Resource Sheet in this booklet
Skills listed on a dark pink background are Cross Curricular Skills
Skills listed on a light pink background are Thinking Skills and Personal Capabilities
A practical resource to support the Personal Development and Mutual Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum
The To Be Me (Personal Development and Mutual Understanding) thematic unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of PDMU within the Northern Ireland Curriculum.
This resource is comprised of six sub-units• FitforLife• Let’sGetMoving• HomeisWheretheHeartis• FeastfortheSenses• StraightfromtheHeart• Let’sGetTogether
It details suggested learning activities and methodologies which will assist teachers in developingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesofdevelopment.
ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricularskills of Communication, Using Mathematics and Using ICT. The resource also connects to the Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.
Strand 1Personal Understanding and HealthThemselves and their Personal Attributes Begin to recognise uniqueness and value personal qualities and abilities
Their Own and Others’ Feelings and EmotionsBegin to recognise and manage some feelings
Keeping Healthy and SafeBegin to recognise some aspects of a healthy lifestyle
Strand 2Mutual Understanding in the Local and Wider CommunitySimilarities and DifferencesBegin to recognise differences in each other
Learning to Live as a Member of a CommunityBegin to understand their role in the classroom community
Relationships with Family and FriendsBegin to understand the relationships within a family
Similarities and DifferencesBegin to recognise differences
WritersAnnaWoznica,LisanallySchool,ArmaghHelenStewart,TorBankSchool,DundonaldStephanie Anderson, Tor Bank School, Dundonald Caroline Currie, Lisanally School, Armagh
Curriculum ObjectiveTo develop the young person as an individual
Key ExperiencesExplore who they are Recognise what they can doDevelop their health
Learning IntentionsPupils will have opportunities to:• recogniseandnamesomeofthefeatures
oftheirbody;and• identifysomefeatureswhichhelpthemto
keep clean and healthy.
Progress in LearningIamstartingto:• understandwhatmakesupthedifferent
partsofmybody;• understandtheimportanceofkeeping
cleanandhealthy;• becomeawareoftheneedtoeat healthily;and• becomeawareofsomeofthethingsthat
makemefeelunwell.
Success CriteriaPupils will:• becomeawareofhowtheirbodyworks;• recognisebasichygieneskills;and• becomeawareoftheneedforhealthy
eating.
Attitudes and DispositionsPersonalresponsibilitySelf-confidenceCuriosityFlexibilityToleranceOpenness to new ideas
Thinking Skills and Personal CapabilitiesSelf-Management
Fit for Life
1To Be Me Fit For Life
To Be Me
Key Question
To Be Me Fit for Life2
Bodies in MotionPlaysomemusicandencourageyourpupilstomovearound–dancing,wiggling,twirling.Usemusicofdifferenttemposand styles to help encourage interest. Provide opportunities forthemtowatchthemselvesthroughtheuseofmirrorsorbysettingupover-headprojectors/usingtorchestocreateshadows.Youcouldalsotakevideosofthemmovingandallowthemtowatchtheseatalaterstage–thismayleadtothedevelopmentofsimpleself-reflection.
What can I do with my body?
Cross Curricular Skills:Communication - Usenon-verbalmeanstoexpressideasand engage with the listener
Communication - Listen to and take part in discussions
Thinking Skill and Personal Capability: Beawareofpersonalstrengths,limitationsand interests
To Be Me Fit for Life 3
You will need:
• Musicofdifferenttempos
• Astereo
• Torches
• Aprojector
• Avideocamera
Begintoshapetheirmovementsbyfirstcopyingyourpupilsandthenbyencouragingthemtoimitateyouractions(anotheradultmayphysicallyguideorpromptifnecessary).Youshouldmodellargemovements(suchasjumpingorstretching)aswellassmallermovements(suchaswavingyourhandsornoddingyourhead).Ensurethateachpupilexperiencessomelevelofsuccess.Seekadvicefromoccupationaltherapistsandphysiotherapistsaboutsuitablemovementgamesforpupilswithphysicaland/orsensory needs.
Key QuestionKey Question
4 To Be Me Fit for Life
Head and ShouldersUsingthesongsinResources1–2forideas,togethersingsongsthatfocusonourbodies.Actionsongswillhelpsustaininterestandmotivation.Resource3includessomeexamplesofwaystopresentlyricstoyourpupilsusingpictographs and ideographs.
Onceyourpupilsarefamiliarwiththesongs,starttonamethebodypartsandactionsastheyareperformed.Worktowardsencouragingthemtofollowspecificinstructions(forexamplestampyourfeet,clapyourhands).UseResource4ifyou would like to show these instructions pictorially.
Takephotosofeachpupilengagedinthesonganddanceactivitiesandincludetheminaclassdisplay.Discussthephotoswiththemandaskthemtodescribewhattheyweredoing.Encouragethemtousesimpleverbs(forexamplejumping,waving,stomping).
To encourage consolidation work at home,youcouldalsosendcopiesofthephotographshometo parents with copies ofthewordsofthesongs(choosingafewwellknownnurseryrhymestobeginwith).
You will need:
Resource 1: SongsandRhymes1
Resource 2: SongsandRhymes2
Resource 3: Visual Lyrics
Resource 4: ActionInstructions• Acamera• Dolls/figures/ body-based construction toys
What are the different parts of my body called?
Cross Curricular Skills:Communication - Listen to and take part in discussions and explanations
Using ICT -Accessinformation
Thinking Skill and Personal Capability: Managebehaviourinarangeofsituations
To Be Me Fit for Life 5
Dolls and FiguresDrawattentiontothenamesofbodypartsasthepupilsexplorearangeofbody-basedconstructiontoys(forexampleDuplo,Popoids,etc.)orwhenplayingwithbabydolls,actionfigures,stuffedtoys,etc.
Mix and MatchTogether,playmatchinggamestoconsolidatethenamesandlocationsoftheirbodyparts.Forexample,visitwww.dltk-cards.com/dominos/dominos2.asptobuildadominoesgame(clickon‘OtherThemes’andthen ‘BodyParts’).
ToprovideyourpupilswithsomeICTexperiences,allowthemtomixandmatchbodypartsoffavouritecharactersonBalamory
at www.bbc.co.uk/cbeebies/balamory/plum/misfits/misfits.shtml.YoucouldalsomakeaninteractiveSnapgameusingtheLiteracyActivityBuilderapplication,whichisonC2K.
Finally,considercreatinganinteractivejigsawpuzzle or slowly revealing picture using photographsofyourpupils.Switch-ItMakerontheC2Knetworkwillallowyoutocreatemouse,switchortouch-screenactivatedpuzzles.Encourageanticipationbyaskingquestionssuchas‘Whereishisleg?’or‘Willweseehiseyesnext?’aseachpieceofthepictureappears. For instructions visit: http://c2kschoolbox.granada-learning.com/pdf/downloadsSEN/ideas_switchitmaker_activity.pdf
Key Question
6
My FaceUsingmirrorsorawebcamera,allowyourpupilstomakefacesatthemselves.Iftheyneedencouragement,haveanadultsitoppositeandinitiateagameofcopycatwheretheadult sticks out their tongue, wriggles their nose, etc., and the pupilattemptstocopytheexpression.
Notethattheadult’smovementswillneedtobeexaggerated.Lickingchocolatespreadorjamfromaroundthemouthwillencouragetonguemovement,andusingfacepaintsorstickersontheadultmayencouragethepupilstofocusmorereadilyonspecificfacialfeatures.
Intime,swaptherolessothattheadultcopiesthepupil’sexpressionandmovements.
Whenappropriate,introducethenamesoffacialfeaturesandencourage your pupils to performcertainactions,forexampletouchingtheir ears or nose. Alternatively,you could use action songs and rhymesfromResource 2 forthis.
What are the different parts of my face called?
To Be Me Fit for Life
Cross Curricular Skills:Communication - CommunicateInformation
Communication -Usenon-verbalmethodstoexpressideas
Using Mathematics -Interpretinformationinmathematicalformats
Using ICT - Selectandinterpretinformation
Thinking Skill and Personal Capability: Focus, sustain attention and persist with tasks
7
You will need:
Resource 2: SongsandRhymes2
• Mirrorsorawebcamera
• Imagesoffaces
• Puzzlesoffaces
Pairs and PuzzlesProvideyourpupilswithimagesoffacesandtogetherplaymatchinggames.Thesecouldbephotographsofpupilsandstaff.Whenappropriate,encouragethemtopointtospecificfacialfeaturesasyounamethem,orhavethemseparateimagesoftheirclassmatesfromtheselectionofimages.
Youcouldalsocutimagesofthepupils’facestocreatesimplejigsawpuzzles.Alternatively,youcanpurchasepuzzlesdepictingfacesandexpressionsfromeducationalcatalogues.
Whenappropriate,introducecolourvocabularyandencourageyourpupilstousethesewordstodescribethehair and eye colours they see in the photographs.
YoucanmakelinkstoMathematics and Numeracybycreatingasimplegraph.Placedifferenteyecoloursalongthehorizontalaxisandencourageyourpupilstosticktheirphotoabovethecorrectcolour.Thismayhelpconsolidatecomparativevocabularyanddevelop counting skills.
YoucanmakelinkstoLanguage and Literacy forpupilsbyusingthePictureExchangeCommunicationSystem(PECS).PlacephotographsofclassmatesandstaffintothePECSbooksandworktowardsthepupilbeingabletofindtheimageofapersonyouname.
ForinformationonPECS,visitwww.pecs.comandseekadvicefromthespeechand language therapist.
To Be Me Fit for Life
Key Question
To Be Me Fit for Life8
Count OffEncourageyourlearnerstocountbodyparts,facialfeatures,fingers,thumbs,etc.Youcould:• useaMr.PotatoHeaddollandcountthepartsasthey
assemble/disassemblethedoll;• makeplaydoughpeopleandthencutofflimbsoradd
limbstocount(youcanfindrecipesforplaydoughonpage87ofCCEA’sLearning Through Play folder);
• singorrecitecountingsongs/rhymesaboutbodyparts,likethoseinResource2;and
• allowthemtomakehandandfootprints and then count thefingersandtoes.This could also lead to comparativeworkonsize.
How many body parts and facial features do I have?
Cross Curricular Skills:Using Mathematics -Usemathematicalknowledge
Using Mathematics -Developmethodsandstrategies
Communication - Use an expanding language
Thinking Skill and Personal Capability:Focus, sustain attention and persist with tasks
To Be Me Fit for Life 9
You will need:
Resource 2: SongsandRhymes2• Dolls/figuresthatyou
canassemble(suchasMr.PotatoHead)
• Playdough
• Paints
• Painttrayslargeenoughforpupilsto stand in or paint laden sponges large enough to press hands in
• Paper
• Wallpaper
• Collagematerials
• String
YoucanmakelinkstoThe Artsby:• creatinglife-sizebodyoutlinesonwallpaper;painting,
colouringorcollaginginsidetheoutlines;anddrawing,countingandnamingbodyparts/facialfeaturesasyougo(beawareofpupilswhomayswallowbuttonsoreatthegluewhencollaging);and
• creatinganinteractivewalldisplayofphotosofeachpupilandhandprintsofeachpupil.Covereachphotowithaflapofpaperthatcanbelifted.Connectthephototoitsrespectivehandwithacolouredpieceofstring.Thenallowyourpupilstoguesswhosehandprintitis,followthestringtothephoto,lifttheflapanddiscovertheowner.
Key Question
To Be Me Fit for Life10
Clean RoutinesEstablishhygieneroutinesthroughouttheday.Forexample,encouragehandwashingafteroutdoorplay,beforemealtimesandafterusingthetoilet.
Introducefacewashingaftermealtimes.Toestablishtheroutine,makeparticularlymessyfoodsavailable(suchasjamorchocolatespreadontoast).Encouragingyourpupilstolookinthemirrorwhilewashingcanhelpthemtodevelopindependenceinfacewashing.UsingthesongaboutfacewashingonResource2mayalsobeusefulinreinforcingtheroutine.
Artactivitiesprovideanotheridealopportunitytointroducetheideaofkeepingcleanandhealthy.Encourageyourpupilstowashtheirhandsand/orfeetafterartlessons,phasingout transitioning cues and physical assistance over time.
Ifteethcleaningispartofyourschool’sprogrammetodevelopself-helpskills,ensureaconsistentandpredictableroutineisfolloweddaily.UsingtoothbrusheswithpicturesoftheirfavouriteTVcharactersmayhelpincreaseyourpupils’motivation.Singingsongsabouttoothbrushing,likethoseinResource2,mayalsohelpconsolidatethe learning with your pupils.
Asymbol-supportedPowerPointpresentationshowingthestagesoftoothbrushingisavailableonwww.symbolworld.org/learning/life_skills/pse/index.htm
What must I do to keep clean?
You will need:
Resource 2: SongsandRhymes2
• Basins
• Washcloths
• Plasticdolls
• Washingliquid
• Arangeofhomecleaningequipment
• Arangeofpersonalhygieneequipment
Cross Curricular Skill:Communication -Listen to and take part in discussions, explanations,role-playsandpresentations
Thinking Skill and Personal Capability: Setpersonaltargetsandreviewthem
To Be Me Fit for Life 11
Resourcesandadviceforparentsaboutteethbrushingareavailableatwww.colegate.co.uk and www.aquafresh.co.uk
Role PlayConsolidatetheideaofwashingandkeepingcleanthroughrole-playactivities.Forexample,allowyourpupilstowashdollsinthehousecornerusingaselectionofbasins,plasticdolls,cloths/spongesandsoaps.Reinforcethebodypartnamesduringtheactivity.
YoucanmakelinkstoThe World Around Usbyallowingyourpupilstosorttheitemsweusetocleanourselves(facecloths,sponges,toothbrushes,etc.)fromthings we use to clean the house (dustpan and brush,scouringpad,featherduster,etc.).Ensurethatanyhouseholditemsarethoroughlycleanor,preferably,new.
YoucanmakelinkstoLanguage and Literacybyreadingaloudfictionbooksincluding‘IDon’tWanttoWashMyHands’byTonyRossand‘SmileCrocodileSmile’byAnVrombaut.Non-fictiontitles could include ‘HealthyTeeth’byAngelaRoystonand‘WhyWash?’byClaire Llewellyn and MikeGordon.
Key Question
To Be Me Fit for Life12
You will need:
Resource 5: ShoppingwithMoney
Resource 6: Like/DislikeCards
• Aselectionofrealfruitsandvegetables
• Plasticfruitsandvegetables
• Toycutlery/dullbutterknives
• Foodmagazines
• Paintsandpaper
• Hoops
• Clothingandsuppliesto play shopkeeper
What must I do to keep healthy?
Sortinghealthyfromunhealthyfoodsmaybetooadvancedforthisagegroup.However,reinforcinghowfruitsandvegetablescanmakeourbodiesstrongisimportant.We,therefore,recommendthatyouprovidefruitsandvegetablesaspartofhealthybreaktimesnacksalongwithmilkandwater to drink.
Feely FunFamiliariseyourpupilswithdifferentfruitsandvegetablesbyprovidinglotsofopportunitiestohandleandsmellthem.Youcould,forexample,placeeitherrealorplasticonesintothewatertrayandallowyourpupilstowashthemusingsoftbrushes,etc.
YoucanmakelinkstoPhysical Education and help develop theirfinemotorskillsandhand/eyecoordinationbyprovidingopportunitiestocutsoftfruitorvegetablesinthehousecornerusingtoycutleryorbutterknivesonchoppingboards.Ensuretheyhavethesupportofanadultforthis.Asthisisamessyactivity,itprovidesagoodopportunitytoreinforcetheneedtowashhandsbeforeandafterhandlingfood.
YoucanmakelinkstoThe Artsbyallowingyourclasstocutoutpicturesfromfoodmagazinesandstickthemontopaperplates.Alternatively,togethermakeinteresting print shapes using chopped vegetablesandpaintsonpaper.Theymayneedanadult’ssupportfortheseactivities.
Cross Curricular Skills:Communication -Communicateinformation,ideasopinions,feelingsandimaginings,usinganexpandingvocabulary
Using Mathematics -Read, interpret, organise and present informationinmathematicalformats
Thinking Skills and Personal Capabilities:Managebehaviourinarangeoftasks
Focus, sustain attention and persist with tasks
To Be Me Fit for Life 13
Taste and SeeTastingisafunwaytofamilariseyourpupilswitharangeoffruitsandvegetables.Beforeyoucutthemupforthetastingactivity,allowyourpupilstotouchandsmellthefruitsandvegetables.Includefoodstheymaynotbefamiliarwith,forexamplekiwifruit,pineapples,coconuts,fennel,sweetpotatoes,anddragonfruits.Notethatsomepupilsmaybemorewillingtotryafoodifitismashedorpureed.Jarredbabyfoodsmightbeusefulin these instances.
Astheyeachtasteafood,modeldescriptivelanguageandencouragethemtoindicate theirpreferences.
ImportantNote:Donotusefoodsthatyourpupils are allergic to or have an intolerance to.
YoucanmakelinkstoMathematics and Numeracybycreatingasimplegraphoffavouritefruitsandvegetables.Simplyplaceapictureofeachfoodalongthehorizontalaxisand allow your pupils to place their own photo orsomeothermarkerabovethefoods they liked.
Youcanalsohavethemsorttheirlikesanddislikesintotwodifferenthoops.UsethevisualsinResource6tolabeleachhoopas‘Like’and‘Dislike’.Youcouldalsoprovideyourpupilswithaphotooftheirfinalsortedhoopstodiscussorreflectuponlater.
Othersortingactivitiescouldincludesortingbycolour,shape(round/elongated).Thiscouldleadtothedevelopmentofcountingskills. YoucanmakelinkstoMathematics and Numeracy and Communicationbysettingupasmallgreengrocer’sshop.Userealorplasticfruitandvegetables,aprons,paperhats/hairnets,cashregisterswithmoney,bagsandboxes.Allowingyourpupilstocountoutthefooditemsandplacethemintobags/boxeswillconsolidateimportantmathematicalskills.Modelthesocialinterchangebetweencustomerandshopkeeperbyverballyaskingforfruitsorusingsymbols,photosorthePECS,where appropriate. You could also introduce theideaofmoneyexchange,ifappropriate,byprovidingyourpupilswithResource5andhavingthemsettheappropriatenumberofrealcoinsontopoftheirresourcesheet.Youcanfindprintablecoinsatwww.senteacher.org/worksheet/11/games.xhtml
Key Question
To Be Me Fit for Life14
Role PlayTalktoyourpupilsaboutsicknessandencouragethemtoshareanytimesthattheywereunwell.Didtheyhavetogotothedoctororhospital?Ifso,whatdidtheyseethere?
Cutoffthebottomandtopflapsoflargecardboardboxesandpaintthemtolooklikeambulances.Attachstraps to the sides and encourage your pupils to stand intheseboxeswiththestrapsovertheirshouldersandpretendtobeambulances.Encouragethemtomoveabouttheroomoroutsideandmakethesoundoftheambulanceastheystoptohelppeople.
MatchingMaketwocopiesofResource7.Laminateonetocreatea‘board’andcutoutthecardsontheothercopy.Thenallowyourpupilstotrytomatchtheircardtothecorrectspaceonthe‘board’.
YoucanmakelinkstoThe World Around Usbysettingupasmallhospital/doctor’sofficeroleplayarea.Alternatively,simplyprovidethethemedequipmentinyourhousecorner.Modelthesortsoftasksdoctorsandnursesperform(forexamplelistenthroughastethoscope,bandagesomeone,writeprescriptions,recordinformationonachart,etc.)and encourage your pupils to practise on you, eachotherordolls/figures.Remembertoreinforcethenamesofbodypartsregularlyduringtheroleplay.
You will need:
Resource 7: HealthyPairs
Resource 2: SongsandRhymes2• Largecardboard
boxesandstraps
• Paints
• Dolls/figures
• Playdoctor’sequipmentandcostumes
• Paper,pensandclipboards.
Who can help me if I’m sick?
Cross Curricular Skill:Communication -Listen to and take part in discussions, explanations,role-playsandpresentations
Thinking Skill and Personal Capability:Managebehaviourinarange oftasks
To Be Me Fit for Life 15
Invitingtheschoolnursetotheclassroomtospendtimewiththepupilsandbuildrelationshipsmightalsomakeanyfutureappointmentseasier.
YoucanmakelinkstoLanguage and Literacybyprovidingcopiesofandreadingaloudthemedbooks,including‘IDon’tWanttoGotoHospital’byTonyRoss,‘DoIHavetoGotoHospital?’byPatThomasandLesleyHarker,and‘GoingtotheDoctor’byUsborneFirstExperiences.Youcouldalsosingthetwodoctor-themedsongsonResource2,usingpropswherepossible.
Resource 1Songs and Rhymes 1
16 To Be Me Fit for Life
Song 1Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowitAndyoureallywanttoshowit,Ifyou’rehappyandyouknowit,Clap your hands.
…stampyourfeet… nod your head...doall3!
Song 2 (Tune: Skip to My Loo)Claphands,followme,Claphands,followme,Claphands,followme,Who’llbetheleadernexttime?
Stampfeet,followJane…Jumphigh,followGita…
‘Claphands,followme’bySueNichollsfromthebookBobbyShaftoe©copyright1992A&CBlackLtd.Reproducedbypermission.
Song 3WhenallthecowsweresleepingAndthesunhadgonetobed,UpjumpedthescarecrowAndthisiswhathesaid!“I’madingle,danglescarecrowWithaflippyfloppyhat.IcanshakemyhandslikethisAndshakemyfeetlikethat”.
WhenallthehenswereroostingAndthemoonbehindthecloud,UpjumpedthescarecrowAndshoutedveryloud!“I’madingle,danglescarecrowWithaflippyfloppyhatIcanshakemyhandslikethisAndshakemyfeetlikethat”.
WhenthedogswereinthekennelsAndthedoveswereintheloft,UpjumpedthescarecrowAndwhisperedverysoft!“I’madingle,danglescarecrowWithaflippyfloppyhatIcanshakemyhandslikethisAndshakemyfeetlikethat”.
Song 4 (Tune: Jelly on the Plate)Handuponyourhead,handuponyourheadUp and down, up and downHanduponyourhead
Elbowonyourknee…Footuponthefloor…
‘Handuponyourhead’bySueNichollsfromthebookBobbyShaftoe©copyright1992A&CBlackLtd.Reproducedbypermission.
Rhyme 2Handsonshoulders,handsonknees,Handsbehindyouifyouplease.Touchyourtummy,nowyournose,Now your chin and now your toes.Handswayhighupintheair,Downagain,wait!Touchyourhair!Handsuphighjustasbefore,Nowclapyourhands—1,2,3,4!
Rhyme 1Iwigglemyfingers,Iwigglemytoes.Iwigglemyshoulders,Iwigglemynose.Nowallthewigglesareoutofme,I’llsitasstillasIcanbe
Resource 2Songs and Rhymes 2
To Be Me Fit for Life 17
Song 1Headandshoulders,kneesandtoes, knees and toes.Headandshoulders,kneesandtoes, knees and toes.Andeyesandearsandmouthandnose.Headandshoulders,kneesandtoes, knees and toes.
Song 2 12345onceIcaughtafishalive,678910thenIletitgoagain.Whydidyouletitgo?Becauseitbitmyfingerso!Whichfingerdiditbite?Thislittlefingerontheright!
Song 3(Tune: Here We Go Round the Mulberry Bush)Thisisthewaywewashourface,Washourface,washourface.Thisisthewaywewashourface,Onacoldandfrostymorning.
(Tune: Row, Row, Row Your Boat)Brush,brush,brushyourteeth.Keepthemcleaneachday.Thenyou’llhaveaprettysmile,Andhealthyteethallday.
Brush,brush,brushyourteeth,‘Tilthey’reshinybright.They’llbyhealthy,they’llbestrong,Ifyoutreatthemright.
Song 4 (Tune: Twinkle Twinkle) Gotmytoothpaste,gotmybrush,Iwon’thurry,Iwon’trush.Makingsuremyteethareclean,Frontandbackandinbetween.WhenIbrushforquiteawhile,Iwillhaveahappysmile!
Song 6 MissPollyhadadollywhowassick,sick,sick,Soshecalledforthedoctortocomequick, quick, quick.Thedoctorcamewithhisbagandhishat,Andheknockedonthedoorwitharat-a-tat-tat.Helookedatthedollyandheshookhishead,Hesaid‘MissPollyputherstraighttobed.’Hewroteonthepaperforapill,pill,pill,‘I’llbebackinthemorningwithmybill,bill,bill.’
Song 5 15littlemonkeysjumpingonthebedOnefelloffandbumpedhishead!MummycalledthedoctorAndthedoctorsaid,‘Nomoremonkeysjumpingonthebed!’
Rhyme 1Ihave10littlefingersand10littletoes,2littlearmsand1littlenose.1littlemouthand2littleears,2littleeyesforsmilesandtears.1littleheadand2littlefeet,1 little chin,That’sme,complete!
Rhyme 22 little eyes to look around, 2 little ears to hear each sound, 1littlenosetosmellwhat’ssweet,1littlemouththatlikestoeat!
Resource 3Visual Lyrics
To Be Me Fit for Life18
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Clap your hands and wiggle your fingers
Clap your hands and wiggle your fingers
Clap your hands and wiggle your fingers
Now we’ve made a pattern
Tap your knees and blink your eyelids
Tap your knees and blink your eyelids
Tap your knees and blink your eyelids
Now we’ve made a pattern
‘Clapyourhandsandwriggleyourfingers’bySueNichollsfromthebookBobbyShaftoe©copyright1992A&CBlackLtd.Reproducedbypermission.
Resource 3Visual Lyrics
To Be Me Fit for Life 19
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Bang the floor and nod your head
Bang the floor and nod your head
Bang the floor and nod your head
Now we’ve made a pattern
Rub your hands and shake your shoulders
Rub your hands and shake your shoulders
Rub your hands and shake your shoulders
Now we’ve made a pattern
Resource 4
clap hands touch nose
touch ear wave
point finger blink
Action Instructions
20 To Be Me Fit for Life
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Resource 5Shopping with Money
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Using real coins or coins printed on paper, pupils can use this sheet to count out money to ‘buy’ these items.
86423
Images of coins are © Crown copyright
like dislike
love don’t like
yum yum yuk
Resource 6Like/Dislike Cards
To Be Me Fit for Life22
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Resource 7
23To Be Me Fit for Life
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