1

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Contents

Page
3

Introduction
1. Zero, one, GO!

Download begins 14/01/2015

2. The algorithm recipe

Download begins 21/01/2015

3. Code-o-de-oh!

Download begins 28/01/2015

4. Robot control

Download begins 04/02/2015

5. Robot do this, robot do that

Download begins 11/02/2015

10

6. Robots on the move

Download begins 25/02/2015

11

7. App, clap, tap-tap, rap

Download begins 04/31/2015

12

8. Dig those digits!

Download begins 11/03/2015

13

9. Go, gadget, GO!

Download begins 18/03/2015

14

10. Code crackers!

Download begins 25/03/2015

15

11. Lyrics and music sheets

16

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 objectives of the new Computing curriculum and
links to the BBCs 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, simplescenes, drama-improvisation, memory-games, role-play,
trust-games, and inventive word-play.

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 sequences, 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 between the three strands, so that children will become familiar 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, mechanical and futuristic worlds, as well as everyday
sounds that almost all children will recognise and enjoy,
especially in the memory and sequencing games.
The musical styles in the songs, drama-links and dancenumbers 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-woogie and 1950s sci-fi movie music.

Code Crackers!
Age 5 - 7
Presented by Jenny Bryce and
Wayne Forrester
Written by Deborah Bellman,
Barry Gibson and Gordon
Lamont
Teachers Notes and audio production 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

The three Music programmes (2, 5, 8) are centred on a

handful of catchy, enjoyable songs and also explore skills
of beat and rhythm, pentatonic tunes, actions and bodypercussion, listening, rap-speaking, composing soundscapes and responding to musical codes.

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 performances. Together, these can provide a music-framework
for a Code Crackers! Show, with the highlights that are
best for you from all three strands - Music, Dance/PE
and Drama/English.
Your Code Crackers! Show could be small scale (classsharing, assemblies etc) or more ambitious (to the whole
school or parents). It could be integrated with performances and computer-based events involving older
primary children too (7+). And how about organising an
exhibition of sci-fi 3D-gadgets, gizmos, models and artwork 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 concepts and words from programmes 1-3, accompanied by
image-projections of childrens 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 childrens
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 narratedlink with ideas and words from programmes 7-9, or perhaps 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 projections of childrens artwork based on:
patterns of numbers, letters and words
computer-component patterns
communication-devices and gadgets
the round earth, clouds, galaxies and childrens ideas
about the future.
After the final song, the whole performance might end with
a Digital Circle Dance (see notes for Programme 9).
As a part of your show, groups of children can also act out
characters and scenes from some of the story-starters
within Code Crackers! For example, they could improvise
and develop scenes for NumberlyBot the robot (Programme 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 (Programme 5), Robots going wrong (Programme 6), Animal
Robots (Programme 7), Rocket Robots in Space (Programmes 7-8) and Gadgets Galore (Programme 9).

The teachers notes

These offer:
a guide to using the programmes
a few actions, performing suggestions, simple development 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 benefit from the ability to move freely around a
large space (eg the hall). For the Music programmes (2,
5 and 8), you can organise the children as you normally
would for class singing.You can use Programme 10 as
a rehearsal framework for a short version of a Code
Crackers! Show, so think about how best to plan performing areas for the different elements in your school
setting.
Podcasts and backing-tracks

Backing track versions of each song (without the words)

are also available on the website. These will enable the children 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 transmission from the BBC School Radio website and the BBC
iPlayer Radio.
Other Expressive Arts resources from BBC
School Radio
The programmes in the Code Crackers! series combine
dance, music and drama. If you are familiar with BBC
School Radio resources for these subject areas for 5-7 year
olds, Code Crackers! maps to the following:
Dance = Lets Move / Time to Move
Music = The Song Tree
Drama = Lets Make a Story

The programmes can be downloaded in MP3 file format

for 60 days following transmission.You can subscribe to
the download by clicking on the podcast link available on
the BBC School Radio website. Once you have downloaded 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

Programme

Focus:
Following instructions in order.
Concepts of code and algorithm. Solving bugs.

Poem starter - word-play into word-patterns

You will need:

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

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

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 traffic-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?

Before the programme:

Prepare some cards that you
could use for start and stop
signs (see Robot Magic Show).

Following an algorithm recipe

What we will be doing

Zero, one, GO!

Zero, one, GO!

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.

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 ingredients; 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 cookingdisasters 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-conjuror,
robot-plate-spinner etc).
Using hands or cards to show signs of numbers, letters and
short-words, the code-leader starts and stops the robottrick-performers in turn
All perform a sequence to musical-accompaniment (Codeo-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-leaders signals.

The algorithm recipe

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 jjoin in elements of Zero, one, GO!'.

Keeping a steady beat

Learning the song The algorithm recipe

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

beat.
Keep together with body-percussion (finger-clicks and
knee-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.

Listen to the chorus

Say the tricky key-words and phrases in time: Algorithm...
recipe...programs...piece-by-piece...step-by-step...bake-anumber-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 followmy-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. Enjoy!!

Programme

2
The algorithm
recipe
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 children as you normally would
for class singing.
Before the programme:

Can the children remember What is..? from Programme 1?

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

Programme

3
Code-o-de-oh!

Code-o-de-oh!

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 to
change direction before following the next instruction.

Then repeat the clockwise circle-steps

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

Pathway patterns
Focus:
Following precise instructions in order (algorithm).

You will need:

A space where children can
move freely in pairs, groups and
small circles of 4-6 (eg the hall).
Before the programme:
Talk about using a recipe for
making different kinds of food.
Can the children suggest any
they know? Play games to help
children understand left and
right.

Action code-cake

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 patterns. Then swap over.
Follow instructions together for moving forwards (one
step), 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.

The pairs join to form small group circles of about 4 - 6..

Hold hands and circle round together clockwise (stepping
to the left) to the words of the chorus of The algorithm
recipe, (but ending with the phrase bake an ACTION
cake).
To alternative verse-words for the song, add cake-making
actions: wriggling and shaking body (So first you shake
some flour...); jumping high and landing safely (Add eggs
to make a cake...); turning on the spot (You mix it up and
turn it round...; and stretching arms up high (And put it in
the oven to bake...).

Think again how computers need step-by-step instructions

in the right order. Later, the children could devise more
movement algorithms (eg for bedtime: bath, pyjamas on,
brush teeth, into bed).

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 combinations 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.

Robot control

Robot game app

Amelia and BizzyBuzzBot the Robot

Listen to a story about a home-robot given as a birthdaypresent. 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 fingers being Amelia
and 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 plantwatering. 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.

Practise some automatic robot movements - jerky,

faster, slower, ducking, etc.
Listen to a story with music about a robot-quest to find
The very special code of robot power.
IIndividually act out the first set of events in the story,
including building, cleaning, cooking, helping people,
freezing like statues at The maze of many dangers. Use
jjerky robot movements.
The challenge is then to complete the story through drama
in groups, after the programme.

Programme

4
Robot control

Focus:
Following a story with unexpected outcomes. Acting
with fingers and hands. Performing actions with different
dynamics (robotic, fast, slow
etc). Collaborating and improvising 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, groups
and small circles (e.g. the
hall).
Before the programme:
Talk about machines around
home and school that work
automatically.

Programme

5
Robot do this, robot
do that
Focus:
Listening to and identifying
household sounds. Handactions and swaying in time.
Singing smoothly. Tuneshapes going up and down,
in jumps and steps (pitch)..
Getting faster.
Software, programs, instructions, computer memory.
You will need:
A pitched instrument (eg glockenspiel, xylophone or marimba)
with notes A, C, D, E and G.
Organise the children as you
normally would for class singing. Be ready for hand and arm
actions.

Robot do this, robot do that

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.

10

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.

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..?

Learn the chorus of Robot do this, robot do that

Tunes going up and down (action-game)

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

Listen to verse 2 of this gentle rap.

Think about the concepts in the words - software, programs, instructions, memory...
Sing-copy verse 2 as a follow-my-leader, phrase by phrase,
then perform all verse 2 (saying the first half, and singing 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.

Robots on the move

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
jjump (==tiny jump, or stay still).
They then do the opposite of: stretching up tall, curling up
small, walking sideways right, walking sideways left, showing 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 instructions 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
others robot animal movements.
Some pairs might try having two robot animals which interact (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?

Programme

6
Robots on the
move
Focus:
Moving and synchronising to a
steady beat. Stiff, jerky movements. Focusing on different
parts of the body. Collaborating 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.
Before the programme:
Talk about how different animals move (eg dog, frog, cat,
hamster, snake, fly, etc)..
You will need:
A space where children can
move freely in pairs (eg the
hall).

11

Programme

7
App, clap, tap-tap
rap
Focus:
Speaking words in time,
within a framework. Rhyming words. Questions and
answers. Guessing games.
Miming actions for using
modern technology. Developing story ideas. Performing in role. Creating vocal
sound-effects. Inventing a
new language.
Software, programs, instructions, computer memory,
digits.

App, clap, tap-tap, rap

Speaking rap words. What is..?

Think about an app as a program that helps you do an

ac-tivity or game (on a computer, tablet or phone) and a
rap as a kind of song-poem, spoken over a steady beat.
Say the question What is computer code? as a rap, then
jjoining in with Numbers, letters, words, ready?' while
clicking fingers in time.
Try the words of verse 2 - What is the software? - as a
rap, then join in with Programs, instructions, in memory,
ready? GO! (Verses 3-5 are to be learnt in Programme 8).

12

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.

In groups of about 4, imagine youre 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 during the week.

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 extraterrestrial space alien language (for the words Look, Robots, Hello and Friends).
Perform your sounds and words, to fit with a simple sci-fi
app-soundtrack.

App, clap, tap-tap rap

Before the programme:

Revise What is..? (verse 1)
and revisit the ideas in The
very special code of robot
power from Programme 4.

The language of computers

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

App-soundscapes and wordscapes

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
(finger-clicks at the word app, claps on clap, and taps (chin,
nose, head) at tap-tap-rap!
The children can also add some of their own space alien
nonsense-words and sounds in the verses (listen to our
vocal-demo download for ideas to get you started).

Dig those digits!

Whats 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 imagine whats happening (eg 1 rocket-launch; 2 robot-control
room with gizmos and gadgets; 3 whizzing past moons and
solar-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-gyrosounds; 4 clanks and clunks).
Think how might these be turned into group music for
classroom instruments later - eg with percussion, recorders and whistles, ukulele?

Action-rhythms (Dig those digits)

Sing the whole chorus again (but ending ...patterns and

multimedia ), then perform clapping-patterns with a partner, air-shapes together, and video-making actions.Verse 3.
Listen to the scales of D, F and C from the song. Later,
children could experiment with these to fit with sci-fi
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 keyboards (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 fit
(see lyrics and music-pages, bars 28-34).
Sing and enjoy as much as you can of the whole song..

Programme

8
Dig those digits!

Focus:
Dig those digits!
Music and songs: Code
Crackers! signature-tune;
What is..? (verses 1-5); Dig
those digits; Go, gadget, GO!
Before the programme:
Revise ,What is..? (verses
1-2)
You will need:
A selection of classroom
instruments. Organise the
children as you normally
would for class singing.

Listen to the chorus (going up, up, up, then down), then
sing-copy as a follow-my-leader.
Sing the whole chorus (ending ...digital information), then
perform actions on fingers (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.

13

Programme

9
Go, gadget, GO!
Focus:
Stretching, crouching, jogging,
spinning, travelling smoothly
and skipping. Interacting in
pairs. Changing speed. Controlling partner-movements
with hand actions. Wide and
curled-up shapes. Circledancing.
Digital equipment in the
home. Mobile phone technology. Digital images - still
and moving.
Code Crackers! signaturetune; Go gadget GO!; Dig
those digits; App clap taptap 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.

14

Go, gadget, GO!

Warm up

Think about different computerised gadgets.

Jog around the room, as if wearing computer chipped trainers 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 marathon runner.

World wide web

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
phones map app,and skip to meet up with your partner
again.
Watch your movies together using finger-swipes, fingerscrolls, hand star-shapes and fingers-together on the
touch-screen.

Use the same touch-screen actions as hand signals to control each others movements (stepping, stretching, making a
wide-shape, and making a curled-up shape).
If time, replay the music to develop and repeat these dances.

To the music of Dig those digits, pairs join together into a

long class line, then link both ends to make a round classcircle (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, after 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 and
machines 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?

10

Programme

Code crackers!
Lyrics and music - see following pages:

The songs appear in the following order:

Code crackers! (signature tune)

Zero, one, GO!

What is..?

The algorithm recipe

Code-o-de-oh!

Robot do this, robot do that

Go, gadget GO!

App, clap, tap-tap rap (vocal version)

App, clap, tap-tap rap (backing track)

Dig those digits

Code crackers! (signature tune - instrumental version)

10
Code crackers!
Focus:
This compilation of vocal
versions of all the main
songs (plus a backing-track
for App clap tap-tap rap)
offers a framework for
joining in, and for a small
or large Code Crackers
Show embracing Music,
Drama and Dance.You can
also download backingtracks and other items
from the BBC School Radio
website.
Before the programme
Plan the positions from where
children will rehearse and
perform different elements
of your show. For ideas about
simple narration and visuals
(eg using childrens artwork
via digital projector).
You will need
A selection of classroom
instruments.

15

Code Crackers! (signature tune)

Words and music: Barry Gibson

With anticipation and excitement

Code

16

Crac - kers,

Code

Crac - kers,

CODE CRAC - KERS!

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!

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...

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

17

Zero, one, GO!

Steadily and with mystery

one,

Am

Ze

Am

Words and music: Barry Gibson

ze - ro

one,

Am

ze - ro

one,

ze - ro

one,

ze - ro

one,

Am

ze - ro

one,

ze - ro

ro

one...

Ze - ro

1. (2nd time to CODA)

9

one,

13

Dm

Beep

17

Dm

Beep

Tick

CODA

25

one...

18

beep

Am7

flop

dip

(whisper)

tock,

one,

flop,

21

ze - ro

tick

Am

ze - ro

Em7

flop,

one,

beep

Dm

beep

quack,

Beep

flop

dip

Am

tick
C

Ze - ro one, ze - ro one, ze - ro one,

tock,

tick

pp

flop,

ze - ro

Am7

tock,

one,

flop,
Dm

ze - ro

beep

quack,

tock,
Am

one,

flop,
Dm

Am

ze - ro
Em7

dip

Beep

flop

dip

tock,
C

Ze - ro one, ze - ro one, ze - ro one,

tick

ppp

dip

dip

dip

quack

tock,

one...

flop,

ze - ro

beep

Am7

tick

one,

dip,

STOP!

tick...
Am

Ze - ro one, ze - ro one, ze - ro one,

ppp

Shhhhhhh...

What is..?
1

What is computer code?

What can it do?
Working for me and you -

Numbers...
Letters...
Words...
Ready? ... GO!
2

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

What is the software?

What can it do?
Working for me and you 5

Programs...
Instructions...
In memory...
Ready? ... GO!
3

What is the internet?

What can it do?
Working for me and you -

What is the world-wide-web?

What can it do?
Working for me and you -

Whats in the future?

What can we do?
Working for me and you Ideas...
Stories...
Imagine..!
Ready? ... GO!

Messages...
Communicating...
Information...
Ready? ... GO!

19

What is..?

With excitement

Cmaj7

Cmaj7

1.What
2.What
3.What
4.What
5.What's

Gm7

is
is
is
is
in

Cmaj7

Dm7

1.Num - bers...

Cmaj7

2.Pro - grams...

17

3.Mes - sa - ges...

21

4.Search - ing...

25

5.I - deas...

20

Em7

Dm7

Dm7

Dm7

Dm7

Sto - ries...

for

me

and

you?

Fmaj7

Em7

Em7

Round the

Em7

ma - gine!...

G7

Rea - dy?

GO!

Fmaj7

G7

Rea - dy?
Fmaj7

world...

Rea - dy?

G7

GO!

GO!
G7

Rea - dy?
Fmaj7

GO!

In - for - ma - tion...

G7

Fmaj7

me - mo - ry...

Rea - dy?

Em7

In

Gm7

Words...

Work - ing

Dis - co - ver - ing...

5.

Cmaj7

do?
do?
do?
do?
do?

Com - mu - ni - ca - ting...

4.

Cmaj7

it
it
it
it
we

In - struc - tions...

3.

Cmaj7

can
can
can
can
can

Gm7

Cmaj7

Let - ters...

2.

13

What
What
What
What
What

1.

com - pu - ter code?

the soft - ware?....
the
in - ter - net?
the world - wide - web?
the
fu - ture?

Cmaj7

Gm7

Words and music: Barry Gibson

GO!
Cmaj7

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

The question may be simple

The answer may be fun
If youve 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.

You chop and change the inputs

So outputs you can fix
Put numbers, words and zeros
In an algorithm mix...

The algorithm recipe... (etc)

21

The algorithm recipe

With a boogie-woogie beat

Al - go - ri - thm

re - ci - pe, The

re - ci - pe, The

first you take an
i - dea
chop and change the in - puts
ques - tion may be sim - ple,

15

22

Go

Of
So
The

pro -grams you can make...

11

pro -grams you can make...

Al - go - ri - thm

C7

what you want to do.

out - puts you can fix
an - swer may be fun,

Go

piece by piece and step - by - step and

piece by piece and step - by - step and

You make a
list and turn it round, You
Put num - bers, words and ze - ros in an
If you've com - pu - ter me - mo - ry, then

CODA

The

Words and music: Barry Gibson

G7

C7

F7

bake

num - ber cake.

The

Last time
F to CODA

bake

num - ber cake.

think it through and through...

al - go - ri - thm mix...
let
it run and run...

1.So
2.You
3.The

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

Drag, drop, jump through a hoop

Move on, loop round a loop
So, code, where shall we go?
Co-doh-de-o-doh, doh!

Shapes and letters that move

Ideas get in the groove
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!

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!

Bugs and puzzles to fix

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!

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

Code-o-de-oh!
With a bounce

Edim7

Words and music: Barry Gibson

E7

CHORUS

Code,

Code,

13

1.Games
2.Drag,
3.Shapes
4.Bugs

17

So,

24

Amaj7

code,

code

Amaj7

code,

code

Bm

Amaj7

that
drop,
and
and

Bm

Amaj7

code,

- o

where

de - oh!

Edim7

E7

de - oh!

Co -

- o

shall

cre - ate,
a hoop,
that move,
to fix,

Ma
Move
I
Per

E7

Edim7

we

go?

Code,

we
can
jump
through
let - ters
puz - zles

Co -

code,

doh

de - o

doh,

to
loop
get
mag -

de - o

- o

doh,

zes
on,
deas
form

doh

code

de - oh!

(last time end on A)

E7

doh!

nav
round
in
ic
-

doh!

i - gate,
a loop,
the groove,
al tricks,

E7

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...

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!

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

25

Robot do this, robot do that

With a lilt and a tilt

C

Ro - bot

Move

25 F

left

do

Ro - bot

or

right,

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

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

41 G7 LINK (3rd time speeding up...)

26

Dm

Or

this,

Dm

ACTION VERSES

33 C

CHORUS

17

Dm7

turn

Go

a -

round...

C/G

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

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

D7

step - by

Ro - bot

Am7

G9

that,

do

Words and music: Barry Gibson

this

or

G7

or

back,

C7 (last time end on C6)

do

Fine

that!

For - ward

step,

do

G7

D7

After verse 3, sing and

dance a double-chorus,
getting faster and faster!

Go, gadget, GO!

1

Go gadget go
Go gadget go
Bit-by-bit controller-data
Go gadget go
Go gadget go
Go gadget, go gadget, go!
[Tap tappers...]

Go gadget go
Go gadget go
Application operator
Go gadget go
Go gadget go
Go gadget, go gadget, go!
[Scrape scrapers...]

Go gadget go
Go gadget go
Gizmo-widget movenshaker
Go gadget go
Go gadget go
Go gadget, go gadget, go!

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!]

[Shake shakers...]

27

Go, gadget, GO!

With plenty of go!

Go

Go

Bm

Em

Bm

gad - get

Go

Bm

gad - get

gad - get

go,

Em

go,

A7

Go

gad - get

Words and music: Barry Gibson

Bm

go,

1.Bit
2.Ap
3.Giz

Em

A7

go,

by
pli
mo

A7

Em

Go

con
tion
get

bit
ca wid -

gad - get,

go

A7

trol o move

ler
per
'n'

gad - get

da
a
sha

Em

go!

After last time,

to CODA
Am

DCODA Bm

21

Do

- do - do - do,

28

[Tap tappers...]

go,

28

D7

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

Em

Do -do - do - do,

ta,
tor
ker

D7

INSTRUMENTAL INTERLUDES

13

A7

Go gad - get, go gad -get

Em

Bm

Am

[Scrape scrapers...]

go,

pp

A7

Go gad - get, go gad -get

[Shake shakers...]

go,

D7

Do - do - do - do - do - do - do - do, Do - do - d - do,

A7

Em

mf

Do -do - do - do,

A7

A7

A7

Go gad - get, go gad -get

D7

[Tap, scrape'n'shake!]

GO GAD - GET, GO GAD -GET GO!

App, clap, tap-tap, rap

App, Clap
App, Clap,
App, Clap
Tap-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 *

Zzzz, zzzz, zzzz, zzz

Zzzz, zzzz, zzzz, zzz *

App, Clap
App, Clap,
App, Clap
Tap-tap Rap
App, Clap
App, Clap,
App, Clap
TAP-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 'Taptap Rap'. You could use the backing-track of this rap-song in other contexts too.

App, Clap
App, Clap,
App, Clap
Tap-tap Rap

29

App, clap, tap-tap, rap

Rap steady

CHORUS (With actions to fit the rhythm:)

clap
click
hands
fingers
5

App,

clap,

click
fingers

Words and music: Barry Gibson

clap
hands

app,

clap,

click
fingers

clap
hands

app,

clap,

tap
chin

tap

tap
nose

tap
head

tap

rap

VERSES

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

CODA (after last verse), whispering...

13

App,

30

clap,

app,

clap,

app,

clap,

pp

ppp

tap - tap rap

App,

clap,

app,

clap,

app,

clap,

ff

TAP -TAP RAP!

Dig those digits!

Dig, dig, dig those digits
Dig, dig, dig those digits
Dig, dig, dig those digits
Digital information -
1

(repeat)

[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
Make a new world together -

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 -

[clap patterns with a partner]]...[

[draw shapes in the air shootvideo]]...
[and show your images]]...

44

(repeat)

[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)

(repeat)

31

Dig those digits!

With energy

CHORUS

Dig,

dig,

Dig,

dig,

ACTION VERSES
1. [count on your fingers]
2. [fingers tap "keyboards"]
13
G 3. [clap patterns with a partner]
4. [circle dance ...]

32

1. [tap your knees in time]

2. [draw faces in the air]
G 3. [shoot "video"]
4. [circle dance...]

21

dig

dig

A7

those

those

dig

dig

Words and music: Barry Gibson

its,

its,

Dig,

A7

dig,

1.Di - git - al
2.Da - ta
and
3.Pat - terns and
4.Make
a
new

in
- for
words
and
mul
- ti
world
to

1. [and tap your head]

2. [and snap some "photos".......
B7 3. [and "show" your images]
4. [circle dance...]

those

ma
pic
me
ge

dig

its,

Fine

dig

1. [click your fingers]

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

tion.
tures.
dia.
ther.

(say cheese!)]

To CHORUS