to be me fit for life - cceaccea.org.uk/.../pdmu/thematic_unit-to_be_me/sld-ks1-fit_for_life.pdf ·...

A CCEA Publication © 2009

Fit for LifeTo Be Me

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 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


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:


• 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


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


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


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:


• 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


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


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


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


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


Invitingtheschoolnursetotheclassroomtospendtimewiththepupilsandbuildrelationshipsmightalsomakeanyfutureappointmentseasier.

YoucanmakelinkstoLanguage and Literacybyprovidingcopiesofandreadingaloudthemedbooks,including‘IDon’tWanttoGotoHospital’byTonyRoss,‘DoIHavetoGotoHospital?’byPatThomasandLesleyHarker,and‘GoingtotheDoctor’byUsborneFirstExperiences.Youcouldalsosingthetwodoctor-themedsongsonResource2,usingpropswherepossible.

Resource 1Songs and Rhymes 1


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


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


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Clap your hands and wiggle your fingers



Now we’ve made a pattern

Tap your knees and blink your eyelids




‘Clapyourhandsandwriggleyourfingers’bySueNichollsfromthebookBobbyShaftoe©copyright1992A&CBlackLtd.Reproducedbypermission.

Resource 3Visual Lyrics


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Bang the floor and nod your head




Rub your hands and shake your shoulders




Resource 4

clap hands touch nose

touch ear wave

point finger blink

Action Instructions


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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.

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Images of coins are © Crown copyright

like dislike

love don’t like

yum yum yuk

Resource 6Like/Dislike Cards


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Resource 7

23To Be Me Fit for Life

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to be me fit for life - cceaccea.org.uk/.../pdmu/thematic_unit-to_be_me/sld-ks1-fit_for_life.pdf ·...

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