Download - BBC Code Crackers Notes
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Feedback
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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
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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.
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, 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).
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: 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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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:
A space where children can
move freely in pairs, groupsand small circles (e.g. the
hall).
Before the programme:
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.
Before the programme:
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:
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, 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:
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 ‘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
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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.
Before the programme:
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!
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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!
-
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-
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Code Crackers! (signature tune)
With anticipation and excitement
Words and music: Barry Gibson
#
#
Code
¨
$
Crac kers,-$ $
Code
$
Crac kers,-$ $
CODE
¨
$
CRAC KERS!-
$ $
% & '
(
16
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Zero, one, GO!
Zero one, zero one, zero one, zero one,
Zero one, zero one, zero one...
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, zero one,Zero one, zero one, zero one...
Zero one, zero one, zero one, zero one,
Zero one, zero one, zero one...
Zero one, zero one, zero one...
Zero one, zero one, zero one...
Zero one, zero one, zero one...
Shhhhhhhh...
17
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Zero, one, GO!Words and music: Barry GibsonSteadily and with mystery
C
#
m
#
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$
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13
Beep
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flop,
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17
Beep
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STOP!
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Tick
(whisper)
)
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one...
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Shhhhhhh...
#
*
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18
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8/9/2019 BBC Code Crackers Notes
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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
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What is..?Words and music: Barry GibsonWith excitement
maj
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20
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8/9/2019 BBC Code Crackers Notes
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The algorithm recipe
The algorithm recipe
The programs you can make
Go piece by piece, and step by step And bake a number-cake
The algorithm recipe
The programs you can make
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
The algorithm recipe
The programs you can make
Go piece by piece, and step by step
And bake a number-cake
The algorithm recipe
The programs you can make
Go piece by piece, and step by step
And bake a number-cake.
21
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The algorithm r ecipeWords and music: Barry GibsonWith a boogie-woogie beat
#
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22
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8/9/2019 BBC Code Crackers Notes
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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 create
Mazes to navigate
So, code, where shall we go?
Co-doh-de-o-doh, doh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Co-doh-de-o-doh, doh!
2 Drag, drop, jump through a hoop
Move on, loop round a loop
So, code, where shall we go?
Co-doh-de-o-doh, doh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Co-doh-de-o-doh, doh!
3 Shapes and letters that move
Ideas get in the grooveSo, code, where shall we go?
Co-doh-de-o-doh, doh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Co-doh-de-o-doh, doh!
Bugs and puzzles to fx
Perform magical tricks
So, code, where shall we go?
Co-doh-de-o-doh, doh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Code, code, code-o-de-oh!
Co-doh-de-o-doh, doh!
23
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With a bounce
Code-o-de-oh! Words and music: Barry Gibson
#
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$
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$
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24
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8/9/2019 BBC Code Crackers Notes
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Robot do this, robot to that
Robot do this, robot do 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..!
Robot do this, robot do that
Go step-by-step
Forward or back
Move left or right
Or turn around...
Robot do this or do that!
Robot do this, robot do that
Go step-by-step
Forward or back
Move left or right
Or turn around...
Robot do this or do that!
25
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8/9/2019 BBC Code Crackers Notes
26/32
Robot do this, r obot do that Words and music: Barry GibsonWith a lilt and a tilt
#
C
$ $
Dm
$
G
$
C
$
Am
$
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#
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CHORUS
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step
by
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ward
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left
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(last time end on C6)Fine
25
#
1.Walk...2. Build...
3. Twist...
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2. Clean...3. Swivel...
$ $
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1. Fetch...
2. Explore....3. Swing...
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1. Carry...2. Learn...
3. Dance!
$ $
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$
LINK (3rd time speeding up...)
$
D
$
G
$
After verse 3, sing anddance a double-chorus,
getting faster and faster!
26
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8/9/2019 BBC Code Crackers Notes
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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
Go gadget, go gadget, go!
[Scrape scrapers...]
3 Go gadget go
Go gadget goGizmo-widget move’n’shaker
Go gadget go
Go gadget go
Go gadget, 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...]
Go gadget, go gadget, go,
[Scrape scrapers...]
Go gadget, go gadget, go,
[Shake shakers...]
GO GADGET, GO GADGET, GO!
[Tap, scrape ‘n’ shake!]
27
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Go, gadget, GO!Words and music: Barry Gibson
With plenty of go!
#
#
D
$
m Em
$
D
$
m Em
$
5
##
Go
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#
#
INSTRUMENTAL INTERLUDES
1. [Tap tappers...]2. [Scrape scrapers...]
3. [Shake shakers...]
G
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$ $
G
$
m C
$
m D
$
G
$
After last time,to CODA
'
21
#
#
Do
'
D
CODA
do- do- do,
Bm
-
%
Do
G
do- do- do,
Em
-
%
Do
do
- do
- do
- do
- do
- do
- do,
- Do
D
do- d- do,
Bm
-
%
Do
G
do- do- do,
Em
-
%
mf
Go
gad get,- go
gad get -
28
#
#
go,
[Tap tappers...]D
% &
p
Go
gad get,- go
gad get - go,
[Scrape scrapers...]D
% &
pp
Go
gad get,- go
gad get - go,
[Shake shakers...]D
% &
f
GO
GAD GET,- GO
GAD GET -
[Tap, scrape'n'shake!]
GO!
D
%
D
&
(
28
-
8/9/2019 BBC Code Crackers Notes
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
-
8/9/2019 BBC Code Crackers Notes
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
$ %
clap,
$ %
app,
$ %
clap,
$ %
app,
$ %
clap,
$ %
tap
pp
$
tap
$
- rap
$ %
App,
ppp
$ %
clap,
$ %
app,
$ %
clap,
$ %
app,
$ %
clap,
$ %
TAP
ff
$
TAP
$
- RAP!
$ %
30
-
8/9/2019 BBC Code Crackers Notes
31/32
Dig those digits!
Dig, dig, 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]]...
Dig, dig, dig those digits
Dig, dig, dig those digits
Dig, dig, dig those digits
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 )]
Dig, dig, dig those digits
Dig, dig, dig those digits
Dig, dig, dig those digits
Patterns and multimedia - (repeat)
3 [clap patterns with a partner]]...[[draw shapes in the air shoot“video]”]...
[and “show” your images]]...
Dig, dig, dig those digits
Dig, dig, dig those digits
Dig, dig, dig those digits
Make a new world together - (repeat)
44 [circle dance]...][
[circle dance]...][[circle dance]...][
[circle dance]...]
Dig, dig, dig those digits
Dig, dig, dig those digits
Dig, dig, dig those digits
Make a new world together - (repeat)
31
-
8/9/2019 BBC Code Crackers Notes
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,
D
dig,
%
dig
&
those
dig
its,
- 1.Di2.Da3.Pat
4.Make
git ta
ternsa
---
al and and new
- inwords
mul world
for and
tito
-
-
ma picme ge
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
$ $
B
$
1. [and tap your head]2.[and snap some "photos". .. .. .. (say cheese!)]3. [and "show" your images]
4. [circle dance...]
$
E
$
$
To CHORUS