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 - Pre-K - Music Playtime

<p>This unit is about dinosaurs. It focuses on the difference between singing and chanting, and on loud and quiet dynamics.</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>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Untuned percussion instruments</li>                                                    <li>Book: Noisy Dinosaurs â€“ Noisy Books (Board book) by Felicity Brooks  ISBN 9780746097847 Publisher: Usborne</li>                                                    <li>Early Grades Dinosaur Counters (e.g. C&amp;D make)</li>                                            </ul>

Dinosaurs Level: Early Grades

<p>The activities are based on the (non-religious) story of how Maestro the Music Dog came to live on Hannah&#039;s piano at Christmas.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</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>Dynamics<span>:</span></strong> Louder or quieter sounds.</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>                                            </ul>                                                    <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: Early Grades

<p>This topic introduces Maestro the Music dog and focuses on singing, listening, and actions with music. Download your Record of Activities &amp; Progress chart here.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Maestro the Music Dog toy</li>                                            </ul>                                                    

Pets & Other Animals Level: Early Grades

<p>This unit focuses on the weather in music, particularly wintry weather!</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Rain sticks</li>                                            </ul>

The Weather & the Seasons Level: Early Grades

<p>A range of plant-based musical delights!</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tissue paper flowers and petals. Plastic plant pots.</li>                                            </ul>

Gardens & Growing Level: Early Grades

<p>This unit, all about the sea, focuses on found sounds, actions with music and keeping a steady beat.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>                                                    <li><strong>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>&#039;Treasure&#039; articles for finding</li>                                                    <li>Skipping ropes</li>                                            </ul>

Seaside & Under the Sea Level: Early Grades

<p>Everybody loves bears! This unit relates music to voices, characters and stories, exploring virtually all the elements.</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>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Goldilocks and the Three Bears: Ladybird First Favourite Tales by Nicola Baxter ISBN: 1409306291 Publisher: Ladybird</li>                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Art materials for making paper plate bears</li>                                            </ul>

Bears Level: Early Grades

<p>This unit is about going places via all sorts of different transport.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</li>                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Untuned percussion instruments</li>                                                    <li>Medium sized spongy balls</li>                                                    <li>Toy trains, cars and buses</li>                                            </ul>

Going Places Level: Early Grades

<p>Music activities that centre around people who help us.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Silence<span>:</span></strong> The quiet spaces between musical sounds.</li>                                                    <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>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                                    <li><strong>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Optional - Out of the Ark: People Who Help Us songbook with audio CD</li>                                                    <li>Finger puppets e.g. at this link http://bit.ly/people_who_help</li>                                            </ul>

People Who Help Us Level: Early Grades

<p>This unit is about all sorts of families, especially those with babies and twins. If focuses on same and different sounds.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</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>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Two identical sets of percussion instruments</li>                                                    <li>A set of two-dimensional, geometric shapes</li>                                            </ul>

Families Level: Early Grades

<p>Using tuned instruments, including keyboards, in relation to the Maestro the Music Dog story</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <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>Texture<span>:</span></strong> A single sound, or combined sounds.</li>                                            </ul>

Chinese New Year Level: Early Grades

<p>This topic is about ourselves, focusing on rhythms, pitches and voices. Please read the ABOUT sections before beginning and download the Elements of Music cards. For advice on viewing and printing out the pdfs, please check &#039;How to Use Music Playtime&#039; in the &#039;About&#039; Sections.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</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>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Tuned and untuned percussion instruments</li>                                                    <li>Small objects for hiding around the room</li>                                            </ul>  

Ourselves & Our Friends Level: Early Grades

<p>This unit is about mini beasts and features following a simple graphic score.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Pitch<span>:</span></strong> High pitched and low pitched sounds.</li>                                                    <li><strong>Tempo<span>:</span></strong> Fast or slow speed of the PULSE, or BEAT</li>                                                    <li><strong>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>The Very Greedy Bee by Steve Smallman &amp; Jack Tickle ISBN 9382016007</li>                                                    <li>Toy fluffy bee or home-made bee puppet</li>                                            </ul>                                                    

Minibeasts Level: Early Grades

<p>The yummy ingredients of this unit are food, shopping and cooking!</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <li><strong>Structure<span>:</span></strong> The way music is constructed.</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>Timbre<span>:</span></strong> The individual quality of a sound.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Child-safe cooking utensils for making sounds</li>                                            </ul>                                                    

Food & Eating Level: Early Grades

Two-year plan for teaching music, for Pre-K and Pre-K, 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: Pre-K - Pre-K

<h3>Introducing the Children (and Mrs Crocosaurus!)</h3><p>Here are the lovely Early Grades/Pre-K children of Forton School who demonstrate, in our videos, how they learned lots of the Music Playtime activities. The videos span a whole school year, three terms, so you'll see different groupings as some children move from Early Grades/Pre-K into Key Stage 1. Several of the children had only just started nursery and we begin with their very first music session.</p><p>But who's that green creature? Mrs Crocosaurus is half crocodile and half dinosaur and she comes to help us sing in tune. She likes to hear clear words and she enjoys only beautiful singing! She supervises the accuracy of the singing and the children seem to value her opinion over that of humans! </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382920283?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Introducing your Sing-Song Voice! (pitch)</h3><p>You will use your <em>sing-song voice</em> in lots of the topics in Music Playtime. It's a kind of initial building block that gives teachers the confidence to start singing and helps the children to begin pitching notes accurately. Sing-song voices are quiet and controlled, teaching the children that beautiful is better than loud.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/sing-song-voice.mp3" type="audio/mp3"></source></audio>                                                                <h3>Learning Names Through Chanting</h3><p><strong><strong>Spaceships!</strong></strong></p><p>Chanting just means speaking rhythmically. Here's a chanting game that will help a new group of children - and you - to learn everyone's name. Children are learning new words every day and soon understand what chanting is if you ask them to join in with their 'chanting voice'. Line the children up, having already put out hula hoops, one per child.</p><p>Start by leading the first few children to a hoop as you chant their names in the rhyme. Once the children understand what to do, you can clap in time too. All the children will eventually stand or sit one per hoop. </p><p>To put the hoops away, reverse the game and chant, 'Sophie bring your spaceship' (line 1) and 'Harry bring your spaceship' (line 3), and so on.</p>                                                                <ul class="simple lyrics">            <li>Sophie go to your spaceship</li>            <li>We&#039;re going to chant, and say a rhyme</li>            <li>Harry go to your spaceship</li>            <li>We&#039;re going to chant and clap in time</li>    </ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Spaceship_chant-copy.mp3" type="audio/mp3"></source></audio>                                                                <h3>Meet Luchia, our Music Playtime Singer</h3><p>Next, I'd like you to meet Luchia Law, the singer on virtually all the sound files. Here she is singing <em>The Wheels on the Bus</em>, which you'll find in the <a href="https://pango.education/lesson/184827/Going Places Level: Early Grades - Introductory">Going Places</a> unit. 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>                                                                <h4>The Wheels on the Bus - Activity</h4><p>Try asking the children if they think Mrs Crocosaurus would like Luchia's singing. Hopefully, they will say. 'Yes'! If you ask why, you may get the same answer from all the children and it will go something like, 'Because she likes it'. This is fine - little children will almost certainly never have been asked this question before and it gives you the chance to say what you like about it! You could say that Luchia:</p><ul><li>sings the right tune</li><li>uses her singing voice, not her talking voice</li><li>sings not too fast and not too slow</li><li>makes a lovely sound - not shouty and not as quiet as a mouse.</li></ul>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/Iay3GrZb5DE" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <h3>Paired Activities </h3><p>Music is good for learning how to work with a partner. Children also love to interact musically with an adult, so try to grasp any opportunity to join in with a child who is exploring instruments in the music corner. There is value in modelling a simple activity such as how to 'ting' Indian Bells so that they ring out, and having a child copy you. </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/cross-legged.png" alt="Cross Legged">    </div>                                                                <h3>Circle Activities</h3><p>I like to do most music activities sitting on the floor with everyone in a circle. Children of this age are endlessly fascinating because of their phenomenal rate of learning and one of the things I found this group of children needed to learn first was how to sit in a circle! To make it easier, you could first put removable stickers in a circle, to act as place markers.</p>

Ourselves & Our Friends Level: Early Grades - Introductory

<h3>Fast, Slow and Walking! (tempo)</h3><p>Mrs Crocosaurus helps to explain fast and slow tempo in terms of movement. You can follow this up with singing a song at a fast tempo, and then sing it slowly. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/415979791?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Copy Me (rhythm, pulse)</h3><p>Using a <em>'sing-song' voice</em> the teacher sings the first line, <em>Copy me, copy me, clap like me,</em> then claps three times, which the children copy. For subsequent lines, the teacher sings then does something different, which the children copy. The idea is that the teacher does the singing and the children copy the actions, in time with the pulse.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/copy_me.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Copy me, copy me, clap like me</li>            <li>Copy me, copy me, stamp like me (stay sitting on bottoms)</li>            <li>Copy me, copy me, tap like me (tap on knees)</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Mel_and_class.png" alt="Mel And Class">    </div>                                                                <h3>Copy Kitten (pitch, rhythm, timbre)</h3><p>You need a toy fluffy cat for this game. Begin by asking the children to show you all the sounds they can make using their mouths and voices. Ask them to decide which is their favorite sound and then everyone practise copying each other's sounds. </p><p>Next, teach the song with everyone sitting in a circle. Child 1 holds the furry 'Copy Kitten' and makes a sound at the end of the verse for everyone to copy. Child 1 passes Copy Kitten to the second child in the circle; all sing the song again and Child 2 makes a sound for everyone to copy, and so on. </p><p>This activity also focuses on <em>timbre</em>, the essential difference between sounds made in different ways.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_Copy-Kitten.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Copy kitten, copy kitten</li>            <li>Miaow miaow hiss</li>            <li>Copy kitten, copy kitten</li>            <li>Sounds like this</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/amy-baugess-MNju0A6EeE0-unsplash.jpg" alt="Amy Baugess Mnju0 A6 Ee E0 Unsplash">    </div>

Ourselves & Our Friends Level: Early Grades - Skills & games

<h3>Do you like copying games?</h3><p>Here's Maestro the Music Dog playing a copying game with his new friend, Coppie the Cat.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/146524468?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>All Maestro the Music Dog materials Â©E-MusicMaestroPublishing Limited</li>            <li>Original watercolors and story: Sandy Holland</li>            <li>Original music: Peter Noke</li>    </ul>                                                                <h3>Copy Cats</h3><h4>Number Copy Cat (rhythm, dynamics)</h4><p>Begin with clapping, asking the children to copy you (eg you clap twice - they clap twice, you clap once - they clap once). Then transfer this to other body sounds eg stamping. Next, this can transfer to untuned instruments (eg wood block, shaker), asking the children to copy the way you make the sounds. If they manage this easily, try varying between louder sounds and quieter sounds too (the term for louder/quieter is <em>dynamics</em>). </p><h4>Name Copy Cat (rhythm)</h4><p>Model how to clap the <em>rhythm</em> of your own name (eg Fiona = clap clap clap, Miss Jones = clap clap). Next, go round the group in a circle - say, then clap each child's name. The child claps their own name and everyone joins in. The children might notice that several names have the same number of claps. </p><h4>Untuned instrument Copy Cat (timbre)</h4><p>This is a music corner activity that needs an adult's help. The idea is to explore the sound (or <em>timbre)</em> of the instruments Put out pairs of the same instruments eg two wood blocks, two drums, two shakers.</p><p>First let pairs of children experiment to hear the different sound the instruments make. To introduce the word, timbre in context, you can say, 'The wood block has a different <em>timbre</em> from the drum - listen to how different they sound!' Next see if the children can guess which instrument you play if they cover their eyes.</p><p>Help Child 1 to say and play their name (Lyndsay = tap tap) on the wood block. Child 2 copies on the other wood block.</p><p>Child 2 says and plays their name on the drum (Jack Fazoli = bang bang bang bang). Child 1 copies on the other drum.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/rene-peters-cs3tf8kDKEc-unsplash.jpg" alt="Rene Peters Cs3Tf8K Dkec Unsplash">    </div>                                                                <h4>Chime Bar Copy Cat (pitch)</h4><p>This is a pairs or small group activity, needing an adult. Put out any two different chime bars (C and G OR D and A, so they sound very different) in the music corner. If the chime bars are in a case, it's best to take the two out. First model for the children how to play a chime bar with a beater - the beater needs to bounce off the bar otherwise it will clunk instead of chime! </p><p>When the children have their go, it's a great opportunity to say, 'That chime bar has a higher <em>pitch</em> and this one has a lower <em>pitch</em>!' Ask which of the chime bars sounds lower and which sounds higher - the long ones sound lower than the shorter ones. It's important that the children understand that the size makes the difference, not the color!</p><p>1/ Child 1 plays the two chime bars in any order. Child 2 copies what they do. Then swap over.</p><p>2/ Child 1 plays the two chime bars in any order. Child 2 covers eyes or turns away then guesses and copies what Child 1 did. Swap over.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chime_bars.png" alt="Chime Bars">    </div>

Ourselves & Our Friends Level: Early Grades - Creative music

<h3>My Little Bear </h3><p>This is a counting song to the tune of Alice the Camel. </p>                                                                <ul class="simple lyrics">            <li>My little bear has one nose</li>            <li>My little bear has one nose</li>            <li>My little bear has one nose</li>            <li>I love my little bear</li>            <li>__</li>            <li>My little bear has two eyes</li>            <li>__</li>            <li>My little bear has two ears</li>            <li>__</li>            <li>My little bear has four legs</li>            <li>__</li>            <li>My little bear has four paws</li>    </ul>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382597360?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>We don't sing all the verses here because it was the first time the children had sung My Little Bear but you can listen to it all here:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_My-Little-Bear.mp3" type="audio/mp3"></source></audio>                                                                <h3>Walking speed (tempo)</h3><p>After the song, I took the opportunity to add on an activity that demonstrated slow speed and walking speed by passing the bear round the circle.</p>                                                                <h3>High &amp; Low Bears Chant (pitch)</h3><p>To encourage the children to control the pitch of their voices, recognising high and low, point to baby bear and mummy bear in the picture, switching from one to the other. Everyone chants: </p>                                                                <ul class="simple lyrics">            <li>Baby Bear are you there? (high voice)</li>            <li>Mummy Bear are you there?  (lower voice)</li>    </ul>                                                                    <div class="img img_lrg">        <img class="lazy_img" src="/internal/----/_lrg/marco-secchi-E0su4LQzQ4c-unsplash.jpg" alt="Marco Secchi E0Su4 Lqz Q4C Unsplash">    </div>                                                                <p>What would Daddy Bear sound like? Why do bigger bears have lower voices? The children could compare chime bars - the longest bars have the lowest pitch.</p>

Bears Level: Early Grades - Songs & chants

<h3>Who is Maestro the Music Dog?</h3><p>Here's <u class="highlight">Maestro the Music Dog,</u> having an adventure in the playground. Every class needs a Maestro Dog! </p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_face.png" alt="Maestro Face">    </div>                                                                <h3>Maestro Likes to Hear Us Sing (singing in tune &amp; pulse)</h3><p>Everyone sit in a circle. Put <u class="highlight">Maestro the Music Dog</u> in the middle of the circle. The song uses just your <em>sing-song</em> voice. To teach it, sing one line at a time in a <em>first me, then you</em> way. Ask the children to listen carefully and sing exactly the same notes as you. Persevere with reminding the children sing in tune because even very young children can, if the song is simple enough. Demonstrate <em>not-in-tune</em>! If you sing it wrong on purpose, the children will enjoy correcting you!</p>                                                                <ul class="simple lyrics">            <li>MAE-stro LIKES to HEAR us SING</li>            <li>IN the MID-dle OF the RING</li>    </ul>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382620850?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>When the children know the song, everyone tap the pulse using hands on knees. Tap on the CAPITAL LETTER part of the words above, and use big movements so that the children can copy you. Remember to tell the children, 'Well done with clapping the pulse,' so that they learn the word, <em>pulse</em>. </p><h4>Passing Maestro On</h4><p>On another day when the song is secure, every time you all clap, Maestro is passed from one child to the next, naming each child, like this:</p>                                                                <ul class="simple lyrics">            <li>Maestro likes to hear us sing</li>            <li>Pass him on to Lay-la (or Jon-a-than, and so on)</li>    </ul>                                                                <h3>My Puppy</h3><p>Here's a poem for children to chant rhythmically and you can help them to keep a steady pulse by tap their knees on the strong beats (shown in capitals). </p>                                                                <ul class="simple lyrics">            <li>My PUPPY has a WIGGLY tail</li>            <li>He WAGS it when heâ€™s HAPPY</li>            <li>But WHEN my kitten WAVES her tail</li>            <li>It MEANS she&#039;s feeling SNAPPY</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/jairo-alzate-sssxyuZape8-unsplash.jpg" alt="Jairo Alzate Sssxyu Zape8 Unsplash">    </div>

Pets & Other Animals Level: Early Grades - Introductory

<h3>Have You Brought Your Singing Voice? (pitch)</h3><p>This is a good introductory activity for helping children to 'find' their singing voice and humming voice as opposed to their talking voice. It's one of the first things to do in music with a new group of children. It's also a good attention-grabber to use at any time to settle the children down. Whatever voice the teacher uses, the children copy it when they reply. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391981107?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>Teacher says: Have you brought your talking voice?</li>            <li>Children say in a normal talking voice: Yes we have! Yes we have!</li>            <li>Teacher sing-songs: Have you brought your singing voice?</li>            <li>Children sing-song: Yes we have! Yes we have!</li>            <li>Teacher whispers: Have you brought your whispering voice?</li>            <li>Children whisper: Yes we have! Yes we have!</li>            <li>Teacher hums: Mm mm mm mm mm mm mm?</li>            <li>Children hum: Mm mm mm! Mm mm mm!</li>            <li>And so on ...</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Holly_sophie.png" alt="Holly Sophie">    </div>                                                                <h3>Hickory Dickory Bumble Bee (rhythm)</h3><p>Ideally, you need a furry bumble bee to help you to indicate which child you are focusing on. When the bumble bee looks at each child in turn, you sing, 'Hickory dickory bumble bee, won't you say your name for me? The child replies by saying their name. It's fun (and good for learning to count sounds) if you ask 'How many claps was that?' after each name is clapped. You can decide in what ways you want the children to copy the name pattern eg talking, humming, clapping, whispering.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/HIckory_dickory_bumble2.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>TEACHER - Hickory dickory bumble bee</li>            <li>Won&#039;t you say your name for me?</li>            <li>CHILD: Edward</li>            <li>TEACHER: Everyone say it</li>            <li>CHILDREN: Edward</li>            <li>TEACHER: Everyone clap it</li>            <li>CHILDREN: Clap clap</li>            <li>TEACHER: Everyone whisper it</li>            <li>CHILDREN: Edward</li>    </ul>                                                                <h3>Getting to Know You</h3><h4>Pat Pat - Names (pulse)</h4><p>Everyone sits in a circle, cross legged and spaced as widely as is practical. Pat your knees twice, making big movements, and then gesture in a welcoming way towards each child in turn, for just long enough for you to sing-song that child's name. Keep going, round the circle in order, until all the children have been included.</p><p>The children join in with patting their knees, in time with you. They could optionally join in with singing each child's name.</p><ul><li>Pat pat</li><li>Arms wide and sing-song Holly</li><li>Pat pat</li><li>Arms wide and sing-song Sophie</li></ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Holly2.mp3" type="audio/mp3"></source></audio>                                                                <p>The aim is to keep the pulse steady and keep going. If this happens, you can praise the children by saying, '<em>We're keeping a steady pulse going round the circle - well done!'</em> Children are learning new words all the time and they will pick up meaning of <em>pulse</em> if you use it in context.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/jelleke-vanooteghem-765781-unsplash.jpg" alt="Jelleke Vanooteghem 765781 Unsplash">    </div>

Ourselves & Our Friends Level: Early Grades - Songs & chants

<div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/fausto-garcia-hYKG311mff8-unsplash.jpg" alt="Fausto Garcia H Ykg311Mff8 Unsplash">    </div>                                                                <h3>What's That Noise? (timbre)</h3><p>What sound could this be? The children guess. It's a dinosaur (well not really, but it might have sounded like this!) </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Dinosaur-sounds-from-Zapsplat.mp3" type="audio/mp3"></source></audio>                                                                <h4>Timbre</h4><p>Timbre is the distinctive sound that enables us to tell one voice, instrument or sound apart from another eg mum's voice sounds different from teacher's voice. Animals do this too, of course - lambs and ewes recognise each other's sound from all the other sheep in the flock.</p>                                                                <h3>Dinosaur Rhythms (rhythm, pulse)</h3><p>With everyone sitting in a circle, first <em>model</em> (demonstrate) for the children how to clap some dinosaur names. I've chosen three that sound different because they have a different number of syllables. Then everyone tap a steady pulse on knees as you say the names in random order and the children clap the name-rhythms in response, like this:</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/leo.png" alt="Leo">    </div>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Dino_chant.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Rex</li>            <li>Rap-tor</li>            <li>Din-o-saur</li>    </ul>                                                                <p>I find that the children enjoy saying how many claps each word has. The youngest children take a while to learn to count sounds and may randomly say the first number that comes into their heads. They soon learn from other children by hearing the right answers, and saying and clapping each name twice also helps.</p>

Dinosaurs Level: Early Grades - Introductory

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

Duration poster

<h3>Dinosaur Body Sounds (dynamics)</h3><p>What body quiet/loud sounds can we make with our hands? (washing hands movement: quiet clapping: loud). With our feet? (stamp: loud, shuffle: quiet). With our voices? </p><p>With everyone in a circle, the teacher alternates, at random, saying: </p><ul><li>Some dinosaurs are quiet (children make quiet sounds)</li><li> Some dinosaurs are loud (children make loud sounds) </li></ul>                                                                <h3>Loud and Quiet Dinosaurs (dynamics)</h3><p>Here are some ways in which the children can explore dynamics. For the best learning experience, children need to talk about what they are doing, with the teacher there to supply new words. This works well in a small, supervised group. Ask the children to:</p><ul><li>Find out how to play a drum louder: hit it from a greater height, then quieter: hit it closer to the instrument.</li><li>find an instrument that makes quiet sounds</li><li>find an instrument that makes loud sounds</li><li>find an instrument that can make loud AND quiet sounds</li></ul><p>Next demonstrate, then encourage children to play the rhythm of Din-o-saur with a little wait in between each time (shake, shake, shake â€¦ shake, shake, shake)</p><p>Everyone sit in a circle with an instrument each. When the leader plays loudly the children play loudly. When the leader plays quietly, they play quietly. </p>                                                                <h3>Book suggestion</h3><p>Noisy Dinosaurs â€“ Noisy Books (Board book) by Felicity Brooks ISBN 9780746097847 Publisher: Usborne</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Noisy-dinosaurs.jpg" alt="Noisy Dinosaurs">    </div>                                                                <h3>What sort of songs do dinosaurs sing? (pitch)</h3><p>This is each child's chance to take a turn at making up a dinosaur song. First you will need to model how to make high and low vocal sounds then ask the children take turns at making up a dinosaur family song using high and low sounds. Don't worry about whether the children will be able to think what to do because this is an improvising activity where they make up and structure the sounds as they go on.</p>

Dinosaurs Level: Early Grades - Creative music

<h3>Maestro the Music Dog and the Christmas Tree</h3><p>This story just happens to be set at Christmas time but it has no religious connotations - it's just a bit of make-believe.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed/h705vMJH-Ok" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>All Maestro the Music Dog materials Â©Music-Playtime: Arts Enterprise Limited</li>            <li>Original watercolors and story: Sandy Holland</li>            <li>Original music: Peter Noke</li>    </ul>                                                                <h3>Choose a Sound for Maestro (timbre)</h3><p>Ask the children to make a wax crayon picture of each of the characters in the story. In the music corner, put out a range of instruments that make different sounds and are played in different ways then, individually, the children choose an instrument that they would like to match with that each character. It's good to have an adult available so that the children can talk about how they made their choices.</p>

Maestro & the Christmas Tree Level: Early Grades - Introductory

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>Pass the Animals Round the Ring</h3><p>Everyone sit in a circle. Have several plush animals in front of you, fewer animals than children. First, go through who the animals are: Who is this? ... Yes it's Froggy! The children need to know what each animal is before you begin. Pass an animal to each child, one at a time, ask in a sing-song voice 'Who's got the elephant?' and model how to reply, 'I've got the elephant'. </p><p>Next teach the song a bit at a time, using <em>First Me, Then You.</em> When the song is known, pass one animal to the child on your right, who passes it to the next child, and so on. When you can see that the first animal is moving round, pass another one. If your group is around 15 children you need maybe 7 animals, otherwise you'll find one child holding onto a whole zoo! Before starting each new verse, it helps the children to start all together if you first sing, <em>Ready!</em> on the note you'll begin with. Here are a few favorite characters from my plush animal collection:</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/plush_animals.jpg" alt="Plush Animals">    </div>                                                                <ul class="simple lyrics">            <li>Pass the animals round the ring</li>            <li>round the ring</li>            <li>round the ring</li>            <li>Pass the animals round the ring</li>            <li>And then STOP</li>            <li>Teacher: Who&#039;s got the tiger?</li>            <li>Child: I&#039;ve got the tiger</li>    </ul>                                                                <p>This was the children's first attempt. The song quickly became their favorite and they organised it for themselves when I wasn't there!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382620630?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Here's the Froggy Again!</h3><p>The children can do actions to this little song. If you can use an outdoor space the children can be spread out. In a hall, each child can have a hula-hoop 'water lily' to sit in and do their hopping and jumping. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/A_Little_Frog.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>A little frog in the pond am I</li>            <li>Hippety hippety hop</li>            <li>And I can jump in the air so high</li>            <li>Hippety hippety hop</li>    </ul>

Pets & Other Animals Level: Early Grades - Songs & chants

<h3>Ten Little Oranges</h3><p>Holly would like to sing this delicious counting song for you!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/428200436?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>What Would you Like for Tea?</h3><p>The credit for this song goes to my mum, who sang all kinds of versions of it with us when we were children! Mmm - beans on toast!</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/beans_on_toast.jpg" alt="Beans On Toast">    </div>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_What-would-you-like-for-tea-copy.mp3" type="audio/mp3"></source></audio>                                                                <h3>I Like Apples </h3><p>You can substitute the word 'apples' for any different, healthy food eg broccoli for as many verses as you like. This structure of this song is, appropriately, like a sandwich â€“ the verse is sung at the start and at the end each time.</p><p>The original song is by Beth Bishop and the version recorded here, with our own extra verse, is included with the kind permission of Lancashire Music Service.</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_I-like-apples.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>I like apples with my tea</li>            <li>Eating apples is good for me</li>            <li>Ice cream is ok</li>            <li>As long as I don&#039;t eat it every day</li>            <li>I like apples with my tea</li>            <li>Eating apples is good for me</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/benjamin-wong-qVywyNo9_-E-unsplash.jpg" alt="Benjamin Wong Q Vywy No9  E Unsplash">    </div>

Food & Eating Level: Early Grades - Songs & chants

Personal, Social and Health Education (PSHE)

Pre K