‘Safari Park is one of five books which develop activities in a progressive way. They suggest ideas for liaison between teachers, other school staff and Visiting Musicians. The focus is on progression when exploring sound, (vocal and instrumental) and working with others to refine and select sounds for compositions. Ideas should be revisited across the primary age range, revising work done previously. Activities are intentionally brief, encouraging exploration and development of ideas. This series of books is written primarily with the ‘generalist’ music teacher in mind, although specialists/coordinators may appreciate ideas to add to their music-teaching repertoire. The materials also work well in a Professional Development context.

Revised edition of the ever-popular Kickstart Music series. Pick up and play! Whether you want to spend 10 minutes or two hours on music, Kickstart Music Book 3 is a complete activity pack for 9-11 year-olds. Bursting with inspiring music ideas, it has practical instructions for engaging lessons covering the entire subject and will appeal to teachers with little confidence in teaching music, as well as broaden the repertoire of music specialists. Whatever your resources or previous music teaching knowledge, Kickstart Music Book 3 is a step-by-step, no nonsense guide to confident, effective music teaching. The book includes guidance and activities covering all musical elements within sections on listening, rhythm, moving, pitch and sounds and invention, and includes opportunities for presenting and composition. Kickstart Music Book 3 can be used in a variety of ways and suits holistic, flexible teaching. It is a fantastic ‘dip-in’ resource that practitioners can open at any page and try, but it is also a comprehensive scheme of work which can be covered from beginning to end over the course of time. Other books in the Kickstart Music series include Kickstart Music Early Years (3-5 year-olds), Kickstart Music 1 (5-7 year olds), and Kickstart Music 2 (7-9 year-olds). David Wheway has been in primary and secondary education for over 40 years. In that time he has been a music leader and coordinator in primary schools, worked for music advisory and as a freelance music education advisor, and is currently a senior university lecturer in education.

Revised edition of the ever-popular Kickstart Music series. Pick up and play! Whether you want to spend 10 minutes or two hours on music, Kickstart Music Book 2 is a complete activity pack for 7-9 year-olds. Bursting with inspiring music ideas, it has practical instructions for engaging lessons covering the entire subject and will appeal to teachers with little confidence in teaching music, as well as broaden the repertoire of music specialists. Whatever your resources or previous music teaching knowledge, Kickstart Music Book 2 is a step-by-step, no nonsense guide to confident, effective music teaching. The book includes guidance and activities covering all musical elements within sections on listening, rhythm, moving, pitch and sounds and invention, and includes opportunities for presenting and composition. Kickstart Music Book 2 can be used in a variety of ways and suits holistic, flexible teaching. It is a fantastic ‘dip-in’ resource that practitioners can open at any page and try, but it is also a comprehensive scheme of work which can be covered from beginning to end over the course of time. Other books in the Kickstart Music series include Kickstart Music Early Years (3-5 year-olds), Kickstart Music 1 (5-7 year-olds) and Kickstart Music 3 (9-11 year-olds). David Wheway has been in primary and secondary education for over 40 years. In that time he has been a music leader and coordinator in primary schools, worked for music advisory and as a freelance music education advisor, and a senior university lecturer in education.

Revised edition of the ever-popular Kickstart Music series. Pick up and play! Whether you want to spend 10 minutes or two hours on music, Kickstart Music Book 1 is a complete activity pack for 5-7 year-olds. Bursting with inspiring music ideas, it has practical instructions for engaging lessons covering the entire subject and will appeal to teachers with little confidence in teaching music, as well as broaden the repertoire of music specialists. Whatever your resources or previous music teaching knowledge, Kickstart Music Book 1 is a step-by-step, no nonsense guide to confident, effective music teaching. The book includes guidance and activities covering all musical elements within sections on listening, rhythm, moving, pitch and sounds and invention, and includes opportunities for presenting and composition. Kickstart Music Book 1 can be used in a variety of ways and suits holistic, flexible teaching. It is a fantastic ‘dip-in’ resource that practitioners can open at any page and try, but it is also a comprehensive scheme of work which can be covered from beginning to end over the course of time. Other books in the Kickstart Music series include Kickstart Music Early Years (3-5 year-olds), Kickstart Music 2 (7-9 year-olds) and Kickstart Music 3 (9-11 year-olds). For the Kickstart Music series David worked with his former colleague and music adviser Anice Paterson, who initiated and inspired the original iteration of these materials.

Revised edition of the ever-popular Kickstart Music series.Pick up and play! Whether you want to spend 10 minutes or longer on music, Kickstart Music for Early Years is a complete activity pack for 3–5-year-olds.Bursting with inspiring music ideas, it has practical instructions for engaging lessons covering the entire subject and will appeal to practitioners with little confidence in teaching music, as well as broaden the repertoire of music specialists. Whatever your resources or previous music teaching knowledge,Kickstart Music for Early Years is a step-by-step, no-nonsense guide to confident, effective music teaching. The book includes guidance and activities covering all musical elements within sections on listening, rhythm, moving, singing,exploring, and creating. Kickstart Music for Early Years can be used in a variety of ways and suits holistic, flexible teaching. It is a fantastic ‘dip-in’ resource that practitioners can open at any page and try, but it is also a comprehensive scheme of work which can be covered from beginning to end over the course of time. Other books in the Kickstart Music series include Kickstart Music 1 (5–7-year-olds), Kickstart Music 2 (7–9-year-olds) and Kickstart Music 3 (9–11-year-olds). This revised edition is by David Wheway (one of the original co-authors) who has worked in early years, primary and secondary education for over 40 years. In that time, he has been a music leader and coordinator in primary schools, worked for music advisory and as a freelance music education advisor, and as a university lecturer in education.

One of a series of 5 books for progression work across the primary age-range and written primarily with the ‘generalist’ music teacher in mind. However, specialists/coordinators may appreciate ideas they can add to their music-teaching repertoire. The materials also work well in a Professional Development context. ‘Listen Carefully’ Focuses on developing awareness of pitch, the ability to develop pitch awareness and composition on tuned percussion and vocally. The materials support children in reading simple pitch notations with ideas which relate to and lead into staff notation. There are five books in the series, building to a very comprehensive scheme for the primary age range. In addition to ‘Listen Carefully’, these include: It’s OK’ Focuses on developing active listening to music, identifying aspects such as musical elements, purpose and response. Children develop a technical language including ways to respond emotionally, including through language ‘Safari Park’ Focuses on exploring sound, (vocal and instrumental); working with others to refine and select sounds for compositions. Activities are intentionally brief, encouraging exploration and development of ideas. ‘Bubbles’: Focuses on developing awareness of, and ability to maintain a steady beat and rhythm, whilst supporting children in reading simple notation and composition. The activities are revisited, each time progressing children onto the next level. There are suggestions for teachers on what to observe, how to encourage children to reflect on their work, and producing compositions to perform to others. Throughout, there are activities/games for the primary classroom. ‘Signs and Symbols’ Focuses on developing simple ways of representing sound, from pictorial, through signs then simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations from ‘staff’ notation (e.g. crotchets, quavers, etc.), but are a useful precursor to stave notation.

One of a series of 5 books for progression work across the primary age-range and written primarily with the ‘generalist’ music teacher in mind. However, specialists/coordinators may appreciate ideas they can add to their music-teaching repertoire. The materials also work well in a Professional Development context. ‘Signs and Symbols’ Focuses on developing simple ways of representing sound, from pictorial, through signs then simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations from ‘staff’ notation (e.g. crotchets, quavers, etc.), but are a useful precursor to stave notation. There are five books in the series, building to a very comprehensive scheme for the primary age range. In addition to Signs and Symbols’, these include: ‘It’s OK’ Focuses on developing active listening to music, identifying aspects such as musical elements, purpose and response. Children develop a technical language including ways to respond emotionally, including through language ‘Safari Park’ Focuses on exploring sound, (vocal and instrumental); working with others to refine and select sounds for compositions. Activities are intentionally brief, encouraging exploration and development of ideas. ‘Bubbles’: Focuses on developing awareness of, and ability to maintain a steady beat and rhythm, whilst supporting children in reading simple notation and composition. The activities are revisited, each time progressing children onto the next level. There are suggestions for teachers on what to observe, how to encourage children to reflect on their work, and producing compositions to perform to others. Throughout, there are activities/games for the primary classroom. ‘Listen Carefully’ Focuses on developing awareness of pitch, the ability to develop pitch awareness and composition on tuned percussion and vocally. The materials support children in reading simple pitch notations with ideas which relate to and lead into staff notation.

One of a series of 5 books for progression work across the primary age-range and written primarily with the ‘generalist’ music teacher in mind. However, specialists/coordinators may appreciate ideas they can add to their music-teaching repertoire. The materials also work well in a Professional Development context. ‘It’s OK’ Focuses on developing active listening to music, identifying aspects such as musical elements, purpose and response. Children develop a technical language including ways to respond emotionally, including through language There are five books in the series, building to a very comprehensive scheme for the primary age range. In addition to It’s OK’, these include: ‘Safari Park’ Focuses on exploring sound, (vocal and instrumental); working with others to refine and select sounds for compositions. Activities are intentionally brief, encouraging exploration and development of ideas. ‘Bubbles’: Focuses on developing awareness of, and ability to maintain a steady beat and rhythm, whilst supporting children in reading simple notation and composition. The activities are revisited, each time progressing children onto the next level. There are suggestions for teachers on what to observe, how to encourage children to reflect on their work, and producing compositions to perform to others. Throughout, there are activities/games for the primary classroom. ‘Listen Carefully’ Focuses on developing awareness of pitch, the ability to develop pitch awareness and composition on tuned percussion and vocally. The materials support children in reading simple pitch notations with ideas which relate to and lead into staff notation. ‘Signs and Symbols’ Focuses on developing simple ways of representing sound, from pictorial, through signs then simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations from ‘staff’ notation (e.g. crotchets, quavers, etc.), but are a useful precursor to stave notation.

One of a series of 5 books for progression work across the primary age-range and written primarily with the ‘generalist’ music teacher in mind. However, specialists/coordinators may appreciate ideas they can add to their music-teaching repertoire. The materials also work well in a Professional Development context. Bubbles: Focuses on developing awareness of, and ability to maintain a steady beat and rhythm, whilst supporting children in reading simple notation and composition. The activities are revisited, each time progressing children onto the next level. There are suggestions for teachers on what to observe, how to encourage children to reflect on their work, and producing compositions to perform to others. Throughout, there are activities/games for the primary classroom. There are five books in the series, building to a very comprehensive scheme for the primary age range. In addition to Bubbles, these include: ‘Safari Park’ Focuses on exploring sound, (vocal and instrumental); working with others to refine and select sounds for compositions. Activities are intentionally brief, encouraging exploration and development of ideas. ‘Listen Carefully’ Focuses on developing awareness of pitch, the ability to develop pitch awareness and composition on tuned percussion and vocally. The materials support children in reading simple pitch notations with ideas which relate to and lead into staff notation. ‘It’s OK’ Focuses on developing active listening and identifying aspects and terminology of music including response and genre. ‘Signs and Symbols’ Focuses on developing simple ways of representing sound, from pictorial, through signs then simple invented symbolic representation, leading to children’s own graphic compositions. The terms ‘signs’ and ‘symbol’ are used to differentiate the children’s invented representations from ‘staff’ notation (e.g. crotchets, quavers, etc.), but are a useful precursor to stave notation.