A fun song with a rocky beat which describes what happens when capital letters go on strike. Names and places disappear, sentences become unintelligible. 1 video of the song or a PPT should you wish to add to it. 2. Backing track and vocal mp3s 3. lyrics and chords 1 - beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark 2. - using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

A reggae style song using the Olympic values as a theme. Resources contain 1. A video of the song 2. A PPT of the lyrics and illustrations only, teaching notes at the end 3. Mp3 of song with vocals. Mp3 of backing 4. Lyrics

Based on Oscar Wilde's short story,The Selfish Giant. This song has a strong beat and catchy melody. Included in the resource. Useful in Assemblies to follow up the story. A PPT of the song A video of the song The lyrics The story of the selfish giant Backing track and vocal MP3s/wav

The children choose which superhero they want to be as they create a parade. There are parts for the drum, the maracas (shakers) and the tambourine. The children love playing the instruments and I’ve used the ones which most schools have in their cupboards! In the resource you will find 1. A PPT of the song 2. A video of the song 3.A vocal track 4. A backing track without the percussion on 5. A backing track with the percussion on 6. The lyrics

The genre is folk/traditional song. (Music from other times and places) This song seems to appeal to both boys and girls alike. They can't get their heads around the fact that the heroine's family have left her to be hanged and offer no help!. Resources include 1. PPT of the song 2. Video of the song 3. Guitar chords 4. Lyrics 5.Vocals MP3 6. Backing track MP3

We used this as part of a topic on Castles. After each character is introduced , you can hear the sounds they make. Ask children what they could use to represent these sounds. You could build up a separate piece of music based on the sounds you create. In resources you will find 1. A PPT of the song 2. A video of the song 3. The lyrics 4. Vocals. MP3 5. Backing MP3

A song about a young child's feelings. There is an opportunity for appropriate actions and percussion in the spaces in the music ( after the Faces are shown.)Children could also choose an instrument to reflect the feeling and play along when the face is shown. The incomplete worksheet is for the children. The complete worksheet is a model. Children could also choose an instrument to reflect the feeling and play along when the face is shown.

Some children remember their number fact more easily when they are in song. In the resources you will find 1.A PPT of the song should you wish to look at the number patterns formed 2. MP3 vocals 3. MP3 backing 4. Illustrated lyrics- You could discuss what pairs come separately as in chopsticks and what are together as in a pair of jeans. In the song I have included some words that begin with bi. Children could try to think of more. 5. A video of the song 6. Illustrated lyrics in case you don't have Word

Before teaching the song, show the picture of the characters in the song, and discuss what forms a set of three. After the song , they can draw their own sets of three and make up their own song .In the resources you will find 1. A PPT of the song 2.The illustrated lyrics 3.Poster showing sets of three from the song 4. Sheet for children to draw their own sets of three 5. Vocal and backing tracks 6. A video of the song

This catchy song is about the importance of eating the right food for energy (Like petrol in a car). If used in conjunction with other resources in the pack,it can be used over a few weeks. Useful for Health week, food projects or Assemblies. If teaching to early years, let them copy the rhythms of the drum and guiro. Older children, or those who have music lessons, might appreciate the PPT on playing the instruments .This asks the children to listen in depth to the guiro and drum. There are 2 worksheets. One to draw the chosen 5 a day (I brought fruit and veg in to draw) and the other to write a simple song. The resources include 1a A PPT of the song 1b. A PPT teaching the rhythmic accompaniment 2. A video of the song 4. Mp3 vocal track 4. Mp3 backing track 4. MP3 instrumental excerpt 5. Worksheet writing a song 6. Worksheet Drawing 5 a day 7. Lyrics and chords Key stage one • use their voices expressively and creatively by singing songs and speaking chants and rhymes • play tuned and untuned instruments musically • experiment with, create, select and combine sounds using the inter-related dimensions of music. • key stage 2 • use and understand staff and other musical notations

The children had just learned to play D on the violin. I wrote the song to enable them to use this note. It can also be played on any instrument. On the video, you can hear the children playing. This song can be used to teach most of the curriculum expectations. It has 3 levels of competency. Some pupils who have private lessons would be able to sight read the most difficult part. Pitch, rhythm, the stave, rests, singing., playing an instrument N.C • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression • listen with attention to detail and recall sounds with increasing aural memory • use and understand staff and other musical notations Resources include Animated Video and PPT of the song Backing and vocals tracks An audio guide in a PPT to help play the instruments Music, teaching points for the instruments and lyrics

This song can stand alone as a topic song for the summer or as a piece to develop playing an instrument. The example on the video uses a xylophone and glockenspiel. Any tuned instrument could be used though.the teaching will range over a few weeks. For those teachers less confident, I suggest a tambourine in the chorus. Some pupils who take private lessons could sight read the xylophone part on the verse using a keyboard. N.C • use and understand staff and other musical notations • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression • listen with attention to detail and recall sounds with increasing aural memory Resources include • A video and PPT of the song • 2 backing tracks with and without the percussion • Vocal track • PPT audio teaching the instruments • Music score instruments • Lyrics and easier accompaniment for non-readers

Music to encourage listening, movement and composing. This short video is designed to help children listen to music. It’s based on the principle of Peter and the Wolf. Children listen out for the sounds of the river, the storm, the dinosaur and the bird. Then there is a PPT to guide the children towards composing their own piece of music. A “worksheet” to record their drawings or music symbols is included. National Curriculum • listen with concentration and understanding to a range of live and recorded music • experiment with, create, select and combine sounds using the inter-related dimensions of music. Resources include • 1. PPT and video of the piece of music • 3. PPT guide to composing a piece of music. • 4. A “worksheet” for children to draw their interpretations of the dinosaur, the bird, the river and the storm (Pictures or symbols) PPT and jpeg • 5.Info sheet as to contents of resources. • 6. Mp3 of the music .

Ideas for comments on elementary school music reports

Early years and key stage 1. Song about pond dipping with simple tuned percussion. Suitable for non specialist Videos , PPT , backing tracks, notation and follow up ideas Covers these stages. Pupils should be taught to: • use their voices expressively and creatively by singing songs and speaking chants and rhymes • play tuned and untuned instruments musically • listen with concentration and understanding to a range of high-quality live and recorded music • experiment with, create, select and combine sounds using the inter-related dimensions of music.

This colour causes more controversy than most . Will this song change that ?! Its useful for Assemblies on colour and discussion. Curriculum covered in this song Key stage 1 • use their voices expressively and creatively by singing songs and speaking chants and rhymes • play tuned and untuned instruments musically Key stage 2 (Year 3 and 4) • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression • improvise and compose music for a range of purposes using the inter-related dimensions of music • listen with attention to detail and recall sounds with increasing aural memory • use and understand staff and other musical notations The song is differentiated . 1. Sing chorus alone 2. Sing both chorus and verse 3. Play the very simple introduction 4. Play the above and learn to play it a note higher for the key change at the end 5. Play the melody line in the verse 6. Play the melody line in the chorus 7. Your star pupils can choose -just present them with the music sheet. Included in the resource 1. A video of the song 2. The sheet music. Sibelius and Jpeg 3. Mp3 without percussion 4. Mp3 with percussion 5. Mp3 of vocals 6. Clips of the accompaniment 7. Lyrics and chords 8. Notes for simple accompaniment

This is a nonsense song about animals having identity problems. The sheep thinks that she’s a car and the cow thinks that she’s a dog. There are parts for the untuned instruments to play along with the melody. I got the idea from the tune Beep beep Ima sheep . I asked LiDeuce Deuce, the composer if I could use the words of the title in my song . Normally I would sell my original songs but I promised LiDeuce Deuce (Tod Bryanton ) that I wouldn’t , hence this freebie. Key stage 1 Pupils should be taught to: • use their voices expressively and creatively by singing songs and speaking chants and rhymes • play tuned and untuned instruments musically • listen with concentration and understanding to a range of high-quality live and recorded music •experiment with, create, select and combine sounds using the inter-related dimensions of music. Included in pack PPT of the animated song with music (Video on YouTube ) Follow up ideas Melody and chords notation A chime bar part notation Chime bar parts pictures Backing track without chime bars Backing with chime bars Vocals

Children have to identify how many words begin with B. Afterwards, you reveal the words to match the illustrations and the final count. Differentiation. Children could write the word as well as count. As the words are revealed, they can check their words.

I wrote this song to help children learn to cross the road safely using the Green Cross code. The chorus is quite catchy. The song can be listened to at https://youtu.be/TjAD1I47QXU. The illustrations there are totally different though because some of the animations do not have permission to be downloaded on the TES site.. In the resources you have 1. A PowerPoint presentation of the song should you prefer this to video. 2. A melody line 3. A vocals mp3 4. A backing mp3 5. A video of the song with very clear lyrics. 6. Lyrics

Useful little song for Early years telling the story of Goldilocks and the three bears. There is an opportunity for the children to play their shakers in the little musical interludes. Also the song is useful for the concept of size. In the resources you will find A PPT of the song A video Backing and vocal MP3s Lyrics