

Black Belt – Ode to Joy (Notes DGABCD)

Once pupils move up the belts you can move onto harder pieces or explore different musical skills.

Extension Belts; Bronze ; Compose a 4 bar composition for recorder. Notating it with traditional notation using the notes GAB, crotchets, quavers and crotchet rests. (Pupil friendly wording Taa, Ti-Ti and Zaa)

Silver ; Compose an 8 bar composition for recorder. Notating it with traditional notation using the notes GABCD, crotchets, quavers, minims and crotchet rests. (Pupil friendly wording Taa, Ti-Ti, Ta-Ah and Zaa)

Gold; Compose a 16 bar composition for recorder. Notating it with traditional notation using all the notes you have learnt on your recorder. You can use Crotchets, Quavers, Minims, Semibreves, Semiquavers to compose your rhythms.

White Belt Music;


Yellow Belt:

Orange Belt:


Green Belt:

Purple Belt:


Blue Belt:


Red Belt:

Brown Belt:


Black Belt:

Resources You will Need:


Teach Pupils to Read Musical Notation:You will need to spend time at the start of the unit to teach pupils how to read simple musical notation. The first couple of pieces help pupils cement their knowledge of GAB before moving onto the next belts. How you do this is completely up to you but simple flash cards work well and lots of games to make sure pupils are having fun. The more fun they have, the more they will remember.

Pupils need to see good Musicianship:Pupils need to see you performing as a musician in this topic so, where possible use the recorder as much as possible in all your teaching and activities.

Lesson By Lesson Lesson Activities Resources Differentiation

Introduce pupils to Pupils recorders Teacher guided Written By Helen Kermath


1 the right and wrong ways to play the recorder.Reading simple notation.Learning the notes G, A and B.

Teachers recordersInteractive WhiteboardLaptop

lesson. More able pupils work in groups, G&T pupils complete more advanced worksheets.

2Introduce Pupils to Recorder Karate.Briefly explain that everyone will be working towards belts, and that they will all start together on the White Belt.Perform Hot Cross Buns, show a good performance & a bad performance.Pupils to work in pairs on the piece.

Pupils recordersTeachers recordersInteractive WhiteboardLaptop

SEN & Lower Ability Pupils can work in one group with the teacher learning the piece.More able to work in pairs to practice the piece.G&T pupils to work in pairs and to guide others in their practice by given them feedback. Some may even perform for the belt.

3Pupils to continue with the piece they were on last week. If pupils feel ready they can perform for the belt of their piece. Re-cap notation reading for pupils that advance onto the next belt. Make sure pupils assess their progress and add their completed belts to their recorder.



4Pupils to continue with the piece they were on last week. If pupils feel ready they can perform for the belt of their piece.Add onto pupils notation


SEN & Lower Ability Pupils can work in one group with the teacher learning the piece.More able to work in pairs to practice the piece.G&T pupils to work


knowledge as they progress through the belts.Ask if pupils want to perform their piece to the class.Pupils to add belts.

in pairs and to guide others in their practice by given them feedback. Some may even perform for the belt.

5Pupils to continue with the piece they were on last week. If pupils feel ready they can perform for the belt of their piece.Ask if pupils want to perform their piece to the class.Pupils to add belt to recorder if required.



7Pupils to continue with the piece they were on last week. If pupils feel ready they can perform for the belt of their piece.Ask if pupils want to perform their piece to the class.Pupils to add belt to their recorder if required.



8Pupils to continue with the piece they were on last week. If pupils feel ready they can perform for the belt of their piece.Ask if pupils want to perform their piece to the class.


SEN & Lower Ability Pupils can work in one group with the teacher learning the piece.More able to work in pairs to practice the piece.G&T pupils to work in pairs and to


Pupils to add belt to their recorder if required.

guide others in their practice by given them feedback. Some may even perform for the belt.

9Pupils perform their very last piece to the class. Everyone contributes to at least one pupils performance.

Pupils recordersTeachers recordersInteractive WhiteboardLaptopAssessment Record

Every pupil will contribute a comment to another performance and self assess their progress.

Extension TasksYou can create any extension task that you feel would be a challenge for your pupils. You could add a film music belt by adding the theme from Star Wars or Pirates of the Caribbean. A piano belt by playing a famous piece of Piano Music for example Fur Elise. You could create composition tasks, as shown at the start of the SOW, by having bronze, silver and gold. This would push your pupils as they would have to show their notation skills learnt during this topic. Set by the criteria given by you.

I found this example of a Silver Belt on Pinterest;


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