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’.

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.

Singing Names
Teacher: Hello, what’s your name?
Child: My name is…

Sitting in a circle, the teacher should sing ‘Hello, what’s your name?’ to each child in turn and encourage each child to sing back ‘My name is…’ Ask the children to use a ‘singing voice’ and to try to match the pitch of your voice. A pop-up puppet or finger puppet can be used to encourage children to sing individually – hide it away while you sing and then pop it up when the child sings back. Alternatively, a puppet/object can be passed around the circle, and each child passes it on to the person next to them after their turn.

If a child is reluctant to sing on their own then the whole group should help by singing with them.

Sing individually.

Sing with some understanding of pitch (higher and lower).

Puppet

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.

Clap Your Hands
Clap, clap, clap your hands,
Clap your hands together

Sing this song as call and response. The teacher should sing and keep a steady beat using an action, then the children copy. Each action is performed once on each of the 8 beats – change the action each time the song is repeated e.g. march your feet, nod your head, tap your knees etc.

Ask the children to come up with some other verses using different actions to keep a beat.

Claves

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’.