St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
Mathematics
Year 2 Mathematics Curriculum
Counting and estimating amounts to 100:
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Counting in ones and tens.
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Making a sensible estimate of up to 50 objects.
Reading, writing and ordering whole numbers:
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Using and beginning to read the vocabulary of comparing and ordering numbers.
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Knowing what each digit in a 2-digit number represents.
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Partitioning a number into a multiple of ten and ones.
Mental strategies for addition and subtraction:
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Recognizing that addition can be done in any order.
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Using +, - and = to record mental additions and subtractions in a number sentence.
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Finding a small difference by counting up.
Recognising and using notes and coins:
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Recognizing all coins and using £.p notation for money.
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Beginning to add three single-digit numbers mentally.
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Choosing and using appropriate operations to solve money problems.
Length:
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Reading a scale to the nearest labelled division.
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Estimating, measuring and comparing lengths in metres and centimetres.
Properties of 2D shapes & patterns: Using the mathematical names for common 2D shapes
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Sorting shapes and describing features, such as the number of sides.
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Beginning to recognize line symmetry.
Number sequences: 1s, 10s, 100s:
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Counting on or back in ones and tens starting from any 2-digit number.
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Counting in twos from and back to zero or any small number, and in hundreds from and back to zero.
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Using simple patterns and relationships to solve mathematical problems and puzzles.
Comparing and ordering whole numbers:
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Ordering whole numbers to at least 100.
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Comparing two given 2-digit numbers and saying which is more or less.
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Knowing what each digit in a 2-digit number represents, including 0 as a place holder.
Mental strategies to solve money problems:
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Finding a small difference by counting up.
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Using mental addition and subtraction to solve simple word problems involving money.
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Finding totals, giving change, and working out which coins to pay.
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Choosing and using appropriate operations and efficient calculation strategies to solve problems.
Introducing multiplication and division strategies:
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Understanding multiplication as repeated addition and describing an array.
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Beginning to understand division as sharing.
Understanding halves:
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Beginning to recognize one half of shapes and that two halves make one whole.
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Beginning to recognise and find one half of small numbers of objects and of a length.
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Investigation a general statement about familiar numbers by finding examples that satisfy it.
Handling data and the vocabulary of time:
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Using and beginning to read the vocabulary related to time, and ordering the months of the year.
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Discussing and explaining result.
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Solving a problem by organizing information in different ways.
Counting in steps, recognising odd and even numbers:
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Counting on in steps of 2, 3, 4 or 5 to at least 30 from and back to zero.
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Recognising odd and even numbers to at least 30.
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Recognising simple patterns and relationships, generalizing and predicting.
Working with 2 and 3 digit numbers:
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Knowing what each digit in a 2-digit number represents and partitioning a 2-digit number into a multiple of ten and ones.
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Comparing two given 2-digit numbers.
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Reading and writing whole numbers to at least 100 in figures and words.
Understanding addition and subtraction:
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Identifying near doubles, using doubles already known.
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Understanding that subtraction is the inverse of addition.
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Using patterns of similar calculations.
Money: Totals and change to 50p:
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
•
Finding a small difference by counting up from the smaller to the larger number.
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Choosing and using appropriate operations to solve problems.
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Finding totals, giving change, and working out which coins to pay.
Mass:
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Understanding the need for a standard unit of measurement – the kilogram.
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Estimating, measuring and comparing mass in kilograms and half-kilograms.
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Reading a simple scale to the nearest labelled division.
Properties of 3D shape:
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Sorting 3D shapes by some of their features, such as the shape of and number of faces.
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Using the mathematical names for common 3D shapes.
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Relating solid shapes to pictures of them.
Number sequences and multiples of 2, 5 & 10:
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Counting reliably up to 100 objects by grouping them, for example, in tens, fives or twos.
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Describing and extending simple number sequences.
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Counting on in steps of 3, 4 or 5 from any given small number.
Exchange and equivalence:
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Knowing what each digit in a 2-digit number represents, including 0 as a place holder.
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Using the equals sign (=) to represent equality.
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Partitioning 2-digit numbers into a multiple of ten and ones.
Using and applying addition and subtraction:
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Knowing by heart pairs of numbers with a total of 20.
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Partitioning into `5 and a bit' when adding 6, 7, 8 or 9, then recombining.
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Checking results by repeating addition in a different order and with an equivalent calculation.
Doubling and halving, including money:
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Knowing by heart doubles of all numbers to 10 and the corresponding halves.
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Knowing and using halving as the inverse of doubling.
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Deriving quickly doubles of all multiples of 5 to 50.
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Deriving quickly halves of multiples of 10 to 100.
Time:
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Reading time to the hour, half-hour and quarter-hour on an analogue clock.
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Using units of time and knowing the relationships between them.
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Suggesting suitable units to estimate or measure time.
Organising and using data – using pictograms:
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Solving a problem by sorting, classifying and organizing information in a pictogram.
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Discussing and explaining results.
Linking number sequences 2, 5 and 10 to times tables:
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Recognizing two digit multiples of 2, 5or 10.
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Learning multiplication facts for 2, 5 and 10 times tables.
Estimating and rounding:
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Giving a sensible estimate of at least 50 objects.
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Rounding numbers to the nearest 10.
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Ordering whole numbers and positioning them on a number line and 100 square.
Mental addition and subtraction:
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Deriving quickly doubles of all numbers to at least 15.
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Adding 9 or 11 by adding 10 and adjusting by 1.
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Stating the subtraction corresponding to a given addition, and vice versa.
Money: amounts to 5 pounds:
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Recognizing all coins and begin to use £.p notation for money.
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Finding totals, giving change and working out which coins to pay.
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Solving simple word problems involving numbers and money in `real life’.
Capacity:
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Understanding the need for a standard unit of measurement.
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Estimating, measuring and comparing capacity using the litre.
Position and movement:
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Using mathematical vocabulary to describe position.
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Recognizing whole, half and quarter turns.
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Giving instructions for moving along a route in straight lines and round right-angles.
Counting and place value:
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Writing numbers to at least 100.
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Describing and extending simple number sequences.
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Ordering whole numbers to at least 100, and positioning them on a number line and 100 grid.
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
Mental addition and subtraction strategies including money:
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Subtracting 9 or 11 by subtracting 10 and adjusting.
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Checking with an equivalent calculation.
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Using known number facts and place value to add and subtract mentally.
Consolidating multiplication and division:
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Understanding multiplication as repeated addition.
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Knowing by heart multiplication facts for the 2, 5 and 10 times-tables.
Understanding halves and quarters:
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Beginning to recognize that two halves or four quarters make one whole and that two quarters and one half are equivalent.
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Beginning to recognize and find one half and one quarter of a shape and a small number of objects.
Telling the time:
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Reading the time to the hour, half-hour and quarter-hour on an analogue and 12-hour digital clock.
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Solving simple word problems involving time in `real life’ and explaining how they were solved.
Organising and using data: in a block graph:
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Solving a problem by sorting, classifying and organizing information in simple ways, then discussing and explaining results.
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Organizing information in a block graph.
English
Reading: Word Reading
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Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded
and reading is fluent.
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Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising
alternative sounds for graphemes.
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Read accurately words of two or more syllables that contain the same GPCs as above.
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Read words containing common suffixes.
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Read further common exception words, noting unusual correspondence between spelling and sound and where these occur in
the word.
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Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending.
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Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately,
automatically and without undue hesitation.
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Re-read these books to build up their fluency and confidence in word reading.
Reading: Comprehension
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Develop pleasure in reading, motivation to read and understanding by:
listening to, discussing and expressing views about a wide range of poetry (including contemporary and classic), stories
and non-fiction at a level beyond that at which they can read independently
discussing the sequence of events in books and how items of information are related
becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
being introduced to non-fiction books that are structured in different ways
recognising simple recurring literary language in stories and poetry
discussing their favourite words and phrases
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate
intonation to make the meaning clear.
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Understand both the books that they can already read accurately and fluently and those that they listen to by:
drawing on what they already know or on background information and vocabulary provided by the teacher
checking that the text makes sense to them as they read and correcting inaccurate reading
making inferences on the basis of what is being said and done
answering and asking questions
predicting what might happen on the basis of what has been read so far.
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Participate in discussion about books, poems and other works that are read to them and those that they can read for
themselves, taking turns and listening to what others say.
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Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that
they read for themselves.
Writing: Transcription: Spelling
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Spell by:
segmenting words into phonemes and representing these by graphemes, spelling many correctly
learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with
each spelling, including a few common homophones
learning to spell common exception words
learning to spell more words with contracted forms
distinguishing between homophones and near-homophones.
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Add suffixes to spell longer words, e.g. –ment, –ness, –ful, –less and –ly.
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
•
Apply spelling rules and guidelines, as listed in Appendix 1.
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Write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.
Writing: Transcription: Handwriting
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Form lower-case letters of the correct size relative to one another.
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Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when
adjacent to one another, are best left unjoined.
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Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
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Use spacing between words that reflects the size of the letters.
Writing: Composition
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Develop positive attitudes towards and stamina for writing by:
writing narratives about personal experiences and those of others (real and fictional)
writing about real events
writing poetry
writing for different purposes.
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Consider what they are going to write before beginning by:
planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence.
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Make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and
consistently, including verbs in the continuous form
proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly).
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Read aloud what they have written with appropriate intonation to make the meaning clear.
Writing: Composition: Vocabulary, Grammar and Punctuation
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Develop their understanding of the concepts set out in Appendix 2 by:
learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation
marks, question marks, commas for lists and apostrophes for contracted forms.
learning how to use:
* sentences with different forms: statement, question, exclamation, command
* expanded noun phrases to describe and specify, e.g. the blue butterfly
* subordination (using when, if, that, or because) and co-ordination (using or, and, or but).
learning the grammar of word structure in Appendix 2.
formation of nouns using suffixes such as –ness, -er.
formation of adjectives using suffixes such as –ful, -less.
use of the suffixes –er and –est in adjectives and –ly to turn adjectives into adverbs.
using some features of written Standard English.
subordination (using when, if, that or because) and coordination (using or, and or but).
- expanded noun phrases for description and specification (e.g. the blue butterfly, plain flour, the man in the
moon).
- the present and past tenses correctly and consistently including the progressive form.
- how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or
command.
- correct choice and consistent use of present tense and past tense throughout writing.
- use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is
drumming, he was shouting).
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Use and understand the grammatical terminology in Appendix 2 in discussing their writing:
- letter, capital letter, word, singular, plural, sentence, punctuation , full stop, question mark, exclamation mark, noun,
noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix, tense (past,
present), apostrophe, comma.
Spoken Language
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Listen and respond appropriately to adults and their peers.
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Ask relevant questions to extend their understanding and build vocabulary and knowledge.
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Articulate and justify answers, arguments and opinions.
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Give well-structured descriptions and explanations.
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Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to
comments.
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Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
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Speak audibly and fluently with an increasing command of Standard English.
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Participate in discussions, presentations, performances and debates.
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Gain, maintain and monitor the interest of the listener(s).
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Consider and evaluate different viewpoints, attending to and building on the contributions of others.
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St Aidan’s CE Primary School
•
Year 2
Curriculum Entitlement
Select and use appropriate registers for effective communication.
Science
Scientific Enquiry
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Think about what is expected to happen.
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Make and record observations and simple comparisons.
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Present information in charts and tables.
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Turn ideas into questions that can be investigated.
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Present results.
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Use results to draw conclusions.
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Decide whether the results support the prediction.
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Decide whether a test was fair.
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Explain what has been found out.
Health and Growth
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Identify some types of food that make up their diet and name some examples of each.
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Recognize an adequate diet and exercise are necessary for them to grow and stay healthy.
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Recognize that care needs to be taken with medicines.
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Recognize that animals produce young.
Plants & Animals in Our Local Environment
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Name some common plants.
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Recognize that different plants and animals live in the local environment.
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Know that flowering plants produce seeds which grow into new plants.
Variation
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Recognize similarities between animals and between plants.
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Identify differences within these groups.
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Identify ways in which the appearance of humans changes as they get older.
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Know that some characteristics will not alter with age.
Grouping and Changing Materials
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Identify some naturally occurring materials.
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Know that heating can change some materials into new and useful materials.
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Describe what happens to water when it is heated and cooled.
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Know how these changes can be reversed.
Forces and Movement
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Be able to describe how to use pushes and pulls to make familiar objects speed up or slow down.
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Be able to describe how to use pushes and pulls to make familiar objects change direction or shape.
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Recognize that pushes and pulls are forces.
Religious Education
At St. Aidan’s we follow the Religious Education Syllabus for Church Schools from the Diocese of Durham Board of
Education/ Newcastle Diocesan Education Board in consultation with the Blackburn Diocesan Board of Education.
The Bible: Why is it such a special book?
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Know that the Bible is our Holy Book.
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Know that the Bible is split into the Old Testament and the New Testament.
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Be able to name and retell stories found in the Old Testament and stories found in the New Testament.
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Know that there are other Holy books which people consider to be special.
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Know that the Bible is made up of many books and could be compared to a library.
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Understand that people will go to great lengths to be able to have and read a bible.
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Know that the Bible has been translated into many languages and has impact on people’s lives across the world.
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Decide which Bible stories they enjoy and why.
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Ask important questions about the Bible and Christian beliefs.
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Be given opportunity to reflect on what things they consider to be of value.
Christmas: Why was the birth of Jesus such Good News?
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Be able to retell the Christmas story, including the story of Zechariah.
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Understand that we/Christians believe that the Christmas story is good news.
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Describe some forms of religious artwork.
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Know the content of the good news and be able to describe its impact on the world then and now.
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Talk about their own feelings and experiences of good news.
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Ask and respond sensitively to questions about the experiences of Mary and the shepherds.
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
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Ask important questions about Christian beliefs.
Jesus, friend to everyone.
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Know and be able to retell the stories of Jesus covered in this unit.
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Begin to be able to make the connection between the Bible stories and Christian belief.
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Be able to talk about their own feelings and experiences.
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Ask and respond sensitively to questions about their own and others feelings and experiences.
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Be making links between values and behaviour.
Easter: How do symbols help us to understand the story?
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Be able to identify and name some of the symbols of Easter.
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Be able to explain simply what the symbols of Easter mean.
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Be able to describe briefly how the Church celebrates Easter.
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Be able to describe briefly why Christian people celebrate Easter.
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Be able to talk about their own experiences of Easter celebrations.
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Have considered what they think to be the most important thing about Easter.
Why is the church a special place for Christians?
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Be able to use religious words to name the features of a church building.
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Know that Churches are special places where people pray and worship God.
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Know that the Bible describes the Church as the ‘people’ not just the building.
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Be able to describe the key features and symbolism of a church building.
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Begin to develop respect for other people’s special things and places.
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Ask questions about the church and what happens there.
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Be able to talk about their own special places.
Ascension and Pentecost. What happened?
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Be able to retell the stories of Jesus Ascension and Pentecost.
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Use developing religious vocabulary to describe key Christian beliefs about Heaven.
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Recognise and suggest meanings for symbols connected to the Holy Spirit.
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Identify the impact of Pentecost then and now on believers lives.
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Make links between the biblical stories and the Christian belief in God as Father, Son and Holy Spirit.
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Be able to talk about their ideas of heaven.
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Be able to connect their beliefs and values to the beliefs and values of others (in this unit with regard to the importance
of these two events.).
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Be able to ask thoughtful questions about the events at Pentecost.
The Journey to Bethlehem
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Be able to retell the nativity story.
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Know that we/Christians believe that Jesus was the son of God and the saviour of the world.
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Be encouraged to use religious vocabulary.
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Ask and respond sensitively to questions about their own and others experiences and feelings.
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Begin to understand the mystery of the nativity story.
Conerstones Curriculum: Imaginative learning Projects
At Saint Aidan’s we follow a key skills curriculum based on Chris Quigley’s Essentials Curriculum using the Imaginative
Learning Projects from the Cornerstones Curriculum as a basis. The themes for Year 2 are as follows:
Term ILP Title Term ILP Title Autumn 1 Street Detectives Autumn 2 Spring 1 Wriggle and Crawl Spring 2 Towers, Tunnels and Turrets The Scented Garden Summer 1 Bounce Summer 2 Beachcombers History
To investigate and interpret the past
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Observe or handle evidence to ask questions and find answers to questions about the past.
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Ask questions such as: What was it like for people? What happened? How long ago?
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Use artefacts, pictures, stories, online sources and databases to find out about the past.
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Identify some of the different ways the past has been represented. To build an overview of world history
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Describe historical events.
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Describe significant people from the past.
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Recognise that there are reasons why people in the past acted as they did.
To understand chronology
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
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Place events and artefacts in order on a time line.
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Label time lines with words or phrases such as: past, present, older and newer.
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Recount changes that have occurred in their own lives.
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Use dates where appropriate.
To communicate historically
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Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and
centuries to describe the passing of time.
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Show an understanding of the concept of nation and a nation’s history.
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Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.
Geography
To investigate places
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Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do
people do in this place?).
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Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.
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Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents
and oceans studied.
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Use simple fieldwork and observational skills to study the geography of the school and the key human and physical
features of its surrounding environment.
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Use aerial images and plan perspectives to recognise landmarks and basic physical features.
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Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its
surrounding seas.
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Name and locate the world’s continents and oceans.
To investigate patterns
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Understand geographical similarities and differences through studying the human and physical geography of a small area of
the United Kingdom and of a contrasting non-European country.
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Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in
relation to the Equator and the North and South Poles.
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Identify land use around the school.
To communicate geographically
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Use basic geographical vocabulary to refer to:
key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather.
key human features, including: city, town, village, factory, farm, house, office and shop.
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Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of
features and routes on a map.
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Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1).
Art and Design
To develop ideas
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Respond to ideas and starting points.
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Explore ideas and collect visual information.
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Explore different methods and materials as ideas develop.
To master techniques
Painting:
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Use thick and thin brushes.
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Mix primary colours to make secondary.
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Add white to colours to make tints and black to colours to make tones.
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Create colour wheels.
Collage:
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Use a combination of materials that are cut, torn and glued.
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Sort and arrange materials.
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Mix materials to create texture.
Sculpture:
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Use a combination of shapes.
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Include lines and texture.
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Use rolled up paper, straws, paper, card and clay as materials.
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Use techniques such as rolling, cutting, moulding and carving.
Drawing:
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Draw lines of different sizes and thickness.
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
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Colour (own work) neatly following the lines.
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Show pattern and texture by adding dots and lines.
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Show different tones by using coloured pencils.
Print:
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Use repeating or overlapping shapes.
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Mimic print from the environment (e.g. wallpapers).
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Use objects to create prints (e.g. fruit, vegetables or sponges).
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Press, roll, rub and stamp to make prints.
Textiles:
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Use weaving to create a pattern.
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Join materials using glue and/or a stitch.
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Use plaiting.
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Use dip dye techniques.
Digital Media
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Use a wide range of tools to create different textures, lines, tones, colours and shapes.
To take inspiration from the greats
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Describe the work of notable artists, artisans and designers.
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Use some of the ideas of artists studied to create pieces
Design Technology
To design, make, evaluate and improve
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Design products that have a clear purpose and an intended user.
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Make products, refining the design as work progresses.
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Use software to design. To master practical skills
Materials:
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Cut materials safely using tools provided.
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Measure and mark out to the nearest centimetre.
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Demonstrate a range of cutting and shaping techniques (such as tearing, cutting, folding and curling).
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Demonstrate a range of joining techniques (such as gluing, hinges or combining materials to strengthen).
Textiles:
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Shape textiles using templates.
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Join textiles using running stitch.
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Colour and decorate textiles using a number of techniques (such as dyeing, adding sequins or printing). Electricals and Electronics:
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Diagnose faults in battery operated devices (such as low battery, water damage or battery terminal damage).
Computing:
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Model designs using software.
Construction:
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Use materials to practise drilling, screwing, gluing and nailing materials to make and strengthen products.
Mechanics:
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Create products using levers, wheels and winding mechanisms.
Food:
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Cut, peel or grate ingredients safely and hygienically.
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Measure or weigh using measuring cups or electronic scales.
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Assemble or cook ingredients. To take inspiration from design throughout history
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Explore objects and designs to identify likes and dislikes of the designs.
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Suggest improvements to existing designs.
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Explore how products have been created.
Computing
To code
Motion:
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Control motion by specifying the number of steps to travel, direction and turn.
Looks:
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Add text strings, show and hide objects and change the features of an object.
Sound:
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Select sounds and control when they are heard, their duration and volume.
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St Aidan’s CE Primary School
Year 2
Curriculum Entitlement
Draw:
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Control when drawings appear and set the pen colour, size and shape.
Events:
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Specify user inputs (such as clicks) to control events.
Control:
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Specify the nature of events (such as a single event or a loop).
Sensing:
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Create conditions for actions by waiting for a user input (such as responses to questions like: What is your name?).
To connect
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Participate in class social media accounts.
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Understand online risks and the age rules for sites.
To communicate
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Use a range of applications and devices in order to communicate ideas, work and messages.
To collect
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Use simple databases to record information in areas across the curriculum.
Physical Education
Games
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Use the terms ‘opponent’ and ‘team-mate’.
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Use rolling, hitting, running, jumping, catching and kicking skills in combination.
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Develop tactics.
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Lead others when appropriate. Dance
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Copy and remember moves and positions.
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Move with careful control and coordination.
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Link two or more actions to perform a sequence.
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Choose movements to communicate a mood, feeling or idea.
Gymnastics
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Copy and remember actions.
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Move with some control and awareness of space.
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Link two or more actions to make a sequence.
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Show contrasts (such as small/tall, straight/curved and wide/narrow).
•
Travel by rolling forwards, backwards and sideways.
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Hold a position whilst balancing on different points of the body.
•
Climb safely on equipment.
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Stretch and curl to develop flexibility.
•
Jump in a variety of ways and land with increasing control and balance.
Modern Foreign Languages
To
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To
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To
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To
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speak confidently
Understand a range of spoken phrases.
Understand standard language (sometimes asking for words or phrases to be repeated).
Answer simple questions and give basic information.
Give responses to questions about everyday events.
Pronounce words showing a knowledge of sound (or pitch in Mandarin) patterns. read fluently
Read out loud everyday words and phrases.
Use phonic (or logographic in Mandarin) knowledge to read words.
Read and understand short written phrases.
Read out loud familiar words and phrases.
Use books or glossaries to find out the meanings of new words. write imaginatively
Write or copy everyday words correctly.
Label items and choose appropriate words to complete short sentences.
Write one or two short sentences.
Write short phrases used in everyday conversations correctly. understand the culture of the countries in which the language is spoken
Identify countries and communities where the language is spoken.
Demonstrate some knowledge and understanding of the customs and features of the countries or communities where
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St Aidan’s CE Primary School
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Year 2
Curriculum Entitlement
the language is spoken.
Show awareness of the social conventions when speaking to someone.
Music
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perform
Take part in singing, accurately following the melody.
Follow instructions on how and when to sing or play an instrument.
Make and control long and short sounds, using voice and instruments.
Imitate changes in pitch. compose
Create a sequence of long and short sounds.
Clap rhythms.
Create a mixture of different sounds (long and short, loud and quiet, high and low).
Choose sounds to create an effect.
Sequence sounds to create an overall effect.
Create short, musical patterns.
Create short, rhythmic phrases. transcribe
Use symbols to represent a composition and use them to help with a performance.
describe music
Identify the beat of a tune.
Recognise changes in timbre, dynamics and pitch.
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