© hey dee ho music P/L Update 2018

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Week Program Page Section 1 Welcome Songs 4 Section 2 Multicultural Songs 5 Incorporating Auslan Signs into term 2 11 Section 4 Walking/Listening Songs 12 Section 5 Instrument Songs 13 Section 6 Action Songs / Advanced Activities 15 Section 7 Dances 17 Section 8 Finish Songs including mindfulness 21

Components of a hey dee ho session 24

1. Rainy Windy Day song list 25 Rainy Windy Day script 26 2. Nursery Rhyme Day song list 30 Nursery Rhyme Day script 31 3. What Sound Do I Make? song list 35 What Sound Do I Make? script 36 4 Shapes song list 40 Shapes script 41 5 Fairies and other make believe characters song list 45 Fairies and other make believe characters script 46 6. Going Out song list 53 Going Out script 54 7. Circley Kinda Day song list 61 Circley Kinda Day script 62 8. Rainbow Day song list 67 Rainbow Day script 68 9. ABC Part 1 song list 75 ABC Part 1 script 76 10. ABC Part 2 song list 79 ABC Part 2 script 80 11. Under the sea song list 86 Under the sea script 87 12. Build a House song list 93 Build a House script 94 13. In the Jungle Song list 99 In the Jungle script 100 14. Sports Day song list 105 Sports Day script 106 15. Planets song list 108 Planets script 109 16. Teddy Bear’s Picnic song list 116 Teddy Bear’s Picnic script 117

Brain development 122 Props needed for Term 2 123

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Each hey dee ho music program is made up of 8 sections. 1. Start song - welcome 2. Multicultural songs 3. Theme 4. Walking and listening 5. Instrument songs, musical concepts and march 6. Action / feature songs or Advanced Activities 7. Dances 8. Finish / Mindfulness Section 3 (the theme part) and section 6 (the action / feature songs) change every week.

The rest of the sections are repeated each week but not in their entirety. You may choose to work on one song from each of these sections for 2 -3 weeks depending on the interests and capabilities of the children. Music for all options are included so that you may be flexible from class to class. This enables you to do different songs for the babies, toddlers and pre-schoolers within the one program. Songs on the list that are preceded with a K are best to sing only with the 3+ year old children. There are far more songs each week than you will have time for in class; you can choose what will work best with your group. There are also more themes than there are weeks in a term so again, choose what will work best for your groups. The sections that do not change have been detailed once at the beginning of this manual. Each of the weekly themes have been listed subsequently without these sections repeated. If you have any queries please contact your Franchise Manager.

Rainy Windy Day Circley Kinda Day Rainbow Day Nursery Rhyme Day ABC Part 1 Planets What Sound Do I Make? ABC Part 2 Shapes Going Out Build a House In the Jungle Teddy Bear’s Picnic Sporting Games

It could be argued that every song and every aspect of the hey dee ho music program engages most of our senses and engages all aspects of childhood development. That’s what makes our program so good! However, there are some songs and aspects of the programs that really emphasise particular early childhood development domains. You will notice that we have done our best to highlight some of these songs and what relevance they play in developmental areas. We hope that this helps you, as a presenter, be more informed about why we instruct and perform and choose certain songs. It will not only help in your delivery of the program but also serve as a good reminder of the roots of the program and to give you a quick reference tool when discussing the program and songs with relevant care givers, whether it be parents or centre staff. Considering the multitude of early childhood development theorists and theories, we have over simplified this complex web and looked at whether the strength of a song fits into one or more of 4 categories of developmental domains. They are:

SOCIAL COGNITVE PHYSICAL EMOTIONAL You will notice these terms in the script - look for the brain tip boxes. They are a guide as to what that song might be really initiating in a child’s growth. However please remember, the songs could really cover all domains and it also depends on HOW the song is delivered so it is arguably a subjective analysis.

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There are many reasons why the introductory song is a feature in the program. The primary reason is that it indicates that the session is about to start. If the kids are fractious, sometimes just starting the music is enough to bring them to attention rather than shouting over the top of the noise. Another reason is to ascertain each child’s level of development. e.g. This is where you may first notice you have a “W” sitter in the group or whether a child can cross their midline.

hey dee ho and how do you do? We will use the same song all term this term.

You need to tell people what you are going to do, what you expect from them and then repeat it as you do it.

It is important that adults sit on the floor with the children and do all the actions with them. Make sure the adults know what is expected of them. Get everyone sitting in a circle, children with parents next to them on the floor or in their lap. At early learning centres there may not be room to sit in a circle, but the educators should sit on the floor with the children. This usually happens in the baby room as a matter of course but in the older rooms there is a temptation for the educators to use this time to do things whilst you "mind" the children. One way of getting the educators to be part of this is to introduce yourself before you start of the session and say something like "It's great to be here. I'll be calling on you to help me out during the session if that's alright. Are you able to join us for music?"

"Good morning everyone. My name is ______, we're going to have a lot of fun today singing, dancing and playing instruments. Let's start with our welcome song". For classes with parents you may say "Have you got someone to shake hands with? Shake hands with Mummy/Daddy etc and let's sing". In early learning centres start with clapping hands. at Early Learning Centres Hey dee ho and clap your hands x 3 Clap your hands this morning At Parent and child classes Hey dee ho and how do you do x 3 How do you do this morning

This song should be repeated at least twice, with a different action in subsequent verses. ALWAYS SING WHAT YOU ARE DOING e.g. Sing ‘clap your hands’ when you are clapping your hands etc. Hey dee ho and pat your nose x 3 Pat your nose this morning Stamp your feet, Roll your arms etc

As the term progresses,

increase the difficulty for the kinder children by doing a different activity with each hand (e.g. pat your head and rub your tummy).

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This next song is sung each week as an introduction so the children know it is time to sing some multicultural songs. People all around the world just like me and you, Like to sing and dance and play and greet each other too They all have their own way, their very special own way To say "hello" "hello" (wave) "konichiwa" "konichiwa" (bow your head with hands clasped beneath your chin) "nameste" "nameste" (palms together at nose height as if praying and bow head) "Bula" "Bula" (punch one fist towards ceiling)

In term 2 we introduce multicultural greetings and songs to the children. The aim is to teach simple greetings – hello, goodbye, please and thank you each week. Some centres may ask to specialise in one language but generally we would aim to cover 3 languages this term; one every 3 weeks or so. There is a large part of our training manual that is dedicated to this part of our program. You may choose to add songs from there if you are presenting the program to a centre that has had hey dee ho music for some time otherwise you can just choose from the songs in this script. The songs that are in your program each week are listed below. Some songs can be sung in a couple of languages however it is best to keep one song per language e.g. If you are using heads and shoulders to teach German then use a different song to teach the Japanese words for heads and shoulders. The very best way to introduce hello in a different language is to use the welcome song that they are familiar with – hey dee ho and how do you do? For example if you are teaching French it would be: Hey dee ho and say Bonjour x 3 Say Bonjour this morning It is a good idea to combine the greeting with an action. Below are a few suggestions: Bonjour – blow a kiss Konichiwa – nod head Sawadee – hands in prayer pose and bow slightly FRERE JACQUES Frere Jacques (x2) Brother John (x2) } swap these 2 lines Dormez vous (x2) Are you sleeping (x2) } if singing English Sonnez les matines (x2) Morning bells are ringing (x2) Ding dang dong (x2) Ding dang dong (x2)

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FRERE JAQUES - DUTCH Vader Jacob (x2) Brother John (x2) Slaapt gij nog (x2) Are you sleeping (x2) Alle klokken luiden (x2) Morning bells are ringing (x2) Bim Bam Bom (x2) Ding dang dong (x2) CIAO BUONGIORNO (to the tune of Frere Jacques ) Ciao buongiorno (x2) Hello, good day (x2) Come stai (x2) How are you (x2) Molto molto bene (x2) Very very good (x2) Grazie a te (x2) Thank you, and you? (x2) AINSI FONT Ainsi font, font, font Les petites marionnettes Ainsi font, font, font Trois petits tours et puis s’en vont. See them move their head Les petites marionnettes See them move their heads Three little nods and then they leave. See them move their arms…….. three little claps and then they leave See them move their legs………..three little jumps and then they leave See them go, go, go……………………three little turns and then they leave. FA LA LA NANA Fa la nana bambino, fa la nana bambino Fa la nana, fa la nana, Nei braecetti della mama HEADS AND SHOULDERS, KNEES AND TOES Japanese Pronounced: Atama toh kata, hiza toh tsumasaki Atarma toh Karta, Heeza toh tzzu-ma-saki Hiza toh tsumasaki (x2) Heeza toh tzzu-ma-saki (x2) Atama toh kata, hiza toh tsumasaki Atarma toh Karta, Heeza toh tzzu-ma-saki Te wo tatakimashóh Te oh tata-key-ma-show 2nd verse:- Me toh mimi toh kuchi toh hana Me toh me-me toh kuchi toh harna Kuchi toh hana (x2) Kuchi toh harna x2 Me toh mimi toh kuchi toh hana Me toh me-me toh kuchi toh harna Te wo tatakimashói Te oh tata-key-ma-show

In our multicultural society, learning that there are other

countries, languages and cultures builds cultural understanding and empathy, and provides insights into how other people see the world.

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HEADS AND SHOULDERS, KNEES AND TOES - Italian Testa, spalli, ginocchi e punti Heads and shoulders, knees and toes ginocchi e punti (x2) Knees and toes (x2) Testa, spalli, ginocchi e punti Heads and shoulders, knees and toes Tutti colpo mani insieme We all clap hands together Occhi, orecchi, bocca e naso (pronounced nah-so) Eyes and ears and mouth and nose bocca e naso Mouth and nose (x2) Occhi, orecchi, bocca e naso Eyes and ears and mouth and nose Tutti colpo mani insieme We all clap hands together HEADS AND SHUOLDERS, KNEES AND TOES – GERMAN Kopf und Schulter, Knie und zehen, Heads and shoulders, knees and toes, Knie und zehen (x2) knees and toes, Kopf und Schulter, Knie und zehen, Head, shoulders, knees and feet, Wir alle klatschen zusammen We're all clapping together Augen, Ohren, Nase und Mund, Eyes, ears, nose and mouth, Nase und Mund (x2) nose and mouth (x2) Augen, Ohren, Nase und Mund, Eyes, ears, nose and mouth, Wir alle klatschen zusammen We're all clapping together HAPPY BIRTHDAY (Italian) Tanti Auguri a te Happy Birthday to you Tanti Auguri a te Happy Birthday to you Tanti Auguri a (Child’s name) Happy Birthday to (……………) Tanti Auguri a te Happy Birthday to you Buongiorno a te Good morning to you Buongiorno a te Good morning to you Buongiorno a tutti Good morning to everyone Buongiorno a te Good morning to you (Chinese)

zhù nǐ shēng rì kuài lè Happy Birthday to you zhù nǐ shēng rì kuài lè Happy Birthday to you zhù nǐ shēng rì kuài lè Happy Birthday to you…… zhù nǐ shēng rì kuài lè Happy Birthday to you

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SAWADEE Sawadee, sawadee, sawadee, sawadee I am pleased to meet you (x2) HOTARU KOI Ho, ho, hotaru koi Atchi no mizu wa nigai zo Kotchi no mizu wa amai zo

Ho, ho, hotaru koi Ho, ho, yama michi koi

Hotaru no otosan kanemochi da Dori de oshiri ga pikapika da

Ho, ho, hotaru koi Yama michi da

Hiruma wa kusaba no tsuyu no kage Yoru wa ponpon Taka chochin

Tenjiku agari shitareba Tsunbakura ni sarawarebe

Ho, ho, hotaru koi Atchi no mizu wa nigai zo Ho, ho, hotaru koi Kotchi no mizu wa amai zo

Ho, ho, hotaru koi Yama michi da

Ando no hikari o choto mite koi

Ho, ho, hotaru koi Ho, ho, yama michi koi

Ho, ho, ho, ho, ho, ho, ho LAS MANITOS Translation Saco una manito. La hago bailar, I take out one hand. I make it dance. La cierro, la abro y la vuelvo a guardar. I close it, I open it, and I put it away again. Saco otra manito. La hago bailar, I take out the other hand. I make it dance. La cierro, la abro y la vuelvo a guardar. I close it, I open it, and I put it away again. Saco las dos manitos. Las hago bailar, I take out two hands. I make them dance. Las cierro, las abro y las vuelvo a guardar. I close them, I open them, and I put them away

again.

Research shows that even babies less than a year old who are exposed to multiple

languages show different cognitive patterns in their brain compared to monolinguals. The bilingual brain can have better attention and task-switching capacities than the monolingual brain, thanks to its developed ability to inhibit one language while using another.

Research has shown that bilinguals tend to be more

creative thinkers than those who speak one language, and one

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TABA NABA Taba naba naba norem Tugi penai siri Dinghy e naba we Miko keimi Sere re naba we Taba naba norem Style Repeat x 2 INANAY Inanay gupu wanna Inanay gupu wanna Ay ay ay oola Oola oola oola ay Yippee yay yipee yay Goo wana goo wana Goo wana goo wana Goo wah - Choo! Repeat Please note that there is no backing track for Inanay – you can clap your hands or use claves to keep the beat. Here is a list of the extra multi-cultural song files, should you want something different. EXTRA MULTICULTURAL listing 1. Choo Choo 2. La Cucaracha short version 3. La Cucaracha (chorus verse chorus) 4. Three Green Birds 5. Ca Va Bien Merci 6. 1 2 3 4 5 7. Allouette 8. La Vida Loca

9. My Hat it Has 3 Corners (German) 10. Amore 11. Gendarmes 12. Vui la Vui 13. La Bamba 14. You were here

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HELLO GOODBYE THANK YOU YES NO

ARABIC marhába ma-asaláma shoock nà-aam la-a

CHINESE nee hao joy kin xie xie ho ng ho

CROATIAN zdravo dovidenja hvala lijepa da ne

FRENCH bonjour au revoir merci oui non

GREEK yás-soo adio efcharistó ne ó chi

ITALIAN ciao arrivederci grazie si no

JAPANESE konnichiwa sayonara arigato hai iie

MACEDONIAN zdravo dogledanje fala da ne

POLISH czesc dowidzenia dziekuje tak nie

SPANISH hola chao gracias si no

TURKISH merhaba allah smarladik tesekkur ederim evet hayir

VIETNAMESE chào em tam biêt cam ón vâng/da không

AFRICAN queermora totsians danki ya ni

THAI sawadee sawadee Kob khun chy my chy

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

ARABIC Aleithnein Althalatha Al Arbaa Al Khamees Al Jumā Al Sabt Alāhad

CHINESE xiēn qi yi xiēn qi èr xiēn qi sān siēn qi si xiēn qi wú xiēn qi liù xiēn qi ri

CROATIAN ponedjeljak utorak srijeda ćeturtak petak subota nedjelja

FRENCH lundi mardi mercredi jeudi vendredi samedi dimanche

GREEK Deftéra Trýaty Tetárty Pémpty Paraskevy Stvato Kyriaký

ITALIAN lunedi martedi mercoledi giovedi venerdi sabato domenica

JAPANESE getsuyoubi kayoubi suiyoubi mokuyoubi kinyoubi doyoubi nichiyoubi

MACEDONIAN Ponedelnik Vtornik Sreda Četurtok Petok Sabota Nedela

POLISH poniedziafek wtorek sroda czwartek piatek sobota niedziela

SPANISH lunes martes miercoles jeuves viernes sábado domingo

TURKISH pazartesi sali carsamba persembe cuma cumartesi pazar

VIETNAMESE thú hai thú ba thú tu thú năm thú sáu thú bay chú nhât

THAI won jun won ancarn won put won puruhut won sook won sow won artit

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The overall focus for term 1 was Auslan Signing, whereby children were taught basic signs for colours, animals and transport. In term 2 we move onto multicultural languages, but if we could continue incorporating a little Auslan signing into each session as well as multicultural languages, children will not only remember the signs, but will truly experience the integration of this language into their day to day life. The basic requirement of Presenters would be to reiterate colours and/or animals and/or transport signs when the opportunity arises within each session. Below is a list of ways to incorporate Auslan seamlessly into each theme.

THEME AUSLAN COMPONENT Basic Extended

Rainy Windy Day Signs for duck, yellow, spider, bus 'Wheels on the Bus’ song

Nursery Rhyme Day Signs for mouse, sheep, cow, pig ‘Baa baa black sheep’ and/or ‘Moo Moo Jersey Cow’ Miss Polly had a dolly’ songs

What Sound do I Make? Signs for chicken, cow, dog, monkey, frog ‘BINGO’ and/or ‘Der Glumph’ songs

Going Out Signs for walking, ducks, red, yellow, green, frog, fish, riding bike, bus ‘Wheels on the Bus’ song

Circley Kinda Day Signs for spider, mouse, rainbow

Shapes Sign for mouse

Rainbow Day ‘Sing a rainbow’ song, signs for all of the colours used

‘3 little ducks’ and/or ‘Der Glumph’ songs

ABC pt 1 Signs for dog, driving car, elephant, frog, kangaroo, monkey

‘Alphabet’ and/or BINGO songs

ABC pt 2 Signs for mouse, red, rainbow (andcolours used within the song) ‘Alphabet’ and/or ‘Miss Polly’ songs

Under The Sea Signs for jellyfish, yellow, submarine “3 jellyfish” and “yellow submarine” songs

Build a House Signs for fish, yellow and blue (for Bob the Builder), green (apples), aeroplane

Jungle Signs for Gorilla, Snake, Crocodile, Rhinoceros, Lion, giraffe

Sports Day Signs for fish, riding bike, sailing/rowing boat, riding horse

Planets signs for yellow, elephant, monkey, rocket ‘5 cheeky monkeys’

Teddy Bear’s Picnic Signs for yellow, riding horse, sailing/rowing boat,

‘5 cheeky teddies (monkeys)’ song

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These sections of the program are imperative as they really form the crux of our music program, where much learning is done implicitly and explicitly (music itself, is an activity that activates, stimulates and uses the whole brain). Dynamics of music can be introduced at a basic and higher level depending on your group at this point. Listening to music helps develop our ability to recognise patterns and contours which in turn helps develop our linguistic abilities among others. Moving with the music helps integrate our reflexes and limbic system as well as practising our left brain right brain cross lateral movements to ‘unstick’ the brain and work on balance and co-ordination. The music allows us to develop appropriate responses and improve social communication. The benefits really are endless, and these sections of the program allow a musical experience to form an integral part of the child’s day.

We like to get the children to respond to the music firstly with their bodies and then with the instruments so be very clear with your instructions so they know exactly what to do. Make sure they LISTEN, IDENTIFY THE CHANGE IN THE MUSIC AND THEN RESPOND ACCORDINGLY - of course you will have to prompt them. "Now it is time for our Walking Listening song. We have to listen very carefully and do what the words say. Let's all stand up and walk around together " FOLLOW THE LEADER Follow, follow, follow the leader Follow, follow, follow me x 2 You might like to ask some of the older children for suggestions for what they can do as we follow the leader – JUMPING, SPINNING, HOPPING, CRAWLING…. Later on in the term you may alternate the above Walking Listening Song with LITTLE GROOVER Here’s a dance I know you can do, know you can do, know you can do And it would be just perfect for you, perfect for you, And here’s how you do it Swing your hips, tap your toes, bend your knees then rock and roll Twist and shout, turn about, high and low then rock and roll (repeat x 2, slow then fast)

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"Now that we are sitting down and you are such good listeners I think we should play our instruments. (In Early Learning Settings) I have a shaker for everyone who is sitting beautifully. (For Parent and child classes) I am going to get my instruments out now. I need you to come and get one and then go back and sit down with Mummy then we can start. "

Hand out shakers to the Under 3s and a mixture of instruments to the older children.

"What we need to do is have a practice. We have to listen to the music and play. When the music stops we have to STOP and listen!" Put on the instrument music and lead them by example. When the music stops between each verse, say “Stop and Listen! What is the music going to do? Yes its fast / slow etc.”. Don’t forget to hold your hand up in a STOP motion each time the music stops. JELLY ON A PLATE Jelly on a plate x 2 Wibble, wobble, wibble, wobble Jelly on a plate "Wow what good musicians you are let's all play a song together." Whilst the next two songs have words, the main focus is to recognize the dynamics in the music so you may choose to sing about these rather than concentrate on the original words. OH WE CAN PLAY Oh we can play our instruments and this is the way we do it Play, play, play your instrument (maraca or bell etc) That’s the way we do it. For the older children you should use the kids time mix so they can explore the different time signatures.

KIDS TIME MIX 2/4 Count the beat, march with me x 2 1 2 1 2 1 2 1 2 STOP 3/4 waltz Count the beat, waltz with me x 2 1 2 3, 1 2 3, 1 2 3, 123, 123, 123 1 2 3, STOP 4/4 Count the beat, walk with me Count the beat and walk with me 1 2 3 4 12 34 …. STOP 6/8 Count the beat and skip with me x 2 1 2 3 4 5 6 1 2 3 4 5 6 STOP

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For the older children we extend their learning by incorporating a musical concept using the musical concept flash cards. Ask the children "How can you play…?" "What can you hear in the music?" "Where can you hear this in the song?" "Show me how you can play…" "Let's play it…" Musical Concepts:

BASS

Of the lowest pitch or range

TREBLE

Of the highest pitch or range

PIANO

Soft; subdued

FORTE

Loud; with force

ALLEGRO

Brisk or rapid in tempo.

LENTO

Slow

STACCATO

Shortened and detached when played or sung

LEGATO

Smooth and connected

CRESCENDO < Increasing in volume

DIMINUENDO >

Decreasing in volume

RESTS

An interval of silence between tones

Music rests:

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The march is a time for the children to stand up and march around the room whilst using the instruments. You can incorporate the musical concepts into the march. You can use 'The ants go marching' or alternatively there is one current or theme related song for you to march to each week. You don’t have to use the whole piece of music if you are low on time. Some of the songs in this section are the original versions containing vocals – these songs are for use in the march only. Do not use these in any other section of the program. Part of what sets us apart from our competitors is that we sing live so it is important to not use them any time other than the march.

This section contains some more active songs that relate to the theme that suit all ages but particularly suit younger children. For children 3+ that need extension replace the action song section with your choice of the advanced activities as listed below. Some weeks the advanced part of this section contains a 'foot story' which will be listed in the script. The story is told sitting on the floor using your feet as 'mice'. The introduction to each foot story is the same every time. This repetition is to help build confidence to contribute to the stories later in the year. You will notice before too long the group will start saying this part of the story with you. Try to avoid rotating the ankles as studies have found this is not beneficial to growing bones. Before each story you may like to ask the children where they think the mice will go? What would they do there? Who would they see? You may need to make the stories slightly shorter if you have time constraints, simply take the mice home at an earlier point in the story. Interactive music lands The 'interactive music lands' activity is designed to stimulate the children's imaginations as they use their body and listening skills in response to the music and the presenter's suggestions. 1. As a 'walk around the room' song. Ask questions: put on the music i.e. A Swinging Safari (HAPPY) - what does this music sound like? Is it happy or sad music? What does it make you feel like doing? Skipping or tip toeing... etc.

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2. Once you have identified the music, how it makes you feel and what sort of action goes with it, you can divide the room up into LANDS . This side of the room is HAPPY LAND - this side is SAD or SLEEPY LAND. 3. Once you have mastered two lands you can divide the room into more segments - perhaps using the corners (4 lands). 4. Tie this activity into the theme of the day where possible. You may not always do the theme with the older children but if you do, it would be good to include the songs that match the theme of the day - eg. Planets theme and 'Space Land' LAND MUSIC Space land A space odyssey OR Epic space music

Scary Night on bald mountain

Lava R2 TGE lava music

Meadows Beethoven 6th symphony OR Waltz of the flowers

Oceans Wipe out - surfing OR Echoes in the deep

Happy A swinging safari

Sad Isolation

Excited Happy groovy funky

Sleepy Brahms Lullaby

Sneaky Pink Panther theme

Hiding/spying James Bond theme OR Baby elephant walk OR Mission impossible

extras Arabesque OR Imagination Chinese Whispers Most children have played or at least heard of this game. Usually, it involves one person whispering a secret to the next person in line, and so on until the last person reveals the secret to all, mostly changed quite dramatically. Have the students stand in a line, and face away from you. Turn the first student to face you and tap a rhythm very quietly onto their palm. Have them repeat it to you. Have them pass the rhythm on in the same way until it has passed through the group. Have the last person play the rhythm to the entire group, Clap out the original rhythm and see if it has been altered on its journey. It is an excellent way to demonstrate just how important listening and concentration are in music.

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Guess the instrument Ask the children to 'hide' underneath the lycra sheet and listen intently. Play one of the instruments and then lift the lycra and ask them to identify which instrument you played. There are variations on this - play an instrument behind the felt board and ask the children to identify it. Shake a cloth bag containing one type of instrument and ask the children to identify what is in the bag. Tony Chestnut In this song touch the part of the body or complete the action that matches names. Tony Chestnut becomes toe – knee – chest – nut (nut being your head). Tony Chestnut (toe – knee - chest – nut) Knows I love you Tony knows (toe – knee – nose) Tony Chestnut (toe – knee - chest – nut) Knows I love you That’s what Tony knows (toe – knee – nose) (Repeat) - You can end the song after two verses or three, getting faster each time or you can include the next verse. To-ny To-ny And his sister Eileen And Eileen loves Neil And Neil loves Pat And Pat, well she loves Bob And theres Russell and Skip This song is silly but its hip How it ends, just one man knows. And guess what? (what?), it’s Tony Chestnut

Choose different dances for each age group and work on them for a few weeks; 2 – 3 weeks depending on how quickly they pick them up and the level of interest in each one. These lyrics for the next few songs are for your reference only – you don’t need to learn them but it is good to know what they are in case you are asked or have some idea of the language. We use these for dances and movement.

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KETCHUP SONG (CHORUS ONLY – SING 3 TIMES) Aserejé, ja deje tejebe tude jebere Sebiunouba majabi an de bugui an de buididipí Sebiunouba majabi an de bugui an de buididipí Sebiunouba majabi an de bugui an de buididipí DO THE PROPELLER Do the propeller, Do the propeller Do the propeller around and around Do the propeller, Do the propeller Do the propeller around and around We're going up and up and up and up We're going down and down and down and down We're going up up up up up up up up up And then we stop Oh... Do the propeller, Do the propeller Do the propeller around and around Do the propeller, Do the propeller Do the propeller around and around We're going up up up up up up up up up We're down da-da down down da down down down We're going up up up up up up up up up And then we stop, Ahh! Oh... Woooo Do the propeller Do the propeller Do the propeller around and around Do the propeller Do the propeller Do the propeller around and around Statue, statue, statue, propeller! GANGNAM STYLE Chorus: Chigeumbu-teo kal dekkaji kabol-kka Oppan gang-namseutayil Kang-namseutayil Oppan gang-namseutayil Kang-namseutayil Oppan gang-namseutayil

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Eh- pretty lady Oppan gang-namseutayil Eh- pretty lady O-oo-o The children will often already know the main words – please be sure to sing “pretty lady” rather than “sexy lady”. GET READY TO WIGGLE Get ready to wiggle, we’ve been ready for so long Get ready to wiggle, when you wiggle you can’t go wrong Get ready to wiggle, wiggle will make you big and strong Get ready to wiggle, (wiggle to this song) x 2 Chorus 1: Ba dup bup bup, ba dup ba dup (x 3) Bup, ba dup, bump bump. We’re ready to wiggle, wiggle your fingers high in the sky We’re ready to wiggle, wiggle your ears and wiggle your eyes We’re ready to wiggle, wiggle your hair and wiggle your nose We’re ready to wiggle, (wiggle all 10 toes) x 2 Chorus 2: Ba dup bup bup ba dum (x 4) Wiggle and wiggle, wiggle at home without a care Wiggle and wiggle, wiggle on your own or with your teddy bear Wiggle and wiggle, wiggle at breakfast, lunch or tea Wiggle and wiggle, (wiggle along with me) x 2 Repeat Chorus 1 x2

THE TEDDY BEAR TWIST There’s a little dance and it goes like this Everybody loves to do the teddy bear twist It’s easy and it’s fun and it goes like this Everybody loves to do the teddy bear twist Everybody, everybody, everybody twist

Twist twist x 3 Everybody loves to do the teddy bear twist

There’s a little dance and it’s a real giggle Everybody loves to do the teddy bear wiggle It’s easy and it’s fun and it’s a real giggle Everybody loves to do the teddy bear wiggle Everybody, everybody, everybody wiggle

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Wiggle wiggle x 3 Everybody loves to do the teddy bear wiggle

There’s a little dance that’s really great Everybody loves to do the teddy bear shake It’s easy and it’s fun and it’s really great Everybody loves to do the teddy bear shake Everybody, everybody, everybody shake

Shake shake x 3 Everybody loves to do the teddy bear shake

Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake

Twist, Wiggle, Shake Everybody’s doing the twist wiggle shake (x 3) THE WIGGELY WOO CHORUS: Wiggely woo wiggely woo Let's all do the wiggely woo Wiggely woo wiggely woo Woo woo wiggely woo Swing your arms round and round Tap your two feet on the ground Clap your hands in front of you That’s how we do the wiggely woo Chorus Wiggle your fingers all about Shake your head til your hair sticks out Kick your legs like dancers do That’s how we do the wiggely woo Chorus ROAR I used to bite my tongue and hold my breath Scared to rock the boat and make a mess So I sat quietly, agreed politely I guess that I forgot I had a choice I let you push me past the breaking point I stood for nothing, so I fell for everything You held me down, but I got up (HEY!) Already brushing off the dust You hear my voice, you hear that sound Like thunder gonna shake the ground

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You held me down, but I got up (HEY!) Get ready 'cause I’ve had enough I see it all, I see it now Chorus: I got the eye of the tiger, a fighter, dancing through the fire 'Cause I am a champion and you’re gonna hear me roar Louder, louder than a lion 'Cause I am a champion and you’re gonna hear me roar Oh oh oh oh oh oh Oh oh oh oh oh oh Oh oh oh oh oh oh You’re gonna hear me roar Now I’m floating like a butterfly Stinging like a bee I earned my stripes I went from zero, to my own hero You held me down, but I got up (HEY!) Already brushing off the dust You hear my voice, you hear that sound Like thunder gonna shake the ground You held me down, but I got up (HEY!) Get ready ’cause I’ve had enough I see it all, I see it now (Chorus) Ro-oar, ro-oar, ro-oar, ro-oar, ro-oar (Chorus)

The finish song is a way to signal to children that the session is coming to a close and that is time to return to other activities. It helps to calm the children and bring their focus back. Its never a good idea to leave the children too hyped up for the educators to deal with. You should finish the session with a finish song or a mindfulness song, a recap of what you did during the session and then 'hey dee ho and say goodbye'.

Both Ring a Rosie and The Hokey Pokey work in early learning centres with the lycra. Circle dances are often difficult in a confined space and older children can use this time to push and shove each other but the lycra helps to control these issues.

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RING A RING A ROSIE Ring a ring a Rosie a pocket full of posies A tissue a tissue we all fall down. The cows are in the meadow eating buttercups A tissue a tissue we all jump up! HOKEY POKEY Vs1. You put your right hand in you put your right hand out You put your right hand in and you shake it all about You do the hokey pokey and they turn around That’s what it’s all about Vs2. You put your left hand in etc Chorus – Oh the hokey pokey x 3 That’s what it’s all about Vs 3 & 4 Chorus Vs 5 & 6 Chorus Choose other body parts and alternate them each week Right foot, head, tongue, bottom, tummy, elbows etc

Early learning centres - All classes It is important that you don’t leave the children too hyped up so get them all to sit down again and discuss what you have done during the session. You can sing 'Rockabye your bear' then sit them down, or (particularly in older classes) you can sing our mindfulness song 'hand on your shoulder' or have the children sit in a circle and do 'the massage song'. If you have time you can do a mindfulness song and Rockabye your Bear. ROCK A BYE YOUR BEAR Everybody clap (clap clap clap) Everybody sing (la la la lala) Bow to your partner, then you turn around Hands in the air Rock a bye your bear Bear’s now asleep sh sh sh x 2

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Lets breathe all of our worries out by using all of our senses and working together. HAND ON YOUR SHOULDER Hand on your shoulder x 2 (right hand on to left shoulder, then left hand to right shoulder) Give yourself a hug (give yourself a hug) Hand on your shoulder X 2 Feeling kinda snug Wrap your arms around you and you’ll be ok I’m proud of you, you’ve done the best you can today hand on your shoulder give yourself a hug hand on your shoulder give yourself a hug THE MASSAGE SONG Stroking slowly, stroking slowly stroking Up and down your back (arm, leg) Patting gently, patting gently patting Up and down your back Tickling quickly tickling quickly tickling Up and down your back

“What did we sing about today?” Point to the Felts/Laminates/Laminates and get them to identify the songs where possible. Tell them that you will be back next week or whenever and tell them what you are going to sing about then. Complete the session by asking them to sing one more song with you and then wave goodbye. Don’t forget to say goodbye in your new language Hey dee ho say Au revoir etc…

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Components of a hey dee ho session

We try to use as many senses as possible at hey dee ho. The props are an important part of this. They provide a visual stimulus for passive action songs as well as involving the sense of touch which is particularly important for children.

Puppets We use a variety of finger puppets. These provide an important tactile part of the program. There should be one for every child and educator/parent. They are a valuable part of the program and also extend the use of songs (from fingers to puppets).

Puppets are a great ice breaker and may be used to help children join in activities

Props/Dress Ups Props and dress ups are excellent tools to promote active play. These can be used to act out songs and this can extend the life of songs (from toddlers through to preschoolers). You can use them to demonstrate simple music concepts and also develop confidence in children as they step out from their comfort zone and take part in simple drama activities.

Dress up activities promote co-operation,

sharing and turn taking, improve communication skills and improves relationships and emotional intelligence.

Surprise Trolley Your trolley does more than just carry your props – it’s a basket that the children can‘t see into. It contains all the props and puppets that you will use in the program that day. Its presence is very important. It creates anticipation – everyone wants to know what is in your basket each week. Try not to let the children see your puppets or Pictures/Laminates before it is time to use them during the program.

Instruments We use a variety of percussion instruments to demonstrate basic music concepts in a fun manner. The instruments are introduced approximately half way through the program to break up the passive and active songs. This maintains interest and helps avoid restless behaviour. Everyone loves the instruments. Children often choose instruments that match their personalities i.e. a loud, forward child will want to play the cymbals or drum whilst a quiet child will opt for the bells. Try offering the quiet children a turn on the cymbals and vice versa, it is good for them to experiment and different instruments will help with fine motor skills. Use musical terminology to describe tempo – Allegro (fast) and Lento (slow) - and Dynamics - Forte (Loud) and Piano (soft).

Felt Board Utilising another of our senses, laminate and felt pictures are an important tool that help focus the children‘s attention during your sessions. The pictures assist with language development and word association – SING a song, SEE a picture, SAY the word.

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hey dee ho music term 2 "Rainy Windy Day" Song list START SONG: Hey dee ho and how do you do? 1 People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6

Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: I Hear Thunder 11 Wheels on the Bus 12 It’s Raining, It’s Pouring 13 When the Rain is Falling Down 14 Mr. Frog 15 Incy Wincy Spider 16 6 Little Ducks 17 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Logo Te Pate 36

Happy birthday (with pause) 37 ACTION SONGS: Wet Washing 38 OR SUBSTITUTE Like a Leaf or Feather 39 WITH ADVANCED Let’s Go Fly a Kite 40 ACTIVITIES Rainbow Ring 41 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62

The Massage Song 63

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Rainy Windy Day Section 3 Theme songs Put your hand up to your ear as if you hear something. “What’s that? I think it sounds like thunder. Let’s make some thunder noises with our feet!” For the older children you could use this as an echo song. Ask them if they know what an echo is and then sing the song. I hear thunder x 2 Hark don’t you x 2 Pitter patter rain drops x 2 I’m wet through so are you Repeat Reach into the basket and ‘toot’ the horn. "Uh oh what is that?” Toot the horn again. "Sounds like a horn, a loud horn; it must be the horn from the bus." Put up the bus felt. The wheels on the bus go round and round Round and round, round and round The wheels on the bus go round and round All day long "And what about the wipers on the bus?" The wipers on the bus go swish swish swish etc. "Yes, when it’s raining the bus has to turn it’s wipers on. Is it raining very hard or just a little bit? Let’s make it POUR with rain. Put your hands up wiggle your fingers and let's make it rain." Put up the man in bed felt. It's raining, it's pouring The ol' man is snoring He went to bed and he bumped his head And he couldn't get up in the morning “Snoring! What does snoring sound like?” Make a snoring sound. “Does anyone at your house snore?" Sing the song again. "Well if it's raining I don't want to get wet – what should I use? Yes, an umbrella." Take out the medium size umbrella and sing When the rain is pouring down, pouring down pouring down Up will go my big umbrella when the rain is pouring down. "MMM, I think I might need a bigger umbrella if I am going to go for a walk, especially if you are going to fit under the umbrella as well.” Take out the bigger umbrella and sing: When the rain is pouring down, pouring down pouring down Up will go my bigger umbrella when the rain is pouring down.

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"What about if I had an umbrella we could all fit under? It would be HUGE, wouldn't it? Let's see what I have got here.” Reach into the basket and struggle as if you are pulling out a huge umbrella but instead bring out the cocktail umbrella. "Look at this umbrella, is it HUGE? Could we all fit under it? I don't think a mouse could fit under it. Let's sing about my tiny umbrella". When the rain is pouring down, pouring down, pouring down Up will go my tiny umbrella when the rain is pouring down. "I know someone who doesn't like the rain.” Put up the frog felt. “Mr. Frog jumped out of his pond one day and he got all wet and caught a cold aaahhh choooo! Can you make a sneezy sound with me?” Hand out the frog puppets. Mr. Frog jumped out of the pond one day and found himself in the rain Said he I'll get wet and I might catch a cold AAAAH CHOOO!! So he jumped into the pond again. Repeat, then collect up the frogs. Encourage everyone to stay seated until you come to them. This is a good opportunity to use our new language. When you hand out the puppets get the children to say thank you in the language of the day and when you collect the puppets they can say goodbye to them. This is a very simple way of reinforcing the languages. "Oh someone else who doesn't like the rain is Incy Wincy." Put up the spider felt; you may like to use the spider by now. If you are still getting to know the children, wait for another couple of weeks before you use it. Incy Wincy spider climbed up the water spout Down came the rain and washed poor Incy out Out came the sunshine and dried up all the rain So Incy Wincy spider climbed up the spout again “Not everyone hates the rain. Who are these birds?” Put up the duck Felts/Laminates. “And how many do I have?” Give out the duck puppets. 6 little ducks that I once knew Fat ones skinny ones, fair ones too But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack Down to the river they would go Wibble wobble wibble wobble to and fro But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack

PHYSICAL: Using our fingers from fingertip to

fingertip in Incy Wincy Spider is a perfect example of exercising our fine motor skills; skills that children need to develop to achieve essential everyday tasks, like buttons, zips & writing. This bilateral movement helps to build controlled movements.

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Home from the river they would come Wibble wobble wibble wobble ho hum hum But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack "Ducks love the water don't they? Say "goodbye ducks" and I'll come around and collect them – you can put them back in the basket." Section 6 Action Songs (or substitute this section for advanced activities) “Oh dear are you really wet? Let me feel you. Yes, I think you need to stand up and I'll peg you on the line." Get the children to stand up and put their arms out like scarecrows and pretend to peg them on the line. Wet washing hanging on the line Drying very quickly when the weather's fine Along comes the wind and flaps it all about Flip flap flip flap blowing in and out “Are you dry yet? No? Oh well, stay on the line.” Repeat the song. “Do you know what happens in the very windy weather? All the leaves blow around and around. Let's pretend to be a leaf in the wind.” Like a leaf or feather in the windy windy weather You can whirl around and twirl around And all fall down together REPEAT "On very windy days it's always fun to fly a kite. Would you like to pretend to fly a kite with me today?” Hand out the ribbons that we use as kite tails and move in time with the music. You can sing this if you choose or you can just twirl around with the kite tails. Chorus Let's go fly a kite up to the highest height Let's go fly a kite and send it soaring up through the atmosphere Up where the air is clear come on let's fly a kite OR for those of you with rainbow rings – especially in parent child classes

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THE RAINBOW RING Pass around the rainbow ring, pass it round, pass it round, Pass around the rainbow ring, now we’re going to stop. Lift it up, lift it up, take it down to the ground, Lift it up, lift it up, now we’re going to stop. Wiggle wiggle with the rainbow ring, wiggle, wiggle, wiggle, wiggle, Wiggle wiggle with the rainbow ring, now we’re going to stop. Walk around with the rainbow ring, walk around, walk around, Walk around with the rainbow ring, now we’re going to stop. Pass around the rainbow ring, pass it round, pass it round, Pass around the rainbow ring, now we’re going to stop. Felts/Laminates and Props needed for today: Felts/Laminates Bus Old man in bed snoring Umbrella Frog Spider Ducks Props Umbrellas – big, small and cocktail size Frog puppets Spider – optional Duck puppets Kite tails Bus horn

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hey dee ho music term 2 "Nursery Rhyme Day” START SONG: Hey dee ho and how do you do? 1 People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Twinkle Twinkle 11 Hickory Dickory Dock 12 Baa Baa Black Sheep/Moo Moo Jersey Cow 13 Mary Had a Little Lamb 14 The Grand Old Duke of York 15 Little Miss Muffet 16 Miss Polly 17 This Little Piggy 18 Humpty Dumpty 19 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Hakuna Matata 36

Happy birthday (with pause) 37 ACTION SONGS: Rub a Dub Dub 38 OR SUBSTITUTE To Market To Market/Ride a Cock Horse 39/40 WITH ADVANCED I’m a Little Teapot 41 ACTIVITIES FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Nursery Rhyme Day Section 3 Theme songs NB: some people may feel that these songs are too young for their children so we need to emphasize the use of rhyme in the development of speech. These songs can be a lot of fun and in these times we would hate to see them disappear from our culture. For the older classes there is a lot of role playing so even though the songs are easy there are other things to do. "Ok everyone, hands up, twinkle your fingers. What song do you think we are going sing? In fact I think you know this one so well you can sing it to ME." Put up the star felt. Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are Repeat. "Today we have lots of songs that I am sure you know. Most of these songs were written a very long time ago before you were born, before I was born. These songs are called nursery rhymes and usually these are the first songs we learn to sing.” Put up the hickory dickory dock felt and hand out the mice puppets. GET THE CHILDREN TO SAY THANK YOU FOR THEIR PUPPET IN THE LANGUAGE YOU ARE LEARNING TODAY. "This is one of our favourites. Show me your mouse. We are going to pretend our arm is the clock and he is going to climb up.” Hickory dickory dock the mouse ran up the clock The clock struck one The mouse ran down hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck two The mouse said BOO hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck three The mouse said Weeee hickory dickory dock During the second and third verses, climb the mouse up the leg or perhaps your stomach. "Oh my mouse is very tired now. I'll come around and collect your mouse now and let's see who else we've got to sing about.” Repeat, then collect up the mice puppets. Encourage everyone to stay seated until you come to them. This is a good opportunity to use our new language – when you hand out the puppets get the children to say thank you in the language of the day and when you collect the puppets they can say goodbye to them. This is a very simple way of reinforcing the languages.

Traditional poems or songs date back to the late 18th

century yet still we keep them alive today as the rhyming sequences and sounds are so important in helping to understand language patterns and in turn learn to read.

COGNITION: With this rhyme, children can start to anticipate the ‘ock’ sound. Learning to pick up on these sounds, means they can start to predict patterns in language which is important when learning to read.

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Put up the black sheep felt and discuss the three bags of wool. You have some black sheep puppets but not enough for everyone so it's probably not a good idea to use them unless you want to get 6 children in the older class to come out the front and use the puppets. You would need to do this a few times to give everyone a go. You can also choose to hand out your cow puppets and double the number of children that are involved by doing ‘Moo Moo Jersey Cow’ after ‘Baa Baa Black Sheep.’ Baa baa black sheep have you any wool Yes sir yes sir three bags full One for the master and one for the dame And one for the little boy who lives down the lane Repeat this for the little girl who lives down the lane. Moo Moo Jersey Cow have you any milk? Yes sir yes sir three buckets full One for the dog and one for the cat And one for the little pig who wants to grow fat. OR And one for the little boy who wants to grow big. “There is another song I know about a lamb and her owner was a girl called MARY.” Mary had a little lamb, little lamb, little lamb Mary had a little lamb, its fleece was white as snow Everywhere that Mary went, Mary went, Mary went Everywhere that Mary went the lamb was sure to go He followed her to school one day, School one day, school one day He followed her to school one day which was against the rules. It made the children laugh and play, laugh and play, laugh and play It made the children laugh and play to see a lamb at school “Say goodbye to your lambs.” Use your language. "Now we have a song about some marching men. They like to march up to the top of the hill and down the other side. I've got a marching man for everyone who is sitting beautifully on their bottom." Hand out the peg men and put up the felt. Discuss where the top, middle and bottom of the hill is. i.e. “If my foot is the bottom of the hill and my hip is the top of the hill, where do you think ‘halfway’ would be? On my KNEE!” Oh the grand Ol Duke of York he had ten thousand men He marched them up to the top of the hill and He marched them down again And when they were up they were up And when they were down they were down And when they were only half way up

PHYSICAL: If you have an older group, you can always do this one holding hands in a circle and as he marches up the hill, you can come into the middle of the circle and as you march down, you can go out again. When you are ‘up’ stretch up high and when you are ‘down’ get down low. This is fun but also movement based with a focus on co-operation.

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They were neither up nor down Repeat. Discuss little Miss Muffet. Put up the felt and if you are going to use the spider you need to bring it out and show it to everyone before you use it. Explain that the legs are very fragile but the spider is just like a teddy – he isn't real and he is very furry. Ask if anyone would like to pat it. Take it around slowly and get them all to look and touch it (even the educators). ”Now I need someone to be Miss Muffet." Put up the spider on the board. For the young class you can be Miss Muffet or you can ask one of the educators. Just act out the song but don't yell too loudly when you get frightened. If you are going to leave a song out in the younger class, this would probably be the one. Little Miss Muffet sat on her tuffet Eating her curds and whey Along came a spider and sat down beside her And frightened Miss Muffet away Repeat "Now look at my baby. Oh dear, she's got spots! What do you think I should do? Yes, I think she needs to go to the Doctors. Who would like to be Miss Polly?" Choose someone to be the Doctor and act out the song. Try not to choose a boy for the doctor and a girl for Miss Polly - encourage the opposite sex to act out the roles. Miss Polly had a Dolly who was sick sick sick So she called for the Doctor to come quick quick quick The Doctor came with his bag and his hat And he knocked at the door with a rat a tat tat He looked at the Dolly and he shook his head He said Miss Polly put her straight to bed He wrote on the paper for a bill bill bill I'll be back in the morning yes I will will will Repeat. “Now show me your fingers -where is your thumb?” This little piggy went to market This little piggy stayed home This little piggy had roast beef And this little piggy stayed home And this little piggy went wee wee wee wee wee All the way home

SOCIAL & EMOTIONAL: Using our imagination allows us to experiment by taking on different roles. Through this pretend play, children start to develop empathy.

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Section 6 Action Songs (or substitute this section for advanced activities) "Time now to pretend to be three men in a tub, just like row your boat." It may not be possible to get children to hold hands so they can just do it by themselves. Rub a dub dub three men in a tub And who do you think they'd be The butcher the baker the candle stick maker So count them out one two three. Repeat. “Stand up now because we are going to ride our horses." To market to market to buy a fat pig Home again home again jiggedy jig To market to market to buy a fat hog Home again home again jiggedy jog “Oh what good riding. Where will we go this time?” Ride a cock horse to Banbury cross To see a fine lady upon a white horse With rings on her fingers and bells on her toes She shall have music where ever she goes Repeat. Ride back the other way now. Stand up and let’s be a teapot! I’m a little teapot Short and stout Here is my handle and here is my spout When I get all steamed up then I shout Tip me over pour me out Props and Felts/Laminates needed for today: Felts/Laminates Star Hickory dickory clock Humpty Baa baa black sheep Cow Grand Ol Duke of York Little Miss Muffet Miss Polly and Doctor Ride a Cock horse - optional

Props Marching peg men Humpty Miss Muffet hat/wig Spider – optional Miss Polly doll with spots Doctor's bag and hat Mice puppets Black sheep / cow puppets

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hey dee ho music term 2 "What Sound Do I Make?" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: 10 Little Chickens (buck buck) 11 Sleepy Snake 12 Bingo (dog - woof) 13 Jimmy Monkey (oo oo aah aah) 14 Der Glumph (frog) 15 It’s Raining, It’s Pouring (rain and snoring) 16 I Hear Thunder (crash) 17 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Un Poco Loco 36

Happy birthday (with pause) 37 ACTION SONGS: Dr Knickerbocker (x 3) K 38 OR SUBSTITUTE Jack in the Box (boing) 39 WITH ADVANCED Dinga linga reo/Hurry Drive the Fire Truck (eeaaw) 40/41 ACTIVITIES Wet Washing (wind) with dynamics 42 Fly a Kite (more wind) 43 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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What Sound Do I Make? Section 3 Theme songs NB: If you choose to use puppets for the first two songs today, you will probably only have 5 or 6 of each so if you have a group larger than 10 you would probably just use fingers – if you have a small group, hand out the chicken and cow puppets before you start and ask them to HIDE THEM AWAY (that way no one can complain about what puppet they have) and then hold them up when you sing a song about their puppet. Today we are singing about all the different sounds things can make. Who is first today? Put up the chicken felt and ask “mm a chicken – what sounds do chickens make? Buck buck … and they scratch around in the dirt’ One little two little three little chickens four little five little six little chickens seven little eight little nine little chickens 10 little chickens on old Macdonald’s farm Slippery Snake Curls himself into a ball Slippery snake His scales are smooth and wonderful He flicks his tongue To smell his lunch You'd better watch out For sleepy slippery snake “Woof woof! Did you hear that? Do you think I may have a dog in my basket? Woof woof! Here he is. It is BINGO!” Under 3's: There was a farmer had a dog And Bingo was his name O B I N G O X 3 And Bingo was his name O Repeat 3+ years: There was a farmer had a dog and Bingo was his name O B I N G O, B I N G O, B I N G O and Bingo was his name O Repeat this song leaving out some of the letters (replace with a clap or slap on your knee) for example: There was a farmer had a dog and Bingo was his name O Clap I N G O, clap I N G O, clap I N G O and Bingo was his name O then there was a farmer had a dog and Bingo was his name O Clap clap N G O, clap clap N G O, clap clap N G O and Bingo was his name O etc

Make a point of using as many sounds as you can in this program. It is fun for the children to guess the sounds and to emulate them. That way, they are really exploring and activating their listening and hearing skills.

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“There is someone else I know who makes a lot of noise sometimes he is pretty cheeky and he swings from tree to tree, do you know who it is? It is Jimmy the Monkey! What sound does a monkey make? Let me hear you.” If the children are very young you may choose to use monkey finger puppets here. When Jimmy Monkey has a swing it is a sight to see He wraps his tail around the branch and swings from tree to tree Swinging up and swinging down he is a lucky one If we could all have tails like that I think it would be fun Repeat “Listen, can you hear something? Sounds like it is coming from a swamp. Ribbett, Ribbett, SPLASH ! Yes it is a FROG! I think this frog makes a pretty strange sound.” Hand out the frog puppets. Der Glumpf went the little green frog one day Der Glumpf went the little green frog Der Glumpf went the little green frog one day And the frog went glumpf glumpf glumpf But we all know frogs go la de da de da La de da de da, la de da de da But we all know frogs go la de da de da La de da de da, la de da de da We all know frogs go la de da de da They don't go glumpf glumpf glumpf Repeat Make a snoring sound “Gnnnnn Zzzzzzzzzzzz. What’s that? Who is asleep here? Is it you? Oh I think it is the old man in bed!” It’s raining it’s pouring the old man is snoring He went to bed and he bumped his head And he couldn’t get up in the morning Repeat “Sometimes it rains very heavily and there is a thunder storm; thunder and lighting. Let’s make thunder noises with our feet.“ I hear thunder x 2 Hark don’t you x 2 Pitter patter rain drops x 2 I’m wet through so are you

COGNITIVE: Sounds helps us communicate. Phonological (Sound) awareness is a critical skill that children learn from the time they are born. We start learning what sounds are, how to put them together and what they mean. Perhaps in this song, you can experiment with how you can make the sound of thunder or rain ... with our voices, with our body?

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Section 6 Action Songs (or substitute this section for advanced activities) Dr Knickerbocker Dr Knickerbocker, Knickerbocker, number 9 He likes to dance and keep in time. Now let’s get the rhythm of the hands (clap, clap) Now we’ve got the rhythm of the hands (clap, clap) Now let’s get the rhythm of the number 9. 1-, 2-, 3, 4, 5, 6, 7, 8, 9. (cumulatively) – repeat 1st verse ongoing including action in preceding verse/s ….. now let’s get the rhythm of the feet (stamp, stamp) ….. now let’s get the rhythm of the hips (swivel hips calling “woo whoop!” ….. now let’s get the rhythm of the lips (kiss, kiss) “Or maybe we can make a sound like a jack in the box.” Jack is quiet down in his box until someone opens the lid ooooooooooo Repeat “Eeaw eeaw! Here comes the fire engine!” Chorus: Ding a ling a ling a ling a reo, reo. (x 3)

Reo, reo, reeee. We’re off in the fire truck this morning, my sister and me. We’re off in the fire truck the morning, coz there’s a cat stuck in the tree (reeowww!) Chorus (usually do 2 x chorus, 1 x verse and 2 x chorus – or full song continue as follows) We’re off in the fire truck this morning, and the ladder’s on top as well Coz when we’re in high places, it’s probably just as well. Chorus We’re off in the fire truck this morning, and don’t forget the hose! Coz water puts out fire, that’s something everybody knows. Chorus or Hurry, hurry, drive the fire truck (x 3) Ding, ding, ding, ding, ding. Hurry, hurry, turn the corner………………… Hurry, hurry, climb the ladder………………. Hurry, hurry, squirt the water………………..

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“Oooooo oooooo it is a very windy day today; at least the washing will get dry!” Wet washing hanging on the line Drying very quickly when the weather’s fine Along comes the wind and flaps it all about Flip flap flip flap blowing in and out “Well if it’s windy maybe we could fly our kite.” You could choose to sing this if you like or just give instructions with the kite tails. Let’s go fly a kite, up to the highest heights Let’s go fly a kite and send it soaring Up through the atmosphere, up where the air is clear Come on let’s fly a kite FELTS/LAMINATES NEEDED TODAY ARE Chicken Cow Dog Monkey Frog Old man snoring Dr Knickerbocker Jack in the box Fire truck PROPS NEEDED TODAY Dog toy Monkey with tail Chicken and cow puppets (if classes are small) Frog puppets

EMOTIONAL & PHYSICAL: Flying a kite can be exhilarating; if you have room, use your kite tails to explore the space you are in with your kite tails; throw them up with one hand and catch them with the other; make shapes in the air with them . . . the options are immense.

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hey dee ho music term 2 "Shapes” START SONG: Hey dee ho and how do you do? 1 People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

Theme Songs Heres a house 11 I'm a square 12 I'm a circle 13 Make a circle 14 Hickory Dickory Dock 15 Im a rectangle 16 I'm a triangle 17 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Hip to be square 36

Happy birthday (with pause) 37 ACTION SONGS Pizza Song 38 OR SUBSTITUTE I'm a Rock Star 39 WITH ADVANCED ACTIVITIES FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Shapes Section 3 Theme songs NB: today we are not using laminates or pictures we are going to draw the characters. Each character is a different shape. Feel free to give your characters different voices and personalities. "Today we are going to meet a very special family and like all of our family and friends they are all different shapes. I wonder what that means, do you know? – well I guess some of us are tall and some of us are small, some of us have brown hair and some of us don’t. Well before we meet the Shape Family let’s see where they live. They have a really big house. Draw a square for the body of the house. What shape is this, do you know? Yes! It is a square and we know that because it has four sides 1 2 3 4 and they are all the same length. Of course, their house needs a roof. Draw a triangle roof. What shape is the roof? Yes, it is a triangle! How do you know it is a triangle? Because it has three sides 1 2 3… Now the house needs a door. Draw a door in the shape of a rectangle. Here it is. Oh I think this is another sort of shape. Is it a square? No… these two sides are longer than these two... Yes! It is a rectangle. And you know something – they have some very pretty windows. Draw a couple of circles for windows. This is one of my favourite shapes it is a circle of course! How many sides does a circle have? Yes, that is the question. Let’s see who lives here." Here’s a house with wall, with a wall with a wall Here’s a house with a floor with a floor with a floor Here’s a hose with a roof, with a roof with a roof I wonder who lives in this house I wonder who lives here "Well let’s knock on the door and see who is at home." "Knock knock! Draw a picture of a character using the shape of a square. “Hello Mr Shape! What sort of shape are you?" I’m a square I’m a square I have four equal sides, I have no hair I’m a square "1 2 3 4 sides – all the same size yes indeed you are a square." Sing the song again. "Let’s see who else is home today." Draw a circle. "Why it’s Little Miss Shape – what sort of shape are you?" I am a circle watch me go a round a round a round.

Learning about shapes is a tricky task for pre-schoolers so the more they are exposed to the sight and explanation of shapes, the more we help them understand. Shapes are all around us and by learning about them, we start to help in areas of literacy, maths and problem solving.

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(repeat) "Hey that looks like fun can we do that too? Let’s all stand up." I am a circle watch me go around around around (all turning around slowly one way and then the other) "I know another song about making circles." Make a circle with your hand Make a circle with your foot Make a circle with your head Then walk in a circle on the ground, on the ground Walk in a circle on the ground. Or for the younger children who will need a puppet song do hickory dickory dock. "Can you think of something else that is round like a circle? Sometimes they make a sound like tick tock tick tock… or sometimes they chime BONG BONG. Draw a grandfather clock with a little mouse running up the side of it. Hand out the mouse puppets. Hickory Dickory Dock The mouse ran up the clock The clock struck one, BONG! the mouse ran down hickory dickory dock Hickory Dickory Dock The mouse ran up the clock The clock struck two, BONG! BONG! the mouse went BOO! hickory dickory dock Hickory Dickory Dock The mouse ran up the clock The clock struck three, BONG! BONG! BONG! the mouse went WEEEE hickory dickory dock “Fantastic! I think we all loved being circles but what’s that you say? Your brother is at home? Well let’s meet him.” draw the rectangle. “Well hi there – what sort or shape are you?” I am a rectangle I’ve got 4 sides I can be tall or I can be wide “Yes, I see what you mean.” Draw the rectangle the other way so demonstrate tall and wide. “I think we could be a rectangle too. What sort of rectangle will you be - tall or wide?”

PHYSICAL: Turning around in a circle in this song engages our proprioceptive senses and improves balance and co-ordination.

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I am a rectangle I’ve got 4 sides I can be tall or I can be wide “Hey don’t forget me!! Draw a triangle. Well who is this? I think it is another little Miss Shape and exactly what shape are you?” I am a triangle, I’ve only got 3 sides 1 2 3 I am a triangle “Yes indeed do only have 3 sides – let’s count them again 1 2 3.” I am a triangle, I’ve only got 3 sides 1 2 3 I am a triangle

Section 6 Action Songs (or substitute this section for advanced activities) “Did you know that our food sometimes comes in different shapes? Yes, a sandwich could be a square and then when we cut it, the shape can change. What do you think, should we make rectangular sandwiches or triangles?” Demonstrate these options as you draw the sandwiches. “There is another type of food that I like very much. Let’s see if you can guess what it is.” Draw a square. “What do you think this is so far? Yes, its a square. Draw a circle inside the square. “And now? Do you know what it might be?” Draw lines across the circle until you have divided it up into triangles that look like a pizza. “Yes it is a pizza! A big circular pizza cut up into triangles put into a square box. What should we put on our pizza?” Some tomatoes and zucchini and a little mozzarella X 3 Pizza pizza pizza it’s a lotsa lotsa fun x 4 HEY "Hey it looks like there is something special happening here. Let’s see, here is a triangle character and …. Another triangle… Together they make a… STAR (draw one triangle over the other at right angles to make a star shape). This is not just any type of star – it is A ROCK STAR!! Let’s all stand up and be a star together… I am a star, don’t you know I am a rock star I shine so bright, every night I never get stage fright I am a star don’t you know I am a rock star I’ll sing you a song, I can’t go wrong On stage is where I belong

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Advanced Activity - See me - Shape maker Have the children form a group at one end of the room / space and either close their eyes or turn away from the presenter. Move yourself to the other end of the room / space and makes a shape with your body Call to the group "see me" The group opens their eyes or turns around to look at your shape Call to the group "be like me" The group copies the shape with their bodies Call to the group "move like me" (moving your body) The group copies your movements Call to the group “come to me quickly” The group moves towards you Ask a child if they would like to be the shape maker next. Children then take turns to be the Shapemaker. Props needed for today: No Felts/Laminates today. If you have a fold-up felt board, use the blackboard on the reverse side with chalk. If not you will need paper – An A3 size drawing pad or scrapbook or butchers paper; about 6 sheets for session and a thick black marker. Mouse Puppets

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hey dee ho music term 2 "Fairies and other make believe characters” START SONG: Hey dee ho and how do you do? 1 People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: If You’re Happy & You Know It 11 Ticketty Boo 12 Peekaboo 13 Thumbelina 14 Sugar Plum Fairy 15 Everybody Do This 16 Make A Circle 17 Goblins Can Stomp 18 Popeye the Sailor Man 19 I’m a Mermaid Girl / 3 Mermaids 20/21 Three Happy Trolls 22 Bananas in Pyjamas 23 Humpty Dumpty 24 Spiderman 25

My Unicorn Friend 26

WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: I'm a G'Nu 36

Happy birthday (with pause) 37

ACTION SONGS: Bob the Builder 38 OR REPLACE Over in the Meadow 39 WITH ADVANCED Dorothy the Dinosaur 40 ACTIVITIES Nicky Nacky Nocky Noo (pirates) K 41 Round & Round We Go 42 We’re All Flying 43 Fuzzy the Clown 44

FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61 MINDFULNESS: Hand on your shoulder 62

The Massage Song 63

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Fairies and other make believe characters Section 3 Theme songs NB: There are not many Felts/Laminates for this day so you may choose to add your own – a tree, sun, star etc. There is likely to be many different outfits so you should adapt the program to the children attending. There is always a fairy of some sort so it is safe to start there and work your way through. “Well it seems we have a lot of interesting characters here today, and you all look beautiful and very happy.” If you’re happy and you know it clap your hands x 2 If you’re happy and you know it then you really ought to show it If you’re happy and you know it clap your hands If you’re happy and you know it blow a kiss If you’re happy and you know it shout hooray! “Oh look at all the beautiful fairies – did you know that I have a fairy at the bottom of my garden and she has brought all her friends today to meet you?” Hand out the fairy puppets and put up the fairy felt. There’s a fairy at the bottom of my garden And her name is Ticketty Boo There’s a fairy at the bottom of my garden And all that she can do Is sprinkle her fairy dust day and night And wave her wand in the fairy light There’s a fairy at the bottom of my garden And her name is Ticketty Boo Repeat “Ticketty Boo, that’s a funny name isn’t it? Do you know how she got it? It’s because she like to play a special game. Let’s play it too – cover her up with your hands and let’s say Peek a Boo!” Peek a boo x2 Who’s that hiding there? Peek a boo peek a boo It’s my fairy she’s hiding there! Repeat

“Ticketty Boo is very tiny. Show me your thumb and let’s see if you can put your fairy on your thumb for me. Now she looks like Thumbelina!”

Encourage the children to sing the repeats/echoes.

Another great program theme to emphasise the importance of using our imagination and make-believe. We use our imagination every day in problem solving, inventing things, understanding various perspectives and developing this skill in children has many benefits.

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Though you’re no bigger than my thumb (than my thumb) Than my thumb (than my thumb) x 2 Sweet Thumbelina don’t be glum A ha ha, oh ho ho, come, come, come Thumbelina, Thumbelina tiny little thing Thumbelina dance Thumbelina sing Thumbelina what’s it matter if you’re very small When you’re heart is full of love you’re nine feet tall "Fairies love to fly about. Have a listen to the music and get your fairies to fly along with it.” Play the ‘Dance of the Sugar Plum Fairies’ music, using this as a listening exercise. “Well let’s say goodbye to our fairies and put them back in their basket. Tell me, what do fairies and elves have that is so special? Wings? Wands? Put your hands up and let’s wave our pretend wands together.” Everybody do this do this do this Everybody do this just like me Repeat “Let’s all stand up now and use our pretend wands to make circles.” Make a circle with your wand Make a circle round your foot Make a circle round your head Now walk in a circle on the ground, on the ground Walk in a circle on the ground “Now fairies and elves are one thing but goblins are another. They are very cheeky – let’s pretend to be goblins!” Goblins, they can stomp, stomp, stomp, stomp, stomp Goblins, they can jump, jump, jump, jump, jump What else can they do? They just might catch you Repeat twist/hop/creep/slide etc NB: this is a great song for all the other weird and wonderful characters you will get – Spiderman can crawl, Buzz Lightyear can fly etc. “Now look who else we have here. It’s Popeye and he is a very strong sailor! Show me your muscles everyone!” You may choose to get a child up to help you with this one. Dress them up in the captain’s hat and one of the sailor bibs. I’m Popeye the Sailor man x2 I’m strong to the finish cos I eat my spinach I’m Popeye the Sailor man

PHYSICAL: Whilst reiterating the shapes that we covered in last week’s theme, we can further explore the concept of shapes by using different body parts in a circle shape.

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“Oh Popeye what can you see? Yes it’s some people that are half fish and half person and they are beautiful singers – mermaids!” Get some children up and dress them in the mermaid costumes – encourage boys as well where possible. I’m a mermaid girl in a mermaid world Life’s fantastic under the sea I can brush my hair I swim everywhere Come and join me under the sea OR Three mermaids, three mermaids, three mermaids sitting on a rock One jumped off OOOH! Two mermaids etc One mermaid etc No mermaids, no mermaids, no mermaids sitting on a rock One jumped on YEAH!!! One mermaid etc Two mermaids etc Three mermaids, three mermaids, three mermaids sitting on a rock OR "Oh Popeye, what can you see? I can see someone who loves to sing and dance. Can you guess who they are? They're trolls!" Three happy trolls (three happy trolls) See how they dance (See how they dance) They all went out to a party last night They sang and they danced all through the night Did you ever see such a sight in your life As three happy trolls (three happy trolls) “Now look who is coming!” Bananas in pyjamas are coming down the stars Bananas in pyjamas are coming down in pairs Bananas in pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares. “I think Humpty has come to see the Bananas!” Humpty Dumpty sat on the wall Humpty Dumpty had a great fall All the Kings Horses and all the King’s men Couldn’t put Humpty together again Repeat “I know someone who likes to crawl up a wall – do you know why that could be?”

EMOTIONAL: What a great song to include the emotion of joy into the program and the troll head props help this process.

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Spider-Man, Spider-Man, Does whatever a spider can Spins a web, any size, Catches thieves just like flies Look out! Here comes the Spider-Man Is he strong? Listen bud, He's got radioactive blood Can he swing from a thread? Take a look overhead Hey, there There goes the Spider-Man MY UNICORN FRIEND

Woah, my unicorn friend Woah, woah my unicorn friend

My unicorn friend of mine Grownups can't see him but he really is there He just wants to hide from their curious stares He's sweet and he's gentle and he likes to have fun He gallops around every day in the sun

Woah, my unicorn friend Woah, woah my unicorn friend

My unicorn friend of mine SECTION 5 - EXTRA MARCH This is an extra March in case they would like to go for a walk around the room – especially if there are some wizards – ‘The Wizard of Oz’. Again you don’t have to sing this but here are the words in case. We’re off to see the wizard the wonderful Wizard of Oz We hear he is a whiz of a wiz if ever a wiz there was If ever oh ever a whiz there was the Wizard of Oz is one because Because, because, because, because! Because of the wonderful things he does We’re off to see the wizard the wonderful Wizard of Oz

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Section 6 Action Songs (or substitute this section for advanced activities) Over in the garden on a rose in the sun Sat a very happy fairy and her little fairy one Nod said the fairy I nod said the one So they nodded all day on a rose in the sun Over in the garden where the stream runs blue Sat a happy fairy princess and her little fairies two Jump said the fairy I jump said the two And they jumped all the day where the stream runs blue Over in the garden in the hollow of a tree Sat the king of the fairies and his little fairies three Stamp said the king I stamp said the three So they stamped in the garden in the hollow of the tree NB: From here on these songs are ‘in case’ you have some of these characters – use what you need. Chorus: Bob the Builder palms up, hands out to the side at shoulder level Can we fix it? point both index fingers to the front on each word Bob the Builder palms up, hands out to the side at shoulder level Yes we point both index fingers to the front on each word Can! thumbs point to yourself This next verse is what I call ‘Step and Dig.’ We take a step to the left and pretend to dig throwing the dirt over our left shoulder then repeat the motion to the right. Scoop, Muck & Dizzy and Rollie too Lofty and Wendy join the crew Bob and the gang have so much fun Working together they get the job done Repeat Chorus Roll your arms throughout this verse: Pilchard and Bird, Travis and Spud Playing together as good friends should Repeat Chorus Dorothy the Dinosaur

I was looking out my window late the other night She was sitting in the garden and gave me such a fright Eating all mum's roses there in the moonlight It was Dorothy the Dinosaur. I knew that if mum saw her she'd never let her stay A dinosaur as big as that needs feeding night and day

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I'd have to find a place where I could hide her away Dorothy the Dinosaur Ch. Rom pom pa chomp (x6) Dorothy the Dinosaur I knew that she was so big that she'd soon be found My mother called the dog catcher, he came around When he laid his eyes on her he fell to the ground (spoken) Now I take it that's Dorothy the Dinosaur! They called up the police to take her right away They called up the zoo to find a place to stay I said they couldn't take her, I said NO WAY! That's Dorothy the Dinosaur! Repeat chorus x 2 Nicky Nacky Nocky Noo Hands on my head, what is that here? That is my head thinker my mother dear Head thinker, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Hands on my chin, what is that here? That is my chin wagger my mother dear Chin wagger, head thinker, nicky nacky nocky noo That’s what they teach me at my pirate school Hands on my waist, what is that here? That is my waistbender my mother dear Waist bender, chin wagger, head thinker, nicky nacky…

Hands on my knees, what is that here? That is my knee lifter my mother dear Knee lifter, waist bender, chin wagger, head thinker… Hands on my toes, what is that here? That is my toe tapper my mother dear Toe tapper, knee lifter, waist bender, chin wagger, head thinker…

Round And Round We Go Round and round and round we go Spinning and turning Sometimes fast and sometimes slow round and round and round we go Another flying song:

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We are all flying fly, fly flying’ We are all flying this fine day A Sailor Went To Sea A sailor went to sea, sea, sea To see what he could see, see, see But all that he could see, see, see Was the bottom of the deep blue sea, sea, sea A sailor went to chop, chop, chop… A sailor went to knee, knee, knee… A sailor went to foot, foot, foot… A sailor went to Timbuctoo… A sailor went to sea, chop, knee, foot, Timbuctoo… Fuzzy the Clown Fuzzy the clown lives a long, long way down, down Deep inside his box And every night when it is still and quiet, Fuzzy pops right up And he dances and dances all around (x3) And then he gets back down Felts/Laminates needed Fairy Goblin Popeye/Sailors Bob the Builder Mermaid Bananas in Pyjamas Humpty Dumpty Any others you think may work

Props needed Fairy puppets Mermaid costumes or Troll headbands Bananas in Pyjamas puppets Pirate bandanas Sailor hat Sailor Collar Humpty Dumpty BE SURE TO DRESS UP YOURSELF THIS DAY

PHYSICAL: Fuzzy the clown is a great song to focus on our gross motor skills. By crouching down low and popping up, we are using whole body movements giving kids a fun way to engage the large muscles of the body.

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hey dee ho music term 2 "Going Out"

START SONG: Hey dee ho and how do you do? 1 People all around the world 2

MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: I’m Walking in the City 11 6 Little Ducks 12 I’m Walking in the City 13 4 Green and Spotty Frogs 14 3 Little Fishies 15 See Saw Marjorie Daw 16 I’m Walking in the City 17 Traffic Light Song 18 The Pushbike Song 19 5 Ice Creams in the Ice Cream Shop 20 The Wheels on the Bus 21 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29

INSTRUMENTS: I like to move it (with dynamics) 30 Jelly on a Plate (x 5) 31

Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Ride 36

Happy birthday (with pause) 37 ACTION SONGS: I’m a little teapot 38 OR SUBSTITUTE Hurry Hurry Drive the Fire truck 39 WITH ADVANCED Can I Come Over to Your House K 40 ACTIVITIES or Rainbow Ring K 41 FOOT STORY FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Going Out Section 3 Theme songs NOTE: This is another program where we use a song to join all the songs together in a story line. If the session goes too long you may choose to leave out the song from time to time. "Ok everyone, feet out the front – let's go walking in the city." I'm walking in the city, I'm walking down the street I'm walking in the city making music with my feet I'm tapping with my feet as I sing this little song I'm tap tap tap tap tapping along "Oh someone else is out walking in the city today" put up the duck Felts/Laminates. “Who is it? Yes it's those 6 little ducks again. I have got a duck for your finger." Hand out the ducks. 6 little ducks that I once knew Fat ones skinny ones, fair ones too But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack Down to the river they would go Wibble wobble wibble wobble to and fro But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack Home from the river they would come Wibble wobble wibble wobble ho hum hum But the one little duck with a feather on his back He led the others with a quack quack quack Quack quack quack quack quack quack He led the others with a quack quack quack Collect up the ducks. Encourage everyone to stay seated until you come to them. This is a good opportunity to use our new language – when you hand out the puppets get the children to say thank you in the language of the day and when you collect the puppets they can say goodbye to them. This is a very simple way of reinforcing the languages. "Feet out the front, let's go walking again." I'm walking in the city, I'm walking down the street I'm walking in the city making music with my feet "Well it seems we're at the park now and I can hear something - ribbet ribbet – who do you think it might be?" Put up the frog Felts/Laminates and hand out the puppets.

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Four green and spotty frogs sat on a mossy log Eating some most delicious bugs One jumped into a pool where it was nice and cool Now there are three green spotty frogs Three green and spotty frogs etc. Depending on the ages of the children you may not use all these puppet songs i.e. for the kinder kids use one puppet song here and spend extra time on the dances. “It seems something else is in my pond today – there are 3 – no 4 of them.” Hand out the fish. Down in the meadow in a little bitty pool Swam 3 little fishies and a mamma fishy too. Swim said the mamma fishy, swim if you can. So they swam and they swam all over the dam. Boop boop, diddem daddem waddem, CHOO! (x 3) And they swam and they swam all over the dam. REPEAT "What’s that over there? It’s a see saw – let’s find a friend, hold hands and pretend we are on a see saw." The younger ones can pretend by themselves. See saw Marjorie daw Jackie shall have a new master He shall have but a penny a day because he can’t work any faster "Well I think we should head for the shops now – feet out the front." I'm walking in the city, I'm walking down the street I'm walking in the city making music with my feet “STOP! There is a red light, we have to stop here on the foot path. Can you remember the sign for RED?” Stop says the red light Go says the green Wait says the yellow light winking in between “Ok let’s get on our bike and head down to my favourite shop, let start peddling.” You can either use the signs for bike with your hands as you do this or lay on your back and ride you bike – how energetic do you feel?

PHYSICAL: Emphasising the rocking motion with this simple rhyme is very beneficial for children’s development of the vestibular (inner ear) system.

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Round round wheels going round round round Down up peddle down up down But I gotta get across to the other side of town Before the sun goes down Oh oh oh ooo ch ch ooo ah x a "Oh here is my favourite shop – does anyone feel like an ice cream?" Put up the ice cream felt - you would not do this with the younger children as it creates problems with sharing as they don't really understand the idea of role playing. Get someone to be the shop keeper and hand out the money to 5 children to buy the ice creams. The secret to this is to keep it moving. 5 ice creams in the ice cream shop Round and fat with a cherry on the top Along came a boy with some money to pay Bought an ice-cream and took it away Collect up the props. “Let’s stop at the aquarium.” Hand out the fish puppets encouraging everyone to say thank you in the new language. “Okay now say goodbye to your fish and we’ll go walking again.” Repeat ‘Walking in the City’. "Oh look what’s passing by." Put up the bus felt. The wheels on the bus go round and round Round and round round and round The wheels on the bus go round and round All day long Ask for suggestions for things on the bus – babies, mummies, daddies etc. Section 6 Action Songs (or substitute this section for advanced activities) You may choose to do this one with or without the instruments. “Keep those feet walking!” As I was walking down the street Yo ho yo ho yo ho yo ho A little friend I chanced to meet Yo ho yo ho yo ho "Now I need you to stand up because look what's coming!" Put up the fire engine felt.

SOCIAL: Five Ice Creams is a super song to help develop children’s confidence as they role-play the scene of buying an ice cream from an ice cream shop. In turn this boosts self-esteem, encourages communication and friendship among many other benefits.

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Hurry hurry drive the fire truck x 3 Ding ding ding ding ding Hurry hurry get the ladder x 3 Ding ding ding ding ding Hurry hurry turn the corner x 3 Ding ding ding ding ding CAN I COME OVER TO YOUR PLACE Can we come over to your house Can we come over to you option 1: (Child sings) Yes you can come over to my house But you have to do what I do Child makes up some silly movement and we all copy option 2: HDH presenter designates it will be [Child] Oliver's house Let's all go over to Oliver's house Oliver, what will you do? Oliver makes up some silly movement and we all copy RAINBOW RING SONG Pass around the rainbow ring Pass it round pass it round Pass around the rainbow ring Then get ready to STOP! Other suggestions (5 vs in all) Pass it back the other way etc Wiggle wiggle wiggle with the rainbow ring... Side to side with the rainbow ring... Turn around with the rainbow ring... Walk around with the rainbow ring... Take it up, hold it up Bring it down to the ground Take it up and hold it up Then get ready to STOP! (Anything else you can think of really)

COGNITION & SOCIAL: This song asks children to ‘copy’ or ‘imitate’ behaviour which is a key factor in learning about our world. It is a great song for social exchange and for children to practise paying attention.

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Advanced activity - Foot Story: Two Mice Go Far, Far Away Once upon a time there were two mice, and when this story started they were fast asleep, snoring. (Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores.) When one little mouse woke up and said, “Hooray!” (Lift right leg and shake) She tried to wake up her friend, “Wake up! Wake up!” (Tap left leg and shake) But her friend was fast asleep, so the little mouse went and fetched her alarm clock. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body) The alarm clock went, “Bbbrrrrrriiinnnngggg.” (Shake whole body gently) But still the mouse slept. (Left leg continues to point and flex) So this time the alarm clock rang louder. “Bbbrrrrrriiinnnngggg.” (Shake the whole body a little more vigorously) But still the mouse slept. So this time alarm clock rang as loudly as it could, “Bbbrrrrrriiinnnngggg!” (Shake whole body with force) I think that worked. The little mouse jumped up and said, “Hooray!” (Lift left foot into the air and return to the floor) “Hooray!” said his friend. “What shall we do today?” (Turn feet towards each other, and wriggle each foot in turn as it speaks) “Lets read our big book of fairy tales!” “Good Idea! But first, lets do out exercises.” The two little mice went Point and Flex, Point and Flex. (Pont and flex feet) They did their push ups. Up, down. Up, down. Up, down. (Keep balls of the feet on the ground, lifting heels up and down) They did some star jumps! Star jump! Star jump! Star jump! (In a sitting position jump feet apart high in the air, then back together) They ran on the spot as fast as they could. (Run with feet on the spot in a sitting position) Finally they were ready to read their book, but first they would have to find it! They looked over this way…they looked over that way…they looked up on the book shelf and down under the bed. But they couldn’t find their book of fairy tales anywhere! (Run feet from left to right and back again. Lie on your back and run feet up into the air and down again) They would have to go far, far away to the land of fairy tales to find it. So off they went. Walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees)

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When they got to a land far, far away they saw all of the characters from their stories. There was Little Red Riding Hood, the Three Little Pigs, and Thumbelina. Sleeping Beauty didn’t look busy so they asked her. “Excuse me, have you seen our big book of fairy tales?” (Move one foot as if it was talking) But Sleeping Beauty was fast asleep snoring! (Lay down in child’s pose with your head resting on ground, making sleeping sounds) Not wanting to wake her up the mice tip-toed away. Shhh! They quietly went walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees) The Mice continued looking. They made their way down to the river and started to cross a bridge. Walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop skippety-hop, jump, jump, jump, jump STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees) Suddenly a big hairy ogre jumped out and shouted “Who’s that crossing my bridge?!?” (Stamp both feet down to the ground in front of you with legs bent) “It's us, the little mice. Have you seen our big book of fairy tales?” (Move one foot as if it was talking) But the ogre simply shook his big hairy arms and legs and head. (Shake arms, legs and head) I guess they would have to keep looking. The mice made their way through the forest. They went walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees) In the forest the mice saw Little Red Riding Hood. They asked her, “Have you seen our big book of fairy tales?” But just before Red could answer the Big Bad Wolf jumped out from behind the bushes! The mice began to run! (With legs bent run both feet along the ground) The Big Bad Wolf ran after them opening his jaws wide and then bringing them down with a SNAP! (With legs bent, run both feet along the ground before extending your arms and legs out wide; bringing them together on ‘Snap’. Repeat 3 times) The mice ran all the way to a tall beanstalk. (Stretch both arms high above your head) Up they went, all the way to the top. (Lie on your back and run both feet up in to air, extending both legs) At the top of the beanstalk was a big giant; he had huge arms, huge legs, and an enormous head! They asked him “Have you seen our big book of fairy tales?” (Move one foot as if it was talking before standing up. Stretch your arms and legs, making yourself as big as possible) The giant stamped his feet crying “Fi Fie Fo Fum! Fi Fie Fo Fum! Fi Fie Fo Fum!” (Stamp your feet on each syllable the giant makes. Repeat 3 times) He nearly stood on the mice! They scurried down the beanstalk and into a house next door where Cinderella was busy doing house work. She swept the cobwebs off the ceiling. Swish, swish, swish. (Sit back down with your leg extended out in front of you before stretching your arms up high above your head, moving your hands from side to side on each ‘Swish’)

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She swept the dust off the floor. Swish, swish, swish. (Stretch forward from your hips and sweep your hands across the floor with each ‘Swish’) That was when the fairy godmother appeared. Ping! The mice asked her. “Please fairy godmother. Can you use your magic to send us to where our book is?” (Move one foot as if it was talking) The fairy godmother twirled her wand three times first one way, and then the other way. (Mine the action of twirling the wand high above your head) Ping! The mice were magically transported into their bedroom! Their book was sitting next to their bed; it had been there all along! They sat down and began to read but it wasn’t long until they were fast asleep…SNORING! (Legs resting straight on the floor in front of the body as toes point and flex to the rhythm of the snoring)

THE END! Sit down and discuss everything you have sang about today then finish with hey dee ho and say goodbye – DON’T FORGET TO USE YOUR NEW LANGUAGE. Props and felt needed for today:

Felts/Laminates City Skyline Ducks Frogs Fish Ice creams Traffic light Bus Fire truck Bike Props Duck puppets Frog puppets Fish puppets Ice creams Apron Basket 5 x dollar coins Fireman's hat (optional) Rainbow ring - optional

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hey dee ho music term 2 "Circley Kinda Day" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: If You’re Happy and You Know It 11 Two Kind Gentlemen (snowmen) 12 Incy Wincy Spider 13 Hickory Dickory Dock 14 Clocks 15 Spot Song 16 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: You Spin Me Round 36

Happy birthday (with pause) 37 Rhyme – Round and Round the Garden

ACTION SONGS: I’m a Little Teapot 38 Roll Your Eyes K 39 Make a Circle With Your Hand 40 Rainbow Ring K 41 The Green Grass Grew K 42 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Circley Kinda Day Section 3 Theme songs NB: This program offers a wonderful visual change for everyone at hey dee ho. NO Felts/Laminates are used as all the pictures are drawn by the presenter. All drawings start as a circle so no particular artistic talent is required. You will need the felt board so you can clip the paper to it. Take a large black texta and draw a circle. "Does any one know what this is? Yes, it's a circle." Finish drawing the eyes, hair mouth etc. “What is it now? Is it a happy face or a sad face? A happy face! What do you do when you are happy?" If you're happy and you know it clap your hands x 2 If you're happy and you know it then you really oughta show it If you're happy and you know it clap your hands If you're happy and you know it shout hooray! etc If you're happy and you know it blow a kiss! etc "Now let me see what have we here; another two circles and another two smaller circles. What do you think they could be? I need some people to help me today." Wherever possible get them to wear the hats. Give the hats to the parents if the children are too young or refuse to wear them. SOMETIMES THESE GENTLEMEN CAN BE SNOW MEN IF YOU FEEL THAT IS MORE POLITCALLY CORRECT. Two kind gentlemen met in the lane Bowed most politely bowed once again How do you do how do you do how do you do again. Two kind ladies etc Two kind policemen etc Two kind school children etc Two kind babies etc Do as many verses as you need to. If you are using your fingers as the people it is easier to do the whole song – using the hats takes longer. ”Now what can this be?” Draw a circle. “A circle! Now what can it be?” Draw the legs. They soon get the hang of guessing what you are drawing. Use the spider if you want to. Make sure everyone is happy about it before you start the song. Incy Wincy spider climbed up the water spout Down came the rain and washed poor Incy out Out came the sunshine and dried up all the rain So Incy Wincy spider climbed up the spout again. Repeat. Draw another circle then add the bits to make a grand father clock until they guess what it is. “It's a clock and look a mouse is climbing up. Come and get a mouse for your finger."

EMOTIONAL: An old one but a goody, especially as this song gives children an opportunity to express themselves. Older children may like to choose an emotion to follow, whilst younger children begin making social connections between an emotion and how it can be expressed.

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Hickory dickory dock the mouse ran up the clock The clock struck one the mouse ran down Hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck two the mouse said boo Hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck three the mouse said weeeee Hickory dickory dock Climb the mouse up your arm, leg and mummy's arm during the verses. As you hand out and collect the puppets use this time to review the latest language you are learning – “thank you” as you hand out the puppets and “goodbye” as they hand them back. “Who knows what sound a clock makes?” Big clocks make a sound like tick tock tick tock Small clocks make a sound like Tick tock tick tock tick tock tick tock And the little tiny watch goes Ticker ticker ticker ticker, ticker ticker ticker ticker tock “Clocks are round aren’t they?” Draw another circle then another, and another. "Let’s all draw circles together.” In the air. Put a circle over there and a circle over there A circle in your ear and a circle in your hair And there’s lots of little circles in the air everywhere It's a circley kind of day x 2 Using spots for the next part is optional. "When the circles are very small they look like spots don't they. Look I've got a spot for you all now, come and get one for you finger." Sing the song again with the spot on their finger then get them to put it on their nose and try to BLOW IT OFF – this is a lot of fun but it depends on the ages of the children and their manner. You don't want to get some groups too excited.

PHYSICAL: Another good song for fine motor skills as children learn to control their hand, fingers and thumb. It also helps with hand-eye co-ordination, an essential skill for life.

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Section 6 Action Songs (or substitute this section for advanced activities) "Now give you hand to Mummy, let's say this all together.” In a Early Education Centre say something like “put out your hand and let’s say this together.” Round and round the garden like a teddy bear A one step a two step a tickle under there. Try it with your other hand. Draw another circle – making it into a teapot. "Standing up now – let's be a teapot together." I'm a little teapot short and stout Here is my handle and here is my spout When I get all steamed up then I shout Tip me over pour me out “More tea? Let's sing it again.” Swap arms. "Do you remember how we rolled our eyes?" Talk this through briefly. Roll your eyes, stretch your neck Scratch your head, tap you chin Beat your chest, wiggle your bottom Tickle your toes, kiss the back of your neck You may like to use your kite tails for these next songs. "Stay standing and show me how you can make a circle with your hand, and now your foot and what about your head – listen carefully to the words of this song and see if you can do the actions."

Make a circle with your hand Make a circle with your foot Make a circle with your head And walk in a circle on the ground on the ground And walk in a circle on the ground.

Or if you have a rainbow ring Rainbow Ring Song

Pass around the rainbow ring Pass it round pass it round Pass around the rainbow ring Then get ready to STOP! Other suggestions (5 vs in all) Pass it back the other way etc

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Wiggle wiggle wiggle with the rainbow ring… Side to side with the rainbow ring… Turn around with the rainbow ring… Walk around with the rainbow ring… Take it up, hold it up Bring it down to the ground Take it up and hold it up Then get ready to STOP! (Anything else you can think of really)

If you have a class that is older and has had hey dee ho for a while it may be a good idea to involve them in the drawing. This song can be drawn as you sing it or you can get the children to come up and draw as well – you need to choose the classes you can do this with. The green grass grew all around In a field there was a tree, The finest tree that you ever did see, And the tree was in the field. And the green grass grew all around, All around, And the green grass grew all around. On that tree there was a branch, The finest branch that you ever did see, And the branch was on the tree, And the tree was in the field. And the green grass grew all around, All around, And the green grass grew all around. On that branch there was a nest, The finest nest that you ever did see, And the nest was on the branch, And the branch was on the tree, And the tree was in the field, And the green grass grew all around, All around, And the green grass grew all around. And in that nest there was an egg, The finest egg that you ever did see, And the egg was in the nest, And the nest was on the branch, And the branch was on the tree, And the tree was in the field, And the green grass grew all around,

COGNITION: It is always good idea to teach the class the last line of each verse, so they can join in with you as you progress with the song. By drawing along with the song, children will learn to be focused and engaged. It also helps with problem solving skills as they try to work out what is being drawn.

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All around, And the green grass grew all around. And on that egg there sat a bird, The finest bird that you ever did see, And the bird sat on the egg, And the egg was in the nest, And the nest was on the branch, And the branch was on the tree, And the tree was in the field, And the green grass grew all around, All around, And the green grass grew all around. Sit down and discuss everything you have sung about today then finish with hey dee ho and say goodbye. Don’t forget to go over your new language. Props needed for today: No Felts/Laminates today. If you have a fold-up felt board, use the blackboard on the reverse side with chalk. If not you will need paper – An A3 size drawing pad or scrapbook or butchers paper; about 6 sheets for session and a thick black marker, or coloured markers if you are going to do the green grass grew all around Hats - 2 men, 2 ladies, 2 policemen, 2 school kids, 2 babies Spider – optional Mice puppets Spots (any colour) - optional

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hey dee ho music term 2 "Rainbow Day" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Sing a Rainbow 11 Red Little Red Engine 12 Five Strawberries K 13 Yellow Bananas in Pyjamas 14 3 Little Ducks 15

Pink Little Miss Pink (Rhyme) Pigs Roll in the Mud 16 Green Der Glumph 17 Bean Bag Frog Song 18 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: There's Nothing Holdin' Me Back 36

Happy birthday (with pause) 37 ACTION SONGS: Purple Purple people eater 38 OR SUBTITUTE WITH Orange Mandarins 39 ADVANCED ACTIVITY Blue Bob the Builder 40 OR FOOT STORY I’m blue K 41 Rainbow Ring 42 Extra feature song I Love all the Colours of the Rainbow (ch + 2 verses) 43 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Rainbow Day Section 3 Theme songs NB: This is our colour recognition program and a good opportunity to revisit our signs from Term one. “Show me how you can make a rainbow shape with your hands. Let’s do our signs, who can remember them?” Red and yellow and pink and green Purple and orange and blue I can sing a rainbow sing a rainbow sing a rainbow too Listen with your eyes listen with your eyes And sing everything you see I can sing rainbow sing a rainbow Sing along with me "What is the first colour of our rainbow today? Did you say red? That’s correct!" Put up the train felt. “ALL ABOARD!” The little red engine was chuffing along When he came to a great big hill He said I must chuff and never stop I must chuff chuff chuff til I get to the top I think I can I think I can I think I can I think I can And he chuffed right over the hill “All aboard for the next station” Repeat song OR Put up the strawberry felt. “I know something red. Mmmmm, strawberries!” 5 red strawberries in the greengrocer shop Round and fat with a leaf on the top Along came a girl with some money to pay Bought a red strawberry and took it away etc. "What was the next colour on the rainbow? It’s Yellow! Who do we know that are yellow?” Put up the banana felt. “It’s Bananas!" Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas are coming down in pairs Bananas in Pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch you unawares Repeat. “Now look what else is yellow – 3 little ducks!” Put up the felt and hand out the duck puppets.

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3 little ducks went out one day over the hills and far away Mother duck said quack quack quack quack But only 2 little ducks came back 2 little ducks etc Mother duck went out one day over the hills and far away Mother duck said quack quack quack quack And all the five little ducks came back “Let’s see what other colours are in our Rainbow.” Repeat Rainbow song. “Pink! I know a rhyme about Little Miss Pink.” Rhyme: pick a number before you say this rhyme – ask someone how old they are or perhaps to choose a number. Little Miss Pink fell down the sink How many miles did she fall 1 2 3 4 5 6 7 - SEVEN miles Clap as you count “Something else that is pink is my PIG! He loves to roll in the MUD. Roll your arms as we sing this.” Pigs roll in the mud x 2 Wallow wallow in a hollow Pigs roll in the mud Repeat. "It’s green! What do we know that is green? It’s our frogs. Here are some very happy frogs.” As you hand out and collect the puppets use this time to review the latest language you are learning – “thank you” as you hand out the puppets and “goodbye” as they hand them back. Put up the frog felt. Der glumpf went the little green frog one day Der glumpf went the little green frog Der glumph went the little green frog one day And the frog went glumpf glumpf glumpf But we all know frogs go la de da de da La de da de da La de da de da We all know frogs go la de da de da They don’t don’t go glumpf glumpf glumpf If you have bean bags you can use them here or other wise you can actually use your frog puppets – or even use this for the instruments. Jump your little frog from side to side x 3 And now get ready to STOP!

COGNITION: Using a song with number counting is a great way to develop children’s numeracy skills, another essential life lesson.

PHYSICAL: Rolling our arms with this song is a great way to *integrate the left and right side of the brain.

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Pass your little frog around your middle x 3 And now get ready to STOP! Give a little jump from hand to hand x 3 And now get ready to STOP! Take your little frog for a fly in the air See your little frog go flying everywhere Flying, flying around and around And now get ready to STOP!

Section 6 Action Songs (or substitute this section for advanced activities) “Whatever could this be? It matched the next colour in the rainbow… purple! It’s got one eye, one horn and wings. It must be a one eyed, one horned flying purple people eater!” It was a one-eyed, one-horned, flyin' purple people eater (One-eyed, one-horned, flyin' purple people eater) A one-eyed, one-horned, flyin' purple people eater Sure looks strange to me “What’s the next colour in our rainbow? ORANGE! I know something that’s juicy and orange…” Mandarins, mandarins Mandarins for me They’re so juicy and so sweet And full of Vitamin C Peel them, eat them But please don’t eat the seeds Mandarins, mandarins Mandarins for me (repeat) "One last colour now. Someone I know wears blue overalls. Its Bob the Builder!” BOB THE BUILDER CHORUS

Bob the Builder palms up, hands out to the side at shoulder level Can we fix it point both index fingers to the front on each word Bob the Builder palms up, hands out to the side at shoulder level Yes we point both index fingers to the front on each word can thumbs point to yourself This next verse is what I call “STEP and Dig” we take a step to the left and pretend to dig throwing the dirt over our left shoulder then repeat the motion to the right.

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Scoop, Muck and Dizzy and Rollie too Lofty and Wendy join the crew Bob and the gang have so much fun Working together they get the job done Chorus: as above Roll your arms throughout this verse Pilchard and Bird, Travis and Spud Playing together as good friends should CHORUS “Imagine if we were blue!” I'm blue da ba dee da ba daa Da ba dee da ba daa, da ba dee da ba daa, da ba dee da ba daa Da ba dee da ba daa, da ba dee da ba daa, da ba dee da ba daa I'm blue da ba dee da ba daa Da ba dee da ba daa, da ba dee da ba daa, da ba dee da ba daa Da ba dee da ba daa, da ba dee da ba daa, da ba dee da ba daa Or using the rainbow ring Rainbow Ring Song Pass around the rainbow ring Pass it round pass it round Pass around the rainbow ring Then get ready to STOP! Other suggestions (5 vs in all) Pass it back the other way etc Wiggle wiggle wiggle with the rainbow ring… Side to side with the rainbow ring... Turn around with the rainbow ring... Walk around with the rainbow ring... Take it up, hold it up Bring it down to the ground Take it up and hold it up Then get ready to STOP! (Anything else you can think of really)

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I love all the colours of the rainbow Chorus: I love all the colours of the rainbow Through the rain the sun peeps through Can you think, which colour is your favourite? I love so many colours – let me tell you! There’s yellow like the sun (yellow like the sun) And the sky is blue (the sky is blue) The clouds are grey (the clouds are grey) But there’s white ones too! (there’s white ones too!) I love green grass (I love green grass) Brown cows say “moo” (brown cows say moo) I love so many colours, yes I do. Chorus I’ve got red lips (I’ve got red lips) My necklace is gold (my necklace is gold) I’ve a silver belt (a silver belt) Black bag to hold (black bag to hold) My cheeks are pink (cheeks are pink) Orange is my shawl (orange is my shawl) But purple is my favourite colour of all!

Advanced activity - Foot Story: Two Mice Go To The Carnival Once upon a time there were two mice, and when this story started they were fast asleep, snoring. (Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores) When one little mouse woke up and said, “Hooray!” (Lift right leg and shake) She tried to wake up her friend, “Wake up! Wake up!” (Tap left leg and shake) But her friend was fast asleep, so the little mouse went and fetched her trumpet. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body) The trumpet went, “Brrrrhhhhh.” (Shake whole body gently) But still the mouse slept. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body) So off she went to fetch her pet lion. “Rrraggghhhh.” (Shake the whole body a little more vigorously)

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But still the mouse slept. (Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body) So this time she went and grabbed some cymbals, “Bang! Bang! Bang! Bang!” (Clap hands with force) And the little mouse jumped up, “Hooray!” (Lift left foot into the air and return to the floor) “Hooray!” said his friend. “What shall we do today?” (Turn feet towards each other, and wriggle each foot in turn as it speaks) “Lets go to a carnival!” “Good idea! But first, lets do out exercises.” The two little mice went Point and Flex Point and Flex. (Pont and flex feet) They did their push ups. Up, down. Up, down. Up, down. (Keep balls of the feet on the ground, lifting heals up and down) They did some star jumps! Star jump! Star jump! Star jump! (In a sitting position jump feet apart high in the air, and then back together again) They ran on the spot as fast as they could. (Run with feet on the spot in a sitting position) They even went on their exercise bikes. (Pedal legs in the air with bent knees at different speeds. Repeat 3 times) And after all their exercises, it was time for them to go to the carnival. Off they went. Walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a sitting position, with bent knees) When they got to the carnival they were very excited – there were so many colours to see! So many rides! First they went on the red roller coaster. The roller coaster slowly went up, up, up, before coming down. (From standing swing arms up high over your head before swinging them back down between your legs) That was a lot of fun, but now it was time to try the blue dodgem cars. They two little mice put on their seat belts. Taking the wheel, they were careful not to bump into anyone else. (From a seated position, scoot along on your bottom around the floor, avoiding any obstacles) Now the two little mice decided to test their strength. They flexed their muscles. (Muscle poses) They picked up the yellow hammer; bringing it up, up, up over their heads, before bringing it crashing to the ground. (Step feet up one at a time higher into the air, before bringing them down to the floor)

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The two mice were hungry after all these rides. They walked along until they found a popcorn stand. They watched the popcorn maker making the white popcorn going wriggle, wriggle, pop! Wriggle, wriggle, pop! Wriggle, wriggle, pop! (Lying on your back, shake out arms and legs, fully extending out on ‘Pop!’) The popcorn was delicious and for dessert the two mice had some pink fairy floss. The fairy floss was made in a big machine. (Seated with legs in a diamond formation) The fairy floss machine churned the fairy floss candy around and around until it was light and fluffy. (Using arms, stir around along the shape of the diamond, gradually getting faster) The two mice ate fairy floss candy until they were full. The mice had a lovely time at the carnival but now it was time to go home. So off they went. Walk, walk, walk, walk, hop, hop, skippety-hop, hop, hop, skippety-hop, jump, jump, jump, jump, STOP! (Rhythm of different steps performed using the feet in a seated position with legs bent) When they reached home they jumped into bed and it wasn’t long before they were safe and sound, under the covers, fast asleep, snoring. (Lower legs to the ground as upper body lifts from the floor into an upright position. Legs resting straight on the floor in front of the body as toes point and flex to the rhythm of snoring) Sit down and talk about all the colours you have discovered today - you may wish to finish with Rock a bye your bear otherwise just hey dee ho and say goodbye. Props and Felts/Laminates needed for today: Felts/Laminates Bananas in Pyjamas Ducks Little Miss Pink Frogs Rainbow Pig Props Duck puppets Bananas in pyjamas puppets Frog puppets Strawberries, basket, apron and money Bean bags - optional Rainbow ring - optional

Strawberry Bob the builder Jack in the box Fire engine Green apples Mandarins Purple people eater

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hey dee ho music term 2 "ABC Part 1" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: ABC Song (Alphabet song) 11 ABC Song (slow for those who want to “sign” it) 12 And/or Ants go Marching 13 Bingo the Dog 14 Car – Toot Toot Chugga Chugga (2 x ch) 15 Hey dee ho the Elephant 16 Mr. Frog 17 Home Among the Gum Trees (2 x ch) 18 10 Little Ice creams (or I could be Instruments) 19 ABC Song 20 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Cake by the Ocean 36

Happy birthday (with pause) 37 ACTION SONGS: Jack in the Box (x 3) 38 I Can Hop Like a Kangaroo 39 Like a Leaf or Feather 40 5 Cheeky Monkeys (there is an M song in next wk’s prog too) 41

or use the Mexican Hat Dance below FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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ABC Part 1 Section 3 Theme Songs “Today is our special ABC day.” Put up the ABC felt. “Sing with me.” a b c d e f g h i j k l m n o p q r s t u v w x y z Now I know my abc’s Won’t you come and play with me There are two versions on your disk of this song in case you want to “sign” the alphabet. “A. Now let’s see what starts with the letter A – it’s the ants! Feet out the front and let’s go marching.” At this stage of the program you should do this song sitting down. The ants go marching one by one Hoorah hoorah x 2 The ants go marching one by one the little one stopped To bang on his drum So they all went marching home to get out of the rain The ants go marching two by two etc The little one stopped to play the Kazoo The ants go marching three by three etc The little one stopped to bang on his knee ”A B C D – mmm, I have a dog here and his name starts with B does anyone else have a name starting with B?” Put up the Bingo felt. Under 3's: There was a farmer had a dog And Bingo was his name O B I N G O X 3 And Bingo was his name O Repeat 3+ years: There was a farmer had a dog and Bingo was his name O B I N G O, B I N G O, B I N G O and Bingo was his name O Repeat this song leaving out some of the letters (replace with a clap or slap on your knee) for example: There was a farmer had a dog and Bingo was his name O Clap I N G O, clap I N G O, clap I N G O and Bingo was his name O then there was a farmer had a dog and Bingo was his name O Clap clap N G O, clap clap N G O, clap clap N G O and Bingo was his name O etc Repeat. Go straight into the ABC song. “A B C... Car! What colour is my car? I know someone who has a big red car...”

COGNITION: This is a great song to sing as you practice a pulse rhythm by tapping your knees and clapping your hands evenly. This is a basic start to learning rhythm in music.

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Toot toot chugga chugga big red car We'll travel near and we'll travel far Toot toot chugga chugga big red car We're gonna ride the whole day long. (repeat chorus) “A B C D E – I know something that starts with E.” Put up the elephant felt. “Who would like an elephant for their finger? What sound does an elephant make?” Hey dee hey dee ho the great big elephant is so slow Hey dee hey dee ho the elephant is so slow He swings his truck from side to side As he takes the children for a ride Hey dee hey dee ho the great big elephant is so slow Repeat and then collect up the puppets. “E for elephant and F for… FROG! Who would like a Frog for their finger now?” Put up the frog felt and hand out the puppets. As you hand out and collect the puppets use this time to review the latest language you are learning – “thank you” as you hand out the puppets and “goodbye” as they hand them back. "Do you remember our silly frog that caught cold? We all have to say aaaa chooo!” Mr. Frog jumped out of the pond one day And found himself in the rain Said he I’ll get wet and I might catch a cold Aaaaahh Choo So he jumped into the pond again. Repeat. Collect up the frogs and sing the ABC song again. “A b c d e f g h, a Home among the Gum trees – that’s H for house and G for Gum tree”. Put up the Felts/Laminates and explain the actions for the next song. Give me a home among the gum trees With lots of plum trees a sheep or two and a kangaroo A clothes line out the back, verandah out the front And an ol rocking chair Repeat. “Ice creams!!!” One little, two little, three little ice creams Four little, five little, six little ice creams Seven little, eight little, nine little ice creams 10 little ice creams for you and me

PHYSICAL: However, this song is done, either with finger puppets or simply by swinging our arms as elephant trunks, make sure that arm swings from one side to the next all the way across, so it crosses the mid-line in our bodies. Crossing the mid-line in our bodies is a skill we learn from infancy that helps with reading and writing later on. Encourage it as much as possible.

COGNITION: Counting songs are just a fun way to practise those number skills. Practise, practise, practise – the more we do it, the more we are adding to the children’s ‘mind-map’ if you like. He more we do it, the more our neural processes become more efficient.

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Section 6 Action Songs (or substitute this section for advanced activities) "Now let me see what letter are we up to –h i j and look here is my Jack in the box. Let’s all get down in a very small ball and pretend to be a jack in the box. When we jump up we are going to make a loud noise OOOOOOOO.” Jack is quiet down in his box until someone opens the lid OOOOOOOOO “Can any one tell me what this is?” Put up the kangaroo felt. “Let’s all jump like a kangaroo.” I can hop like a kangaroo Walk like an old emu Fly like a cockatoo And slither like a snake Repeat. “Do you remember when we pretended to be a leaf? Leaf starts with an L.” Like a leaf or feather in the windy windy weather I can whirl around and twirl around - and all fall down together “Now let’s see who is this - A MONKEY – let’s jump like monkeys!” 5 cheeky monkeys jumping on the bed. One fell off and bumped his head. Mummy called the doctor and the doctor said “No more monkeys jumping on the bed!” 4 cheeky monkeys…………etc. Props and Felts/Laminates needed for today: Felts/Laminates ABC Alice Ants Bingo CAR Elephant Frog House Gum tree Ice cream Jack in the box Kangaroo Props Elephant puppets Frog puppets Monkey puppets (these would only be used for the younger children)

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hey dee ho music term 2 "ABC Part 2"

START SONG: Hey dee ho and how do you do? 1 People all around the world 2

MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: ABC Song 11 ABC Song (slow for those who want to “sign” it) 12 Mouse – Hickory Dickory Dock 13 What do your think my Name is? K 14 Open Shut Them 15 Miss Polly 16 Little Red Engine 17 OR The hey dee ho Rainbow Song 18 6 Fat Sausages 19 Teddy Bear Turn Around 20 Or join S and T Twinkle Little Star 21 Up and Down 22 ABC Song 23

WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29

INSTRUMENTS: I like to move it (with dynamics) 30 Jelly on a Plate (x 5) 31

Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Jumping the Line 36

Happy birthday (with pause) 37

ACTION SONGS: V I'm a little Vacuum 38 Get Ready to Wiggle or Wiggerly Woo (below) 39/40 Yellow Submarine 41 OR You Can Stamp Your Feet K 42 Zucchinis in Bikinis (or Zorba Dance – 52) 43

FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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ABC Part 2 Section 3 Theme Songs NB: we use the ABC song to join the songs together but leave it out if your session is too long or the children are losing interest. This session often sparks interest in the letter that each child’s name starts with. “Today is the second part of our special ABC day”. Put up the ABC felt. “Sing with me.” a b c d e f g h i j k l m n o p q r s t u v w x y z Now I know my abc Won’t you come and play with me "We’re up to the second half of the alphabet and let’s see what starts with M”. Put up the hickory dickory dock Mouse felt. “It’s a mouse and who would like a mouse for their finger?” As you hand out and collect the puppets use this time to review the latest language you are learning – “thank you” as you hand out the puppets and “goodbye” as they hand them back. “Show me your mouse – we are going to pretend our arm is the clock and he is going to climb up high.” Hickory dickory dock the mouse ran up the clock The clock struck one The mouse ran down hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck two The mouse said BOO hickory dickory dock Hickory dickory dock the mouse ran up the clock The clock struck three The mouse said Weeee hickory dickory dock During the second and third verses, climb the mouse up the leg or up mummy's arm. “Bring your mice back to my basket now. Can you tell me what letter your name starts with?” For the older children this can spark a short discussion about their name. Ask someone to sing their name – you may sing it once yourself to demonstrate. What do you think my name is? I wonder if you know My name is ……….. Hello, hello, hello, hello, hello, hello, hello “Show me your hands. OPEN them, SHUT them, Open them…”

SOCIAL & EMOTIONAL: Children love hearing their name in a song, so this is a great one to make them feel special. Increasing their confidence and self-esteem aids in creating positive self-worth.

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(Using your hands) Open shut them, open shut them, give a little clap (clap) Open shut them, open shut them, lay them in your lap. Creep them, creep them, creep them, creep them, right up to your chin. Open wide your little mouth but………do not let them in. (Using your eyes) Open shut them, open shut them, give a little wink. Open shut them, open shut them, blink, blink, blink, blink, blink. “WHO CAN THIS BE? It’s Miss Polly and look she has a very sick baby – can you see her spots? I need someone to help me with this, someone to be Miss Polly and hold the baby and someone to be the Doctor.” Get some children to help - try not to particularly choose a girl for Miss Polly and a boy for the doctor. Miss Polly had a Dolly who was sick sick sick So she called for the Doctor to come quick quick quick The Doctor came with his bag and his hat And he knocked at the door with a rat a tat tat He looked at the Dolly and he shook his head He said Miss Polly put her straight to bed He wrote on the paper for a bill bill bill I'll be back in the morning yes I will will will Repeat. Repeat ABC song. “P Q R - look here is something that is RED it is a train.” The little red engine was chuffing along When he came to a great big hill He said I must chuff and never stop I must chuff chuff chuff till I reach the top I think I can I think I can I think I can And he chuffed right over the hill Repeat. OR The hey dee ho Rainbow Song Chorus: I love all the colours of the rainbow Through the rain the sun peeps through Can you think, which colour is your favourite? I love so many colours – let me tell you! There’s yellow like the sun (yellow like the sun) And the sky is blue (the sky is blue) The clouds are grey (the clouds are grey) But there’s white ones too! (there’s white ones too!) I love green grass (I love green grass)

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Brown cows say “moo” (brown cows say moo) I love so many colours, yes I do. Chorus I’ve got red lips (I’ve got red lips) My necklace is gold (my necklace is gold) I’ve a silver belt (a silver belt) Black bag to hold (black bag to hold) My cheeks are pink (cheeks are pink) Orange is my shawl (orange is my shawl) But purple is my favourite colour of all! “M N O P Q R S – I know something that starts with S.” Put up the sausages in the pan felt. “Let’s see your fingers?” 6 fat sausages sizzling in a pan x 2 And if one went POP and the other went BANG There’d be 4 fat sausages sizzling in a pan 4 fat sausages etc Repeat. “T - T is for Teddy – and here is my favourite Teddy song.” Put up the felt. Teddy bear teddy bear turn around Teddy bear teddy bear touch the ground Teddy bear teddy bear dance on your toes Teddy bear teddy bear touch your nose Teddy bear teddy bear stand on your head Teddy bear teddy bear go to bed Teddy bear teddy bear turn out the light Teddy bear teddy bear say goodnight Ssh shh Teddy bear teddy bear WAKE UP NOW Teddy bear teddy bear make your bow Repeat the ABC song. Or if you want to speed the process up join S and T together and do twinkle, twinkle little star instead of 6 fat sausages and teddy bear turnaround. Twinkle twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle twinkle little star How I wonder what you are “I think we are up to the letter U – let’s go up, up, up!”

SOCIAL: This is a great all- round song, especially in learning to listen and follow instruction. Learning these skills aids in children being able to effectively function in varying environments. It also aids in comprehension.

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We’re going up we’re going up as high as we can go We’re going down we’re going down we’re going way down low Up, up, up, up, up, up,up, Down, down, down, down, down

Section 6 Action Songs (or substitute this section for advanced activities) "Now let me see what letter are we up to – T U V - V Vrrrrmmmmmmmm. Everyone get out your vaccumn and lets get cleaning! I’m a little vacuum, Hear me vroom, Over the floor and All across the room. When I get all revved up, See me work, Cleaning up the carpet And sucking up the dirt. VROOM!

“W – Wiggle I can wiggle, can you? Are you ready?” Get Ready to Wiggle Get ready to wiggle, we’ve been ready for so long Get ready to wiggle, when you wiggle you can’t go wrong Get ready to wiggle, wiggle will make you big and strong Get ready to wiggle, (wiggle to this song) x 2 Chorus 1: Ba dup bup bup, ba dup ba dup (x 3) Bup, ba dup, bump bump. We’re ready to wiggle, wiggle your fingers high in the sky We’re ready to wiggle, wiggle your ears and wiggle your eyes We’re ready to wiggle, wiggle your hair and wiggle your nose We’re ready to wiggle, (wiggle all 10 toes) x 2 Chorus 2: Ba dup bup bup ba dum (x 4) Wiggle and wiggle, wiggle at home without a care Wiggle and wiggle, wiggle on your own or with your teddy bear Wiggle and wiggle, wiggle at breakfast, lunch or tea Wiggle and wiggle, (wiggle along with me) x 2

Repeat Chorus 1 x2

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Or WIGGELY WOO CHORUS: Wiggely woo wiggely woo Let's all do the wiggely woo Wiggely woo wiggely woo Woo woo wiggely woo Swing your arms round and round Tap your two feet on the ground Clap your hands in front of you That’s how we do the wiggely woo Chorus Wiggle your fingers all about Shake your head til your hair sticks out Kick your legs like dancers do That’s how we do the wiggely woo Chorus “What’s next? Y! Yellow… I have a something yellow – its my yellow submarine.“ We all live in a yellow submarine, a yellow submarine, a yellow submarine We all live in a yellow submarine, a yellow submarine, a yellow submarine OR You can stamp your feet You can knock your knees You can sway and shake and spin But when the music stops you can freeze! “Now the very last letter in our Alphabet is Z. Who is coming now?” You can march around in this song if you want. Zucchinis in bikinis are coming down the stairs Zucchinis in bikinis are coming down in pairs Zucchinis in bikinis are chasing teddy bears

Cos on Tuesdays they all try to catch them unawares Or the ZORBA DANCE – this can be a bit of fun for the older children. Sit down and discuss everything you have sung about today then finish with hey dee ho and say goodbye. Don’t forget to go over your new language.

PHYSICAL & SOCIAL: Another great listening song combined with physical movements. Focusing on when to stop is not only fun but helps with concentration.

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Props and Felt needed for today: Felts/Laminates Props ABC Hickory dickory clock Mice puppets Miss Polly and the doctor Train Miss Polly doll 10 (6) fat sausages Teddy bear Doctor’s hat and bag Star Zucchinis Teddy

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hey dee ho music term 2 "Under the Sea"

START SONG: Hey dee ho and how do you do? 1 People all around the world 2

MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Here is the Sea 11 All the Fish 12 1 2 3 4 5 13 I’m a Great Big Whale 14 I’m a Great Big Tiger Shark 15 3 Jellyfish 16 I’m a Mermaid Girl (with end) K 17 Yellow Submarine 18 Octopus’s Garden 19 Little shell 20 Lycra sheet Rolling all Around 21 Under the Sea 22

WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29

INSTRUMENTS: I like to move it (with dynamics) 30 Jelly on a Plate (x 5) 31

Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Party Down by the Sea 36

Happy birthday (with pause) 37

ACTION SONGS: Jellyfish Twist (Teddybear Twist) 38 OR SUBSTITUTE Hide Your Eyes 39 WITH ADVANCED Can You Point Your Fingers 40 ACTIVITIES Surfin’ USA K 41 Baby Shark Song 42

FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Under the Sea Section 3 Theme Songs “I love the beach – I love the water and the sand.” Here is the sea, the wavy sea Here is a boat and here is me And little fishes way down below Wiggle their tails and away they go. Repeat “What did you see in the water – yes fish! I have a fish for everyone.” All the fish are swimming in the water Swimming in the water x 2 All the fish are swimming in the water Fol de rol de rol de ray Repeat “Have you ever been fishing? Did you catch anything?” 1 2 3 4 5 Once I caught a fish a live 6 7 8 9 10 Then I let him go again Why did you let him go? Because he bit my finger so Which finger did he bite? This little finger on my right Repeat “Uh oh – hide your fish away someone is coming!” Using the whale castanet try to EAT all the fish during this song. I’m a great big whale I live in the sea I’m a great big whale I’m as hungry as can be I’m a great big whale oh can’t you see If you don’t hide you’ll be my tea Repeat “Goodness me, who is coming now? Someone with very sharp teeth! Show me your sharp teeth.” I’m a great big Tiger Shark Swimming in the water I have big jaws and great big teeth I’m swimming in the water Repeat

This a good theme to introduce a different environment to the one we live in. Exploring other environments helps develop an acceptance of our world’s differences.

This is also a good theme to use our fish puppets in so many ways. Using our props helps with fine motor skills, our imagination and really helps broaden the children’s understanding of the theme.

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“Look who I can see now. There are one, two, three… Jelly fish!” Three jelly fish, three jelly fish, three jelly fish Sitting on a rock One jumped off ………… OHHHH Two jelly fish, two jelly fish, two jelly fish sitting on a rock One jumped off … One jelly fish etc No jelly fish, no jelly fish no jelly fish sitting on a rock One jumped on… yeh!!! Two jelly fish etc… Three jelly fish….. “There are some people I know who are wonderful singers – they are half a person and half a fish. Do you know who it could be? A mermaid/merman.” Ask 3 people to come up and be mermaids/mermen and act out this song. I’m a mermaid girl, in a mermaid world Life’s fantastic under the sea I can brush my hair, I swim everywhere Come and join me under the sea “Come and join you? Under the sea? That sounds like a great idea, but how can I do that? I can’t swim under the water like a fish or a mermaid, how can I go under the sea? How about in a Submarine? A yellow submarine!” We all live in a yellow submarine Yellow submarine x 2 Repeat “We can visit the octopus’s garden, I love it there.” I’d like to be under the sea In an octopus’s garden in the shade He’d let us in knows where we’ve been In an octopus’s garden in the shade I’d ask my friends to come and see An octopus’s garden with me "Look at all the shells in his garden." Give all the children a shell. Little shell, Little shell tell me about the ocean, Little shell, Little shell tell me about the sea Where have you been? Where is your home? Little shell, Little shell that the waves brought to me.

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Here is a shell, it's pink inside, That is where a crab would hide. Hold it close up to your ear, Listen it's the sea you hear. "Hold your shell to your ear. Can you hear the sea in yours?" “Sometimes the sea gets very rough” take out the lycra sheet and use the next two songs to demonstrate some listening exercises in a fun way. Rolling all around in a boat on the sea Roll, roll, roll, roll, roll along with me Repeat This one is a lot of fun – In most cases I wouldn’t bother singing the lyrics – unless you already know them – you can use this music for bouncing the fish up and down on the lycra or doing activities “under” the sea – up/down/soft loud /under over etc. The seaweed is always greener in somebody else's lake You dream about going up there but that is a big mistake Just look at the world around you right here on the ocean floor Such wonderful things surround you What more is you lookin' for? Chorus: Under the sea, Under the sea Darling it's better Down where it's wetter Take it from me Up on the shore they work all day Out in the sun they slave away While we devotin' full time to floatin' under the sea Under the sea Under the sea Nobody beat us fry us and eat us In fricassee We what the land folks loves to cook Under the sea we off the hook We got no troubles life is the bubbles Under the sea Under the sea Since life is sweet here we got the beat here naturally Even the sturgeon an' the ray They get the urge 'n' start to play We got the spirit you got to hear it Under the sea

Using the lycra in this theme is a great hit and a wonderful way to help children to learn collaboration. They start to realise that in order to get this common task to work, they need to work together as a group. This is a difficult concept but a great activity to start learning.

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Section 6 Action Songs (or substitute this section for advanced activities) “Let’s all stand up and dance the twist like a Jelly Fish at our under water party.” The Jelly Fish (teddy bear) Twist

There’s a little dance and it goes like this Everybody loves to do the Jelly Fish twist It’s easy and it’s fun and it goes like this Everybody loves to do the Jelly fish twist Everybody, everybody, everybody twist Twist twist x 3 Everybody loves to do the Jelly Fish twist There’s a little dance and it’s a real giggle Everybody loves to do the Jelly Fish wiggle It’s easy and it’s fun and it’s a real giggle Everybody loves to do the Jelly Fish wiggle Everybody, everybody, everybody wiggle Wiggle wiggle x 3 Everybody loves to do the Jelly Fish wiggle There’s a little dance that’s really great Everybody loves to do the Jelly Fish shake It’s easy and it’s fun and it’s really great Everybody loves to do the Jelly Fish shake Everybody, everybody, everybody shake Shake shake x 3 Everybody loves to do the Jelly Fish shake Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake Twist, Wiggle, Shake Everybody’s doing the twist wiggle shake (x 3) OR Hide Your Eyes

Chorus: Hide your eyes and count to ten Ready or not, I’m gonna find you again Hide your eyes and count to ten Ready or not, I’m gonna find you again And again and again and again

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V.1 I will jump and hide from you I will chase you round and round Skip in time, play peek-a-boo Ready or not, you’re found V.2 I will chase you here and there I will chase you everywhere Inside, outside, up and down Catch me if you can Repeat Chorus V.3 Simon says move on the spot Don’t let Simon see you stop Simon says move faster now If he sees you stop, you’re out Repeat Chorus Bridge Catch me, catch me, catch me if you can Catch me, catch me, catch me if you can Repeat Chorus OR Can You Point Your Fingers

Can you point your finger and do the twist x2 Twist em up twist em down Twist them all around Can you point your finger and do the twist Can you stand on one leg and shake your hands x2 Shake em up shake em down Shake em all around can you stand on one leg and shake your hands “Hey do you know how to surf? Stand like me and show me what it takes to be a surfer.” Just practise balancing while you are doing this song. Have fun ‘surfing’. Surfin’ USA

If everybody had an ocean across the USA Then everybody’d be surfin’ like California You’d see them wearin’ their baggies Huarachi sandals too A bushy bushy blond hairdo, Surfin’ USA

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You’ll catch ‘em surfin’ at Del Mar, Ventura County Line Santa Cruz and Tressels, Australia’s Narribri All over Manhattan, and down Doheny way Everybody’s gone surfin’, Surfin’ USA We’ll all be plannin’ out a route, we’re gonna take real soon We’re waxin’ down our surfboards, we can’t wait for June We’ll all be gone for the summer, we’re on safari to stay Tell the teacher we’re surfin’ , Surfin’ USA At Haggarty’s and Swami’s, Pacific Palisades San Onofre and Sunset, Redondo Beach L.A All over La Jolla, at Waiamea Bay Everybody’s gone surfin’, Surfin’ USA The baby shark song

Baby shark do do do do do do x 3 baby shark Mummy shark do do do do do do x 3 Mummy Shark Daddy Shark do do do do do do x 3 Daddy Shark Grandma Shark do do do do do do x 3 Grandma Shark Grandpa Shark do do do do do do x 3 Grandpa Shark Let’s go hunt do do do do do do x 3 Let’s go hunt Run away do do do do do do x 3 Run away Safe at last do do do do do do x 3 Safe at last It’s the end do do do do do do x 3 It’s the end Felts/Laminates needed Props needed Fish Fish puppets Mermaid Whale castanet Octopus Mermaid tails Whale Shells Jelly fish

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hey dee ho music term 2 "Build a House" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Here’s a House 11 Bob the Builder 12 Build it Up 13 Oh If You Were a Builder 14 Johnny Works with One Hammer 15 Spot Song 16 3 Little Fishes 17 Home Among the Gum Trees 18 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Home 36

Happy birthday (with pause) 37 ACTION SONGS: See My Fingers Merrily Dancing K 38 SUBSTITUTE WITH Jump Jump Jump K 39 ADVANCED ACTIVITY I’m a Little Aeroplane 40 OR FOOT STORY Wet Washing Hanging on the Line 41 The Pizza Song 42 2 Green Apples 43 I’m a Little Teapot 44 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Build A House Section 3 Theme Songs “ Well today we are going to talk about building a house. Let’s see if we know what to do. We’d have to start very low and build it up – with walls and a roof and a floor.” Here’s a house with a wall with a wall with a wall Here’s a house with a floor with a floor with a floor Here’s a house with a roof with a roof with a roof Uh Oh ----CRASH There’s no house any more any more there’s no house any more "Oh dear it seems we are not so good at this business of building houses we need some help who do you think could help us.” Put up the Bob the Builder felt - if you have done this song already it will be easy to do the whole song at this point – if you haven’t then just do a little of the song. Chorus Bob the builder can we fix it

Bob the builder Yes we can Scoop Muck and Dizzy and Rolley too Lofty and Wendy join the crew Bob and the gang have so much fun Working together to get the job done

Chorus

Pilchard and bird Travis and spud Playing together like good friends should “It looks like Bob is exactly the person we need to help us – let’s build it up.” Build it up build it build it high Build it up up up into the sky Build it up build it up build it higher Build it up up up up up into the sky Repeat. “What sort of things do builders do? Hammer things? Paint things?” Oh if you were a builder, a builder a builder Oh if you were a builder what would you do? “Let me see you hammer.” Repeat. “Now that we have some of the bricks in place, we need to hammer in the wood around the windows. Show me how you work with one hammer.”

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Johnny works with one hammer one hammer one hammer Johnny works with one hammer then he works with two Repeat adding up to five hammers Then he goes to sleep! Use children’s names in the song. Molly can you use two hammers – let’s sing about Molly’s two hammers. “Now I think we need to paint our house. What colour will we use?” Put a spot over here and a spot over there Put a spot in your hair and a spot on your ear And there’s lots of little spots in the air everywhere It’s a spotty kind of day x 2 Repeat a couple of times choosing different colours. Put up the house felt and start to talk about the garden. “We need some plants – here is a tree and a sun and what else would be good in our garden – what abut a fish pond with three little fish.” Put up the fish felt. “Who would like a fish for their finger?” Hand out the fish puppets. Down in the meadow in a little bitty pool swam Three little fishies and a mammy fishy too Swim said the mamma fishy swim if you can So they swam and they swam all over the dam Boop boop didum dadum waddum choo x3 And they swam and they swam all over the dam “Well here we have it – surrounded by a gum tree and a fish pond- let’s sing about our new house.” Talk through the song doing the actions. Give me a home among the gum trees With lots of plum trees a sheep or two and a kangaroo A clothes line out the back verandah out the front And an old rocking chair

Section 6 Action Songs (or substitute this section for advanced activities) Say the words to this next song, doing the actions before you put the song on or even try to explain what you are doing. "Can you see what I am doing – I am looking out of my window and guess what I can see – you look through your window too.”

PHYSICAL & COGNITIVE: Can we count and be co-ordinated all at once? It’s fun to try anyway. We must really concentrate to do each movement and add on the next one. It’s a real challenge to do the same movement with different body parts but a great song to develop motor coordination.

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See my fingers merrily dancing now they make a window pane I peep through them and I see two little fingers wave to me Repeat “What’s that – a trampoline and children jumping – let’s all jump together?” Jump jump jump if you think you want to Jump jump jump if you think you can Jump jump jump if you think you want to Jump jump jump if you think you can OR I’m a little aeroplane on the ground Spin my propeller round and round When I my revs up then I fly Off the run way to the sky. “I can see some washing on the line – stand up everyone and let me peg you on the line.” Wet washing hanging on the line Drying very quickly when the weather’s fine Along came the wind and flapped it all about Flip flop flip flop blowing in and out Repeat. “I don’t know about you but I am pretty hungry. How about a PIZZA?” Some salami and zucchini and a little mozzarella x 3 Pizza, pizza, pizza it’s a lotsa, lotsa fun x 4 “Maybe for dessert we can have a beautiful green apple.” Two green apples hanging on a tree Two green apples smiling at me I shook that tree just as hard as I could Down came the apples mm they were good. “And maybe a cup of tea.” I’m a little teapot short and stout Here is my handle here is my spout When I get all steamed up then I shout Tip me over pour me out

SOCIAL: You may like to do this song a few times until kids get the hang of it, but it is a great one for them to pretend to be the tree and then shake their apples off. Not only is it fun, but they are using their imagination which develops their creative intelligence.

PHYSICAL: This song helps with our fine motor skills; skills that are essential in life especially as children learn to do things independently, like getting dressed and feeding themselves. See if you can really get each finger dancing.

SOCIAL: Pretending to be an aeroplane asks us to use our imagination. Using our imagination helps develop the mind’s creative space which is linked to problem-solving skills. What type of plane will they be? What kind of propeller do they have? What colour are they? How do they fly?

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Advanced activity - Foot Story: Two Mice Build a Cubby House Once upon a time there were two mice and when this story started they were fast asleep, snoring. Legs stretched out straight in front of the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores. When one little mouse woke up and said, “Hooray!” Lift right leg and shake. He tried to wake up his friend, “Wake up! Wake up!” Tap left leg and shake. But his friend was fast asleep, so the little mouse went and fetched an alarm clock. Left leg continues to point and flex. Right leg bends and tiptoes out to the side, level with hip and returns to front centre. Both legs stretched straight in front of the body. The alarm clock went, “Brrrring.” But still the mouse slept. Shake whole body gently. So the alarm clock rang louder. “Brrrring.” But still the mouse slept. Shake the whole body a little more vigorously. So the alarm clock rang as loud as it could, “Brrrrring.” Shake whole body with force. And the little mouse jumped up, “Hooray!” Lift left foot into the air and return to the floor. “Hooray!” said her friend. “What shall we do today?” Turn feet towards each other, and wriggle each foot in turn as it speaks. “Let’s Build a Cubby House! But first, let’s do out exercises.” The two little mice went point and flex point and flex. Point and flex feet Then side to side, side to side. Move ankles side to side resisting the urge to make circle with the ankles. Then in and out, in and out, in and out. In a sitting position jump feet apart then back together. And off they set. They went; walk, walk, walk, walk, skippity-hop, skippity-hop, jump, jump, jump, stop! (x2) Press one foot on to the other then in a seated position run one foot away followed by the next. Repeat x3 The mice came to the tool shed. They opened the door. “Creeeeek” Reach arm across body towards the opposite foot, pull back as if opening the door. They swept away the cobwebs. “Swish, swish, swish, swish.” Make cross lateral movements with arms. Then they had to get out all the tools they needed to make a cubby. What do you think they will need? Use the children’s suggestions, listed are the most common ones. The got out the hammer, the saw, the drill and some paint. First they used the saw to cut the wood. Forwards and back. Forwards and back. Forwards and back. Legs stretched out in front, hands together as if holding a saw stretch forwards towards the toes and then lean back as far as you can squeezing abdominals. Next they used the hammer to bang in the nails. Swing arm across the body banging in nails on each side. Then they used the drill to screw the big bits of wood together. The screws went around and around and around. Spin on bottom on the floor At last the tree house was built! Now it was time to paint it. What colour paint will you use? The mice painter with their brushes; Big strokes, small strokes, dots, spots and zig zags. They dipped their tails in and painted circles! They made circles with their head too. They put their whole body in the paint and shook it from their fur. The paint covered the cubby! It looked fantastic. Use different parts of the body to paint taking as many suggestions from the children as you can. Make sure they get a chance to stand up and shake. The mice would have to wait until the paint dried before they could play in the cubby so they headed in side to clean up.

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They went walk, walk, walk, walk, hop, hop, skippety hop, hop, hop, skippety hop, jump, jump, jump, jump, STOP! Rhythm of different steps performed using the feet in a seated position with legs bent. To be done very, very fast! Once they were all clean they were so tired from the building that they decided to have a little nap. …SNORING! Legs stretched out straight in front on the body, toes pointing down to the floor and flexing back towards the chest to the rhythm of the snores. THE END! Props needed for today: Felts/Laminates Props Bob the builder House Fish puppets Hammer gum tree Paint brush Aeroplane Fish Pizza Green apples Teapot

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hey dee ho music term 2 "In the Jungle " START SONG: Hey dee ho and how do you do? 1 People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

THEME SONGS Jimmy Monkey 11 An elephant goes like this and that 12 I wish I was a hippopotamus 13 Five little monkeys (teasing Mr Crocodile) 14 The funny thing about a giraffe 15 Leo the lion 16 I’m a great big tiger 17 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: I wanna be like you 36

Happy birthday (with pause) 37 ACTION SONGS: Down in the jungle 38 SUBSTITUTE WITH Tiger Feet 39 ADVANCED ACTIVITIES Roar 58 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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In the Jungle Section 3 Theme Songs Today we are using a drum beat to tie the story together. Put up the pictures and set the scene; jungle trees, sun etc. Play the drum music. “What’s that? Can you hear it? Yes, they are jungle drums. There must be somebody coming… Aaahhh!” Make a sound like Tarzan. “Who is that?” Take out Jimmy Monkey. “Was that you Jimmy? It was? I didn’t think Monkeys made that sound… What do monkeys sound like?” Get the children to make sounds like a monkey. “Yes, ooh oooh ah ah!” “Jimmy monkey loves to copy people. I think he must have been copying Tarzan before and he especially likes to swing from tree to tree.” When Jimmy monkey has a swing It is a sight to see He curls his tail around the branch and swings from tree to tree Swinging up and swinging down he is a lucky one If we could all have tails like that I think it would be fun. Play the drum track. " What’s that Jimmy? You have friends in the jungle? Can we visit them with you? Fantastic! Who will we meet first? Someone who is very BIG and very SLOW. They have a long trunk and very big ears." Hand out the elephant puppets. An elephant goes like this and that (stomp feet) He's terribly big (raise arms over head) And he’s terribly fat (stretch arms to side) He has no fingers (wiggle fingers) And he has no toes (wiggle feet) But, goodness gracious WHAT A NOSE!!!! (pull on pretend trunk in front of nose) Play the drum track… "Wow the elephants are having fun in the water, they are squirting each other. Can you me how you can use your trunk to squirt water?“ “Who’s this I can see in the water? They are very big like the elephants but they have small ears… And a VERY BIG MOUTH. Do you know who it might be? Yes! It is a Hippopotamus. Being a hippo looks like a lot of fun – swimming and floating in the water. Would you like to be a hippo too?" (to the tune of Happy and you know it) I wish I was a hippopotamus x 2 Oh I’d hop and I’d dive Do a happy little jive I wish I was a hippopotamus (repeat)

This is a good theme to keep the children ‘guessing’ about what is coming next and giving them clues as you segue from one song to the next. Not only is this ‘guessing game’ fun, it helps teach the children to simply ‘have a go’ without real ramifications, building their confidence. Plus, it helps practise their decoding skills as they recognise sounds along the way.

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Play the jungle drums “WATCH OUT JIMMY! Someone else is in the water and they don’t look so friendly. Uh oh! Jimmy and his friends are teasing Mr Crocodile.” (you can get the older children to act out this song – use puppets for the younger children) Five little monkeys sitting in a tree Teasing Mr. Crocodile, "You can't catch me." Along came Mr. Crocodile, Quiet as can be SNAP Four little monkeys sitting in a tree …………………… Three little monkeys sitting in a tree ……………….. Two little monkeys sitting in a tree ………………. One little monkey sitting in a tree ………….. NO little monkeys sitting in a tree Play the jungle drum track . "Let’s get away from here, I don’t think it is safe Jimmy. Who else can we visit? Your friend Gerald? Sure, what does he look like? He is very tall and is covered in spots. Why Gerald is a giraffe of course! Did you know that you can tell how old a giraffe is by the colour of their spots? The darker the spots are the older the giraffe is. They are very interesting mammals. They can also run very fast. What else do we know about Giraffes?” The funny thing about a giraffe Is the way she eats her tea Her neck is so long she’s as tall as a tree See her chomp chomp chomp the leaves The funny thing about a giraffe Is the way he cleans his ears He swishes his tongue from here to here That’s the way he cleans his ears…. Ooh yuk “ROAR!!! Did you hear something? Who do you think it can be? Jimmy thinks it is the KING of the jungle and he is a little scared… Get Jimmy to hide behind you. It is Leo the Lion.” Leo the lion is the king of the jungle and his jaws are big and wide Leo the lion when he roars it’s a warning that you better run away and hide, better run away and hide… (Repeat) “Leo has a friend that he would like us to meet – she has a long tail and stripes ….. she also makes a sound like Hruff.” (a quieter roar)

SOCIAL & EMOTIONAL: Bubs love this song as they hear the repetition of lyrics with a big ‘SNAP’ in between. With older children, you may choose to ‘act’ this song out, asking for some volunteers. They will be learning to count backwards whilst boosting their confidence at the same time. Many children like the opportunity to ‘show off’ their learning.

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I’m a great big tiger Creeping through the jungle I have great big teeth and great big jaws I’m creeping through the jungle. Repeat

Section 6 Action Songs (or substitute this section for advanced activities) DOWN IN THE JUNGLE Do as many verses as are suited to the age group you are working with. Down in the jungle where nobody goes There's a great big gorilla washing his clothes With a rub-a-dub here A rub-a-dub there that's the way he washes his clothes CHORUS Diddle-I-Dee, a boogie boogie woogie SPLASH x 3 That's the way he washes his clothes Down in the jungle Where nobody goes There's a slithery snake Washing his clothes With a rub-a-dub here A rub-a-dub there That's the way he washes his clothes CHORUS Down in the jungle Where nobody goes There's a great big crocodile Washing his clothes With a rub-a-dub here A rub-a-dub there That's the way he washes his clothes Chorus Down in the jungle Where nobody goes There's a big rhinoceros Washing his clothes With a rub-a-dub here A rub-a-dub there That's the way he washes his clothes CHORUS

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TIGER FEET

All night long you’ve been looking at me You know you’re the dance hall cutie that you love to be Oh well now, you’ve been laying it down You’ve got your hips swinging to the sounds And I like the way you do what you’re doing to me, all right! Well that’s right, that’s right, that’s right, that’s right I really love your tiger light That’s neat, that’s neat, that’s neat, that’s neat I really love your tiger feet I really love your tiger feet Your tiger feet Your tiger feet Your tiger fee-eet Well that’s right, that’s right, that’s right, that’s right I really love your tiger light That’s neat, that’s neat, that’s neat, that’s neat I really love your tiger feet Well that’s right, that’s right, that’s right, that’s right I really love your tiger light That’s neat, that’s neat, that’s neat, that’s neat I really love your tiger feet

Oh well now, you’ve been laying it down You’ve got your hips swinging to the sounds And I like the way you do what you’re doing to me, all right! Well that’s right, that’s right, that’s right, that’s right I really love your tiger light That’s neat, that’s neat, that’s neat, that’s neat I really love your tiger feet I really love your tiger feet Felts/Laminates needed Props Jungle trees Crocodile Monkey toy Sun Elephant Elephant puppets Monkey Giraffe Monkey puppets Lion Tiger

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hey dee ho music term 2 "Sports Day" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Opening Ceremony Waltzing Matilda (x 1 verse) 11 Come on Aussie 12 Swimming: All the Fish (freestyle, breaststroke, backstroke) 13 Weightlifting: Up and Down 14 Cycling: The Pushbike Song 15 Football: I love football 16 Rowing: Row Row Your Boat 17 Come on Aussie 18 Running: Running to the Corner 19 Walking:**extra option Walk and Stop (can use instead of “walk round rm” song) 20 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 ACTION SONGS: High Jump Jump Jump Jump 30 Equestrian: Giddiap Horsey 31 Medal Presentation: Advance Australia Fair 32 INSTRUMENTS: I like to move it (with dynamics) 33 (at the Closing Ceremony) Jelly on a Plate (x 5) 34 Oh We Can Play (with dynamics) 35 Kids Time Mix 36 Tequila 37 MARCH: YMCA 38

Happy birthday (with pause) 39 and finish with a dance at the after party! FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Sports Day Section 3 Theme Songs “Welcome everyone to the hey dee ho music sports carnival! Today we are holding many different sporting events. Ok everyone let’s join hands and sing a chorus of one of Australia’s favourite songs.” Once a jolly swagman camped by a billabong Under the shade of a coolabahs tree And he sang as he watched and waited till his billy boiled Who’ll come a waltzing Matilda with me Waltzing Matilda, waltzing Matilda Who’ll come a waltzing matilda with me And he sang as he watched and waited till his billy boiled Who’ll come a waltzing Matilda with me “Today all the people who are watching the events are going to cheer very loudly and encourage all the athletes to do their very best – they are going to say COME ON AUSSIE COME ON!” Come one Aussie come on, come on X 8 “Now for the first event today. It’s the swimming.” You can choose to get the children to act out the events or give them beanie bears or peg men to use as their athletes. ”Show me how you (or how your bear can) swim freestyle and then let’s try backstroke.” All the swim boys are swimming in the water Swimming in the water x 2 All the swim boys are swimming in the water Fol de rol de rol de ray Repeat for all the girls in the water. “Fantastic. Now it’s on to the weightlifting. Show me how you can lift those weights.” We’re going up we’re going up as high as we can go We’re going down, we’re going down, we’re going way down low Up, up, up,up,up, up up Down down down down down “Try again.” Repeat song. “Ok now let’s head over to the valedrome. Everyone is riding their bikes.” You can either use your Auslan signs during this song or you can lie on your back and pedal in the air.

COGNITION: As we ‘pretend’ to be weightlifters, this song is a great reinforcer of some basic concepts such as high and low.

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Round, round wheels going round, round, round Down up pedal, down up down But I gotta get across to the other side of town Before the sun goes down Hey hey hey oo ch ch oo ah x 2 “Ok step right up, it's a goal kicking competition. I love football.” This is a good echo song for the older children. Get everyone to pretend to kick a football. I like football x 2 How ‘bout you x 2 I can kick a football x 2 You can too x 2 “Are you tired yet? I hope not because now we are in the rowing team. Find a partner and hold their hands and let’s row our boats.” Row, row, row your boat gently down the stream Merrily, merrily, merrily, merrily Life is but a dream “Can you hear the people cheering – COME ON AUSSIE!” Repeat the song. “Now for the running!” Running to the finish running very fast Running to the finish getting there at last I’m puff, puff, puff I’m puffing, I’m puffing a lot I’m hot, hot, hot hot, hot, hot Repeat. SECTION 4 WALKING AND LISTENING – there is an extra walking song this week Walk and stop Well you walk and you walk and you walk and you stop x 4 per section – fast slow etc

Section 6 Action Songs (or substitute this section for advanced activities) “Wow did you see the high jump? Show me how you can jump!” Jump jump jump if you think you want to Jump jump jump if you think you can Jump jump jump if you think you want to Jump jump jump if you think you can

PHYSICAL: If you do this song lying on your back with your legs up in the air, it really is a great way to get the blood flowing through the body and build our muscles – so vital as we grow up!

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“Fantastic! What about riding a horse? It is the equestrian event.” Giddiap giddiap giddiap horsey Giddiap giddiap giddiap go go go Giddiap giddiap giddiap horsey Giddiap giddiap giddiap whoa Repeat. “What a fantastic job you have all done, I think you all deserve a medal.” If you have medals then this is the time for the medal presentation – if not you can leave this part out or just pretend. Australians all let us rejoice For we are young and free We've golden soil and wealth for toil, Our home is girt by sea: Our land abounds in nature's gifts Of beauty rich and rare, In history's page let every stage Advance Australia fair, In joyful strains then let us sing Advance Australia fair. This week we are doing the instruments at the end of the session for the closing ceremony. Unless there is something specific you really need to work on you could leave out the feature songs/dances this week You can march with the instruments to either of the marches on the disk or any of the feature songs. You can use I am Australian if you want to keep the theme going. Props and Felts/Laminates required for today: No Felts/Laminates Props Medals – optional Peg men Beanie bears – optional

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hey dee ho music term 2 "Planets" START SONG: Hey dee ho and how do you do? 1

People all around the world 2 MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Twinkle Twinkle 11 5 Little Men in a Flying Saucer 12 Mercury: 5 Little Spacemen (to the tune of 5 Cheeky Monkeys) 13 Venus: Bubbles Pop 14 Earth: This little piggy 15 Or Aiken Drum K 16 Mars Zooming all around in my little red rocket 17 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: Ca Plane Pour Moi 36

Happy birthday (with pause) 37 ACTION Jupiter: Jack in the Box 38 5 Little Men in a Flying Saucer 39 Saturn: Rainbow Ring (rings around Saturn) 40 Bend and stretch 41 Uranus: I wiggle / Wiggley Woo 42/57 Neptune: Hot Potato 43 Pluto: The Freeze Game 44 The Planet Rap 45 FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Planets Section 3 Theme Songs The good thing about this program is that it can be as short or long as you like. Just zoom past the planet that you don’t want to visit and leave out the corresponding song to make the program suitable for the children you are dealing with. You may also travel to all the planets before you do the instruments if it is working well – be flexible. Put up the star felt and ask “What’s this? What colour is it?" Twinkle, twinkle little star, how I wonder what you are? Up above the world so high Like a diamond in the sky Twinkle, twinkle little star How I wonder what you are? "We can see many stars in the sky at night, can't we? And what is this? Put up the sun felt "Yes, it is the sun and what colour is this?" Take out your 5 men in a space ship felt and say "Uh oh - what is this I can see coming?" Five little men in a flying saucer flew around the sun one day. They looked left and they looked right but they didn't like the sight so they all flew away "Well they certainly don't want to land on the sun as it would be way too hot. I wonder where they are going?" Put up the mercury planet felt and say the following line (you’ll build on this line as you go). First comes Mercury, so hot near the sun “Well here is Mercury, it is a very hot planet but not as hot as the sun. I’m not sure who lives on this planet but maybe there are monkeys like mine who live there.” hand out the Monkey puppets. You may choose to use monkey puppets for the younger children or pretend that the spacemen land on Mercury and have to jump around because the sand is way too hot. Get all the children to stand and pretend to be the spacemen. 5 little Space men jumping on the sand. One fell over and bumped his head. The Captain called the doctor and the doctor said “No more Space men jumping on the sand” 4 little Space men…………etc.

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"Oh Mercury is way too hot! I think they are off again to another planet." Five little men in a flying saucer flew around the Mercury one day. They looked left and they looked right but they didn't like the sight so they all flew away "Where did they go?" First is Mercury so hot near the sun, Second is Venus, it’s the very next one Put up the Venus planet felt "Venus is a lovely planet. Have a look out the window, what can you see? I can see bubbles! Let's pop them." Bubbles Pop, Bubbles pop, Bubbles pop, pop, pop x 2 "What planet is next?" First is Mercury so hot near the sun, Second is Venus, it’s the very next one Third is the Earth a lovely place to be "It certainly is lovely. I can see people doing all sorts of things... swimming and playing football - and what else do you think?" I can see a farm! For the younger children you can do This little piggy and for the older children you can do 'Aiken Drum' and get some of them to dress up. This little piggie went to market This little piggie stayed home This little piggie had roast beef And this little piggie had none And this little piggie went Wee wee wee wee all the way home Repeat OR There came a man to our town, to our town to our town oh there came a man to our town and his name was Aiken Drum CHORUS And he played upon a ladle, a ladle, a ladle and he played upon a ladle and his name was Aiken Drum And his scarf was made of sausages of sausages of sausages, and his scarf was made of sausages and his name was Aiken Drum

SOCIAL: This is a super fun song to be silly with and kids love a bit of silliness. Plus, if children are participating by taking on the various parts of Aiken Drum, they will be practising the very important social skill of ‘turn taking’.

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Chorus And his hat was made of Swiss Cheese, of Swiss Cheese, of Swiss Cheese And his hat was made of Swiss Cheese and his name was Aiken Drum Chorus And his socks were made of Fried eggs, of fried eggs of fried eggs And his socks were made of fried eggs and his name was Aiken Drum Chorus "Ok where are those Space men? Why don't we get in our rocket and see if we can find them?" I’m a little rocket tall and thin Here is my nose cone, here are my fins. When I get all fuelled up then I ZOOM Off the runway to the moon. 10 9 8 7 6 5 4 3 2 1 0 BLAST OFF !!! First comes mercury so close to the sun Second is Venus it’s the very next one Third is the Earth a lovely place to be Then comes Mars as red as you can see "Yes it is a very red planet - I think it is also very dusty, I think the dust has covered my rocket and now it looks red too!" Zooming all around in my little red rocket x 3 flying round in Space. First comes mercury so close to the sun Second is Venus it’s the very next one Third is the Earth a lovely place to be Then comes Mars as red as you can see The fifth is Jupiter the biggest up in space "I can see the space men in their flying Saucer. Oh they just jumped out of their space ship! Do you know what that reminds me of? Yes a Jack in the box. Let's all be a Jack in the box."

Jack is quiet down in his box until someone opens the lid……….BOO! The children love this song and actions, so repeat 2 or 3 times. "Oh there they go they are flying off again... Where to now I wonder?" Five little men in a flying saucer flew around Jupiter one day they looked left and they looked right but they didn't like the sight so they all flew away

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"They are going to Saturn.... Look there are lot of rings around Saturn. I wish I could touch them. Let's see how high you can reach." Bend and stretch, reach for the stars There goes Jupiter here comes Mars Bend and Stretch reach for the sky Stand on tippy toe Oh so high "I don't know - no matter how hard I try I just can't reach them, can you? Let's try again."

Section 6 Action Songs (or substitute this section for advanced activities) You could use the Rainbow ring in this song if you wanted or do the Rainbow ring song. RAINBOW RING SONG Pass around the rainbow ring Pass it round pass it round Pass around the rainbow ring Then get ready to STOP! Pass it back the other way etc Wiggle wiggle wiggle with the rainbow ring... Side to side with the rainbow ring... Turn around with the rainbow ring... Walk around with the rainbow ring... "Back in the rocket again let’s go to Uranus." Put up the felt. Sing I’m a little rocket again. “This is a great planet. Do you know what they are doing? They are wiggling – let’s join in." Either do Wiggley woo from the weekly dances OR I Wiggle I wiggle my fingers, (I wiggle my fingers) I wiggle my toes; (I wiggle my toes) I wiggle my shoulders, (I wiggle my shoulders) I wiggle my nose; (I wiggle my nose) Now no more wiggles are left in me So I will be still, as still as can be. Repeat song x 3 – gets faster

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"On to the next planet - It is Neptune and I think I am starting to feel hungry. Let's do the hot potato." Hot potato hot potato x 3 Potato x 4 Mashed banana mashed banana x 3 Banana x 4 Ooh jiggy jiggy x 2 Gimme that gimme that gimme that food x 2 Cold spaghetti cold spaghetti x 2 Spaghetti x 4 Ooh jiggy jiggy x 2 Gimme that gimme that gimme that food x 2 Hot potato hot potato x 3 Potato x 4 "Well on to the very last Planet in our Solar System – Pluto – and it is so cold here everything is frozen. In fact it is sooo cold Pluto isn't really a planet..." BRRR let's play a FREEZE Game You can stamp your feet You knock your knees You can sway and shake and spin And when the music stops you can FREEZE “Where have we been today?" By this time you should have all the planets and the rocket up on the felt board. Planet Rap In the sky When we fly There are planets we pass by Mercury and Venus we first see Then we stop on Earth for tea In the sky When we fly There are planets we pass by Next comes Mars then Jupiter That’s the biggest one by far In the sky When we fly There are planets we pass by

PHYSICAL: We need gross motor skills to function every day. This is a great song to get the children moving and engaging those skills.

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Then there’s Saturn with its rings Where we like to sing sing sing In the sky When we fly There are planets we pass by Uranus, Neptune, little Pluto Then home to our star we go Yeah – Yeah Yeah – Yeah – On last one swing arms in and out to audience with hands in ‘ridgy didge’ style

Felts/Laminates Props Star Monkey puppets Sun Aiken drum props 8 planets Rainbow ring optional rocket 5 men in spaceship

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hey dee ho music term 2 "Teddy Bears Picnic" START SONG: Hey dee ho and how do you do? 1

People all around the world 2

MULTICULTURAL Frere Jacques (x 3 for rounds) (French, Italian and Dutch) 3 SONGS: Heads and Shoulders (Japanese, Italian and German) 4 Ansi Font 5 Fa la nana 6 Sawadee 7 Hotaru Koi 8

Las Manitos 9 Taba Naba 10 Inanany

FOLLOWED BY: Teddy Bear’s Picnic (one verse only) 11 Let’s play some games Swinging, Swinging 12 Ride a Cock Horse 13 or go exploring The Bear went over the mountain 14 Peek a Boo 15 Tickle Tickle 16 Some guests are arriving Humpty Dumpty 17 Bananas in Pyjamas 18 Bob the Builder 19 Fuzzy the Clown 20 Nice day to row the boat Row Row Your Boat 21 WALKING/ Follow the Leader 28 LISTENING SONGS: Little Groover 29 INSTRUMENTS: I like to move it (with dynamics) 30

Jelly on a Plate (x 5) 31 Oh We Can Play (with dynamics) 32 Kids Time Mix 34 Tequila 35 MARCH: A Friend Like You 36 EXTRA MARCH: Teddy Bear’s Picnic (full version) 36

Happy birthday (with pause) 37 ACTION SONGS: Mr. Teddy 38 Here Come a Bear 39 Teddy Bear Turn Around K 40 5 Cheeky Teddies Jumping on the Bed 41 You may want to put in “Teddy Bear Twist”(56) or “Rockabye Your Bear”(61) Here FEATURE SONGS/ Mexican Hat Dance 50 DANCES: Ketchup song (x3 choruses) 51

Zorba the Greek 52 Gangnam Style 53 Do the propeller 54

Get Ready to Wiggle 55 Teddy Bear Twist 56 Wiggely Woo 57

Roar 58

FINISH: Ring a Rosie 59 Hokey Pokey 60 CCC’s Rockabye Your Bear 61

MINDFULNESS: Hand on your shoulder 62 The Massage Song 63

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Teddy Bears Picnic Section 3 Theme Songs NB: This program has no props except for the Teddy so be careful not to rush or else it will be over very quickly. The main idea with this is that Teddy does all the actions. “Hello everyone, I see you have someone special with you today, let’s shake hands with our Teddy. hey dee ho and how do you Teddy?” Hey dee ho and how do you do x3 How do you do this morning Repeat with clapping hands or kicking legs – something that Teddies can do. “Well today we are going to take our Teddies on a special outing – it’s a Teddy Bear’s Picnic.” Put up the sun and tree felt. “Do you know what Teddies do when they go for a picnic – well we are about to find out – hold up your teddies and make the dance to this special song.” If you go out in the woods today You’re sure of a bid surprise If you go out in the woods today You’ll never believe your eyes For every bear that ever there was Would gather here together because Today’s the day the teddy bears have their picnic "Well it seems there are a lot of things that Teddies like to do on their Picnic days – what will we do first – What’s that Teddy – you want to go for a swing – hold your teddy up by his hands and let him go for a swing.” Put up the swinging teddy felt. Swinging swinging now we go up now we go down Swinging swinging Teddy goes up Teddy goes down “My Teddy is a bit of a daredevil and he likes to swing by his feet – hold on to your teddy like this and let’s try it again.” Repeat song. “What about a pony ride now Teddy?” Put up the ride a cock horse felt – sit teddy on your knee and bounce him up and down- get the children to copy you. Ride a cock horse to Banbury cross To see a fine lady upon a white horse With rings on her fingers and bells on her toes She shall have music wherever she goes Repeat. “Does someone at your house give you a ride on your shoulders like this – put teddy on your shoulders and we’ll do it again.” Repeat song

COGNITION: Did you know this poem was used as far back as 1700’s? Including traditional nursery rhymes is a way of exposing children to a variety of language structure, old and new, which helps with language development.

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“What would you like to do now - climb? Climb a mountain OK that sounds like fun.” The bear went over the mountain x 3 To see what she could see And all that she could see x 3 Was the other side of the mountain x 3 Was all that she can see. “I like to play peek a boo – how about you Teddy? Put your hands over your eyes and say Peek a boo!” Peek a boo peek a boo Who’s that hiding there? Peek a boo peek a boo It’s Teddy he’s hiding there "Sometimes I like to put my hands over teddy’s eyes like this.” Repeat song. “Sometimes Teddy hides behind my back and pops out like this.” Repeat song. “My teddy love to play tickling games – where is your teddy ticklish?” 1 2 3 4 5 open all your fingers wide 1 2 3 4 5 close your hand with them inside Tickle, tickle, tickle down to your toes Tickle, tickle, tickle up to your nose Tickle, tickle, tickle, tickle x 2 “Well that was fun looks who is coming to play with us – it’s Humpty Dumpty. Ok, put Teddy on your knee and sing the song with me.” Put up the Humpty felt. Humpty Dumpty sat on the wall Humpty Dumpty had a great fall All the kings’ horses and all the kings’ men Couldn’t put Humpty together again. Repeat. “Uh oh, who is coming now?” Bananas in Pyjamas are coming down the stairs Bananas in Pyjamas are coming down in pairs Bananas in Pyjamas are chasing teddy bears Cos on Tuesdays they all try to catch them unawares.

PHYSICAL: Another good song to improve our manual dexterity – try to do it twice – once with each hand, so both hands get practise.

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Repeat. “Goodness me it’s Bob!” Chorus Bob the builder can we fix it

Bob the builder Yes we can Scoop Muck and Dizzy and Rolley too Lofty and Wendy join the crew Bob and the gang have so much fun Working together to get the job done

Chorus

Pilchard and bird Travis and spud Playing together like good friends should

Chorus “Hi there Fuzzy, come and join us. Ok Teddy, let’s be a clown like Fuzzy – let’s get down in our box and then we’ll have to jump up and dance around.” Put up the jack in the box or clown felt. Fuzzy the clown lives a long long way down Deep inside his box And every night when it is still and quiet Fuzzy jumps right up And he dances and dances all around x3 And then he pops back down “Ok now we are going to row our boat – hold on to Teddy’s hands and let’s row.” Row row row your boat gently down the stream Merrily merrily merrily merrily Life is but a dream Repeat fast slow etc Repeat. Section 5 - Extra March If you go down in the woods today you’re sure of a big surprise If you go down in the woods today you’ll never believe your eyes For every bear that ever there was Will gather there for certain because Today’s the day the Teddy Bears have their picnic

Every teddy bear who’s been good is sure of a treat today There’s lots of fabulous things to eat and wonderful games to play Beneath the trees where nobody sees They’ll hide and seek as long as they please

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That’s the way the teddy bear’s have their picnic CHORUS Picnic time for teddy bear’s The little teddy bears are having lovely time today Watch them, catch them unaware And see them picnic on their holiday See them gaily gad about they love to play and shout They never have any cares At six o’clock their mummies and daddies will take them home to bed Because they’re tired little Teddy Bears. Section 6 Action Songs (or substitute this section for advanced activities) “My teddy loves to play this hide and seek game.” MR. TEDDY Way down inside his box lives a teddy bear Whenever his friends come out to play He jumps up and sings this song. Mr. Teddy claps his hands Mr. Teddy stamps his feet Mr. Teddy turns around Then pops back down in his box. (last line “pops back down in his” x 3 box) “Let’s stand up and pretend to be a bear.” Here comes a bear stomping stomping A very scary bear stomping stomping Hands up in the air stomping stomping Stomping everywhere Kangaroo jumps (boing boing) He jumps so very high (boing boing) He almost touched the sky (boing boing) Kangaroo jumps so high Here comes a snake sssss sssssssss Slithering along ssss sssssss His body’s very long sssss sssss Slippery snake slithers along Repeat.

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“Now here is a song that our teddies can do together.” Teddy Bear Teddy Bear turn around Teddy Bear Teddy Bear touch the ground Teddy Bear Teddy Bear dance on your toes Teddy Bear Teddy Bear touch your nose Teddy Bear Teddy Bear stand on your head Teddy Bear Teddy Bear go to bed Teddy Bear Teddy Bear turn out the light Teddy Bear Teddy Bear say good night --- shh shh Teddy Bear Teddy Bear wake up now Teddy Bear Teddy Bear make your bow You can repeat this song if you want by getting the children to put down the teddies and doing the actions themselves. “5 cheeky teddies – ON THE BED!” 5 cheeky Teddies jumping on the bed One fell off and bumped his head Mummy called the Doctor and the Doctor said No more teddies jumping on the bed Or maybe THE TEDDY BEAR TWIST There’s a little dance and it goes like this Everybody loves to do the teddy bear twist It’s easy and it’s fun and it goes like this Everybody loves to do the teddy bear twist Everybody, everybody, everybody twist Twist twist x 3 Everybody loves to do the teddy bear twist There’s a little dance and it’s a real giggle Everybody loves to do the teddy bear wiggle It’s easy and it’s fun and it’s a real giggle Everybody loves to do the teddy bear wiggle Everybody, everybody, everybody wiggle Wiggle wiggle x 3 Everybody loves to do the teddy bear wiggle

COGNITION: This song helps with developing gross motor skills as we progress with each movement (twist, wiggle & shake) and it also aids in memory as by the 4th verse, we put it all together and have to remember each movement from the previous verse. Doing activities that help improve our memory, fosters a positive sense of self.

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There’s a little dance that’s really great Everybody loves to do the teddy bear shake It’s easy and it’s fun and it’s really great Everybody loves to do the teddy bear shake Everybody, everybody, everybody shake Shake shake x 3 Everybody loves to do the teddy bear shake Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake Let’s put them all together and see what we make Everybody’s doing the twist wiggle shake Twist, Wiggle, Shake Everybody’s doing the twist wiggle shake (x 3) Or a dance or feature song you have been working on FINISH SONG Sit down and discuss everything you have sung about today then finish with hey dee ho and say goodbye. Don’t forget to go over your new language. Props and felt needed for today: Felts/Laminates Teddy Felts/Laminates – swinging, sitting, standing etc Humpty Dumpty Ride a cock horse Bananas in Pyjamas Clown or jack in the box Maybe the sun and tree felt. Bob the builder Boat

Props Bananas in Pyjamas puppets Ride a cock horse Teddy (Beanie Bears) Humpty Dumpty Bananas in Pyjamas doll

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Turn taking Without a doubt the ability to take turns, in whatever capacity, is the cornerstone for socialisation skills. As well as the more obvious situation where the adult requests children to take turns for an activity, simple tasks such as collecting a puppet or instrument from the hey dee ho presenter requires patience, confidence and an ability to “take turns”. It can also include decision making if given choices.

Crossing the mid line When a hand dominance and an ability to cross the mid-line of the body are developed, the brain becomes more organized for specific tasks. This is called lateralization of cerebral function. Many of hey dee ho’s tasks incorporate activities with this in mind.

Vestibular sense Through evolution, our vestibular receptors have developed to be extremely sensitive. Our need to know where we are in relation to the earth is a more imminently necessary force than our need for food, tactile comfort or even an adult-child bond. Children with dysfunctional vestibular systems often lose balance; are uncoordinated; have poor muscle control and may appear “floppy” or limp; tend to slump; have difficulty turning doorknobs; have a tight tense grasp on objects; have digestion and elimination problems; unable to catch self from falling; may not have crawled or crept as a baby; avoid

crossing the mid-line; have difficulty using one foot or hand to assist

the other; have difficulty making both feet or both hands work

together. Balancing activities such as rocking, swaying, rolling and

spinning type activities are an integral aid to develop this sense,

hence the need to also develop the proprioceptive sense.

Repetition Teaching happens in real time but learning happens over time. We repeat songs or activities in our sessions, both repeating something straight away or repeating something over multiple sessions. Repetitive activities encourage myelin growth over neuron tails which helps messages from the brain travel faster across neural pathways., The faster the message travels, the more refined the movement or skill becomes.

The Proprioceptive Sense is the sense that tells us about our own body movement. It sends messages about whether muscles are stretching or contracting. The functions of proprioception are to increase body awareness and to contribute to motor control and motor planning.

Primitive and postural reflexes A baby relies on automatic responses to enable its survival. These automatic responses are known as primitive reflexes and first emerge while the baby is still in the womb. During the first year, as a baby's brain develops and it gains increasing control over its body, connections within the brain are strengthened and these early survival patterns are gradually replaced by more mature patterns of response, these are known as the postural reflexes. Postural reflexes support control of movement, balance and posture, and the development of these postural reflexes provides an indication of the extent to which balance, coordination and postural control have developed. Some children do not achieve this control fully and grow up with traces of the primitive reflexes present and their postural reflexes do not fully develop. This can lead to problems with control of movement affecting balance and coordination, fine motor skills, motor development and related aspects of learning such as reading, writing and physical education.

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List of props for term 2

1. Rainy Windy Day Umbrellas – big, small and cocktail size, Frog puppets, Duck Puppets Spider – optional, Kite tails, Bus horn, Rainbow ring

2. Nursery Rhyme Day Marching peg men, Humpty, Miss Muffet hat/wig, Spider - optional Doctor's bag and hat, Miss Polly Doll, Mice puppets, Black sheep / cow puppets

3. What Sound Do I Make? Frog puppets, Firemans hat – optional, Chickens, Cows and Dog puppets, Kite tails, Monkey soft toy, Bingo

4. Going Out Duck, Frog and Fish puppets, Bus horn, Ice creams, Apron and Money, Rainbow ring

5. Circley Kinda Day Rainbow ring, 2 men’s hats, 2 ladies hats, 2 policeman hats, 2 children’s hats and 2 babies hats, Mice puppets, Spider – optional and Stickers – optional Large sheets of paper (if you don’t have a blackboard backed feltboard)

6. Shapes Mouse Puppets Large sheets of paper (if you don’t have a blackboard backed feltboard)

7. Fairies Fairy puppets, Mermaid costumes or Troll headbands, Bananas in Pyjamas puppets, Pirate bandanas, Sailor hat, Humpty Dumpty

8. Rainbow day Duck and Frog puppets, Bean bags, Firemans hat – optional, Bananas in Pyjamas puppets, Rainbow ring, Kite tails, Strawberries

9. ABC Part 1 Elephant and Frog puppets, Bingo soft toy, Monkey puppets – optional

10. ABC Part 2 Mice puppets, Miss Polly doll, Dr’s hat and bag, Teddy bear, Umbrellas, Kite tails

11. Under The Sea Fish puppets, Whale castanet (optional), Mermaid tails, Shells

12. Build a House Fish puppets, Spots – stickers optional

13. In The Jungle Jimmy Monkey toy, elephant puppets, monkey puppets

14. Sports Day Fish puppets, peg men or beanie bears, Medals, Lycra – optional

15. Planets Monkey puppets, Aiken Drum Props, Rainbow ring – optional

16. Teddy Bear’s Picnic Teddy, Lycra, Bananas in p.j’s soft toy, Banana Finger puppets, Humpty, Construction hat – optional