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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 2 | ||
| 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 | Top use the voice descriptively; | 44/1; 44/2; 45/1; 46/1; 49/2; 46/2; 47/1; |
| 1b | play tuned and untuned instruments | To select instruments appropriately to create an accompaniment; | 45/2; 47/2; |
| 1c | rehearse and perform with others | To perform a song with a created accompaniment; | 45/2; 49/3; 51/1; 51/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | create musical patterns | ||
| 2b | explore, choose and organise sounds and musical ideas | To explore the combining of sounds to create a specific effect; To use pictures as a stimulus for composing; | 46/3; 47/3; 49/1; 51/3; 47/3; 49/2; 51/2; |
| 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 using actions on the beat; | 47/1; |
| 3b | make improvements to their own work | To consider the effectiveness of a performance; | 46/2; 49/3; |
| 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 | To listen to and recall sounds heard previously; | 45/3; |
| 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 use pictures as a stimulus for composing; | 47/3; 49/2; 51/2; |
| 4d | how music is used for particular purposes | To listen to and to discuss music which 'paints a picture' | 44/3; |
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