|
"Feel
the pulse"
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The following chart show how the new A & C Black scheme can be used to provide broad coverage in line with the National Curriculum for Music for England.
This guidance is designed to supplement the materials available in this new scheme of musical activities.
Special Note: I am grateful for the work of Alison Keates and Dot Atkin (Shropshire Music Service) who worked with me in the preparation of this new support material.
| Music 2000 | Programme of Study for Year 1 | ||
| Key Stage 1 | A & C Black 'Music Express' | "Feel the pulse" | |
| Pupils should be taught how to: | Objectives | Activities | |
| Controlling sounds through singing and playing - performing skills | Page/Activity | ||
| 1a | use their voices expressively by singing songs and speaking chants and rhymes | To explore a steady beat using the voice | 24/1; 24/3; 26/1; 32/1; |
| 1b | play tuned and untuned instruments | To play in time to a beat; | 25/1; |
| 1c | rehearse and perform with others | To perform patterns to accompany a song; | 28/2; 30/3; 32/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | create musical patterns | To create musical patterns; | 28/2; 28/3; 30/1; 30/2; 32/2; |
| 2b | explore, choose and organise sounds and musical ideas | ||
| Responding and reviewing - appraising skills | Page/Activity | ||
| 3a | explore and express their ideas and feelings about music using movement, dance and expressive musical language | To respond to music using movement; To move to a pulse; | 24/2; 25/2; 25/3; |
| 3b | make improvements to their own work | To listen to their music and make improvements; | 32/3; |
| 3c | Not applicable to KS1 | ||
| Listening and applying knowledge and understanding | Page/Activity | ||
| 4a | to listen with concentration and to internalise and recall sounds with increasing aural memory | ||
| 4b | how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures | To recognise the difference between beat and rhythm; | 26/2; 26/3; 28/1; |
| 4c | how sounds can be made in different ways and described using given and invented signs and symbols | To respond to signs and symbols; To perform to a score; | 26/2; 30/2; |
| 4d | how music is used for particular purposes |
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