1. Creating a “Sound” Curriculum Breaking down strand 3 of the new ICT SoW Breaking down strand 3 of the new ICT SoW James Langley, Education Bradford

2. Considerations When we look at the skills expectations for each year group consider:-  What equipment has the school already got that can be used?  What are the current resource implications?  When using sound in the classroom what are the class management implications?  What are the CPD implications for staff?

3.  Recognise that an electronic keyboard can be used to select and control sounds  Experiment with a range of devices which create and record sounds and musical phrases (TTS website, Livs clip)TTS websiteLivs clip  Understand that devices have stop, record and playback functions  Record their voice using a suitable digital device  Explore a range of electronic music and sound devices including software and different peripherals (2Simple Music Toolkit)2Simple Music Toolkit  Talk about their music when they share their recordings with the rest of the class

4.  Use software to explore sound and musical phrases  Create edit and refine musical phrases for a specific purpose and talk about their choices  Select and use devices for recording sound for a specific purpose (mobile devices as opposed to desktop PCs or laptops)  Explore a range of sounds on an electronic keyboard, choose appropriate sounds for a purpose  Use music software to organise and reorganise musical phrases using icons

5.  Access audio files and podcasts and comment on their use and content (Our City podcasts and Newsround)Our City podcasts Newsround  Use existing sound files from the school network Internet or other sources and discuss copyright (Bradford podcasts)Bradford podcasts  Use ICT to select and record voice and sounds for a specific purpose  Use music software to organise and reorganise musical phrases using icons  Explore the range of sounds from an electronic keyboard for a specific audience  Begin to talk about software which allows easy manipulation and creation of sound and music (Audacity)Audacity  Begin to understand the need for quality input devices to produce good quality sound.

6.  Locate copyright free sound files from the school network, Internet sources, learning platform and other software (Soundsnap, Freeplay music and LGfL Audio Network)Soundsnap Freeplay music LGfL Audio Network  Select and import existing sound files using computer software  Use ICT to record a variety of sounds in and around the classroom  Use ICT to combine a variety of sounds and edit them into one piece of audio appropriate to task (Linear sound file using Audacity or Podium)Podium  Use music software to organise and reorganise musical phrases into more complex pieces (2Simple Music Toolkit or Dance Ejay)  Share there work on the learning platform / Internet for others to play and review  Talk about how the software allows easy manipulation and creation of sound and music.

7.  Use sound files from a variety of locations  Use a variety of appropriate devices to record musical and non musical sounds for a specific purpose  Listen to radio broadcasts / podcasts and identify different sound elements and discuss the audience they are aimed at  Manipulate existing sound files using computer software – e.g. take sound and reverse it or layer a series of sounds (effects in Audacity)  Use a multi track software to layer sound, adding voice, music and sound effects appropriately (use Audacity or Podium)  Use ICT to perform sounds or music that would otherwise not be possible live – e.g. playing a multi-part piece or a very fast piece (Audacity)  Begin to have an awareness of different sound file formats. – e.g. MP3 files are smaller than.WAVs and may be more suited to import into a multimedia presentation.

8.  Independently choose and use appropriate devices to record sounds and save in an appropriate format (Use MP3 recorders and save sound files on the network)  Choose to use software independently to manipulate sounds using ICT for a specific purpose and audience  Use ICT to produce sound/music for a specific purpose, considering the impact on the audience - e.g. length or sound level of performance (Levelator)  Ensure all compositions adhere to copyright laws  Listen to and evaluate professional broadcasts identify key features and different elements of the sound recording  Use Podcasting tool to share a prepared broadcast – e.g. school radio, sports reports, stories, poems etc. (Podium)

9. Task 1: Create a linear sound file using Podium. Create a 50 second sound file to advertise a holiday destination You will need to script your advert Practice, practice, practice You will need to download a piece of music that is appropriate for your destination Set up chapters in Podium Record your advert Add the music files to the intro and out-track Save work as an MP3 file

10. Task 2: Create a multi-track sound file using Podium. Perform a poem and add sound effects and a backing track You will need to download a piece of music that is appropriate for the poem Download a sound effect to use in your project Record the poem Add another track and import the music Cut the music to the right length and adjust volumes Add your sound effect Publish work as a podcast Poem