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ContentsPage

Introduction

2. The algorithm recipe

1. Zero, one, GO!

3. Code-o-de-oh!

4. Robot control

5. Robot do this, robot do that

6. Robots on the move

7. App, clap, tap-tap, rap

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8. Dig those digits!

9. Go, gadget, GO!

10. Code crackers!

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Download begins 14/01/2015










11. Lyrics and music sheets 16

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Code Crackers!Age 5 - 7

Presented by Jenny Bryce and Wayne ForresterWritten by Deborah Bellman, Barry Gibson and Gordon LamontTeacher’s Notes and audio pro-duction by Barry GibsonFor the BBC: Andrew Barnes

The backing tracks for each song can be downloaded by going to the relevant page of the School Radio website, for example:

www.bbc.co.uk/programmes/p02fqz4m

IntroductionCode Crackers! is a fun, audio-extravaganza for 5-7s using drama, music and dance to open up the worlds of digital technology, computers and coding to young children. It fulfils objectives of the new Computing curriculum and links to the BBC’s ‘Year of Code’ and the ‘Make it Digital’ initiative. The series links to BBC KS1 ‘Bitesize’ guides: www.bbc.co.uk/education/topics/z3tbwmnand to resources such as ‘Cracking the Code’:www.bbc.co.uk/programmes/b01r9tww/clips

It progresses through three key aspects of learning about computers in the modern world (as expressed, for example, in the National Curriculum for England and Wales):

• Computer Science (Programmes 1-3)• Information Technology (Programmes 4-6)• Digital Literacy (Programmes 7-9)

Programme 10 provides a combined music resource and framework for teachers using the series to put on a Code Crackers! assembly, performance or show.

The three Drama/English programmes (1, 4, 7) include story-starters, experience of responding to ‘instructions’ (also creating and devising them), rhymes, raps, simple-scenes, drama-improvisation, memory-games, role-play, trust-games, and inventive word-play.

The three Music programmes (2, 5, 8) are centred on a handful of catchy, enjoyable songs and also explore skills of beat and rhythm, pentatonic tunes, actions and body-percussion, listening, rap-speaking, composing ‘sound-scapes’ and responding to musical ‘codes’.

The three Dance/PE programmes (3, 6, 9) develop some of the drama and music content but with a strong emphasis on building movement-skills and body-awareness (related to computers and coding), focusing on patterns and se-quences, navigating mazes and obstacles, robot-type actions, human-machine interaction in the digital world, and with fun-references to earlier dance styles (eg waltz, 20s, 60s and 80s).

To help with the variety and reinforcement of ideas, there are many shared music-themes and sound-elements be-tween the three strands, so that children will become famil-iar with tunes, musical-motifs and sound-worlds, revisiting and anticipating these elements within each strand.

Sound-elements in the series are drawn from ‘hi-tech’, ‘me-chanical’ and ‘futuristic’ worlds, as well as ‘everyday sounds’ that almost all children will recognise and enjoy, especially in the memory and sequencing games.

The musical styles in the songs, drama-links and dance-’numbers’ are varied across a broad range, from the hi-tech and contemporary (hip-hop, rap and electronica), to quirky and retro-styles too, such as the 1920s, waltz, boogie-woo-gie and 1950s sci-fi movie music.

www.bbc.co.uk/programmes/b03g64pj

www.bbc.co.uk/education/topics/z3tbwmn

www.bbc.co.uk/programmes/b01r9tww/clips

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Code Crackers! Show Programme 10 has vocal versions of the main songs and numbers. As well as this, from the website you can download backing-tracks and several more extended music-items for practising and to use in schools perfor-mances. Together, these can provide a music-framework for a ‘Code Crackers! Show’, with the highlights that are best for you from all three strands - Music, Dance/PE and Drama/English.

Your ‘Code Crackers! Show’ could be small scale (class-sharing, assemblies etc) or more ambitious (to the whole school or parents). It could be integrated with per-formances and computer-based events involving older primary children too (7+). And how about organising an exhibition of sci-fi 3D-gadgets, gizmos, models and art-work made by the children, to show alongside the songs, dances and drama?

If your performance roughly follows the programme order, then Part A (focused on Computer Science), could have a narrated-introduction including a few key con-cepts and words from programmes 1-3, accompanied by image-projections of children’s artwork based on:• some jumbled-up numbers, words and letters• some ordered sequences and patterns based on

‘recipes’ (or ‘algorithms’)

Part B (focused on Information Technology) can have narrated links with ideas and words from programmes 4-6, accompanied by image-projections of children’s artwork of:• maze-patterns and ‘navigation’ patterns (inspired by

computer-games or apps) • invented robots (pictures and models)• other artwork inspired by our robot stories

And why not include a short ‘fashion-parade’ of a few classroom-made, life-size robots on the move?

Part C (focused on Digital Literacy) might have a narrated-link with ideas and words from programmes 7-9, or per-haps based on the ‘What is..?’ song/rap, split between the whole-class as four groups.

This part of the show can be accompanied by image projec-tions of children’s artwork based on: • patterns of numbers, letters and words• computer-component patterns• communication-devices and gadgets• the ‘round earth’, clouds, galaxies and children’s ideas

about the future.

After the final song, the whole performance might end with a ‘Digital Circle Dance’ (see notes for Programme 9).

As a part of your show, groups of children can also act out characters and scenes from some of the story-starters within Code Crackers! For example, they could improvise and develop scenes for NumberlyBot the robot (Pro-gramme 1), the Robot Magic Show (Programme 1), Baking a Cake (Programmes 2-3), Amelia and BizzyBuzzBot the robot (Programme 4), ‘The Very Special Code of Robot Power’ (Programme 4), Robot jobs around the home (Pro-gramme 5), Robots going wrong (Programme 6), Animal Robots (Programme 7), Rocket Robots in Space (Pro-grammes 7-8) and Gadgets Galore (Programme 9).

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The teacher’s notesThese offer:• a guide to using the programmes• a few actions, performing suggestions, simple devel-

opment activities and follow-up ideas• simple vocal versions of the songs in notation, with

melodies, chords and words

Organising the class

For the Drama and Dance programmes (1, 3, 4, 6, 7 and 9) the children are often working in pairs and groupsand will benefit from the ability to move freely around a large space (eg the hall). For the Music programmes (2, 5 and 8), you can organise the children as you normally would for class singing. You can use Programme 10 as a ‘rehearsal’ framework for a short version of a ‘Code Crackers! Show’, so think about how best to plan per-forming ‘areas’ for the different elements in your school setting.

Podcasts and backing-tracks

The programmes can be downloaded in MP3 file format for 60 days following transmission. You can subscribe to the download by clicking on the podcast link available on the BBC School Radio website. Once you have down-loaded each programme, you are able to retain them in perpetuity and use them with your class in the same way you would a pre-recorded CD or other resource from BBC School Radio.

For more information go to: www.bbc.co.uk/learning/schoolradio/podcasts

‘Backing track’ versions of each song (without the words) are also available on the website. These will enable the chil-dren to practise as often as you like, for a more polished, final performance. they may also be useful for rehearsals and school performances.

Audio on demand

The programmes remain available as audio on demand, streamed over the internet, for 5 years following transmis-sion from the BBC School Radio website and the BBC iPlayer Radio.

Other Expressive Arts resources from BBC School Radio

The programmes in the Code Crackers! series combine dance, music and drama. If you are familiar with BBC School Radio resources for these subject areas for 5-7 year olds, Code Crackers! maps to the following:

Dance = Let’s Move / Time to MoveMusic = The Song TreeDrama = Let’s Make a Story

www.bbc.co.uk/learning/schoolradio/podcasts

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Focus:Following instructions in order. Concepts of ‘code’ and ‘algo-rithm’. Solving ‘bugs’.

You will need:A space where children can move freely in pairs, groups and small circles (eg the hall).

Before the programme: Prepare some cards that you could use for ‘start’ and ‘stop’ signs (see ‘Robot Magic Show’).

What we will be doing

Poem starter - word-play into word-patterns

• The class are to become a ‘Code detective team’, usingears to listen for sound-clues.

• In groups, listen to a sound-sequence of familiar machines(a traffic-lights ‘crossing’, a ‘spring’ from an old machine, andsome ‘phone’ beeps). Identify them as they change orderand are jumbled-up.

• Copy speaking some machine-word-patterns from the song ‘Zero, one, GO!’ (using the word-sounds ‘beep’, ‘flop’, ‘dip’, ‘quack’ and ‘stop’. Try copying these in different orders, in time with the sound of some machine ‘tick-tocks’.

• After a short signal, take a pause to get into pairs, who usethe above sounds to make up repeating word-patterns. Then try saying them in time with the tick-tocks.

‘What is...computer code?’

• Join in a few simple words from this ‘rap’ about code and explore the idea of numbers, letters and words ‘saying’ what to do (ie giving ‘instructions’ in the right order).

Following instructions - a memory-game

• IIn a group-circle, respond to instructions to jump up, in and back, and to turn around (after waiting for a ‘spring’ sound each time).

• Remember some combined ‘sequences’ of instructions (jumping up, out, in and around), again waiting for the spring-sound.

Following an ‘algorithm recipe’

• In pairs, think of a list of ‘instructions’ in ‘code’, telling a machine or robot how to bake a cake. It is an ‘algorithm recipe’.

• Facing your partner, perform actions in order (gather in-gredients; mix; put in cake-tin; put tin in oven; take out tocool, with oven-gloves; decorate).

• In the same pairs, at a pause-signal, enact a scene in mime, where the list gets in the wrong order. What cooking-disasters might happen?

• How can you ‘debug’ the problem?

Robot magic show - acting out ‘tricks’

• Meet the robot-friend ‘Numberlybot’, who explains the‘special language’ of computers (‘code’) based on ones andzeros, which are turned into ‘instructions’.

• In groups of about four, choose a ‘code-leader’ and several ‘trick performers’ (eg robot-juggler, robot-conjuror, robot-plate-spinner etc).

• Using hands or cards to show signs of numbers, letters andshort-words, the code-leader starts and stops the robot-trick-performers in turn

• All perform a sequence to musical-accompaniment (‘Code-o-de-oh!’), sometimes solo, sometimes in pairs, sometimesall together, and in different combinations.

• Can you work out a great order together for a Magic Show (to perform after the programme), with a special opening and finish? Perform a sequence together, as controlled by the code-leader’s signals.

Programme

1Zero, one, GO!

1 Zero, one, GO!

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Focus:Concepts of ‘code’, ‘algorithm’ and ‘program’.

You will need:A pitched instrument (egglockenspiel, xylophone or marimba) with notes A, C, D, E and G. Organise the chil-dren as you normally would for class singing.

Before the programme:Can the children remem-ber ‘What is..?’ from Pro-gramme 1?

• Think about ideas for 5-6 note tunes using A, C, D, E, G, A’ (with demos from tuned-percussion, recorder, ukuleleetc).

• Whisper the tick-tock pattern (from the opening of theprogramme) as a link.

• Follow and jjoin in elements of ‘Zero, one, GO!'.

Learning the song ‘The algorithm recipe’

• Listen to the chorus• Say the tricky key-words and phrases in time: ‘Algorithm...

recipe...programs...piece-by-piece...step-by-step...bake-a-number-cake...’

• Copy-sing the chorus as a follow-my-leader, then sing itthrough

• Think about how computers and machines follow ‘ideas’that we tell them as a list. Copy-sing verse 1 as a follow-my-leader, then sing it through, followed by a chorus.

• Join in as much as you can of the whole song, moving yourbody with the lively beat in the choruses. (Verse 2 is about inputs, outputs, numbers, words and zeros. Verse 3 is about questions, answers and computer-memory). You may like to talk together about the meanings of some of these words afterwards. Enjoy!!

Programme

2The algorithm

recipe

Keeping a steady beat

• Think of and say clock-sounds (Tick-tock etc) to a regularbeat.

• Keep together with body-percussion (finger-clicks andknee-taps), following the ‘Zero, one, GO!’ music.

• Clap a steady-beat under the introduction to the rap‘What is..?’

• Clap a steady-beat while saying ‘What is..?’ (bars 5-8).• Tap knees to a steady-beat, while singing ‘What is..?’ (bars

9-12).• Click fingers to a steady-beat while performing ‘What is..?’

(bars 1-12).• Think about the rap-words - ‘computer code’ as ‘numbers,

letters, words’ and what they do...

Code-o-de-oh!

• Listen to the catchy chorus-rhythm.• Add knee-taps and finger-clicks..• Sing the chorus to ‘doo’.• Copy the words as a follow-my-leader (phrase by phrase),

then sing a whole chorus.• Listen to the words of verse 1, adding hand-actions to suit,

then join in the line ‘So, code, where shall we go?’ etc, plus the chorus.

• Follow a similar pattern to learn verses 2, 3 and 4.

Musical patterns game: pentatonic tunes

• Copy-sing some 2-note tunes, with notes A and C (usingthe words ‘zero one’).

• Copy-sing some 3-note tunes, with notes D, E and G (usingthe words ‘beep, flop, dip’).

• Copy-sing some 4-note tunes, with notes D, E, G and A’(using the words ‘beep, flop, dip, quack’).

2 The algorithm recipe

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Focus:Following precise instruc-tions in order (‘algorithm’).

You will need:A space where children can move freely in pairs, groups and small circles of 4-6 (eg the hall).

Before the programme: Talk about using a ‘recipe’ for making different kinds of food. Can the children suggest any they know? Play games to help children understand ‘left’ and ‘right’.

Warm up: Forwards! Backwards! Sideways!

Lift knees high and march on the spot to a steady beat.Then, follow directional instructions to march rhythmically forwards, backwards and sideways through the spaces.

• If you come to a wall or another person, stop and turn tochange direction before following the next instruction.

Pathway patterns

• Follow and repeat simple directional instructions: twostep forwards, one step back; then one step forwards, twoback.

• Join a partner nearby and, standing side by side, take turnsto give each other instructions for your own pathway pat-terns. Then swap over.

• Follow instructions together for moving forwards (onestep), backwards (two steps) and SIDEWAYS (three steps). Think how a computer needs precise instructions.

• All dance the pattern above, changing between movingsideways LEFT and sideways RIGHT. Then pairs createmore new pathway-patterns together.

Action code-cake

• The pairs join to form small group circles of about 4 - 6.. Hold hands and circle round together clockwise (stepping to the left) to the words of the chorus of ‘The algorithm recipe’, (but ending with the phrase ‘bake an ACTION cake’).

• To alternative verse-words for the song, add cake-making actions: wriggling and shaking body (‘So first you shake some flour...’); jumping high and landing safely (‘Add eggs to make a cake...’); turning on the spot (‘You mix it up and turn it round...’; and stretching arms up high (‘And put it in the oven to bake...’).

Then repeat the clockwise circle-steps

• Think again how computers need step-by-step instructions in the right order. Later, the children could devise more movement ‘algorithms’ (eg for bedtime: bath, pyjamas on, brush teeth, into bed).

Secret code dance: Code-o-de-oh!

• Back in pairs, the children follow a code instruction: 4 steps back, 4 forward, 4 sideways LEFT, 4 sideways RIGHT.

• Then take it in turns to work out your own ‘secret’ combi-nations of forwards, back and sideways moves (whisperingthem to each other, then swapping over).

Cool down

• Slowly walk along your own pathway pattern with themusic.

• Stop and slowly stretch up tall on tiptoe with your armsstraight up over your head.

• Balance, lower arms down, and relax.

Programme

3Code-o-de-oh!

3 Code-o-de-oh!

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Amelia and BizzyBuzzBot the Robot

• Listen to a story about a ‘home-robot’ given as a birthday-present. All starts well...but what happens when a ‘bug’ (amistake in the program-code) makes it go wrong?

• Act out parts of the story with your fingers being Ameliaand the Robot (BizzyBuzzBot).

• Imagine being a robot that follows exact instructions.

Code number-game

• In a space, respond to this code: move forward on ‘1’, stopstill on ‘2’, and turn on ‘3’.

• Move like a robot (hands, legs, etc).• In pairs ‘instruct’ each other, guiding each other around the

room, using the 1-2-3 code. Pause at the sound-signal. • In the same pairs, follow code-instructions for robot plant-

watering. As well as 1-2-3, listen out for code-words for‘pick-up’, ‘put-down’, ‘pour’ and ‘stop pouring’.

Computer bugs

• What would happen if four house-cleaning robots hadmistakes (‘bugs’) in their program-code?

• At a short musical signal, work on a group-scene showinghow the ‘bugs’ cause problems for the robots.

Robot control (class game)

• Starting with everyone in their own space, the teacher chooses two ‘coders’. T he first coder names an action (eg clean windows...walk the dog...etc) and the second coder defines ‘how’ each action is performed (eg go fast...go slow....jump alon... zigzag...crawl, etc).

• When the music ends, try new actions and new ‘how’words. You could pause, to give ‘coders’ a go at this.

Focus:• Following a story with un-

expected outcomes. ‘Acting’ with fingers and hands. Per-forming actions with different dynamics (robotic, fast, slow etc). Collaborating and im-provising ‘scenes’ in pairs and groups. Completing a story in drama.

• Following exact instructions. Responding to ‘code numbers’ and ‘code words’. Computer ‘bugs’.

You will need:A space where children canmove freely in pairs, groups and small circles (e.g. the hall).

Before the programme:Talk about machines aroundhome and school that work ‘automatically’.

Robot game app

• Practise some ‘automatic’ robot movements - jerky, faster, slower, ducking, etc.

• Listen to a story with music about a robot-quest to find‘The very special code of robot power’.

• IIndividually act out the first set of events in the story, including building, cleaning, cooking, helping people, freezing like statues at ‘The maze of many dangers’. Use jjerky robot movements.

• The challenge is then to complete the story through dramain groups, after the programme.

Programme

4Robot control

Robot control

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Focus:• Listening to and identifying

household sounds. Hand-actions and swaying in time. Singing smoothly. Tune-shapes going ‘up’ and ‘down’, in jumps and steps (pitch).. Getting faster.

• Software, programs, instruc-tions, computer memory.

You will need:A pitched instrument (eg glock-enspiel, xylophone or marimba) with notes A, C, D, E and G. Organise the children as you normally would for class sing-ing. Be ready for hand and arm actions.

Before the programme: Revise verse 1 of ‘What is..?’

Robot in the home

• Listen for and identify a sequence of domestic soundswithin a ‘robotic’ music track - a vacuum-cleaner, wateringthe plants, feeding the cat, and making a cup of tea.

• Then do hand-actions for these, in time with the music.

Learn the chorus of ‘Robot do this, robot do that’

• Some robots can move smoothly. Sway in time with thechorus of ‘Robot do this, robot do that’.

• Hear the tune go up and down in steps. Copy-sing the chorus as a follow-my-leader, phrase by phrase.

• Think of the idea of dancing a ‘waltz’. Sing the chorussmoothly, with a lilt and with clear words.

Perform hand and arm actions for the verses

• IIn verse 1, robot fingers ‘walk’, ‘turn’, ‘fetch’ and ‘carry’.. Then sing the chorus again.

• In verse 2, robot hands ‘build’, ‘clean’, ‘explore’ and ‘learn’. Then repeat the chorus.

• In verse 3, robot arms ‘twist’, ‘swivel’, ‘swing’ and ‘dance’. Then repeat the chorus.

• Perform the whole song, swaying - not too much - in timeas you sing. During the verses, the children sing any wordsthey remember and all can do the hand and arm actions asabove.

Tunes going up and down (action-game)

• Respond to four different tune-shapes, which are ‘code’ forparticular robot-actions (‘stand’, ‘turn’, ‘sit’ and ‘swing-arms’ carefully).

• During the week, the children can combine some of these ‘codes’ to guide each other to perform domestic chores (cleaning windows, dusting ceiling etc), adding voice-sounds to suit (eg whistling, ‘swishing’ etc)

• Listen to how these patterns can be turned into musicalcompositions with classroom instruments and percussion(after the programme).

Memory music: ‘What is..?’

• Listen to verse 2 of this gentle rap.• Think about the concepts in the words - software, pro-

grams, instructions, memory...• Sing-copy verse 2 as a follow-my-leader, phrase by phrase,

then perform all verse 2 (saying the first half, and singing thesecond half, which goes up).

Robot do this, robot do that

• Sing the whole song again, swaying in the choruses (like arobot dancing a waltz).

• Remember the actions for fingers, hands and arms in verse1, 2 and 3.

• The end has two choruses, which get faster and faster.

Programme

5Robot do this, robot

do that

5 Robot do this, robot do that

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Focus:• Moving and synchronising to a

steady beat. Stiff, jerky move-ments. Focusing on different parts of the body. Collaborat-ing and interacting in pairs. Adapting animal actions. Contrasting fast and slow movements.

• Following exact instructions.Responding to ‘code words’and ‘code numbers’. Fixingcomputer ‘bugs’.

You will need:A space where children can move freely in pairs (eg the hall).

Before the programme: Talk about how different ani-mals move (eg dog, frog, cat, hamster, snake, fly, etc)..

Warm up: rhythmic robotics!

• Move body parts on the spot, in time with metronomic, steady beat music, like a robot – head, hands, arms, upperbody and legs.

• Talk forwards through the spaces with stiff, jerky steps..• Stop every now and then with the music, to repeat robotic

body moves ‘freestyle’.

Robot command

• Learn a series of number-game robot programming instructions to the music of ‘Robot do this, robot do that .

• ‘1’ means move forwards; ‘2’ means move backwards; ‘stop’means stop’; and ‘turn’ means turn.

• In pairs, using these instructions, partners (as ‘controller’and ‘robot’) take turns to guide one another along theirown pathway, avoiding any obstacles on the way.

Programming bug!

• A ‘bug’ or mistake in the programming code makes therobots do the opposite of whatever they are instructed todo.

• So, ‘forwards’ means backwards, ‘high’ means low, ‘stand up’ means sit down and so on.

• The sequence is ‘backwards’ (= forwards!), ‘quickly’ (= slowly!), ‘slowly’ (= quickly!), ‘forwards’ (= backwards!), ‘big jjump’ (==tiny jump, or stay still).

• They then do the opposite of: stretching up tall, curling upsmall, walking sideways right, walking sideways left, show-ing a happy face, showing a sad face...

• Listen for what happens when the children stand still to have the ‘programming-bug’ fixed.!

Animal robots

• Pairs will devise 2-3 appropriate programming instructionsor movements for a chosen robot animal.

• To get the idea, everyone tries out a ‘Robot dog’ (shaking head, panting, wiggling hips like tail-wagging) and a ‘Robot frog’ (gulping at the front, jumping and hopping with ‘back-legs’).

• Then partners work out their own programming instruc-tions to create their robot animal dance together. Focus on which parts of the body to use, then concentrate on ‘synchronising’ to the robot beat and matching each other’s robot animal movements.

• Some pairs might try having two robot animals which ‘in-teract’ (eg moving round and round each other, or bumpinggently).

• Show off some of the dances (for the teacher to guess thetypes of robot animal!)

Cool down

• Perform slow, robotic movements, stretching and relaxing.• Then sit to close eyes and imagine a favourite robot. What

would it look like, and what would you program it to do?• During the week, why not make some pictures and models

of your ‘favourite robots’?

6 Robots on the move Programme

6Robots on the

move

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Focus:• Speaking words in time,

within a framework. Rhym-ing words. Questions andanswers. Guessing games. Miming actions for usingmodern technology. Devel-oping story ideas. Perform-ing in role. Creating vocalsound-effects. Inventing anew language.

• Software, programs, instruc-tions, computer memory, digits.

You will need:

A space where children can move freely in pairs and groups (eg the hall).

Before the programme:Revise ‘What is..?’ (verse 1)and revisit the ideas in ‘Thevery special code of robotpower’ from Programme 4.

Speaking rap words. ‘What is..?’

• Think about an ‘app’ as a ‘program’ that helps you do an ac-tivity or game (on a computer, tablet or phone) and a ‘rap’ as a kind of song-poem, spoken over a steady beat.

• Say the question ‘What is computer code?’ as a rap, then jjoining in with ‘Numbers, letters, words, ready?' while clicking fingers in time.

• Try the words of verse 2 - ‘What is the software?’ - as a rap, then join in with ‘Programs, instructions, in memory, ready? GO!’ (Verses 3-5 are to be learnt in Programme 8).

The language of computers

• In pairs, act out everyday things that use computer codeand ‘digits’, matching movements and keeping in time withyour partner: typing on a keyboard, taking pictures with adigital camera, sending texts, etc.

• After a short music signal, pause the programme for onepartner to act out any digital devices (eg microwave ovens, TVs, radios, movie-cameras etc) for the other partner toguess. Then swap over roles.

Robot rockets

• In groups of about 4, imagine you’re inventing an app-gametogether, ‘Robot rockets’ (similar to ‘The very special codeof robot power’ in Programme 4 - now the robots havegained ‘super computer power’ and are going into space).

• Allocate roles for a ‘Robot rocket’ crew (eg robot captain, robot pilot, robot navigator, robot programmer). As youlisten, act out the ‘Robot rocket’ launch, then unstrap as‘weightless’ robots, and navigate through a meteor stormtogether.

• As with Programme 4, the aim is to finish the story ingroup drama scenes straight after the programme, or dur-ing the week.

App-soundscapes and wordscapes

• After a musical signal, groups make up voice-sounds as soundeffects for your app (eg robot movements, beeps and buzzesin the spacecraft, rocket engines, moving parts, etc).

• After another signal, the groups invent words for an extra-terrestrial space alien language (for the words ‘Look’, ‘Ro-bots’, ‘Hello’ and ‘Friends’).

• Perform your sounds and words, to fit with a simple sci-fiapp-soundtrack.

App, clap, tap-tap rap

• Listen to this app-rap framework and say the chorus wordsin time.

• Think how a rap often works with ‘rhyming lines’ (join in two examples to fit with the drama)..

• Groups, or the whole class, can perform the complete raplater with the backing track download. You can add actions(finger-clicks at the word ‘app’, claps on ‘clap’, and taps (chin, nose, head) at ‘tap-tap-rap!’

• The children can also add some of their own ‘space alien’nonsense-words and sounds in the verses (listen to ourvocal-demo download for ideas to get you started).

Programme

7App, clap, tap-tap

rap

7 App, clap, tap-tap, rap

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Focus:• ‘Dig those digits!’• Music and songs: ‘Code

Crackers!’ signature-tune; ‘What is..?’ (verses 1-5); ‘Digthose digits’; ‘Go, gadget, GO!’

You will need:A selection of classroominstruments. Organise the children as you normally would for class singing.

Before the programme:

Revise ,What is..?’ (verses1-2)

Programme

8Dig those digits!

What’s in the future?

• Revise ‘What is..?’, verses 1-2, rap-speaking the questionsand then singing the answers (remembering how the tune‘goes up’).

• Think about the internet, messages and communication. Perform verse 3.

• Think about the world wide web, searching, discovering, and computers linking up around the world. Perform verse4.

• Think about the future and how computers can help uswith ideas, stories and imagining things. Perform verse 5.

App-soundscapes - robot rockets!

• Listen to a sound-sequence of sci-fi app-sounds and imag-ine what’s happening (eg 1 rocket-launch; 2 robot-controlroom with gizmos and gadgets; 3 whizzing past moons andsolar-system; 4 landing on a planet).

• Perform voice-sounds in time with this app-soundscape (eg1 rocket whooshes; 2 bleeps and buzzes; 3 whistly-gyro-sounds; 4 clanks and clunks).

• Think how might these be turned into group music forclassroom instruments later - eg with percussion, record-ers and whistles, ukulele?

Action-rhythms (‘Dig those digits’)

• Listen to the chorus (going up, up, up, then down), thensing-copy as a follow-my-leader.

• Sing the whole chorus (ending ‘...digital information’), thenperform actions on fingers (counting and clicking), kneesand head (tapping). Verse 1.

• Sing the whole chorus again (but ending ‘...data and wordsand pictures’), then perform actions for using keyboardsand mobile phones, and taking photos. Verse 2.

• Sing the whole chorus again (but ending ‘...patterns and multimedia ‘), then perform clapping-patterns with a part-ner, air-shapes together, and video-making actions. Verse 3.

• Listen to the ‘scales’ of D, F and C from the song. Later, children could experiment with these to fit with sci-fisounds in your ‘soundscapes’ (as above) using percussionand classroom instruments.

Go, gadget, GO!

• Think how we interact with different gizmos and gadgets(eg tapping keyboards, swiping tablets, rattling machinesetc).

• Join in with the words of verse 1, then tap imaginary key-boards (and tap rhythms on tapping-instruments).

• Join in with verse 2, then swipe imaginary tablets (andscrape rhythms on scraping-instruments).

• Join in with verse 3, then rattle imaginary gadget-machines(and shake rhythms on shaking-instruments).

• Hum the tune of the coda to the word ‘doo’ (plus ‘Gogadget, go gadget, GO’ words, getting quieter and quieter, then extra-loud), with taps, scrapes and rattle-shakes to fit(see lyrics and music-pages, bars 28-34).

• Sing and enjoy as much as you can of the whole song..

8 Dig those digits!

14

Focus:• Stretching, crouching, jogging,

spinning, travelling smoothly and skipping. Interacting in pairs. Changing speed. ‘Con-trolling’ partner-movements with hand actions. ‘Wide’ and ‘curled-up’ shapes. Circle-dancing.

• Digital equipment in thehome. Mobile phone tech-nology. Digital images - stilland moving.

• Code Crackers! signature-tune; ‘Go gadget GO!’; ‘Dig those digits’; ‘App clap tap-tap rap’; ‘What is..?’

You will need:A space where children can move freely in pairs, groups, a long line and a large circle (eg the hall).Before the programme:Talk about some of the gadgets that children use or know about around home and school.

Warm up

• Think about different computerised gadgets.• Jog around the room, as if wearing computer chipped train-

ers and a digital exercise wristband.• Practise high stretches and low crouches, then jog again,

lifting knees high and swinging arms by side, as if a mara-thon runner.

Go, gadget, GO!

• In pairs, bend and stretch legs up and down in rhythm, likecomputerised window blinds.

• Turn on the spot like the drum in a washing-machine, thenspin together with your partner holding hands, gettingfaster and faster.

• Move smoothly through the spaces like a robotic vacuumcleaner. Use even steps and straight pathways.

• Repeat the above actions in a different order, in responseto the changes in the music (blinds, then vacuum cleaner, then washing-machine).

Digital connections

• Think about mobile phones with touch-screen technology. Press and tap imaginary buttons and a phone screen.

• Make ‘selfies’ of silly faces, then take turns to do sowith your partner.

• Skip away from your partner, then ‘mime’ recording a shortvideo of yourself doing ‘actions’ to show them (eg football, reading, eating).

• After putting your phone away, you receive a call. Tap thephone’s ‘map app’,and skip to meet up with your partneragain.

• ‘Watch’ your movies together using finger-swipes, finger-scrolls, hand star-shapes and fingers-together on thetouch-screen.

• Use the same touch-screen actions as hand signals to ‘con-trol’ each other’s movements (stepping, stretching, making awide-shape, and making a curled-up shape).

• If time, replay the music to develop and repeat these dances.

World wide web

• To the music of ‘Dig those digits’, pairs join together into along class line, then link both ends to make a round class-circle (as if all connected to the world wide web).

• Circle together - walking 8 steps LEFT, then 8 steps RIGHT. • Repeat with faster skipping-steps. Think of ways you could

add some actions in time, in between sets of these steps, af-ter the programme (using the ‘Dig those digits’ backing-trackdownload). Your own circle dance might have actions fromseveral of the Code Crackers! songs.

Cool down

• Reach high on tiptoe, then relax.• Sit on the floor and close your eyes, to imagine gadgets and

machines of the future.• After the programme, describe them to each other. Why not

make some pictures and models of them for your exhibitionand ‘Code Crackers Show’?

Programme

9Go, gadget, GO!

9 Go, gadget, GO!

15

You will need• A selection of classroom

instruments.

Before the programme• Plan the positions from where

children will rehearse and perform different elements of your show. For ideas about simple narration and visuals (eg using children’s artwork via digital projector).

Programme

10Code crackers!

The songs appear in the following order:

• ‘Code crackers!’ (signature tune)

• ‘Zero, one, GO!’

• ‘What is..?’

• ‘The algorithm recipe’

• ‘Code-o-de-oh!’

• ‘Robot do this, robot do that’

• ‘Go, gadget’ GO!’

• ‘App, clap, tap-tap rap’ (vocal version)

• ‘App, clap, tap-tap rap’ (backing track)

• ‘Dig those digits’

• ‘Code crackers!’ (signature tune - instrumental version)

Lyrics and music - see following pages:

10 Code crackers!

Focus:• This compilation of vocal

versions of all the main songs (plus a backing-track for ‘App clap tap-tap rap’) offers a framework for joining in, and for a small or large ‘Code Crackers Show’ embracing Music, Drama and Dance. You can also download backing-tracks and other items from the BBC School Radio website.

Code Crackers! (signature tune)With anticipation and excitement

Words and music: Barry Gibson

Code

B¨

Crac kers,-

Code

F

Crac kers,-

CODE

B¨

CRAC KERS!-

16

Zero, one, GO!

Zero one, zero one, zero one, zero one, Zero one, zero one, zero one...


Beep flop, beep flop, Beep flop, beep flop, Beep flop, beep flop, Dip dip dip dip dip

Beep flop dip quack Beep flop dip quack Beep flop dip quack STOP!

Tick tock tick tock tick tock tick tock tick tock tick tock tick...



Zero one, zero one, zero one...



Shhhhhhhh...

17

Zero, one, GO! Words and music: Barry GibsonSteadily and with mystery

C

Am

C

Am C

Ze ro-

5

one,

ze ro- one,

ze ro- one,

Am

ze ro- one,

ze ro- one,

C

ze ro- one,

Am

ze ro- one...

C

Ze ro-

9

one,

ze ro- one,

ze ro- one,

Am

ze ro- one,

ze ro- one,

C

ze ro- one,

Am

ze ro- one...

1. (2nd time to CODA)C

13

Beep

Dm

flop,

beep

flop,

beep

Em7

flop,

beep

flop,

beep

Dm

flop,

beep

Em7

flop,

dip

G

dip dip dip dip,

17

Beep

Dm

flop

dip

Am7quack,

Beep

Dm

flop

dip

Am7quack,

Beep

Dm

flop

dip

Am7quack

STOP!

G

21 Tick

(whisper)

tock,

tick

tock,

tick

tock,

tick

tock,

tick

tock,

tick

tock,

tick...

25

one...

CODAC

Ze

p

ro- one,

ze ro- one,

Am

ze ro- one,

C

Ze

pp

ro- one,

ze ro- one,

Am

ze ro- one,

C

Ze

ppp

ro- one,

ze ro- one,

Am

ze ro- one,

C

pppShhhhhhh...

18

What is..?

1 What is computer code?What can it do? Working for me and you -

Numbers...Letters...

Words...Ready? ... GO!

2 What is the software? What can it do? Working for me and you -

Programs...Instructions...

In memory... Ready? ... GO!

3 What is the internet? What can it do? Working for me and you -

Messages...Communicating...

Information...Ready? ... GO!

4 What is the world-wide-web?What can it do?Working for me and you -

Searching...Discovering...

Round the world...Ready? ... GO!

5 What’s in the future?What can we do?Working for me and you -

Ideas...Stories...

Imagine..!Ready? ... GO!

19

What is..? Words and music: Barry GibsonWith excitement

Cmaj7

Gm7

Cmaj7

Gm7

5

1.What2.What3.What4.What

5.What's

Cmaj7

isisisisin

comthethethethe

pusoftin

worldfu

- ter

ware?....ter

wideture?

----

-

code?

net?web?

--

What

WhatWhat

WhatWhat

Gm7

can

cancan

cancan

it

itit

itwe

do?

do?do?

do?do?

Work

Cmaj7

ing

- for me

and

you?

Gm7

9 1.Num

1.Cmaj7

bers...-

Let

Dm7

ters...-

Words...

Em7

Rea

Fmaj7

dy?-

GO!

G7

13 2.Pro

2.Cmaj7

grams...-

In struc

Dm7

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In me

Em7

mo- ry...-

Rea

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dy?-

GO!

G7

3

17 3.Mes

3.Cmaj7

sa- ges...-

Com mu

Dm7

- ni- ca- ting...-

In

Em7

for- ma- tion...-

Rea

Fmaj7

dy?-

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G7

3

21 4.Search

4.Cmaj7

ing...-

Dis co

Dm7

- ver- ing...-

Round

Em7

the world...

Rea

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dy?-

GO!

G7

3

25

5.I

5.Cmaj7

deas...-

Sto

Dm7

ries...-

I ma

Em7

- gine!...-

Rea

Fmaj7

dy?-

GO!

G7

Cmaj7

20

The algorithm recipe

The algorithm recipeThe programs you can makeGo piece by piece, and step by stepAnd bake a number-cake


1 So,firstyoutakeanideaOfwhatyouwanttodoYoumakealistandturnitround Youthinkitthroughandthrough...

The algorithm recipe...(etc)

2 YouchopandchangetheinputsSooutputsyoucanfixPutnumbers,wordsandzeros Inanalgorithmmix...

The algorithm recipe...(etc)

3 Thequestionmaybesimple TheanswermaybefunIfyou’vecomputer-memory TThenletitrunandrun...


The algorithm recipeThe programs you can makeGo piece by piece, and step by stepAnd bake a number-cake.

21

The algorithm recipe Words and music: Barry GibsonWith a boogie-woogie beat

F

G F

C7

The

3

Al

F

- go - ri - thm re

ci- pe,- The pro

grams- you can make...

C

Go piece

by piece and step

by- step- and bake

a num ber- cake.

F

The

7

Al - go - ri - thm re

ci- pe,- The pro

grams- you can make...

C

Go piece

by piece and step

by- step- and bake

a num ber- cake.

F

Last time to CODA

1.So

2.You3.The

11 firstchopques

B¨

youandtion-

takechange

may

anthebe

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OfSoThe

whatoutan

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do.fixfun,

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makenum

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bers,com

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then

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mix...run...

C

15

F

CODA

G7 C7

F7

22

Code-o-de-oh!

Code, code, code-o-de-oh!Code, code, code-o-de-oh!Code, code, code-o-de-oh!Co-doh-de-o-doh, doh!

1 Games that we can createMazes to navigateSo, code, where shall we go?Co-doh-de-o-doh, doh!


2 Drag, drop, jump through a hoopMove on, loop round a loopSo, code, where shall we go?Co-doh-de-o-doh, doh!


3 Shapes and letters that moveIdeas get in the grooveSo, code, where shall we go?Co-doh-de-o-doh, doh!


4 BugsandpuzzlestofixPerform magical tricksSo, code, where shall we go?Co-doh-de-o-doh, doh!


23

With a bounce

Code-o-de-oh! Words and music: Barry Gibson

A

D

E¨dim7

E7 A

5

Code,

CHORUS

A code,

Amaj7 code

Bm

o-

de- oh!

-

Code,

E code,

code

A

o-

de- oh!

E

-

9

Code,

A code,

Amaj7 code

D

o-

de- oh!

E¨dim7

-

Co

E7

doh-

de- o

- doh,

- doh!

A(last time end on A)

E7

13

1.Games2.Drag,

3.Shapes4.Bugs

A thatdrop,andand

Amaj7 we

jumpletpuz

Bm

canthroughterszles

--

crea

thatto

ate,hoop,move,

fix,

-

Ma

MoveI

Per

E zeson,

deasform

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to

loopgetmag

A

navroundinic-

ia

theal

-

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gate,loop,

groove,tricks,

E

-

17 So,

A code,

Amaj7 where

D

shall

we- go?

E¨dim7

Co

E7

doh-

de- o

- doh,

- doh!

A E7

24

Robot do this, robot to that

Robot do this, robot do thatGo step-by-stepForward or backMove left or rightOr turn around...Robot do this or do that!

Walk... Turn... Fetch... Carry...

Robot do this, Robot do that... (etc)

Build... Clean... Explore... Learn...

Robot do this, robot do that... (etc)

Twist... Swivel... Swing... Dance..!



25

Robot do this, robot do that Words and music: Barry GibsonWith a lilt and a tilt

C

Dm7

G

C

Am7

D7

G

9

Ro

CHORUSC

bot

- do

this,

Ro

Dm

bot

- do

that,

Go

G9

step

by

- step,

-

For

Cward

- or

back,

G7

17

Move

C

left

or

right,

Or

Dm

turn

a

round...

-

Ro

C/Gbot

- do

this

G7

or

do

that!

C

C7

(last time end on C6)

Fine

25

1.Walk...2. Build...3. Twist...

F

ACTION VERSES

C

F

1.Turn...2. Clean...3. Swivel...

C

F

33

1. Fetch...2. Explore....3. Swing...

C

F

C

F

1. Carry...2. Learn...3. Dance!

C

F

41 G7

LINK (3rd time speeding up...)

D7

G

After verse 3, sing and dance a double-chorus,getting faster and faster!

26

Go, gadget, GO!

1 Go gadget goGo gadget goBit-by-bit controller-data

Go gadget goGo gadget goGo gadget, go gadget, go!

[Tap tappers...]

2 Go gadget goGo gadget goApplication operator


[Scrape scrapers...]

3 Go gadget goGo gadget goGizmo-widget move’n’shaker


[Shake shakers...]

Do-do-do-do Do-do-do-do Do-do-do-do-do-do-do-do

Do-do-do-doDo-do-do-do Go gadget, go gadget, go,

[Tap tappers...]

Go gadget, go gadget, go,

[Scrape scrapers...]

Go gadget, go gadget, go,

[Shake shakers...]

GO GADGET, GO GADGET, GO!

[Tap, scrape ‘n’ shake!]

27

Go, gadget, GO! Words and music: Barry GibsonWith plenty of go!

D

Bm Em

A7 D

Bm Em

A7

5

Go

D

gad get- go,

Bm

Go

G

gad get- go,

Em

2.Ap1.Bit

3.Giz

A7bybyplimo

--

-

bitca

wid

---

contionget

--

trolo

move

- ler

per'n'

-

-daa

sha

-

ta,torker

---

9

Go

D

gad get- go,

Bm

Go

G

gad get- go,

Em

Go

A7gad get,- go

gad get- go!

D D7

13 INSTRUMENTAL INTERLUDES

1. [Tap tappers...]2. [Scrape scrapers...]3. [Shake shakers...]

G

Em C

Am D7

G

Em C

Am D7

G

After last time,to CODA

A7

21

Do

DCODA

do- do- do,

Bm

-

Do

G

do- do- do,

Em

-

Do

A7do

- do

- do

- do

- do

- do

- do,

- Do

D

do- d- do,

Bm

-

Do

G

do- do- do,

Em

-

mf

Go

A7gad get,- go

gad get-

28

go,

[Tap tappers...]D

p

Go

A7gad get,- go

gad get- go,

[Scrape scrapers...]D

pp

Go

A7gad get,- go

gad get- go,

[Shake shakers...]D

f

GO

A7GAD GET,- GO

GAD GET-

[Tap, scrape'n'shake!]

GO!

D

D7

28

App, clap, tap-tap, rap

App, ClapApp, Clap,App, ClapTap-tap Rap

1 Wwww, wwww, wwww, www Wwww, wwww, wwww, www *


2 Xxxx, xxxx, xxxx, xxx Xxxx, xxxx, xxxx, xxx *


3 Yyyy, yyyy, yyyy, yyy Yyyy, yyyy, yyyy, yyy *


4 Zzzz, zzzz, zzzz, zzz Zzzz, zzzz, zzzz, zzz *


App, ClapApp, Clap,App, ClapTAP-TAP RAP!

(* Make up rhyming lines for the verses, to fit with the beat. In Programme 7 there are examples for verses 1-2 related to the story about robots meeting space-aliens, and Programme 10 has extra vocal demonstrations of 'nonsense' space-alien language too, in verses 3-4).

In the choruses, have a go at adding some actions: click fingers at the word 'app' each time, clap on each 'clap' and rhythmically tap chin-nose-head at every 'Tap-tap Rap'. You could use the backing-track of this rap-song in other contexts too.

29

Rap steady

App, clap, tap-tap, rap Words and music: Barry Gibson

5

App,

CHORUS (With actions to fit the rhythm:)clickfingers

clap,

claphands

app,

clickfingers

clap,

claphands

app,

clickfingers

clap,

claphands

tap

tapchin

tap

tap nose

- rap

tap head

9 (Make up rhyming-lines to fit with the beat)

VERSES

13

App,

CODA (after last verse), whispering...p

clap,

app,

clap,

app,

clap,

tap

pp

tap

- rap

App,

ppp

clap,

app,

clap,

app,

clap,

TAP

ff

TAP

- RAP!

30

Dig those digits!

Dig, dig, dig those digitsDig, dig, dig those digitsDig, dig, dig those digitsDigital information - (repeat)

1 [countonyourfingers][clickyourfingers]]...[tapyourkneesintime][andtapyourhead]]...

Dig, dig, dig those digitsDig, dig, dig those digitsDig, dig, dig those digitsData and words and pictures - (repeat)

2 [fingerstap“keyboards]”]...[talkintoa“mobile-phone]”]...[drawfacesintheair]]...[andsnapsomephotos (saycheese!)]

Dig, dig, dig those digitsDig, dig, dig those digitsDig, dig, dig those digitsPatterns and multimedia - (repeat)

3 [clappatternswithapartner]]...[[drawshapesintheair shoot“video]”]...[and“show”yourimages]]...

Dig, dig, dig those digitsDig, dig, dig those digitsDig, dig, dig those digitsMake a new world together - (repeat)

44 [circledance]...][[circledance]...][[circledance]...][[circledance]...]

Dig, dig, dig those digitsDig, dig, dig those digitsDig, dig, dig those digitsMake a new world together - (repeat)

31

Dig those digits! Words and music: Barry GibsonWith energy

D

F

A7 D

5

Dig,

CHORUSD

dig,

dig

those

dig

its,

- Dig,

F

dig,

dig

those

dig

its,

-

9 Dig,

D

dig,

dig

those

dig

its,

- 1.Di

2.Da3.Pat4.Make

A7

gittaternsa

---

alandandnew

- in

wordsmulworld

forandtito

-

-

mapicmege

D

-

--

tion.tures.dia.ther.

----

Fine

13

ACTION VERSES

G

1. [count on your fingers]2. [fingers tap "keyboards"]3. [clap patterns with a partner]4. [circle dance ...]

D

G

1. [click your fingers]2. [talk into a "mobile-phone"]3. [draw shapes in the air]4. [circle dance...]

D

21

G

1. [tap your knees in time]2. [draw faces in the air]3. [shoot "video"]4. [circle dance...]

D

B7

1. [and tap your head]2. [and snap some "photos"....... (say cheese!)]3. [and "show" your images]4. [circle dance...]

E

A

To CHORUS

32

Documents

Feedback - BBCdownloads.bbc.co.uk/schoolradio/pdfs/code_crackers_notes.pdf · Feedback We are always pleased to hear how ... (eg waltz, 20s, 60s and 80s). ... Robot magic show - acting