<h3>Pop-up Toast</h3><p>The children loved this little activity and it's great for when you don't have much time for a game.</p><p>Enjoy your toast!</p>                                                                                                                                                

<h3>Feelings about Going Places (timbre, structure &amp; PSED link)</h3><p>This activity links well with the <a href="https://www.music-playtime.com/member/topics/going-places/key-stage-1/listening-appraising-and-movement">Listening and Movement section in this unit</a>, about Peer Gynt and his travels. It doesn't matter what order you do them in but, if you do this first, remember to mention it in context when you listen to the Peer Gynt music, In the Hall of the Mountain King. The children would benefit from already having experienced group instrumental work before they attempt this task. The 'Feelings' pictures are in the downloads at the start of the unit.</p>                                                                                                                                                                                                                                                                                                                                                     

Feelings about going places (timbre, structure) - Video

<h4>Feelings Song by Tom</h4><p>One of the lovely things about working with groups is that the children's creative ideas are likely to be heard and acknowledged. Once children understand that they can make up music, they spontaneously just do it! In a whole class situation, be sure to go round the groups so that you can listen, guide and help.</p>                                                                                                                                                                                

Feelings song by Tom - Video

<h4>Feelings Music Using the Instruments</h4><p>We decided to have a conductor for our music, who would help to remind us of the structure we had decided on. Our conductors did a great job! Amitie found her true vocation and made the most of her position of power! We guessed the feeling correctly and discussed what we liked about the music and how we might improve it when we had another go. </p><p>By the way, I generally divide children pretty randomly into groups - it just happened that the girls were sitting together on this occasion. With a whole class, you will know which children can be relied on to work well together.</p>           

Feelings music using the instruments - Video

<h3>... with Pease Pudding?</h3><p>I included this song because it's one of a collection from the excellent collection at <a href="http://www.rhymes.org.uk">Amadeus Nursery Rhymes</a>. The arrangements are delightfully based on Mozart tunes and it's well worth getting the whole album. The children could learn the song and sing along with the video.</p>                                                                                                                                                                                

Amadeus nursery rhymes - Video

<h3>Who Likes Ice Cream?</h3><p>This sing-along video is included with the kind permission of Little Baby Bum.</p>                                                                                                                

Who likes ice cream? - Sing along video

<h3>Feelings about Going Places (timbre, structure &amp; PSED link)</h3><p>This activity links well with the <a href="https://www.music-playtime.com/member/topics/going-places/key-stage-1/listening-appraising-and-movement">Listening and Movement section in this unit</a>, about Peer Gynt and his travels. It doesn't matter what order you do them in but, if you do this first, remember to mention it in context when you listen to the Peer Gynt music, In the Hall of the Mountain King. The children would benefit from already having experienced group instrumental work before they attempt this task. The 'Feelings' pictures are in the downloads at the start of the unit.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394613006?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Song by Tom</h4><p>One of the lovely things about working with groups is that the children's creative ideas are likely to be heard and acknowledged. Once children understand that they can make up music, they spontaneously just do it! In a whole class situation, be sure to go round the groups so that you can listen, guide and help.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612981?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Feelings Music Using the Instruments</h4><p>We decided to have a conductor for our music, who would help to remind us of the structure we had decided on. Our conductors did a great job! Amitie found her true vocation and made the most of her position of power! We guessed the feeling correctly and discussed what we liked about the music and how we might improve it when we had another go. </p><p>By the way, I generally divide children pretty randomly into groups - it just happened that the girls were sitting together on this occasion. With a whole class, you will know which children can be relied on to work well together.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/394612754?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>A visit to somewhere new</h3><p>An outing to see something that children do not encounter in day to day life will be fascinating. Depending on where you live, choose a suitable place for a visit.</p><p>In Lancashire, for example:</p><ul><li>The butterfly house at Williamson Park, Lancaster </li><li>Windmill Animal Farm, Burscough</li><li>Turbary Woods Owl and Bird of Prey Sanctuary</li></ul><p>In London, for example:</p><p>The Science Museum and the British Museum in London have sections specifically for pre-school children. Visits obviously need careful planning using a high level of supervision and following formal guidelines in the case of nursery schools.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/jason-leung-737289-unsplash.jpg" alt="Jason Leung 737289 Unsplash">    </div>

Going Places Level: Key Stage 1 - Cross-curricular activities

Year 1

Year 2

Music

Pop-up toast - Video

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.