BBC Code Crackers Notes

8/9/2019 BBC Code Crackers Notes

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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

3

6

7

8

9

10

11

12

8. Dig those digits!

9. Go, gadget, GO!

10. Code crackers!

13

14

15

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 Forrester

Written by Deborah Bellman,

Barry Gibson and Gordon

Lamont

Teacher’s Notes and audio pro-

duction by Barry Gibson

For 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

Introduction

Code 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 ob jectives 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/z3tbwmn

and 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, en joyable 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 en joy,

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- movie music.

http://www.bbc.co.uk/programmes/b03g64pjhttp://www.bbc.co.uk/education/topics/z3tbwmnhttp://www.bbc.co.uk/programmes/b01r9tww/clipshttp://www.bbc.co.uk/programmes/b01r9tww/clipshttp://www.bbc.co.uk/education/topics/z3tbwmnhttp://www.bbc.co.uk/programmes/b03g64pj


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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/PEand 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- 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 nal 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 outcharacters 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 notes

These 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 groups

and will benet 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 l ink 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 sub ject areas for 5-7 year

olds, Code Crackers! maps to the following:

Dance = Let’s Move / Time to Move

Music = The Song Tree

Drama = Let’s Make a Story

http://www.bbc.co.uk/learning/schoolradio/podcastshttp://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 canmove 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’, using

ears to listen for sound-clues.• In groups, listen to a sound-sequence of familiar machines

(a trafc-lights ‘crossing’, a ‘spring’ from an old machine, and

some ‘phone’ beeps). Identify them as they change order

and 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 use

the 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 to

cool, 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 and

zeros, which are turned into ‘instructions’.

• In groups of about four, choose a ‘code-leader’ and several

‘trick performers’ (eg robot- juggler, robot-con juror,

robot-plate-spinner etc).• Using hands or cards to show signs of numbers, letters and

short-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, sometimes

all 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 (eg

glockenspiel, xylophone or

marimba) with notes A, C, D,

E and G. Organise the chil-

dren as you normally would

for class singing.


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, ukulele

etc).

• Whisper the tick-tock pattern (from the opening of the

programme) as a link.

• Follow and j join 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 it

through

• 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 your

body 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. En joy!

Programme

2The algorithm

recipe

Keeping a steady beat

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

beat.

• 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 (using

the words ‘zero one’).

• Copy-sing some 3-note tunes, with notes D, E and G (using

the words ‘beep, f lop, dip’).

• Copy-sing some 4-note tunes, with notes D, E, G and A’

(using the words ‘beep, f lop, 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 andsmall circles of 4-6 (eg the hall).


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: two

step forwards, one step back; then one step forwards, two

back.

• Join a partner nearby and, standing side by side, take turns

to 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 moving

sideways LEFT and sideways RIGHT. Then pairs create

more 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 f lour...’); 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, py jamas 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 (whispering

them to each other, then swapping over).

Cool down

• Slowly walk along your own pathway pattern with the

music.• Stop and slowly stretch up tall on tiptoe with your arms

straight up over your head.

• Balance, lower arms down, and relax.

Programme

3Code-o-de-oh!

3 Code-o-de-oh!

•


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4

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’ (a

mistake in the program-code) makes it go wrong?

• Act out parts of the story with your ngers 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’, stop

still 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 had

mistakes (‘bugs’) in their program-code?

• At a short musical signal, work on a group-scene showing

how 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 ngers 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:


move freely in pairs, groupsand small circles (e.g. the

hall).


Talk about machines around

home 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

j jerky robot movements.• The challenge is then to complete the story through drama

in 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.


Revise verse 1 of ‘What is..?’

Robot in the home

• Listen for and identify a sequence of domestic sounds

within a ‘robotic’ music track - a vacuum-cleaner, watering

the 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 the

chorus 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 chorus

smoothly, 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 time

as you sing. During the verses, the children sing any words

they remember and all can do the hand and arm actions as

above.

Tunes going up and down (action-game)

• Respond to four different tune-shapes, which are ‘code’ for

particular 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 musical

compositions 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 rst half, and singing the

second half, which goes up).

Robot do this, robot do that

• Sing the whole song again, swaying in the choruses (like a

robot dancing a waltz).• Remember the actions for fingers, hands and arms in verse

1, 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’. Fixing

computer ‘bugs’.

You will need:


move freely in pairs (eg the

hall).


Talk about how different ani-

mals move (eg dog, frog, cat,

hamster, snake, f ly, etc)..

Warm up: rhythmic robotics!

• Move body parts on the spot, in time with metronomic,

steady beat music, like a robot – head, hands, arms, upper

body 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 their

own pathway, avoiding any obstacles on the way.

Programming bug!

• A ‘bug’ or mistake in the programming code makes the

robots do the opposite of whatever they are instructed to

do.

• 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

j jump’ (==tiny jump, or stay still).• They then do the opposite of: stretching up tall, curling up

small, 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 instructions

or 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 bumping

gently).

• Show off some of the dances (for the teacher to guess the

types 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 moveProgramme

6Robots on the

move


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Focus:

• Speaking words in time,

within a framework. Rhym-

ing words. Questions and

answers. Guessing games.

Miming actions for using

modern technology. Devel-

oping story ideas. Perform-

ing in role. Creating vocal

sound-effects. Inventing a

new language.

• Software, programs, instruc-

tions, computer memory,

digits.

You will need:


move freely in pairs and

groups (eg the hall).


Revise ‘What is..?’ (verse 1)

and revisit the ideas in ‘The

very special code of robot

power’ 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 j joining in with ‘Numbers, letters, words, ready?' while

clicking ngers 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 code

and ‘digits’, matching movements and keeping in time with

your partner: typing on a keyboard, taking pictures with a

digital camera, sending texts, etc.

• After a short music signal, pause the programme for one

partner to act out any digital devices (eg microwave ovens,

TVs, radios, movie-cameras etc) for the other partner to

guess. Then swap over roles.

Robot rockets

• In groups of about 4, imagine you’re inventing an app-game

together, ‘Robot rockets’ (similar to ‘The very special code

of robot power’ in Programme 4 - now the robots have

gained ‘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 you

listen, act out the ‘Robot rocket’ launch, then unstrap as

‘weightless’ robots, and navigate through a meteor storm

together.

• As with Programme 4, the aim is to finish the story in

group 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 sound

effects for your app (eg robot movements, beeps and buzzes

in 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 t with a simple sci-app-soundtrack.

App, clap, tap-tap rap

• Listen to this app-rap framework and say the chorus words

in 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 rap

later with the backing track download. You can add actions

(nger-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 our

vocal-demo download for ideas to get you started).

Programme

7App, clap, tap-taprap

7 App, clap, tap-tap, rap


13/32

13

Focus:

• ‘Dig those digits!’

• Music and songs: ‘Code

Crackers!’ signature-tune;

‘What is..?’ (verses 1-5); ‘Dig

those digits’; ‘Go, gadget, GO!’

You will need:

A selection of classroom

instruments. Organise the

children as you normally

would for class singing.


Revise ,What is..?’ (verses

1-2)

Programme

8Dig those digits!

What’s in the future?

• Revise ‘What is..?’, verses 1-2, rap-speaking the questions

and 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 verse

4.

• Think about the future and how computers can help us

with 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-control

room with gizmos and gadgets; 3 whizzing past moons andsolar-system; 4 landing on a planet).

• Perform voice-sounds in time with this app-soundscape (eg

1 rocket whooshes; 2 bleeps and buzzes; 3 whistly-gyro-

sounds; 4 clanks and clunks).

• Think how might these be turned into group music for

classroom 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’), then

perform actions on ngers (counting and clicking), knees

and head (tapping). Verse 1.

• Sing the whole chorus again (but ending ‘...data and words

and pictures’), then perform actions for using keyboards

and 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 t with sci-

sounds in your ‘soundscapes’ (as above) using percussion

and classroom instruments.

Go, gadget, GO!

• Think how we interact with different gizmos and gadgets

(eg tapping keyboards, swiping tablets, rattling machines

etc).

• 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 (and

scrape 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 ‘Go

gadget, go gadget, GO’ words, getting quieter and quieter,then extra-loud), with taps, scrapes and rattle-shakes to t

(see lyrics and music-pages, bars 28-34).

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

8 Dig those digits!


14/32

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 the

home. Mobile phone tech-

nology. Digital images - still

and 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, like

computerised window blinds.

• Turn on the spot like the drum in a washing-machine, then

spin together with your partner holding hands, getting

faster and faster.

• Move smoothly through the spaces like a robotic vacuum

cleaner. Use even steps and straight pathways.

• Repeat the above actions in a different order, in response

to 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 so

with your partner.

• Skip away from your partner, then ‘mime’ recording a short

video of yourself doing ‘actions’ to show them (eg football,

reading, eating).

• After putting your phone away, you receive a call. Tap the

phone’s ‘map app’,and skip to meet up with your partner

again.

• ‘Watch’ your movies together using finger-swipes, finger-

scrolls, hand star-shapes and fingers-together on the

touch-screen.

• Use the same touch-screen actions as hand signals to ‘con-

trol’ each other’s movements (stepping, stretching, making a

wide-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 a

long 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-track

download). Your own circle dance might have actions from

several of the Code Crackers! songs.

Cool down

• Reach high on tiptoe, then relax.

• Sit on the floor and close your eyes, to imagine gadgets andmachines of the future.

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

make some pictures and models of them for your exhibition

and ‘Code Crackers Show’?

Programme

9Go, gadget, GO!

9 Go, gadget, GO!


15/32


16/32

Code Crackers! (signature tune)

With anticipation and excitement

Words and music: Barry Gibson

#

#

Code

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$

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$

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16


17/32

Zero, one, GO!

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

Zero one, zero one, zero one...



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






Shhhhhhhh...

17


18/32

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

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Tick

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18


19/32

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?


Programs...

Instructions...

In memory...

Ready? ... GO!

3 What is the internet? What can it do?


Messages...

Communicating...

Information...

Ready? ... GO!

4 What is the world-wide-web?

What can it do?


Searching...

Discovering...

Round the world...

Ready? ... GO!

5 What’s in the future?

What can we do?


Ideas...

Stories...

Imagine..!

Ready? ... GO!

19


20/32

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

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21/32

The algorithm recipe


The programs you can make

Go piece by piece, and step by step And bake a number-cake



Go piece by piece, and step by step

And bake a number-cake

1 So, first you take an idea

Of what you want to do

You make a list and turn it round

You think it through and through

The algorithm recipe... (etc)

2 You chop and change the inputs

So outputs you can fix

Put numbers, words and zeros

In an algorithm mix

The algorithm recipe... (etc)

3 The question may be simple

The answer may be fun

If you’ve computer-memory T

Then let it run and run




And bake a number-cake




And bake a number-cake.

21


22/32

The algorithm r ecipeWords and music: Barry GibsonWith a boogie-woogie beat

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22


23/32

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 create

Mazes to navigate

So, code, where shall we go?

Co-doh-de-o-doh, doh!





2 Drag, drop, jump through a hoop

Move on, loop round a loop







3 Shapes and letters that move

Ideas get in the grooveSo, code, where shall we go?






Bugs and puzzles to fx

Perform magical tricks







23


24/32

With a bounce

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

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24


25/32

Robot do this, robot to that


Go step-by-step

Forward or back Move left or right

Or 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..!


Go step-by-step

Forward or back

Move left or right

Or turn around...



Go step-by-step

Forward or back

Move left or right

Or turn around...


25


26/32

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

#

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25

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$

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After verse 3, sing anddance a double-chorus,

getting faster and faster!

26


27/32

Go, gadget, GO!

1 Go gadget go

Go gadget go

Bit-by-bit controller-dataGo gadget go

Go gadget go

Go gadget, go gadget, go!

[Tap tappers...]

2 Go gadget go

Go gadget go

Application operator

Go gadget go

Go gadget go


[Scrape scrapers...]

3 Go gadget go

Go gadget goGizmo-widget move’n’shaker

Go gadget go

Go gadget go


[Shake shakers...]

Do-do-do-do

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

Do-do-do-do

Do-do-do-do

Go gadget, go gadget, go,

[Tap tappers...]


[Scrape scrapers...]


[Shake shakers...]

GO GADGET, GO GADGET, GO!

[Tap, scrape ‘n’ shake!]

27


28/32

Go, gadget, GO!Words and music: Barry Gibson

With plenty of go!

#

#

D

$

m Em

$

D

$

m Em

$

5

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gad get - go!

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#

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INSTRUMENTAL INTERLUDES

1. [Tap tappers...]2. [Scrape scrapers...]

3. [Shake shakers...]

G

$

m C

$

m D

$ $

G

$

m C

$

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After last time,to CODA

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21

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28

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28


29/32

App, clap, tap-tap, rap

App, Clap

App, Clap,

App, ClapTap-tap Rap

1 Wwww, wwww, wwww, www

Wwww, wwww, wwww, www *

App, Clap

App, Clap,

App, Clap

Tap-tap Rap

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

App, Clap

App, Clap,

App, Clap

Tap-tap Rap

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

App, Clap

App, Clap,

App, Clap

Tap-tap Rap

4 Zzzz, zzzz, zzzz, zzz

Zzzz, zzzz, zzzz, zzz

*

App, Clap

App, Clap,

App, Clap

Tap-tap Rap

App, Clap

App, 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


30/32

Rap steady

App, clap, tap-tap, r apWords and music: Barry Gibson

# # # #

#

5

App,

CHORUS (With actions to fit the rhythm:)

click

fingers

$ %

clap,

clap

hands

$ %

app,

click

fingers

$ %

clap,

clap

hands

$ %

app,

click

fingers

$ %

clap,

clap

hands

$ %

tap

tap

chin

$

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

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app,

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pp

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TAP

ff

$

TAP

$

- RAP!

$ %

30


31/32

Dig those digits!

Dig, dig, dig those digits


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

1 [count on your fingers][click your fingers]]...

[tap your knees in time]

[and tap your head]]...




Data and words and pictures - (repeat)

2 [fingers tap “keyboards]”]...[talk into a “mobile-phone]”]...

[draw faces in the air]]...

[and snap some photos (say cheese )]




Patterns and multimedia - (repeat)

3 [clap patterns with a partner]]...[[draw shapes in the air shoot“video]”]...

[and “show” your images]]...




Make a new world together - (repeat)

44 [circle dance]...][

[circle dance]...][[circle dance]...][

[circle dance]...]




Make a new world together - (repeat)

31


32/32

Dig those digits!Words and music: Barry GibsonWith energy

#

#

D

$ $ $

D

$

5

#

#

Dig,

CHORUSD

dig,

%

dig

&

those

dig

its,

- Dig,

F

dig,

%

dig

&

those

dig

its,

-

9

#

#

Dig,

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dig,

%

dig

&

those

dig

its,

- 1.Di2.Da3.Pat

4.Make

git ta

ternsa

---

al and and new

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mul world

for and

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ma picme ge

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tion.tures.dia.ther.

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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

$ $

B

$

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

4. [circle dance...]

$

E

$

$

To CHORUS

Date post:	01-Jun-2018
Category:	Documents
Upload:	mistermayoh
View:	228 times
Download:	0 times

BBC Code Crackers Notes

Documents