This song can be used at Easter or any time of the year for children from 5 to 7. The song starts off with 10 eggs and one by one they are taken by an animal until there is one left which is eaten by a child. The resource includes 1. An animated PowerPoint of the song with worksheets at the end 2. A backing track and a vocal track. 3. The lyrics 4 The video 5. 3 differentiated maths/art worksheets about the song (for younger students) PDF and word Children like to line up and play the part of an animal pouncing on the chocolate egg. For best results, blow worksheet to A3 and have 2 to 3 children working on it. The song is useful to use in performances because it lends itself to colourful masks and action. It can be a starting point for the question “Why do we celebrate Easter with chocolate eggs?”

This is a story on video or PowerPoint and video about a spider who wanted his own song. He listened to all the other mini beasts singing and desperately wanted his own song . The idea is to "hook" the children into making their own songs. There is a teacher's guide showing what learning objectives might be encountered. After the story, there is a follow up song using all the creature's individual songs from the story. e.g. high/low/fast/slow/voice expression etc. The story can also be used in Assembly/PHSE as an in road to "finding your voice" it would be a good starter for writing too. Included in the resource is a video PPT mp3 teachers notes

The song used the words, shark, shore, and shell. It is to reinforce the digraph you have taught in the day or to introduce it. Musically, the song has short musical interludes. The child is encouraged to move the arms downwards as the music and illustrations move downwards too. (Beginnings of pitch) The worksheet uses the illustrations from the song to colour and add the words shark, shell, or just the digraph. In the resource, you will find 1 A PPT in case you wish to add your own ideas 2 A video of the song 3 A worksheet (Publisher and a photo of this in case you don’t have publisher) 4 An mp3 of the song 5 The lyrics

A silly song to introduce the digraph “ch”. Charlie only eats food that begins with “ch”. The words chips, chops and cheese are used. Then when children have learned the song, they can substitute those words for other “ch” words. E.g Chicken, chives, chard, cherries, chili, chocolate, chick peas. “Charlie the dinosaur had a chicken for lunch.” They could go really silly and find non-food words for Charlie to eat .E.g “Charlie the dinosaur had a child for lunch” etc. Resource includes 1. A PPT of the song should you wish to add to it. 2. A video of the song 3. An mp3 of the song 4. A worksheet to colour Charlie and" feed him" with ch digraphs. (Publisher) 5. The lyrics

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

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.

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

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 .

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

New National Curric- Use their voices expressively and creatively by singing songs and speaking chants and rhymes . Play tuned and un-tuned instruments musically. I used this chant with the topic Houses and homes for key stage 1. A house is built and gradually, the tradespeople (electrician, plumber, decorator, carpenter, plasterer) come and complete the building.) Percussion opportunities come on the end of the verse , instruments are pictorially suggested With this TES resource you have a video, a PowerPoint presentation, mp3s with vocals, backing without percussion , backing and separate lyrics

I used this as part of our topic on castles. It leads onto questions and research such as Who lived in castles? The children sang it as part of a game. It’s quite challenging to chant with the backing track. Get children to count how many beats there are in between each verse. Nat Curric History They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. Resources Video and/ or PowerPoint presentation of the chant Backing track and vocal track Lyrics and how to perform the chant in a circle with actions

This resource covers singing, song writing and playing percussion instruments. The sound is inbuilt into the PPT. There are mp3s if preferred and backing tracks. The theme is TOYS. Resource includes. 1. Display only 2. 2PPT covering warm up, song writing, percussion playing 3. Mp3 voice “Late one night” and backing track 4. Mp3 voice “My favourite toy” and backing track 5. Mp3 voice “magic toy” and backing track 6. List of resources National Curriculum • 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.

In this catchy song , the question is posed-Why do you toss a pancake ? It's a mystery to me. Does it need an outing or a change of scenery? Included in the pack 1. 2 mp3s vocals and backing 2.Lyrics on PDF with suggestions for sound effects 3. The song on animated PowerPoint. 4.The song on video

Butterfly can't find out who has sent her a Valentine. Follow her thought processes as she tries to guess who it is. Song for non specialist teachers. There is an opportunity to play a simple accompaniment thus fulfilling your obligations to the National Curriculum. Included in the pack you will find 1. A PowerPoint of the song with questions at the end 2. 2 simple accompaniments (Differentiated) 3. Lyrics and chords 4. 3mp3s. One vocal. One backing with chime bars. One without chime bars 5. Video of the song.