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"What's
the score?"
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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' | "What's the score" | |
| 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 vocal timbre; | 34/1; 35/1; 41/1; |
| 1b | play tuned and untuned instruments | To explore instrumental timbre; | 31/1; |
| 1c | rehearse and perform with others | To rehearse and perform a musical composition; | 37/3; 42/3; |
| Creating and developing musical ideas - composing skills | Page/Activity | ||
| 2a | create musical patterns | ||
| 2b | explore, choose and organise sounds and musical ideas | To use the voice and/or body to create a sound sequence; To use instruments to create a class composition; | 37/1; 35/3; 37/3; 41/2; 39/2; 42/1; |
| 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; | 39/1; |
| 3b | make improvements to their own work | To discuss improvements/developments to recorded work; | 37/3; |
| 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 identify sounds from the environment; | 37/2; |
| 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 listen to and identify instruments with different timbres; | 34/1; 34/2; |
| 4c | how sounds can be made in different ways and described using given and invented signs and symbols | To use sign and symbols to direct a sequence of sounds; | 35/2; 35/3; 37/1; 39/3; 41/3; 42/2; |
| 4d | how music is used for particular purposes |
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