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Introduction
The unit 'Salt, pepper, vinegar, mustard - Exploring singing games' developed #'s ability to recognise and explore some characteristics of singing games. It has consolidated both ~  sense of pulse and ~ ability to perform with others.

In this unit # sang and played a selection of traditional and contemporary singing games. ^ has looked at their characteristics, e.g. structure, tempo, rhythm, tunes, words, actions. ^ has thought about the origins and uses of different singing games.
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Set Scene
Section 1: Introduction: Which singing games do we like and why?

^ can sing and play a range of singing games with confidence.
^ was able to identify some of different actions and uses of singing games.


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Exploration
Section 2-3: Exploration: What are the characteristics of singing games?

^ is able to identify different singing games.
^ can relate how the sounds are used in the different types of singing games.
^ has been able to accompany singing games with confidence by clapping or tapping the pulse in time, getting faster and slower.
^ can demonstrate the difference between a pulse and  a rhythm.
^ has created simple rhythmic 'ostinati' and ^ has successfully performed them with ~ peers.

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Comment 4
Section 4: Bringing it all together: Can we make up our own playground singing games and songs?
Children:

# could make up ~ own singing game with a tune and actions.
^ has performed ~ singing games for other people.
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Comment 5

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Comment 6

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