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>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 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>The activities are based on Chinese New Year celebrations and traditions. This unit particularly focuses on pitch, and introduces the pentatonic.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>Floaty scarves</li>                                            </ul>

Chinese New Year Level: Key Stage 1

<p>Activities and songs based on people who help us and on helping others.</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>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>Out of the Ark People Who Help Us songbook (optional)</li>                                            </ul>

People Who Help Us Level: Key Stage 1

<p>This unit celebrates different types of families and especially includes grandparents.</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>Dynamics<span>:</span></strong> Louder or quieter sounds.</li>                                                    <li><strong>Duration<span>:</span></strong> Long or short notes, RHYTHM.</li>                                            </ul>                                                    <h3>Resources</h3>                    <ul class="resources">                                                    <li>All about Families by Felicity Brooks &amp; Mar Ferrero Usborne ISBN 147494907X</li>                                            </ul>

Families Level: Key Stage 1

<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 topic is about our friends and focuses on name patterns, rhythms and pitches. Please read the ABOUT section before you begin and download the KS1 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

<p>All about mini-beasts, the activities include following a graphic score and making sound pictures.</p>                                    <h3>Elements</h3>                    <ul class="simple elements">                                                    <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>Pitch<span>:</span></strong> High pitched and low pitched 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>Books: the Very Hungry Caterpillar by Eric Carle ISBN 0590030299 and Twist and Hop, Minibeast Bop . by Tony Mitton ISBN 1408336871</li>                                            </ul>                                                    

Minibeasts 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

<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>                                                    

Going Places Level: Key Stage 1

<p>Bear-themed activities that link music creatively with emotions and musical elements.</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>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>A Dog Called Bear by Diane &amp; Kristyan Fox: Faber&amp; Faber ISBN 9780571329441</li>                                            </ul>                                                    

Bears 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

Rhythm and Pulse - Key Stage 1 is a series of simple and intuitive video lessons by Active Music Digital with PDF plans 

Rhythm and Pulse - Key Stage 1

Singing Games - Key Stage 1 is a series of simple and intuitive video lessons by Active Music Digital with PDF plans 

Singing Games - Key Stage 1

Pitch - Key Stage 1 is a series of simple and intuitive video lessons by Active Music Digital with PDF plans 

Pitch - Key Stage 1

Instrumental - Key Stage 1 is a series of simple and intuitive video lessons by Active Music Digital with PDF plans 

Instrumental - Key Stage 1

Music - Key Stage 1 - Active Music Digital is a popular, skill-based music scheme for KS1 pupils

Music - Key Stage 1 - Active Music Digital

Two-year plan for teaching music, for Key Stage 1 (Year 1 and Year 2), 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>Guess the time of year in the music! (timbre)</h3><p>Listen to the music and guess what time of year it is. Yes it's spring time and the birds are singing - I'm sure you'll bear the cuckoo, and several other twittering birds! Ask the children for hands up (silently) every time they hear a bird in the music.</p><p>The music is the Menuet from the Toy Symphony thought to have been composed by Leopold Mozart (the famous Mozart's father). A menuet is a dance from the 17th century. The children can see in the video how the unusual sounds are produced by 'toy' instruments.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/382929230?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Group Composing Activity (timbre, texture, structure)</h3><p>After listening, the children could make up their own piece of music about Spring, choosing instruments to represent frogs croaking, birds singing and lambs bleating. The word to describe the essential sound that distinguishes one instrument from another is <em>timbre</em>. A basic outline of a structure is always a good idea and this can easily be done in a picture story-board format. Encourage different <em>textures</em> in the music - sometimes one instrument could play on its own (thin texture) and sometimes more than one (thicker texture).</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/seasons_pic.png" alt="Seasons Pic">    </div>

The Weather & the Seasons Level: Key Stage 1 - Introductory

<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>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 Years activities. We meet Maestro again in the KS1 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

<h3>Nobody Out in the Rain Today</h3><p>I composed this song out on a rainy walk with my dog, Couber. There really was nobody else silly enough to be walking in the pouring rain. So this one's for my lovely boy!</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/11anobodyout.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Nobody out in the rain today</li>            <li>Nobody else just you and me</li>            <li>Nobody out in the rain today</li>            <li>We&#039;re the only ones who are out to play</li>            <li>__</li>            <li>Plip plop plip plop plip plop pling</li>            <li>When the rain pours we start to sing</li>            <li>Drip drop drip drop drip drop drop</li>            <li>Seems like the rain will never stop</li>            <li>__</li>            <li>Repeat verse 1</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/Coubie_sq.png" alt="Coubie Sq">    </div>                                                                <h3>The Wind Blows East</h3><p>Here's a traditional, but little-known, song about the the wind. </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/Lucia_The-wind-blows.mp3" type="audio/mp3"></source></audio>                                                                <ul class="simple lyrics">            <li>Oh the wind blows east</li>            <li>The wind blows west</li>            <li>The wind blows the sunshine</li>            <li>Right down in town</li>            <li>Oh the wind blows the sunshine</li>            <li>Right down in town</li>            <li>Oh the winds blow the sunshine</li>            <li>Right down in town</li>            <li>__</li>            <li>Oh the wind blows east</li>            <li>The wind blows west</li>            <li>The wind blows the setting star</li>            <li>Right down in town</li>            <li>Oh the wind blows the setting star</li>            <li>Right down in town</li>            <li>Oh the wind blows the setting star</li>            <li>Right down in town</li>    </ul>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/kites.jpg" alt="Kites">    </div>

The Weather & the Seasons Level: Key Stage 1 - Songs & chants

<h3>General Behaviour Management in Music </h3><p>Music, obviously, is all about making sounds, not about keeping quiet, so things could get a bit too noisy if we don't establish some music-specific rules. I expect everyone to join in eventually but I try to be sensitive to the fact that not all children are confident with their voices - after all, they are still 'growing' them! Moving to music is also a relatively new skill for children. In terms of talking, we do need to talk about music. With a large group, I like discussion but I explain that's it's not polite to speak when anyone else is talking, and I ask for 'hands up'. In a small group, I mostly tell the children they are free to ask and answer questions without putting hands up - I prefer a conversational working atmosphere. </p><h4>Starting to Use Instruments</h4><p>It's possible that some of the children may not have used musical instruments before and they will be very excited when you first let them loose with them! You'll need to establish, in particular, a rule for when to stop playing and put the instrument down. My rule is very simple - when I put my hands in the air, the children put their instruments down and copy me.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387250298?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Help With How to Play Instruments</h4><p>Children need help with how to play the instruments. If you experiment with the instruments before using them with the children, you'll be better placed to show them how to get the best sound. Then the children need to explore the instruments, to discover what they do. Here, one of the children had chosen to use the djembe drum and I'm explaining how to play it:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/387250248?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>'Body' sounds and 'Found' sounds</h3><p>Voices and body sounds such as clapping hands and tapping on knees are the most natural ones and we can do lots of great work just with these, which can later be transferred to untuned and tuned instruments, or as a basis for starting to use technology .</p>                                                                <h3>Your Sing-Song voice</h3><p>You need to use your sing-song voices for the next activity Here's an explanation:</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>Our Friends' Names (rhythm, pitch)</h3><p>Everyone sits in a circle. The teacher 'sing-songs' the name of each child, and all the children sing it back. Next go round the group again, singing each name and, straight after the children have sung it back, clap the rhythm made by its syllables. The children clap the rhythm back:</p><ul><li>Jon-a-than (clap clap clap)</li><li>Andrew (clap clap)</li><li>Tom (clap)</li></ul>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/jonathan_clapping.mp3" type="audio/mp3"></source></audio>                                                                <h4>Roll the Ball Names (rhythm, pulse)</h4><p>You need a big, soft ball for this game. Practise name-singing and clapping until the children understand and can join in successfully. Next, everyone sits in circle. Roll the ball towards any child; everyone sing-songs that child's name and then claps it. The child rolls the ball back to you and you roll it to the next child. Aim to keep going with a steady pulse (no waiting in between rolls of the ball and no rushing) until every child has had a turn. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392673058?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3>Chrome Music Lab Names</h3><p>Chrome Music Lab is such a great introduction to music technology that you'll want to use it again and again - oh and you might let the children have a go too! In small, supervised groups, the children could experiment with Chrome Music Lab to invent their own name 'signature tune'. They need to be able to say, rhythmically, <em>My name is Flo-rence</em> (or whatever it is) then input that many blocks - five in this example. To save each name tune, click the SAVE tick (bottom, right corner) and then click DOWNLOAD WAV. Here's my name tune, to the words, <em>My name is Sandy</em>:</p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/my_chrome-name.mp3" type="audio/mp3"></source></audio>                                                                <h3>My Chrome Music</h3><p>Chrome Music Lab is so simple to use and, amazingly, it's free! The children can create longer pieces of music which you can save as mp3 sound files like the one below. They can also download graphic scores of their music for you can save. You can even produce a conventional music score if you download the midi file. It took literally a few minutes to create this music: </p>                                                                <audio class="lazy_av" controls="" controlslist="nodownload">    <source src="https://rippleeducation.blob.core.windows.net/media/chrome_music_lab.mp3" type="audio/mp3"></source></audio>                                                                <h4>This is the graphic score for my music</h4>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/chrome_song_maker.png" alt="Chrome Song Maker">    </div>                                                                <h4>Access Chrome Music Lab here: </h4><p><a href="https://musiclab.chromeexperiments.com/">https://musiclab.chromeexperiments.com/</a> then click on the first box.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/kristina-paparo-Gac3kt5AyKA-unsplash.jpg" alt="Kristina Paparo Gac3Kt5 Ay Ka Unsplash">    </div>

Ourselves & Our Friends Level: Key Stage 1 - Skills & games

<h3>What Shall We Do with A Chinese Dragon? (pulse, pitch)</h3>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667569?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <p>This song uses the tune of <em>What Shall We Do With a Drunken Sailor?</em>, which has such a good tune but is now thought to be unsuitable for use in school due to the associations with alcohol. </p><h4>Teaching How to Keep in Time</h4><p>The skill to be practised here is that of playing in time to accompany the song. First teach the son using the <em>First Me, Then You</em> method explained in the <a href="https://music-playtime.com/faqs">FAQs</a> section. Once the song is known, the first step is to practise tapping the pulse on knees.</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/392667828?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h4>Teaching Which Notes to Play</h4><p>If the children are new to playing instruments to accompany their singing, the activity will need careful explanation and modelling. The best instruments to use are individual chime bars because the children can concentrate just on the timing having too look carefully which notes to play. If you are using xylophones with removable bars, it helps to take off the bars not being used (be sure they are put back because they are easily lost).</p><p>Two notes are needed to accompany this song, D (for dragon) and C (for Chinese). D sounds right for most of the song but, for two phrases, it clashes with the tune and you need to change to C - see below which note to play when. Children do pick this up well if they have a visual cue and it need not be difficult to achieve - here, Iâ€™ve simply used little bears to show the pattern and the children latch onto it straight away. </p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/391993865?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <ul class="simple lyrics">            <li>What shall we do with a Chinese dragon? (D)</li>            <li>What shall we do with a Chinese dragon? (C)</li>            <li>What shall we do with a Chinese dragon? (D)</li>            <li>Early in the (C)  morning (D)</li>            <li>__</li>            <li>Polish her scales and make them shiny (D)</li>            <li>Polish her scales and make them shiny (C)</li>            <li>Polish her scales and make them shiny (D)</li>            <li>Early in the (C)  morning (D)</li>            <li>__</li>            <li>Ask her what she&#039;d like to eat for breakfast (D)</li>            <li>Ask her what she&#039;d like to eat for breakfast (C)</li>            <li>Ask her what she&#039;d like to eat for breakfast (D)</li>            <li>Early in the (C) morning (D)</li>            <li>Â©Music-Playtime: Arts Enterprise Limited</li>    </ul>                                                                <h4>Extension - Make up an intro (rhythm, pitch)</h4><p>Help the children to make up an intro to each verse using just the notes D and A and some untuned percussion instruments, based on the word pattern of <em>Here's a Chinese Dragon.</em></p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/thomas-despeyroux-1203996-unsplash.png" alt="Thomas Despeyroux 1203996 Unsplash">    </div>                                                                <h3>Cat and Mouse (rhythm, pulse)</h3><p>This is a traditional Chinese children's chanting game for which you need a large space. One child is the Cat and one child is the Mouse. All the other children form a circle, holding hands, with the Mouse inside and the Cat outside.</p><p>Teach the chant first, making sure it sounds rhythmical. The children could first clap in time, before practising walking in time to it (most will find clapping in time easier than walking in time). </p><p>When the chant is known, the children circle round, chanting:</p>                                                                <ul class="simple lyrics">            <li>What&#039;s the time?</li>            <li>A quarter to nine</li>            <li>What&#039;s the cat doing?</li>            <li>She&#039;s ready to dine</li>    </ul>                                                                <p>When the rhyme stops, the children stop and the Cat starts to chase the Mouse, who weaves in and out of the ring of children. The Cat MUST follow the mouse's path. When the Cat catches the Mouse she can pretend to â€˜eatâ€™ him. Say the rhyme again as two more children take a turn.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/ramiz-dedakovic-9SWHIgu8A8k-unsplash.png" alt="Ramiz Dedakovic 9 Swhigu8 A8K Unsplash">    </div>

Chinese New Year Level: Key Stage 1 - Skills & games

<h3>The Chinese Zodiac Story</h3><p>Remind the children of the Chinese Zodiac story by showing them this video:</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://www.youtube.com/embed//m-MS2Vd8qVM" frameborder="0" allowfullscreen=""></iframe>            </div></div>                                                                <p>You could stage your own Chinese New Year puppet show for an assembly!</p>

Chinese New Year Level: Key Stage 1 - Introductory

<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>Maestro the Dog and the Christmas Tree</h3><p>First the children need to watch the video. If they followed Music Playtime in Early Years they will have seen it before but it's nice to revisit it and the activities and songs are all different!</p>                                                                <div class="video">    <div class="embed">                    <iframe class="lazy_embed" src="https://player.vimeo.com/video/147294249?title=0&amp;byline=0&amp;color=A2D6BD" allowfullscreen="">            </iframe>            </div></div>                                                                <h3><a href="https://www.e-musicmaestro.com/shop/books/childrens-picture-books">Buy the Book here!</a></h3>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/Maestro_book.png" alt="Maestro Book">    </div>                                                                <ul class="simple lyrics">            <li>Maestro the Dog and the Christmas Tree book Â©E-MusicMaestroPublishing Limited</li>            <li>Original watercolours and story: Sandy Holland</li>            <li>Original music: Peter Noke</li>            <li>Video Â©Arts Enterprise Limited</li>    </ul>

Maestro & the Christmas Tree Level: Key Stage 1 - Introductory

<h3>A Listening Walk</h3><p>A listening walk in the immediate environment is great fun - in a nearby park if you have one, or the outdoor playground. There are always sounds if we stop and listen quietly. Ask the children to tell you the sounds they hear eg bird song, cars, talking, the rustle of leaves, the wind, dogs barking, footsteps. You could make a list and the children might bring reminders indoors such as leaves or gravel.</p>                                                                    <div class="img img_sml">        <img class="lazy_img" src="https://rippleeducation.blob.core.windows.net/media/behzad-ghaffarian-LBjA0WPtUhQ-unsplash.jpg" alt="Behzad Ghaffarian Lbj A0 Wpt Uh Q Unsplash">    </div>                                                                <h3>A Sound Picture (timbre, structure, texture)</h3><p>Back indoors, the children can re-create the sounds they heard using found objects, body sounds and musical instruments eg chime bars for bird song, claves for footsteps, rustling crisp packets for leaves, wafting paper for the wind, voices for a dog barking. Some sounds might happen on their own (thin <em>texture</em>) and some might be played at the same time as others (thick <em>texture</em>).</p>

The Weather & the Seasons Level: Key Stage 1 - Creative music

Personal, Social and Health Education (PSHE)