DJ Bounce: Beat Lab | Iconic Games Year 5

ENGLISH · THE ARTS

Sound & Beat Word Lab

01 · Sound Console

Let’s investigate the words for DJ Bounce: Beat Lab. Look for what changes, then explain what you notice.

WHAT AM I LEARNING?

I can recognise and create figurative language for effect.

YOUR MISSION

‘The bass punched through the room’ is an example of…

TEACH · LEARN THE IDEA

Simile, metaphor, personification and sound devices can create imagery, mood and emphasis. Effective figurative language supports meaning rather than replacing it.

STEP 1Read or tap each word.
STEP 2Look closely at the word part the mission is teaching.
STEP 3Sort, build or compare the words.
STEP 4Explain the pattern in your own words.

Four Year 4 learners exploring tempo, rhythm, volume, vibration, pattern and repeat at an interactive Beat Lab console.

LEARN ITSound words describe what a beat is doing.

Tempo is speed. Volume is loudness. Vibration is back-and-forth movement that can make sound. Rhythm is the arrangement of sounds and silences. A pattern follows a rule. Repeat means do it again.

Tap a studio control to see what that sound word changes.

NOW YOU TRYMatch each word to its job.

Tap a word, then tap the matching clue.

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CHECK THE CORE IDEA

‘The bass punched through the room’ is an example of…

APPLY ITWrite one original simile, metaphor, personification, or sound image that fits this week’s setting. USE ITExplain what picture, feeling, or emphasis your figurative language creates. TRANSFER ITChoose a different example connected to this week. Explain how the same word skill helps you understand, spell or communicate the idea more precisely.

Complete this final Year 5 application when you are ready.

ENGLISH · THE ARTS

Read the DJ Set List

02 · Set List Deck

Read the DJ Bounce: Beat Lab information first. Talk the idea through, then answer one small question at a time.

WHAT AM I LEARNING?

I can read instructions, timetables and constraints accurately.

YOUR MISSION

How many minutes remain after the three tracks and transitions?

TEACH · LEARN THE IDEA

Functional texts often hide important details in headings, times, quantities and conditions. Read all constraints before deciding what to do.

STEP 1Read once to understand what it is mostly about.
STEP 2Read the question again and find the part that helps.
STEP 3Say your answer aloud using because, then check it against the text.
STEP 4Record a useful clue from the source.
STEP 5Explain what that clue tells you.

Four Year 4 learners sequencing a DJ set at a professional mixing desk.

READ THE PLANA DJ set list is organised for a reason.

Look for sequence words, track details and changes in tempo or volume. Evidence is the exact detail in the plan that proves your answer.

DJ BOUNCE SET

Sunrise Beat — 90 BPM, medium volume.

City Jump — 110 BPM, louder chorus.

Sky Run — 125 BPM, fastest track.

Before Sky Run, lower the volume for 8 beats, then build it back up. The set begins steadily and finishes with the highest-energy track.

Which track is fastest?

What happens just before Sky Run?

Why is the set ordered this way?

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

READ FOR EVIDENCE

The set lasts 32 minutes. Track A runs for 6 minutes, Track B for 7 minutes and Track C for 5 minutes. Two 2-minute transitions are planned. The remaining time is reserved for the finale and audience interaction.

Fluency check: read the source aloud once at a natural pace, pausing where the punctuation tells you to.

CHECK THE CORE IDEA

How many minutes remain after the three tracks and transitions?

EVIDENCEFind one condition, limit, time, quantity, or sequence detail that could easily be missed. THINK DEEPERExplain what could go wrong if a reader ignored that detail. SYNTHESISEState the most important idea in your own words, then use a second detail from the source to strengthen your explanation.

Complete this final Year 5 application when you are ready.

ENGLISH · THE ARTS

Write the DJ Brief

03 · Producer Desk

YOUR WRITING JOB: Write a producer brief for an 8-minute finale. Include audience, mood, two sound choices and one measurable timing constraint.

WHAT AM I LEARNING?

I can write a design brief with purpose, users, criteria and constraints.

YOUR MISSION

Write a producer brief for an 8-minute finale. Include audience, mood, two sound choices and one measurable timing constraint.

TEACH · LEARN THE IDEA

A design brief explains who the design is for, what it must achieve and the limits it must work within. Criteria should be observable or testable.

STEP 1Introduce what you are writing about.
STEP 2Give your first important idea.
STEP 3Add another useful detail, reason or example.
STEP 4Finish so the reader understands your message.

Four Year 4 learners planning a DJ brief inside a recording studio.

PLAN BEFORE YOU WRITEA useful brief tells the reader what you want and why.

Choose an audience, venue, mood and sound. Then write two short paragraphs. Use because, so or for example to explain at least two choices.

Audience

Venue

Mood

Main sound

Choose one option from each studio station.

YOUR DJ BRIEFTwo short paragraphs. Describe the order of three sounds or tracks and explain at least two choices.

4 choices2 paragraphs2 reasons

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Write a producer brief for an 8-minute finale. Include audience, mood, two sound choices and one measurable timing constraint.

Minimum guide: 120 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

MATHS · THE ARTS

Beat Pattern Maths

04 · Rhythm Table

Work through one maths question at a time. Your answers will be checked before the next mission unlocks.

WHAT AM I LEARNING?

I can compare and connect fractions, decimals and percentages in familiar contexts.

YOUR MISSION

1) 6/8 as a decimal 2) 25% of 16 beats

TEACH · LEARN THE IDEA

Fractions, decimals and percentages are different representations of the same quantity. Use benchmark values such as 0, 1/2 and 1 to compare.

STEP 1Read the question and decide what you need to find.
STEP 2Notice the important numbers and units.
STEP 3Choose a strategy and work it out.
STEP 4Type the answer, then check that it makes sense.

Four Year 4 learners modelling fractions and repeating patterns on an eight-beat rhythm table.

WE DO ONE TOGETHERFractions tell us how many beats out of the whole bar are active.

If 4 of 8 equal beats are active, the fraction is 4/8. That is the same amount as 1/2.

0 / 8 beats activeTap 4 pads to build one half.

6 bars × 4 beats = ? An 8-beat pattern repeats 3 times. Total beats?

Which is greater?

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

CORE YEAR 5 QUESTIONS

QUESTION 16/8 as a decimalQUESTION 225% of 16 beats CHALLENGE 13/4 as a decimalCHALLENGE 225% of 360CHALLENGE 30.6 as a fraction in simplest formCHALLENGE 41/2 + 1/4

SHOW THE REASONINGChoose one problem above. Explain how you solved it or how you checked that your answer was reasonable.

Complete this final Year 5 application when you are ready.

THE ARTS

Build an 8-Beat Mix

05 · Mix Station

This is your real-world DJ Bounce: Beat Lab challenge. Work out what the problem asks you to find or make.

WHAT AM I LEARNING?

I can design, test and improve an idea against criteria.

YOUR MISSION

Describe a 16-beat pattern using at least two repeated sections. Explain how you would change one section to create contrast.

TEACH · LEARN THE IDEA

Design is iterative. Create a first solution, test it against clear criteria, identify a weakness and make an improvement.

STEP 1Read the whole challenge once.
STEP 2Find the numbers, facts or rules you need.
STEP 3Choose a useful strategy.
STEP 4Show your solution clearly enough that someone else could follow it.

Four Year 4 learners building and testing an eight-beat mix on a step sequencer.

CREATE + TESTBuild an eight-beat pattern, play it, change it, then play it again.

Use at least two sound rows. Tap once for a normal beat, tap again for a stronger beat, and tap a third time to turn it off.

kick

snare

percussion

synth

Tempo 100 BPM

What did you change after testing?

YEAR 5 DEEP DIVE · REQUIRED Complete this deeper Year 5 mahi as part of the mission — not as an optional extra.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YOU TRY

Describe a 16-beat pattern using at least two repeated sections. Explain how you would change one section to create contrast.

Minimum guide: 90 words. Quality matters: make the reasoning, evidence or design decision clear.

□ answers the exact task□ uses specific detail□ ideas are connected□ reread and improved

Complete this final Year 5 application when you are ready.

MATHS · THE ARTS

Beat Match

06 · Neon Arcade

BEAT MATCH BRIEFING

Match equivalent fractions that light the same amount of an eight-beat bar. Wrong matches are safe — compare the amounts, reconnect the cards and keep going.

Four Year 4 learners matching rhythm cards in the neon Beat Lab arcade.

ARCADE BRIEFINGEquivalent fractions show the same amount.

Match the fractions that would light the same amount of an eight-beat bar. Wrong matches are safe — compare the parts and try again.

0 / 3 matches connectedChoose two cards that show the same amount.

YEAR 5 DEEP DIVE · REQUIRED Finish the game, then prove the learning in the final rounds.

Do the main mission first, then complete this section. It is deliberately more independent than Year 4 and is part of your weekly homework workload.

YEAR 5 GAME CHECK

Finish the game first, then use the learning from this week to clear these three final rounds.

25% of 16?

6/8 decimal?

32−(6+7+5+4)?

Complete this final Year 5 application when you are ready.

Week 3 Check In

07 · Clubhouse

This part is about your own learning. There are no right or wrong feelings.

WHAT AM I LEARNING?

Reflect on independence, challenge level and the next useful Year 5 practice step.

YOUR MISSION

How did a maths pattern help you make a creative decision?

TEACH · LEARN THE IDEA

Choose what feels true for you, then write one thing you understand better now.

STEP 1Choose how the week felt.
STEP 2Write one thing you understand better now.

How did this week feel?

There are no right or wrong answers. Choose what feels true for you.

One thing I understand better now is…