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"Rain
rain go away"
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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' | "Rain rain go away" | |
| 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 sing expressively to create a mood; To improvise vocal patterns | 54/1; 55/2; 55/3; 56/1; 56/3; |
| 1b | play tuned and untuned instruments | To explore instruments to accompany songs; | 55/1; 55/2; 56/1; |
| 1c | rehearse and perform with others | To rehearse and perform as a group; | 58/2; 58/3; 61/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | create musical patterns | To improvise vocal patterns; To create patterns to accompany a song; | 55/2; 55/3; |
| 2b | explore, choose and organise sounds and musical ideas | To choose and organise sounds to illustrate a mood or atmosphere; | 56/3; 58/2; 58/3; 60/2; |
| 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 with movement; | 54/1; 54/3; 58/1; |
| 3b | make improvements to their own work | To listen to compositions, discuss and develop; | 58/2; 61/2; |
| 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 | To listen to, identify and recall short pitched patterns | 55/3; |
| 4b | how the combined musical elements of pitch, duration, dynamics, tempo, timbre, texture and silence can be organised and used expressively within simple structures | ||
| 4c | how sounds can be made in different ways and described using given and invented signs and symbols | To direct a sequence of sounds using a musical score; To use hand signals to direct music; | 56/3; 58/1; 58/1; 60/3; 61/1; |
| 4d | how music is used for particular purposes | Listen to and discuss various music which 'paints a picture' | 56/2; |
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