Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Voices
Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?
Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice.
Repeat for high voice, low voice, whispering voice and finish on with singing voice each time.
Children can suggest other fun ways to use their voice e.g. a robot voice.

Differentiate between a speaking and singing voice

Experiment with the voice and create different sounds

Voice flashcards

Walking Through the Jungle
Teacher: Walking in the jungle
Pupils: Walking in the jungle
Teacher: What do you see?
Pupil: What do you see?
Teacher: I see a tiger
Pupil: I see a tiger
Teacher: Chasing after me
Pupil: Chasing after me

The rhyming book ‘Rumble in the Jungle’ by Giles Andreae could be read to the children to provide a context for this activity.

Standing in a circle with jungle animal cards face down in the middle of the circle.
First choose one child to turn over a card, e.g. tiger, say the word and the sound that it starts with.
Then the child (and the wider group) can try to think of a noun or adjective beginning with the same sound to create alliteration e.g. Tony tiger, terrible tiger.
Then the card can be placed in a hoop.

A jungle animal soft toy should then be passed around the circle to the beat as the rhyme is chanted (children repeating each line after the teacher), with the animal from the card (e.g. tiger) inserted into the rhyme. Whoever has the soft toy at the end of the rhyme gets to turn over the next animal card and the game is repeated.

This rhyme can be adapted to suit other contexts with different animals e.g. Swimming in the Ocean, Marching in the Forest

Keep the beat with actions

Sing/chant individually and/or as part of a group

Jungle animal picture cards

Hoop

Rumble in the Jungle book (optional)

A Little Frog In A Pond Am I
A little frog in a pond am I
Hippety, hippety hop
And I can jump in the air so high
Hippety, hippety hop

Children make a circle holding a large piece of lycra material. Place a frog puppet/soft toy on the lycra and in the first part of the song move the lycra from side to side with the steady beat. When you get to hippety hippety hop move the lycra up and down to make the frog jump.

Experiment with tempo by singing the song to a faster or slower beat.

Additional game
Play a musical statues game by singing ‘hippety hoppety’ over and over as above but extending as you wish.
The children can hop, march, stomp etc. to the beat until they hear the word HOP at which point the children should freeze.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing with some understanding of pitch (higher and lower)

Sing/chant at a faster or slower tempo

See-Saw, See-Saw
See-saw, up and down
Which is the way to (Glasgow) town
One foot up and one down
That is the way to (Glasgow) town

Stand in a circle holding hands. One child stands in the middle and moves their arms up and down like a see-saw (one up, one down) to the beat as everyone sings the first two lines.
During the last two lines, the child in the middle chooses someone to join them as another see-saw. Repeat until the whole class become see-saws.

Alternative:
When a child in the middle chooses a partner, they can become a joint see-saw by holding hands and taking turns to squat in a see saw motion.

Keep the beat with actions

Play the beat

Sing with some understanding of pitch (higher and lower)

Go Bananas
Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Voices
Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?
Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice.
Repeat for high voice, low voice, whispering voice and finish on with singing voice each time.
Children can suggest other fun ways to use their voice e.g. a robot voice.

Differentiate between a speaking and singing voice

Experiment with the voice and create different sounds

Voice flashcards

Hubble Bubble Pot
Hubble bubble, hubble bubble
What’s in the pot?
Hubble bubble, hubble bubble
What have we got?

Put a selection of picture cards or objects into a large pot (or cauldron).

Sitting in a circle, everyone should keep the beat on their knees as they chant the rhyme – one child can use a spoon to mix the pot to the beat.
The child then chooses a card/object from the pot and says what sound it starts with.
Pass the pot to another child who picks a second card/object and says what sound it starts with to see if the initial sounds of the two cards/objestcs match.
If so, put them together in a hoop in the middle of the circle.
Can the children list any other words (not included in the game) that start with the same sound?

If the initial sounds don’t match, leave the cards/objects on the floor outside the hoop until a match is found.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Play the beat

Pot and spoon

Objects or picture cards – some with same initial sound.

Hoop

There Once Was A Frog
There once was a frog who jumped in a bog
He played on a fiddle in the middle of a puddle
What a muddle
Better go round
Better go roundCat – mat
Fly – tie
Bees – keys
Etc

Circle game
Everyone stands in a circle and one child is chosen to be the frog in the middle. Sing the song and the children will walk around whilst the frog jumps in the middle for the first line and pretends to play the fiddle for the second line. During the third line, “better go round”, whilst the children are still moving, the frog turns around on the spot and then chooses another child to go in the centre.

The next child thinks of a new animal and a new place to jump e.g.
There once was a dog who slept on a log,
There once was a snake who swam in a lake,
There once was a hen who ran in a pen etc.

Everyone sings this new verse whilst the children in the middle perform the actions in the centre.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing with some understanding of pitch (higher and lower)

Shake, shake, shake
Shake up, shake, shake, shake, shakity shake
Shake down, shake, shake, shake, shakity shake (x2)
To the front and the back, and the side, side, side (x2)
And around(x2)

Using call and response (chant a line and they chant it back) teach the rhyme to the children.
Add in movements; hands shaking up high, hands shaking down low, clap to the front, clap to the back, hands to the side and finally, hands making a horizontal circle motion.
Children can keep the beat and do the actions using an instrument which makes a ‘shake’ sound e.g. maracas, egg shakers.

Vary the tempo or dynamics each time the rhyme is repeated.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing/chant at a faster or slower tempo

Play the beat

Play with louder/quieter dynamics

Experiment with sounds of different percussion instruments (shake/tap/ting/boom)

Shakers, Maracas (optional)

Go Bananas
Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Closing song: Goodbye Everyone
Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)

Repeat with same actions used for ‘Hello Everyone’.

Sing the song, keeping a steady beat with the actions:

Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice.
Repeat for high voice, low voice, whispering voice and finish on with singing voice each time.
Children can suggest other fun ways to use their voice e.g. a robot voice.

Differentiate between a speaking and singing voice

Experiment with the voice and create different sounds

Voice flashcards

Children walk round in a circle keeping a beat with their feet and repeating each line of the rhyme after the teacher.
The teacher could keep a beat with claves for support.

In the middle of the circle there are animal/object flashcards with pictures starting with different sounds.
At the end of the song, ask a child to find a card picturing an animal/object that starts with the given sound. E.g. ‘d’ – dog.
Each correct answer could be placed in a hat or hoop.

Alternative: Pairs of alliteration cards could be placed in the middle and then children have to identify 2 words starting with the same initial sound e.g. dog and dolphin.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing with some understanding of pitch (higher and lower)

Picture cards

Hat or hoop

Children stand in a circle holding the piece of lycra material. This acts as the frying pan.

Using a bean bag as a pancake, place it onto the “pan” on the rest (silent beat) at the end of the first line.
At the end of the second line toss the pancake into the air on the rest.

Five Crispy Pancakes (Chant)
One crispy pancake, in a frying pan.
Flip it, toss it, catch it if you can.

Two crispy pancakes in a frying pan
Flip them, toss them, catch them if you can

Three crispy pancakes…
Four crispy pancakes…
Five crispy pancakes…

Tell the children that the pancake isn’t crispy enough and say the rhyme whilst moving the lycra up and
down to a slow steady beat.
On the words “flip” and “toss”, flip the pancake into the air and catch it again on the lycra.
Add a pancake (beanbag) each time up to five pancakes.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Differentiate between a speaking and singing voice

Lycra/parachute
Beanbags

Everyone sings the song whilst keeping a steady beat on their knees.
At the end of the song, the teacher taps the drum (up to 8 times) and the children have to count how many drumbeats were played.
The children should then count out loud together as they tap the same number of drumbeats on their knees.

When the children have practised this a few times, they can take turns to play the beats on the drum at the end of the song.
Always encourage the child to keep the steady beat when they are tapping the drum.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Play the beat

Drum/beater

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Repeat with same actions used for ‘Hello Everyone’.

Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:

Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Shake, shake, shake
Shake up, shake, shake, shake, shakity shake
Shake down, shake, shake, shake, shakity shake (x2)
To the front and the back, and the side, side, side (x2)
And around(x2)

Using call and response (chant a line and they chant it back) teach the song to the children.
Add in movements; hands shaking up high, hands shaking down low, clap to the front, clap to the back, hands to the side and finally, hands making a horizontal circle motion.

Sing/chant individually and/or as part of a group

Shakers (optional)

Engine Engine
Engine, engine, number nine. Going down the Glasgow line.
If the train goes off the track. Will I get my money back?
Yes, no, maybe so!

1. Stand in a circle and chant the rhyme together.
Ask the children to step to the beat and the teacher can play the beat on the claves to help.
Once the children know the words they can form a train in the circle by putting their hands on the person’s shoulders in front, then chant the rhyme as they walk in a circle to the beat (try this at a fast and slow tempo).
2. Explain that now we are going to clap the words.
This is the rhythm – it is important that they understand this is different to the beat.
Ask the children to copy you in groups or as individuals as you clap short phrases from the rhyme. E.g. En/gine, en/gine, num/ber nine.
3. The children could then use a set of claves each to tap the rhythm as they say the rhyme.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Tap back a simple rhythm

Play the rhythm of a known song/rhyme (ta, te-te, ta rest)

Claves

Doggie Doggie:
All sing: Doggie doggie where’s your bone
Someone stole it from my home
Who stole your bone?
Cat sings: I stole your bone.

The children sit in a circle with one child in the middle (the doggie) holding a dog toy and their eyes closed.
As everyone sings the first 3 lines of the song together, the teacher chooses someone to be the ‘cat’ by giving them a cat toy.
The child who is the ‘cat’ sings the final line solo.
When all the children have their hands behind their back the doggie ‘wakes up’ and has to guess whose voice they heard.

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Clave (pretend bone)

Go Bananas
Bananas assemble!
Pick banana, pick pick banana (x2)
Repeat with: peel, slice, mash, eat, go!

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Closing song: Goodbye Everyone
Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)

Repeat with same actions used for ‘Hello Everyone’.

Sing the song, keeping a steady beat with the actions:

Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Everyone stands in a circle with one person holding a ball (a fairly bouncy one that’s not too small).
As everyone chant the rhyme, the child with the ball bounces it on the beat.

‘I have GOT the ball, CAN you catch it ‘NAME’?’

As they say their chosen person’s name, they bounce the ball to them.
Once a child has had their turn, they sit down.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Ball

Sit in a circle with one child in the middle being the ‘mousie’.
They sit with their eyes closed and have a set of bells beside them.
As everyone starts to sing the song through, choose a child to take the bells from the middle and tip toe back to their space.

When they get back to their space they should play 4 beats with the bells so that the child in the middle can listen to where the sound is coming from.
All children put their hands behind their back, the mousie ‘wakes up’, and tries to guess who has the bells.
Vary the dynamics by giving the instruction to sing louder or quieter each time.

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Sing/chant with a louder and quieter voice

Bells

Act out the rhyme keeping the steady beat with appropriate actions (4 beats per line)

When the children know the rhyme well, give instructions which change the tempo or dynamics.
Children could also take turns using an instrument to keep a beat whilst everyone chants the rhyme (e.g. claves, drum, wood block)

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing/chant with a louder and quieter voice

Sing/chant at a faster or slower tempo

Play the beat

Selection of instruments

Ask children to come up with actions for ‘pick, peel, slice, mash, eat and go bannanas’ which they can perform to a steady beat.
Teach the song line by line with the actions – try starting the song quietly, gradually getting louder towards the end.
Perform the song all the way through along to the recorded track if you can.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Repeat with same actions used for ‘Hello Everyone’.

Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:
Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

What’s inside the magic bag? (to the tune for Old MacDonald)
What’s inside the magic bag, E-I-E-I-O
And in the bag there was a maraca, E-I-E-I-O
With a shake shake here and a shake shake there
Here a shake, there a shake, everywhere a shake shake
What’s inside the magic bag, E-I-E-I-O

Use a range of instruments which make shake (maraca), tap (claves) ting (triangle) and boom (drum) sounds.
Children take turns to choose an instrument from the bag, talk about how to play it and what sound it makes.
Then the child can play the pulse on the instrument while everyone sings the song through.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Play the beat

Play with louder/quieter dynamics

A bag containing various percussion instruments, e.g. Maracas, Claves, Triangle, Tambour.

Play with louder/quieter dynamics

Experiment with sounds of different percussion instruments (shake/tap/ting/boom)

Play the beat

Experiment with sounds of different percussion instruments (shake/tap/ting/boom)

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Backing track

Welcome song: Hello everyone
Hello everyone, hello everyone, glad that you are here (x2)
Aye, aye, aye aye aye, glad that you are here (x2)

Sing the song, keeping a steady beat with the actions:

Line 1 – tap knees to the beat, there are 8 beats in total. (x2)
Line 2 – Clap hands to the beat. 4 claps in an upward motion followed by 4 claps in a downward motion to reflect the rise and fall of the melody. (x2)

Touch your shoulders, touch your knees
Touch your shoulders, touch your knees
Raise your arms and drop them please.
Touch your ankles, touch your toes
Pull your ears and touch your nose.

Teach as call and response and then sing the song through with the children using the actions to keep a steady beat. Explore singing this song at different speeds, gradually getting faster and faster!

Each action is performed twice (tap shoulders twice, then knees twice etc). However, line two is slightly different – raise each arm individually and then lower individually to cover the 4 beats for that line.

Keep the beat with actions

Sing/chant at a faster or slower tempo

Voices
Teacher: Have you got your… speaking/singing/thinking/loud/quiet/high/low/whispering voice?

Children: Yes I’ve got my… speaking/singing/thinking/loud/quiet/high/low whispering voice

This vocal warm-up should be delivered as call and response – children listen and then respond by copying the way the teacher has used their voice. Repeat for high voice, low voice, whispering voice and finish on with singing voice each time. Children can suggest other fun ways to use their voice e.g. a robot voice.

Differentiate between a speaking and singing voice

Experiment with the voice and create different sounds

Hickety Tickety
Hickety tickety bumble bee, can you sing your name to me?
My name is…

Using the puppet, encourage each child to sing back to you ‘My name is…’ Sing along with children who are unsure or lacking confidence and celebrate each child to build confidence in singing alone. Singing doesn’t have to be particularly loud or clear at this stage and should be enjoyable. Begin by giving the children a choice of whether to sing or not. Encourage each child to sing to the puppet or toy.

Keep the beat with actions

Sing with some understanding of pitch (higher and lower)

Sing/chant individually and/or as part of a group

Bee puppet/ball/beanbag

Busy Bumblebee
Busy bumblebee,
Buzzing round the tree
Buzzing here and buzzing there
But not near me.

Choose a leader to be the first bumblebee – the leader should move to a beat going around the room/circle. During the rests (silent beats) at the end of each short phrase, a child is tapped on the shoulder and joins the line of bees.

Choose some children to be trees and while the rhyme is repeated, the rest of the children can fly around the trees like bees.

Keep the beat with actions.

Sing/chant individually and/or as part of a group

Bee puppet

Caterpillar on the ground
Caterpillar on the ground
Caterpillar crawl around
Hide away in your cocoon
Don’t forget to come back soon.

Sitting in a circle, an object is passed round in time with the beat. A child is chosen to be the caterpillar who crawls around in the circle until ‘Hide away in your cocoon’ when they curl up and hide their face. At the end of the rhyme, the caterpillar has to find the object. If they find it, they can be rewarded by being given an extra turn or they choose another caterpillar. If not, the person holding the object takes the turn.

Alternatively, all children do actions to each line while repeating it verbally. At the last line, when they are curled up, they wait for the teacher to say ‘butterflies’ at which point the children get up and fly round the room like butterflies.
When the children know the rhyme well, try changing the tempo and dynamics.

Keep the beat with actions

Sing/chant individually and/or as part of a group

Sing/chant with a louder or quieter voice

Sing/chant at a faster or slower tempo

Closing song: Goodbye Everyone
Goodbye everyone, goodbye everyone, glad that you were here (x2)
Aye, aye, aye aye aye, glad that you were here (x2)

Repeat with same actions used for ‘Hello Everyone’.