Awarded an OBE for Services to Education, Clive Davies has designed and built these schemes around progression and enquiry. Focus Education resources are of the highest educational quality.

Focus Education

Pzaz is a specialist, primary science provider, with schemes written for the non-specialist primary teacher. Created by a science education expert, Pzaz covers every statement of the National Curriculum for Reception to Year 6.

Reception - Year 6, Science

Pzaz

VotesforSchools provides award-winning PSHE resources to prompt discussion on challenging issues. Young people learn about everything from politics to climate change to ensure they have an informed opinion of the world, and are equipped with all they need to know when they leave school.

Years 1-6, PSHE

Votes For Schools

Created by primary specialists, Teacher of Primary offers a bank of in-depth, highly specialised lessons so that schools and teachers can focus on the particular learning goals of their setting.

EYFS-Year 6, Maths, English & Science

Teacher of Primary

PE Resources Bank firmly believes in the power of Physical Education and transforming young people’s lives. PE Resources Bank aims to provide high quality teaching materials for staff to use and promote a genuine love for learning. 

PE Resources Bank

Master The Curriculum

Striver

KS2 Gems

Guinea Pig Education

Livello is a specialist literary provider, they offer half-termly units built around highly engaging and exciting books that will inspire a love of reading while teaching comprehension, grammar and composition. Start from the books they love, succeed with strategies from Livello.

Years 1-6, English

Livello

Learning Mole uses fun and engaging animations to capture childrenâ€™s imagination and inspire curiosity. Use Learning Moleâ€™s videos as a perfect jumping off point to start great discussions and stimulate learning.

EYFS-Year 6, Maths, English, Topic & PSHE

Learning Mole

Music Playtime has been created by a Key Stage 1 and Early Years Music education specialist. The schemes are built in recognition of the fact that most primary teachers are not music specialists. Access the knowledge and the ideas you need to feel confident teaching music.

Music Playtime

1Decision

Active Music Digital

All Aboard Learning

Flashcards to add to your GCSE and A-Level revision lessons.

Years 10-13, Various

Quizlet

Sir Linkalot is the award-winning future of spelling. Students learn to spell any word they want from 'was' to 'onomatopoeia' by watching short, funny animations. Never fail a spelling test again!

Sir Linkalot

Get The Buzz! is a specialist in Maths Games for Key Stage 1 and Key Stage 2. Engaging maths games can help to build an enjoyment for maths and can consolidate learning so that all students are benefitting.

Years 1-6, Maths

Get The Buzz

All students can enjoy and improve their achievement in mathematics. It is no longer acceptable to say that only certain types of people can learn mathematics. Can Do Maths provides resources to support teachers and parents to help children and students believe they 'Can Do Maths'.

CanDo Maths

PlanBee is the hive of ready-to-use primary resources for KS1 and KS2, with time-saving resources for busy teachers!

KS1 & KS2

PlanBee

Max Maths is a specialist primary school maths provider that uses the Singapore Mastery Approach to follow the Cambridge Primary maths curriculum framework.

Max Maths

Everyone can do maths: Everyone can! White Rose is used in most UK Primary schools and is the most trusted primary maths provider in the UK. Everything White Rose offers is created by maths experts and directed at teachers using a mastery approach to teaching maths.

White Rose

Music - Key Stage 1 - Music Playtime

<p>This unit contains ideas based on the weather and the seasons, with particular emphasis on the environment.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Floaty scarves</li>                                            </ul>

The Weather & the Seasons Level: Key Stage 1

<p>This topic is about our friends and focuses on name patterns, rhythms and pitches. Please read the ABOUT section before you begin and download the Elementary School sample lesson plans to see how easy it is to make your own plans using Music Playtime!</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Name-clapping cards</li>                                                    <li>Chrome Music Lab</li>                                            </ul>                                                 

Ourselves & Our Friends Level: Key Stage 1

Sample lesson plans for the unit Ourselves for Key Stage 1, this is to give you some structure and guidance in case you wanted to create lesson plans for every unit.

Sample Lesson Plan - Elementary School - Ourselves

<p>This unit is about dinosaurs and other extinct animals, focusing on high and low pitch, clapping rhythms and keeping a steady pulse.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Book: Goldilocks and the Three Dinosaurs â€“ Mo Willems ISBN: 9780062104182 Publisher: Harper Collins</li>                                                    <li>Tuned and untuned percussion instruments</li>                                            </ul>

Dinosaurs Level: Key Stage 1

<p>This unit covers using music technology and keyboards in relation to more Maestro the Music Dog stories</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Pentatonic<span>:</span></strong> A five note scale, or set of notes in order, such as C, D, E, G and A. The black keys of a piano or keyboard make a natural pentatonic scale - notice that each black key has at least one white key between it and the next one, which gives a distinctive &#039;pentatonic&#039; sound.</li>                                                    <li><strong>Silence<span>:</span></strong> The quiet spaces between musical sounds.</li>                                                    <li><strong>Sing-song voice<span>:</span></strong> Two sung pitches, higher then lower like G - E, as if calling a name in the playground</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Keyboards or a piano, an iPad or computer</li>                                            </ul>                                                    

Minibeasts Level: Key Stage 1

<p>A delicious mixture of activities about food</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>

Food & Eating Level: Key Stage 1

<p>This unit is about animals we love and includes expressing feelings and moods in music. Download your Record of Activities &amp; Progress chart here.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Plush beanie animal toys</li>                                                    <li>Book - Pete the Cat and His Four Groovy Buttons: HarperCollins ISBN 1579823106</li>                                                    <li>Four frisbees</li>                                            </ul>                                                    

Pets & Other Animals Level: Key Stage 1

<p>A unit based on the (non-religious) story off how Maestro the Music Dog came on Christmas Day to live on Hannah&#039;s piano.</p>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Book: Maestro the Dog and the Christmas Tree  by Sandy Holland &amp; Peter Noke Publisher E-MusicMaestroPublishing ISBN 9781999863524 Available at  https://www.e-musicmaestro.com/shop/books/childrens-picture-books</li>                                            </ul>                                                    

Maestro & the Christmas Tree Level: Key Stage 1

<p>This unit is loosely based on gardening and growing with a special emphasis on the planet.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Re-cycling cards from the Garden Organic website</li>                                            </ul>                                                    

Gardens & Growing Level: Key Stage 1

<p>This unit, all about seaside holidays, focuses on body sounds, found sounds, using instruments and actions in time with music.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Peppa Pig Goes on Holiday ISBN 9780723297819 Publisher Ladybird</li>                                                    <li>Maisie Goes on Holiday ISBN 9781406329513 Publisher Walker Books</li>                                                    <li>Floaty scarves</li>                                                    <li>A real parachute and &#039;treasures&#039; in a &#039;treasure chest&#039;</li>                                            </ul>                                                    

Seaside & Under the Sea Level: Key Stage 1

Two-year plan for teaching music, for Key Stage 1 (Kindergarten and 1st Grade), covering when Music Playtime recommends teaching each topic and in which order. Among the these there are both essential and optional topics, so that you can construct your music curriculum to suit your students and your setting.

Two-Year Plan: Key Stage 1

<h3>Frosty Snowball (pulse)</h3><p>This is a passing-in-time game in which the children pass the 'snowball' on the strong beats, which sound like the most important words, like this:</p><p><strong>FROSTY</strong> snowball, <strong>PASS</strong> it on ... and ... Get <strong>RID</strong> of the frosty <strong>SNOW</strong>ball.</p><p>It helps to pat knees on the strong beats before you begin passing the snowball round. Perhaps a fluffy, white ball might be more convincing as a snowball? </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399631974?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>We've Got It!</h4><p>The children are starting to pass in time with the music here.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399632246?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Spring Summer Autumn Winter music (timbre, pulse, rhythm)</h3><p>In a circle, first everyone chant the words: Spring, Summer, Autumn, Winter lots of times, walking on the spot, in time, as you chant. Next, divide the group into four. Each group is allocated a season and plays sounds in time with their season, as everyone chants:</p><ul><li>Spring - rattle a tin containing rice, once</li><li>Summer - click two wooden paintbrushes together, twice</li><li>Autumn - tap a plastic cup with a plastic spoon, twice</li><li>Winter - bang two metal spoons together, twice</li></ul><p>The children will need to practise keeping in time and making their sound only when it's their turn, in time with the chanting. </p><h4>Group work with instruments (timbre, pulse, rhythm)</h4><p>In groups of four, the children swap their 'found sound' for an instrument eg: </p><ul><li>Spring - scraper </li><li>Summer - drum</li><li>Autumn - claves </li><li>Winter - shaker </li></ul><p>Now they take it in turns to play just their sound with a steady pulse but no chanting. Draw attention to the different <em>timbres</em> (sounds) made by the instruments compared with the found sounds. </p><h4>Keeping a Steady Pulse</h4><p>You'll need to remind the children to keep a steady pulse - by now they will be starting to grasp the concept of 'steady pulse'. Here's an example of children playing with a steady pulse:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/in_time_seasons.mp3" type="audio/mp3"></source></audio>                                                                <p>Below is an example of children playing the same instruments in the same order but without a steady pulse. You could ask the children which of these two performances has a steady pulse (closed question - it's the first one) and which they prefer (open question - it's their opinion).</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/out_of_time_seasons.mp3" type="audio/mp3"></source></audio>                                                                <h4>Cross curricular Activity (art)</h4><p>The children could next have fun making colorful graphic representations of the music. In groups, they make four really big, wax crayon pictures or paintings: Spring, Summer, Autumn and Winter. Put them up on the wall in order, with the 'found sound' instruments on a shelf or table underneath the matching picture. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Jane_Hayes_big_picture.png" alt="Jane Hayes Big Picture">    </div>                                                                <p>Picture by kind permission of <a href="Picture%20by%20kind%20permission%20of%20Jane%20Hayes">Jane Hayes</a></p>

The Weather & the Seasons Level: Key Stage 1 - Skills & games

<h3>Did you ever see a ghost eating toast?</h3><p>Well here's a song about one - Mrs White had a fright in the middle of the night - saw a ghost eating toast, half way up the old lamp post!</p>                                                                                                                                    <p>The children can have fun making up an intro and an outro for this song, using scary sounds. The chord played here as a simple accompaniment is just two sounds played at the same time (eg D and A OR C and G), which you can easily do on chime bars or a xylophone. This two-note accompaniment is really useful for all sorts of simple songs and it's correct name is a <em>drone</em>.</p>                                                                                                                                                

Did you ever see a ghost eating toast? - Song

<h4>Dippy Doo - the complete song</h4><p>There are two parts to this song, one in 3 time and one in 2 time. </p>     

Dippy doo (complete song) - Video

<h3>Apusskidusski (two ways!)</h3><p>This is a traditional Swedish song, with a lovely tune, called <em>I Medelhavet</em>. Here is an approximate translation of the original words, with an additional verse that I made up. It's a song for a mother or father to sing to their child, but you could ask the children what they think the words mean and then they could make up a third verse. In this version, the song is almost like a lullaby.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Apusskidusky.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>In middle ocean</li>            <li>Sardines are swimming</li>            <li>Apusskidusski Apusskidu</li>            <li>But in my own heart</li>            <li>You&#039;re swimming too</li>            <li>Apusskidusski Apusskidu</li>            <li>__</li>            <li>Up in the blue sky</li>            <li>The birds are flying</li>            <li>Apusskidusski Apusskidu</li>            <li>But in my own heart</li>            <li>You&#039;re flying too</li>            <li>Apusskidusski Apusskidu</li>    </ul>                                                                <p>In the video, the song is begins in Swedish and is then translated into four other languages, including English. You'll be amazed at how different the song sounds at an upbeat tempo and I wonder how many children will prefer this version! Sometimes children surprise me with a preference for gentle music.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382922865?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Down There Under the Sea</h3><p>You'll probably need to listen to this song and sing along several times to learn it really well before teaching it, as it's easy to muddle up the words, <em>big blue ocean</em> and <em>deep blue sea</em>! You could teach it using the First Me, Then You method and then use the sound track to sing along to. The verses go in this order:</p><ul><li>Lots to see</li><li>Lots of fish</li><li>Whales and sharks</li><li>Crabs and shells</li></ul><p>For each verse, choose different instruments for children to represent the different things in each verse eg shell shakers for their verse about crabs and shells â€“ shake only on the words <em>crabs and shells</em>, and so on.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Down-there-Under-the-Sea.mp3" type="audio/mp3"></source></audio>                                                                <h3>Row Row Row Your Boat</h3><p>The children love doing rowing actions in time with this song, sitting one behind the other with legs out to the sides. I like to do the original verse first, with the ending Life is but a dream - this way, the children enjoy the 'naughty' version about the crocodile even more! The song is so well known that I have not written out the words.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Row-Your-Boat.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/baby-natur-1689418-unsplash.jpg" alt="Baby Natur 1689418 Unsplash">    </div>

Seaside & Under the Sea Level: Key Stage 1 - Songs & chants

A visual representation of duration as a musical concept, designed to help students understand what is meant by 'duration' in music.

Duration poster

A sheet for recording student progression in each of the topics taught as part of the Music Playtime Music curriculum. It allows you to make record progress across topics of students joining in, singing, playing, rhythm and pulse, creating music, and listening and responding.

Student progression recording sheet

<h3>A Seaside Holiday Game</h3>                                                                <p>I remember the excitement of having a new beach ball when we went on holiday as children! Here's a game that could also be played by a family on the beach. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673141?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Seaside Holidays Stories</h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/9781406329513.jpg" alt="9781406329513">    </div>                                                                <p>First talk with the children about school holidays and outings they have been on. Has anyone been to the seaside? </p><p>Then play a song or a piece of music that reminds you personally of holiday time (children love knowing more about you!) and tell a story about a seaside holiday, maybe your own holiday when you were a child, or Maisie Goes on Holiday. I'm a closet Peppa Pig fan and the Peppa Pig Goes on Holiday video is great fun! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/L2We9LjY4ZU" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <h3>Who is the Pirate? (timbre)</h3><p>This is a voice recognition game so the children need to know each other reasonably well for it to work. Everyone sits in a circle or on the carpet. Each child in turn goes behind a screen so that they can't see the rest of the group. The teacher points to a child within the group, who then says, 'I am the pirate! Hand over your silver and gold!'. The child behind the screen has to guess which child spoke. Every child has a turn at guessing and at being the pirate.</p><p>You may be surprised that, even if you ask the children to make it harder by disguising their voices, the other children still guess who it is!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/pirate.png" alt="Pirate">    </div>

Seaside & Under the Sea Level: Key Stage 1 - Introductory

Examples of names that are made up of two syllables, for students to clap along to and recognise the beats.

2 syllable names - Examples

Examples of names that are made up of four syllables, for students to clap along to and recognise the beats.

4 syllable names - Examples

A visual representation of pitch as a musical concept, designed to help students understand what is meant by 'pitch' in music.

Pitch poster

<h3>Hello Everyone at Forton School! (pitch, structure)</h3><p>Meet the Key Stage 1 children of Forton School! Singing makes a good starting point because it's a core activity in music and a useful vehicle for teaching important skills such as tapping a pulse and clapping a rhythm. This was our very first song in the very first session and there were one or two things to sort out - keep watching because there's a huge transformation! Some of these children have potentially good voices, as you will hear once they understood what was needed.</p><p>My main priority was to establish how to sing with a good sound, using Mrs Crocosaurus's advice. The song is called <em>Hello Everyone</em> and I'm teaching it using <em>First Me, Then You</em>. Simply asking kindly for singing that is in tune and not too loud brings about a huge difference that I'm able to praise! Similarly, when we were tapping the pulse on knees, I asked the children to keep in time with me - and they did. Asking children to watch helps them to co-ordinate their movements with what they see, and to associate the movements with what they hear.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387249846?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Hello everyone, how are you?</li>            <li>Hello everyone, how are you?</li>            <li>Hello everyone, how are you?</li>            <li>How are you today?</li>    </ul>                                                                <h3>Hello Everyone, with Actions (structure)</h3>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254318?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Doing More Actions</h4><p>The children can learn about the <em>structure</em> of the song by doing actions, or a dance, to it. Doing a different movement to each line of the song helps the children to understand the four-line structure, and also that each action may be done four times to go with the pulse and with the length of the phrase. The children need to be in pairs, in a circle, facing their partner. </p><ul><li>Hello everyone, how are you? - shake hands with your partner (4 shakes)</li><li>Hello everyone, how are you? - 4 pat-a-cakes with your partner</li><li>Hello everyone, how are you? - Shake hands with your partner</li><li>How are you today? - wave to your partner (4 movements)</li></ul><h4>Alternative Actions</h4><p>Divide the class into two halves (you don't need exactly equal numbers). Either outside or in the school hall, Group 1 stands at one end of the space, facing Group 2 at the other end. </p><ul><li>Group 1 sings - Hello everyone, how are you? - wave to Group 2</li><li>Group 2 sings - Hello everyone, how are you? - wave to Group 1</li><li>Everyone sings - <strong>Hel</strong>lo <strong>ev</strong>eryone, <strong>how</strong> are <strong>you</strong>? - clap in time </li><li>Everyone sings - How are you today? - bow to the other group</li></ul>                                                                <h3>Help a Friend Day (PSED link)</h3><p>You could have a day when every child is allocated a particular friend or family member to help for the day. Then you can sing this song to the same tune as Hello Everyone:</p>                                                                <ul class="simple lyrics">            <li>Hello everyone, how can I help?</li>            <li>Hello everyone, how can I help?</li>            <li>Hello everyone, how can I help?</li>            <li>How can I help today?</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/hannah-rodrigo-320734-unsplash.jpg" alt="Hannah Rodrigo 320734 Unsplash">    </div>                                                                <h3>Introducing Luchia, our singer!</h3><p>I'd like you to meet Luchia Law next, the singer on virtually all the solo audios. Here she is performing <em>Button Factory Joe</em> and, in case you are wondering how she can do all those actions at the same time, you may like to know that Luchia is also a dancer! Most of the songs lend themselves to mime, which you can see Luchia doing here. Mime is great fun, it helps with understanding the meaning and character of a song and the children can do it with, or without, singing the words.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/359980689?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Button Factory Joe Activity</h4><p>Children love to learn to say this, along with doing the actions - they could make a start by watching the video and copying the actions. You may need to bring to the children's attention that Luchia is saying the words and doing the actions in time with the <em>pulse</em> of the music, introducing the phrase, 'backing track', meaning pre-recorded accompaniment.</p>

Ourselves & Our Friends Level: Key Stage 1 - Introductory

<h3>Driving Our Police Car (tempo)</h3><p>This song has tempo changes and it's also great fun as a stimulus for drama. Here's the first lesson on the song:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612617?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>In the second lesson I asked Samuel to play the drum and look what happened - the other children spontaneously tapped the pulse on their police helmets!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612687?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Tempo Changes</h4><p>In the third lesson we chose colored scarves to be the siren going round and round and practised changing tempo for verse 2!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399589653?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Our Performance of Driving Our Police Car</h4><p>A performance can be for anyone, even a video camera! You can see what we did with the scarves and we also added a burglar-builder who stole a brick, for a bit of drama. Our tempo changes were great!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/399589718?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Driving our police car round and round</li>            <li>Making sure the people are safe in town</li>            <li>The we get a call, an emergency</li>            <li>Twenty miles away there&#039;s a burglary</li>            <li>__</li>            <li>Whooooeeeee! (siren sound)</li>            <li>__</li>            <li>On the motorway, on the motorway (sing faster)</li>            <li>Speeding along on the motorway</li>            <li>If it starts to rain, we can&#039;t drive so fast (sing slower)</li>            <li>But we&#039;ll still catch that burglar at last (sing faster)</li>            <li>__</li>            <li>Â©Music-Playtime at Arts Enterprise Limited</li>    </ul>                                                                <h3>Be Kind</h3><p>A song with a character-development message for everyone about how we can be the people who care and help.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Be-Kind.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Doesn&#039;t matter if you&#039;re big or small</li>            <li>Doesn&#039;t matter if you&#039;re rich or poor</li>            <li>You can be anything so make up your mind</li>            <li>Make up your mind to be helpful and kind</li>            <li>__</li>            <li>Let&#039;s help our friends and mum and dad</li>            <li>Let&#039;s be kind to animals or they&#039;ll be sad</li>            <li>Be kind to sisters and brothers too</li>            <li>Then you will find they are kind to you</li>            <li>__</li>            <li>Â©Music-Playtime at Arts Enterprise Limited</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/better_place.png" alt="Better Place">    </div>

People Who Help Us Level: Key Stage 1 - Songs & chants

A visual representation of tempo as a musical concept, designed to help students understand what is meant by 'tempo' in music.

Tempo poster

<h3>Left, Left!</h3><p>A chant for remembering left and right, and for practising walking in time. This chant was taught to me by a childhood friend, Ann and we used to chant it while walking to school! The children could first practise copying you as you walk in time saying the words and it's a good rhythmic chant to do outdoors as a playground game or PE warm-up. As you will see from the video, it's a bit of a challenge for some children (and teachers!). Try it in the playground, first on the spot with your back to the children, and then walking in a line, keeping the children spaced out so that the can see your feet.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612508?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Left, left</li>            <li>I had a good job and I left</li>            <li>I left because I knew it was right</li>            <li>Left, right, left</li>    </ul>                                                                <h3>Today I'm going to Meet a Friend </h3><p>This is sung to the tune of Here We Go Round the Mulberry Bush. Even if the children are familiar with the tune, you'll to teach it using <em>First</em><em>me, Then You</em> as in the Hello Everyone Song that I demonstrated in the Introductory Activities section. It's important to listen to whether the children copy the pitch correctly - if they don't, just ask them to <em>really</em> listen and match their voice to yours and they will soon improve. Many children have never been asked to sing <em>in tune</em> and the concept may be new to them. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Today-Im-going-to-meet-a-friend.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Today Iâ€™m going to meet a friend</li>            <li>Meet a friend, meet a friend</li>            <li>Today Iâ€™m going to meet a friend and</li>            <li>Weâ€™ll be friends together.</li>            <li>Today Iâ€™m going to play with my friend</li>            <li>Play with my friend, play with my friend</li>            <li>Today Iâ€™m going to play with my friend and</li>            <li>Weâ€™ll be friends forever.</li>    </ul>                                                                <h4>Extension - knee tapping</h4><p>This is a good song for tapping on knees in time to the pulse, which can be done either sitting on the floor or sitting on a chair. Tap on the strong beats, like this:</p><ul><li>To-<u class="highlight">DAY</u> I'm going to <u class="highlight">MEET</u> a friend</li><li><u class="highlight">MEET</u> a friend, <u class="highlight">MEET</u> a friend</li><li>To-<u class="highlight">DAY</u> I'm going to <u class="highlight">MEET</u> a friend</li><li>And <u class="highlight">WE'LL</u> be friends to-<u class="highlight">GETH</u>-er</li></ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ashton-bingham-SAHBl2UpXco-unsplash.jpg" alt="Ashton Bingham Sahbl2 Up Xco Unsplash">    </div>                                                                <h3>Find a Friend!</h3><p>This song has the same tune as <em>This Old Man</em>. The words, <em>They'll be good to you</em> have next-door pitches, moving higher note by note (a scale) so they are a bit tricky to sing in tune. You'll probably need to teach this line slowly and ask the children to listen carefully to whether their voices are finding the right notes. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Find-a-Friend.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Find a friend, say &#039;Hello!&#039;</li>            <li>Help to make your friendship grow</li>            <li>Be good to friends, and theyâ€™ll be good to you</li>            <li>Find new friends, keep old ones too!</li>    </ul>

Ourselves & Our Friends Level: Key Stage 1 - Songs & chants

<h3>Ten Green Bottles</h3><p>Holly is singing this song for you!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/428759740?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Two Keeping the Pulse Activities</h3><h4>Mud Pie Chant (tapping the pulse)</h4><p>This is a rhythmical chant for tapping the pulse on knees while sitting in a circle. You'll need to give a strong lead to model how to do this, making big movements with your own hands.</p><p>Of course, making mud pies afterwards is compulsory!</p>                                                                <ul class="simple lyrics">            <li>Two little children, big brown eyes</li>            <li>Two little children making mud pies</li>            <li>Muddy little hands and muddy little feet</li>            <li>Making mud pies is a very special treat</li>            <li>Pop them in the oven, bake them till theyâ€™re brown</li>            <li>Our mud pies are the best in town</li>            <li>Ask the other children, &#039;Wonâ€™t you come to tea -</li>            <li>To eat the finest pies in the whole country?&#039;</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/mud_pie.png" alt="Mud Pie">    </div>                                                                <h4>Shopping (walking in time, structure)</h4><p>Before the game starts, set several fruits out on a table (or in a toy shop if you have one). The teacher holds picture cards that match the fruits eg a pear and a picture of a pear (you could have the word written on the back too). This is marching song so encourage walking in time with the words by praising those children who can. Try walking next to those who can't, so they can copy you.</p><p>Start every verse with the children looking at you, as you hold up one of the fruit cards. Ask what the fruit is and pass the card to a child who gives the correct reply. All march around the room as you sing the shopping song using <a href="https://www.music-playtime.com/member/topics/ourselves-and-our-friends/early-years/introductory">sing-song voices</a>. During the song, the child with the card fetches that fruit and puts it into a big bag as everyone shouts <em>PLOP!</em> At the end of the song, wash the fruit well, cut it up and share it out.</p>                                                                <ul class="simple lyrics">            <li>Shopping, shopping in the town</li>            <li>Walking, walking all around</li>            <li>Bought a pear from the shop</li>            <li>Put it in a bag - PLOP!</li>            <li>__</li>            <li>Shopping, shopping in the town</li>            <li>Walking, walking all around</li>            <li>Bought an apple from the shop</li>            <li>Put it in a bag - PLOP!</li>            <li>__</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/fruit.png" alt="Fruit">    </div>

Food & Eating Level: Key Stage 1 - Introductory

<h3>Meet Maestro the Dog</h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_face.png" alt="Maestro Face">    </div>                                                                <p>Everyone loves Maestro and he's very good at sitting in the middle of the ring, or being passed round in music games. This is the first little song we sing about Maestro in the Early Grades activities. We meet Maestro again in the Elementary School Christmas Tree unit and in More Maestro Stories.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387254250?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Alice the Camel (pitch, structure, rhythm, pulse)</h3><p>Everyone loves this song! You could teach it in a <em>First me, then you</em> way or by playing the recording, and have the children join it initially with the words, <em>Five humps</em>, <em>four humps</em> and so on for each verse. When the children have heard the song a few times they will know it. Later, you can make them laugh by changing the ending to <em>Alice is a hippopotamus</em>, or what ever amuses you!</p>                                                                <ul class="simple lyrics">            <li>Alice the camel had ... five humps</li>            <li>Alice the camel had ... five humps</li>            <li>Alice the camel had ... five humps</li>            <li>So go, Alice, go!</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Alice-the-Camel.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Camel_simon-goetz-447883-unsplash.png" alt="Camel Simon Goetz 447883 Unsplash">    </div>                                                                <h3>More Alice fun</h3><ol><li>Everyone hold up five fingers for the words, <em>Five Humps</em>, then four for the next verse, and so on. </li><li>Have five children standing up for verse 1, then one sit down for verse 2, and so on.</li><li>Give out untuned percussion for the children to play on the words, <em>Five humps</em>, and so on for each verse.</li><li>The notes for <em>Five Humps, four Humps,</em> and so on, are G E. Choose a child to play G, E on chime bars every time the words are sung.</li></ol>

Pets & Other Animals Level: Key Stage 1 - Introductory

<ul class="simple lyrics">            <li>Five little ducks went swimming one day</li>            <li>Over the hills and far away</li>            <li>The mother duck said, Quack quack quack quack</li>            <li>And four little ducks came back</li>    </ul>                                                                <h3>Five Little Ducks</h3><p>A lovely counting song. It helps to keep a visual count of how many ducks for each verse, so that you don't get lost, by holding up a card with the right number of ducks each time. You can invent actions to go with this song too. I've just given the words of the first verse but the song is complete in the audio.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Five-Little-Ducks.mp3" type="audio/mp3"></source></audio>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/niklas-hamann-Vva_-Gfkd1w-unsplash.jpg" alt="Niklas Hamann Vva  Gfkd1W Unsplash">    </div>                                                                <h3>Pass the Animals (pulse)</h3><p>This game is also in the Early Grades Pets and Other Animals unit, but it's worth doing again at Elementary School because it's everybody's favorite, as you can see in the video. At Elementary School, I expect the children to learn to pass the animals in time with the pulse rather than just passing them on when they can 'bear' to part with them! You'll hear me explain this to the children and we start at a slow pace then build up the speed. Notice that the little girl sitting next to me is pretty good at passing in time right from the start. At the end, it all falls apart a bit but it's still good fun! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667430?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>PASS the animals ROUND the ring</li>            <li>ROUND the ring, ROUND the ring</li>            <li>PASS the animals ROUND the ring</li>            <li>AND then STOP</li>            <li>Teacher, sing-song voice: WHO&#039;S got the FROGGY?</li>            <li>Child, sing-song voice: I&#039;VE got the FROGGY</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/plush_animals.jpg" alt="Plush Animals">    </div>

Pets & Other Animals Level: Key Stage 1 - Songs & chants

Personal, Social and Health Education (PSHE)