Dance, sing and do your thing
Funky Feet Music
Linking to the Early Years Framework and school curriculum these award winning albums comprise of a variety of musical flavours from around the world that include a toe-tapping, foot-stomping, thigh-slapping, tummy-tickling, hand-clapping, instrument-playing, lycra-pulling, parachute-waving, bottom-wriggling fun filled experience for both educators and children alike.
Funky Feet Music are delighted to have produced this resource commissioned by Coventry Music. Our award-winning resources have been developed, tried and tested whilst working alongside 1000s of children and teachers in schools, nurseries and in the home.
Our aim is to build on both physical and cognitive skills whilst providing opportunities to enhance and expand children's enjoyment of the world around them.
These are delivered through multi-sensory music and movement experiences.
These experiences develop skills which help children fulfill their potential.
The songs and activities cover all the areas to prepare a child for formal learning and are fun and easy to use. What are you waiting for? Get stuck in!
Educational establishments are granted a ‘free of charge’ licence to use the music.
To use this music commercially you must first obtain a licence. Please contact us at info@funkyfeetmusic.co.uk Tel (+44) 07879 433458 or visit www.funkyfeetmusic.com
Director & Founder
Kim Pott.
(MA, BSc< PGCE)
Coventry Music aim to provide high quality music making for ALL children and young people in the city.
Music is a fantastic way to develop: language, motor, focus and mathematical skills. Alongside developing self-confidence, self–esteem, focus and memory.
Furthermore, music is a brilliant, fun and rewarding activity in its own right!
This resource, produced in collaboration with Funky Feet Music, is a stepping stone on a musical journey that can last a lifetime.
Coventry Music offers opportunities to play, sing and enjoy music across the whole school journey into adulthood with a focus on the highest quality teaching and learning.
For more information on all our activities please visit
20 Songs to motivate children to move, developing both the body and brain. Jig like a pirate, party with the dinosaurs, crawl like a crab, smile like a crocodile, take a taxi ride and dance with dough Reggae style. For children aged 3 to 7 years Pop like Popcorn makes learning fun!
Words
Verse
I am the music man�I come from down your way�And I can play, What can you play? �I play piano
Pia-pia-pia-no, pia-no pia-no�Pia-pia-pia-no, pia-pia-no
Verse then add a new instrument each time then working back through sequence
I play the trombone
Trom-trom-trom-trom-trom-trombone
trom-trombone, trom-trombone
Trom-trom-trom-trom-trom-trombone
trom-trom-trom-trombone
I play the Triangle
Tri-a tri-a tri-angle, tri-angle tri-angle
Tri-a tri-a tri-angle, tri-a tri-a tri-angle
I play the Fiddle
Fiddle-fiddle-fiddle-i-fe-fiddle-i-fe –fiddle-I-fe
Fiddle-fiddle-fiddle-i-fe-fiddle-fiddle-I-fe
Track 01
Resources
Extension
Demonstrate the actions for each instrument before starting. Emphasise with trombone, triangle and fiddle where one hand stays still and one does the movement. Clap hands at the start of the song during verse. Encourage the children to respond with “What can you play?”.
Instruments or pictures of the instruments
Music Man (Traditional)
Areas of development
Observation Opportunities
Physical Development
Expressive Arts & Design
Communication & Language
KS1 Music
Instructions
Dance, sing and do your thing
Instructions
Words
Toes Shins Knees Thighs, Tummy, Shoulders, Head, Sky
Tummy, tummy knees [echo]
Knees, knees, tummy [echo]
Tummy, tummy, knees, toes [echo]
Toes, toes, knees, knees, tummy [echo]
Tummy, tummy, knees, toes, sky [echo]
Sky, sky, toes, knees, knees, tummy [echo]
Tummy, tummy, knees, toes, sky, shoulders [echo]
Shoulders, shoulders, sky, toes, knees, knees, tummy [echo]
Tummy, tummy, knees, toes, sky, shoulders, shins [echo]
Shins, shins, shoulders, sky, toes, knees, tummy
Tummy, tummy, knees, toes, shoulders, sky, head [echo]
Head, head, shins, shoulders, sky, toes, knees [echo]
Tummy, tummy, knees, toes, shoulders, thighs, head, tummy, sky [echo]
Sky, Head, Shoulders, tummy, Thighs Knees Shins Toes
Track 02
Resources
A song that uses the human body to represent the eight notes of the musical scale, from the lowest note (toes) to the highest note (sky). Listen to and follow the instructions. Encourage the children to sing the echo and find appropriate body parts.
Body Scale
Areas of development
Observation Opportunities
Personal, Social
& Emotional Development
Communication & Language
Physical Development
Expressive Arts & Design
KS1 Music
Dance, sing and do your thing
Extension
Instructions
Words
Horsie Horsie don’t you stop
Just let your feet go cliperty clop
Your tail goes swish and the wheels go round
Giddy-up your homeward bound.
Canter canter win this race
Doodah, Doodah
Big rosette if you get first place
Oh Doodah day
Jumping over the hedge
Give a little neigh
Just another furlong now
First one to the hay.
Repeat 3 times through
Track 03
Optional Resources
Pretending to be a horse moving quickly and slowly in appropriate places. Use claves, wooden spoons, coconuts, beakers or yoghurt pots to create the sound of the horses hooves. (can also be performed as a knee bouncer for young children)
Coconuts. Soft toy for sitting activity. Hoops or elastic
Horsie Horsie
Areas of development
Children work with a partner and take it in turns to be the horse, using a hoop or elastic.
Children add their own props e.g. water jump
Extension
KS1 PE
Expressive Arts & Design
Personal, Social
& Emotional Development
Physical Development
Literacy
Dance, sing and do your thing
Observation Opportunities
Instructions
Words
Down on the farm where the animals stay,
Who can we hear on this fine day?
In the order: duck, horse, cat, cow, dog and sheep, add an animal to each verse.
Track 04
Resources
Extension
Use signing to enhance the song, making the animal sounds and add one to the sequence each time you sing through.
Pictures, puppets or storyboard
Animal Sounds
Areas of development
Observation Opportunities
Design a song board to match the song. Introduce some sign language for the animals. Discuss why some people need to use sign language – use resource showing correct signs.
Read Farmer Duck story.
KS1 Art
KS1 English
KS1 PSHCE
Understanding the world
Fine Motor
Communication & Language
Dance, sing and do your thing
Instructions
Words
Play dough play dough disco (echo)
Play dough play dough disco
Verse:
Splat, splat, splat, splat, splat, splat
Over to the other side
Splat, splat, splat, splat, splat, splat
Now get ready to go
Chorus:
Pass, pass, pass it around
Go, go, go to the disco sound
Pass, pass from hand to hand
Go, go, go to the disco sound
Pass, pass, pass it around
Go, go, go to the disco sound
Pass, pass from hand to hand
Are you ready? STOP!
Repeat verse with the following:
Track 05
Resources
Extension
Children have their own piece of play dough to work with during the song to exercise the fingers. Work with one hand then swap to the other hand; follow the actions in the verse. For the chorus, either pass around the circle if working as a group, or pass around the children's own bodies, e.g. leg, tummy.
Play dough, sponges or beanbags
Play Dough Disco
Areas of development
Observation Opportunities
KS1 Art
KS1 PE
Communication & Language
Expressive Arts & Design
Personal, Social
& Emotional Development
Physical Development
Dance, sing and do your thing
Instructions
Words
Blank blank blank blank blank 123
Blank blank blank blank blank along with me
Up high, down low, this way and that way
Up high, down low, learning through play
Up high, down low, it’s great to learn through play
Repeat x 2 finish with last line
The musical way
Track 06
Resources
Extension
Substitute blanks for any action or sound you choose, e.g. hop, jump, clap etc. or instrument sounds, e.g. drum shakers or bells.
This also works well as a team using a ring bungee to perform a circle dance.
Shakers,
pom poms,
shaker rings or
bungee cord
Learning Through Play
Observation Opportunities
KS1 PE
Areas of development
Expressive Arts & Design
Personal, Social
& Emotional Development
Physical Development
Physical
Development
Communication & Language
Dance, sing and do your thing
Instructions
Words
Marching with Mummy on Monday
Marching the whole day through
Marching over here
Marching over there
Marching everywhere
Repeat for each day as follows:
Tiptoe together on Tuesday
Wiggling & wobbling on Wednesday
Throwing lots of things on Thursday
Flying with friends on Friday
Spinning swiftly on Saturday
Sleeping sweetly on Sunday
Sleeping the whole day through
With our eyes shut tight
Sleeping through the night
Silently good night
Track 07
Optional Resources
Scarves
Extension
Follow the actions in the song. With older children discuss before singing the song to see if they can guess which day of the week things are done on, get them to listen to the sounds of the words.
Days Of The Week
Areas of development
Using alliteration, think of other actions for the days of the week,
months of the year or an action for each person to go with their name.
Make a ‘word’ verb wall with a collection of interesting verbs . Ask the children to use them in their own sentences.
Communication & Language
Expressive Arts & Design
Physical Development
Understanding the world
KS1 English
KS1 Maths
Literacy
Dance, sing and do your thing
Observation Opportunities
Instructions
Track 08
Resources
With balls in the middle of the parachute (beach balls are great for this) the children work as a team to move to the tempo of the music.
Parachute and beach balls
Greensleeves
Areas of development
Physical
Development
Communication & Language
Personal, Social & Emotional Development
Words
Instrumental piece of music
– no words.
Extension
Perform as a dance, with the children suggesting ideas as to what actions they can do that match the tempo of the music. (E.g. side stepping for 4 beats, repeat) This can be done as a solo, or small group.
Without any words, the children can hum or make an accompanying sound, i.e. la, ba
Make up your own words to the song.
Look at the history of music.
Video or record the children’s songs.
Link to Tudor topic .
KS1 Dance
KS1 English
KS1 ICT
KS1 History
KS1 Music
Dance, sing and do your thing
Expressive Arts & Design
Understanding the world
Observation Opportunities
Instructions
Words
Tiny little bubbles sit and wait
Inside this bottle of lemonade
All I need to do is turn the lid
And watch those little bubbles go fizz, pop, whizz
Turn, twist, 1 2 3
Chorus
Pop, pop, pop [Echo]
Fizz, fizz, fizz [Echo]
Jump, jump, jump [Echo]
And a whizz, whizz, whizz [Echo]
Let the little bubbles have a break
Back inside this bottle of lemonade
Repeat x 2, third time finish with two repeats of chorus.
Track 09
Resources
Extension
The children lie quietly underneath the parachute at the beginning of the song, until they hear “turn”, “twist” the parachute is lifted and children are encouraged to jump up and down like fizzy little bubbles, before quietly lying back down.
Parachute
Small balls (optional)
Fizzy Bubbles
Areas of development
Observation Opportunities
Children can take turns to lie under the parachute hold the parachute.
Using balls as bubbles, work together to try and keep them still on top of the parachute. Shake the parachute to make the balls fizz, pop and wizz.
Communication & Language
Physical Development
Expressive Arts & Design
Mathematics
KS1 Science
KS1 PE
Literacy
Dance, sing and do your thing
Instructions
Words
Track 10
Extension Resources
Children play each instrument in turn, exploring the different ways that sounds can be produced. Encourage them to listen for the pulse and to keep in time. Whilst maintaining the pulse, can they play “here” and “there”, moving the instruments side to side, up and down, behind their backs? etc.
To the beat
Areas of development
Try a marching band, encouraging the children to move their feet in time to the pulse as well as play the instruments. As they develop confidence, try changing directions: around the space forwards and back, into the middle and out, side to side, etc.
Extension
Instruments
Communication & Language
Physical Development
Can you play your tambourine to the beat?
We can play our tambourine to the beat.
We’ll play them here , we’ll play them there, play them almost anywhere.
Can you play your tambourine to the beat?
Repeat substituting the instrument as follows:
Shakers
Drums
Bells
Instruments
KS1 Music
Personal, Social
& Emotional Development
Dance, sing and do your thing
Expressive Arts & Design
Observation Opportunities
Instructions
Words
Track 11
A finger rhyme. Follow the actions in the song, encouraging the children to do the actions with both hands simultaneously.
Funky Fingers
Extension
Try the actions with one hand at a time whilst holding the other still.
Make up different actions using fingers, thumbs and whole hands.
Ask the children to spot the rhyming words, can they predict the rhymes in the song?
Make them go blink, now what do you think?
Oo-oo-oo-oo
Give me a click, now that’s really slick
Yeh yeh yeh-a yeh
Lets go with a roll, keep in control
Wo wo wo-wo wo
Lets do a tap , now it’s a RAP
Do do do do do do do do doo
Lets do a squeeze, oh what a breeze
Oooo-o-oo oo
Give me a flick, that’s a good trick
Yeh yeh yeh-a yeh
Lets work on a pinch, now that’s really sinch
Wo wo wo-wo wo
Make them go wide, give me high five
“Yeah” (cheer at the end)
KS1 Music
Dance, sing and do your thing
Areas of development
Communication & Language
Physical Development
Personal, Social
& Emotional Development
Expressive Arts & Design
Observation Opportunities
Instructions
Words
Track 12
Extension Resources
Focus on the echo singing: listening to each line then repeating it back. A list of the months of the year can be a helpful prompt, along with pictures representing the seasons if wished.
Clap or sway through the chorus and add appropriate actions to the verse if desired (‘flap’ like chicks, ‘swim’, flutter fingers from high to low for autumn leaves, hug yourself to keep warm in winter).
Months of the year
Areas of development
Collect and read poems about the months and seasons.
Allow the children to explore different instruments, including ‘improvised’ instruments, to accompany a poem. Record and share their results.
Have children stand up or raise hand when they hear their birth month
A collection of instruments
Communication & Language
Expressive Arts & Design
Verse
January, February, March (Echo)
Spring is here chicks are pecking on the ground (Echo)
April, May and June (Echo)
Summer is here let’s swim in the sea (Echo)
July August September (Echo)
Autumn is here and the leaves fall down (Echo)
October, November, December (Echo)
Winter is here and it’s cold outside (Echo)
Chorus
January, February, March, April, May, June, July, August a lovely summers day.
September, October the nights are drawing in November, December lets start over again.
Repeat verse
KS1 Music
Personal, Social
& Emotional Development
KS1 English
Dance, sing and do your thing
Observation Opportunities
Extension
Instructions
Words
Track 13
Extension Resources
Ask the children to lie on the floor (or stand still like a statue) During the slow part they stay very still. You could chant: “Waiting for the music. Will it ever change?” (repeat) Encourage the children to anticipate the change in tempo. When the music gets faster, the children run carefully around until the music slows down once more where they will resume stillness. Try substituting the ‘run’ for other actions such as hop, skip, gallop, etc)
Speed it up
Extension
This instrumental is perfect for the cup game. For a fine motor activity each child has a beaker and to the beat do the following.
Up (lift the beaker up)
Down (put it down)
Tap Tap Tap (3 quick Taps with fingers on the top.
Clap (clap hands)
Then Stop (hold still)
Or, as an alternative to make it more challenging change the last action to a pass and pass the beaker onto the next person.
This can be done on the floor or at a table
Extension
Beakers
An Instrumental but you can add your own words.
Waiting for the music!
Will it ever Change?
Repeat
For Extension and cup game use the words,
Up
Down
Dra-gon-fly
Clap and Pass
KS1 Maths
KS1 PE
KS1 Music
Areas of development
Communication & Language
Physical Development
Personal, Social
& Emotional Development
Dance, sing and do your thing
Expressive Arts & Design
Observation Opportunities
Observation Opportunities
Verse
We are playing our own way in our band,
We are playing our own way in our band,
We are playing our own way,
Playing our own way,
Playing our own way in our band.
Chorus
Singing ey ey yippee yippee ey,
Singing ey ey yippee yippee ey,
Singing ey ey yippee ey ey yippee,
Ey ey yippee yippee ey.
Repeat verses with the following:
We are playing very softly in our band
We are playing very loudly in our band
We are playing very slowly in our band
We are playing very quickly in our band
Track 14
Resources
Extension
In addition to playing the instruments as per the song, the children can move around the room on tiptoe, stamping, walking slowly and running.
Ask the children to decide which instruments are best played loudly, softly, slowly and quickly.
Ask the children only to play when it is their turn.
Sit group in a circle. Number the children 1 and 2, take turns to move around the circle.
March around the room playing the instruments and following the instructions in the song. In the chorus the children can skip along with the increased tempo.
Instruments such as shakers, drums or tambourines
Ey Ey Yippee
Communication & Language
Physical Development
Areas of development
KS1 PE
KS1 Music
Communication & Language
Expressive Arts & Design
Physical Development
Dance, sing and do your thing
Words
Instructions
Instructions
There was a tree (echo)
In the middle of the wood (echo)
The prettiest tree (echo)
That you ever did see (echo)
*The tree was in the wood
And the green grass grew all around all around And the green grass grew all around
Now on that tree (echo)
There was a branch (echo)
The prettiest branch (echo)
That you ever did see (echo)
The branch was on the tree
* Repeat from above
Build the song by adding the following:
Nest, Egg, Bird
Track 15
Optional Resources
Extension
As an action song, this is performed using our bodies. The following are suggested actions that flow well :-
Tree - stand with arms outstretched…… Wood - stand with arms above head, hands touching …… Branch - one arm outstretched to the side
Nest - wrists together with hands open and fingers stretched wide …… Egg - hands together with finger tips touching, but palms apart (egg shape) …… Bird - linked thumbs and hands move up and down like bird's wings.
Storyboard
There was a Tree
Areas of development
KS1 Science
KS1 Art
Physical Development
Expressive Arts & Design
Communication & Language
Understanding the world
Dance, sing and do your thing
Observation Opportunities
Words
Instructions
Uh O, Uh O, O (Repeat between verses)
Rumble, rumble, rumble, rhythm of the jungle
Can you see the striped furry feet?
Creeping through the grassland, the trees, the plants and swamp land
Creeping to the jungle rhythm beat
Repeat with the following:
Can you see the webbed scaly feet?
He's snapping through the grassland…
This one doesn't have any feet
Sliding through the grassland…
Can you see the stomping chunky feet?
Stomping through the grassland…
Can you see the spotty furry feet?
Running through the grassland…
Track 16
Using a percussive instrument or patting on our knees keep a steady pulse, whilst guessing what the animal is from the description or picture of animal’s feet.
To finish, encourage the children to gradually quieten the tapping as the song fades.
Rhythm of the Jungle
Pictures of animals
djembe, drum
claves
KS1 Music
KS1 Art
KS1 Geography
Extension
Dance, sing and do your thing
Areas of development
Physical Development
Communication & Language
Personal, Social & Emotional Development
Expressive Arts & Design
Understanding the world
Observation Opportunities
Words
Optional Resources
Track 16
Rhythm of the Jungle
Dance, sing and do your thing
Instructions
It’s time for rhythm
Come and play 1 2 3 4
It’s time for rhythm
Play again 1 2 3 4
Walking forwards down rhythm street
Dancing backwards now with your feet
Play it over here, yeah, yeah, yeah
Chase the rhythm
Play it over there, yeah, yeah, yeah
Chase the rhythm
Criss-cross now and everywhere
Chase the rhythm
Woah woah woah and stop
Repeat x 3 (key change last time through)
Track 17
Resources
A song that uses actions to cross midlines and helps children to anticipate when to stop. Using shakers, the children move around the room forwards and backwards. Shake on one side of the body, travel the shakers across the body to the other side, criss-cross on the body (e.g. knees, shoulders, hips), shake and stop.
Shakers
Chase the Rhythm
Areas of development
If space permits, and it is safe to do so, leaders can quickly move to different parts of the location and encourage children to chase them.
Children can be encouraged to use changes in direction and ask them to
‘LOOK’ (safety)
‘POINT’ (with shakers)
‘MOVE’ + move/stop then turn to go a new way.
KS1 Music
KS1 Dance
Communication & Language
Physical Development
Mathematics
Extension
Dance, sing and do your thing
Observation Opportunities
Words
Instructions
Words
Five cold ice creams with sprinkles on the top
Five cold ice creams waiting in the shop
And if my friend took one and gobbled it all up
There’d be 4 cold ice creams waiting in the shop
1 2 3 4
Repeat until no ice creams are left
Track 18
Resources
Extension
Using pictures or mock ice creams, pretend they are for sale in the shop. Invite a child to buy an ice cream. Other children can have shakers and dance, or show fingers to represent ice creams. Optional props could be sun glasses and sun hats.
Mock ice creams
Dressing up items
Five Cold Ice Creams
Areas of development
Observation Opportunities
Physical Development
Expressive Arts & Design
Communication & Language
Mathematics
KS1 Music
KS1 Maths
Dance, sing and do your thing
Instructions
Traditional Nursery Rhyme Medley
Track 19
Optional Resources
Extension
Children can work with tuned percussion such as chime bars, boomwhackers, bells in the Key of C Major. See Appendix xxx for notation.
Link to old fashioned toys, language, stories
Find rhyming words in the songs.
Experiment with Percussion instruments to play along to the music and perform actions
Encourage the children to sing along with familiar nursery rhymes. With shakers, the children can use them in different ways for each verse, e.g. pointing to their body parts in HSKT, or tapping together, beating the floor, or shaking throughout the other verses.
Percussion instruments
Nursery Rhyme Medley
Areas of development
KS1 History
KS1 Maths
KS1 Music
KS1 English
Communication & Language
Physical Development
Expressive Arts & Design
Dance, sing and do your thing
Observation Opportunities
Head Shoulders Knees and Toes | Polly put the kettle on | Mary had a little lamb | Five little speckled frogs |
C C C C Head, shoulders, knees and C C C C Toes, knees and toes C C C C Head, shoulders, knees and C C C C Toes, knees and toes and C C C C Eyes and ears and C C C C Mouth and nose C C C C Head, shoulders, knees and C C C C Toes, knees and toes
| C C C C Polly put the kettle on C C C C Polly put the kettle on C C C C Polly put the kettle on C C C C We’ll all have tea
| C C C C Mary had a little lamb C C C C Little lamb, little lamb C C C C Mary had a little lamb, C C C C Its fleece was white as snow.
| C C C C Five lit - tle speckled frogs C C C C Sat on - a speckled log C C C C Eating - the most de-lic-ious C C C C Lunch (glub glub) C C C C They all jumped - into the pool C C C C Where it - was nice and cool C C C C Now there - are no green speck -led C C C C Frogs (glub glub) |
HEAD, SHOULDERS/POLLY PUT THE KETTLE ON/MARY HAD A LITTLE LAMB/FIVE LITTLE SPECKLED FROGS
Chime Bars/Bells Pattern for C MAJOR Chime Bars used Middle & Upper C, E, F & G
PATTERN 1 C MAJOR
Track 19
Appendix 19.1
Nursery Rhyme Medley
Dance, sing and do your thing
Head Shoulders Knees and Toes | Polly put the kettle on | Mary had a little lamb | Five little speckled frogs |
C G C Head, shoulders, knees and C G C Toes, knees and toes C G C Head, shoulders, knees and C G C Toes, knees and toes C G C Eyes and ears and C G C Mouth and nose C G C Head, shoulders, knees and C G C Toes, knees and toes | C G C Polly put the kettle on C G C Polly put the kettle on C G C Polly put the kettle on C G C We’ll all have tea | C G C Mary had a little lamb C G C Little lamb, little lamb C G C Mary had a little lamb, C G C Its fleece was white as snow. | C G C Five lit - tle speckled frogs C G C Sat on - a speckled log C G C Eating - the most de-lic-ious C G C Lunch (glub glub) C G C They all jumped - into the pool C G C Where it - was nice and cool C G C Now there - are no green speckled C G C Frogs (glub glub) |
HEAD, SHOULDERS/POLLY PUT THE KETTLE ON/MARY HAD A LITTLE LAMB/FIVE LITTLE SPECKLED FROGS
Chime Bars/Bells Pattern for C MAJOR Chime Bars used Middle & Upper C, E, F & G Pattern 2 – High C & G played in the pattern C, G, C, REST – i.e. every beat (crotchet) WITH a rest on beat 4
PATTERN 2 C MAJOR
Track 19
Appendix 19.2
Nursery Rhyme Medley
Dance, sing and do your thing
HEAD, SHOULDERS/POLLY PUT THE KETTLE ON/MARY HAD A LITTLE LAMB/FIVE LITTLE SPECKLED FROGS
Chime Bars/Bells Pattern for C MAJOR Chime Bars used Middle & Upper C, E, F & G
PATTERN 3 C MAJOR
Head Shoulders Knees and Toes | Polly put the kettle on | Mary had a little lamb | Five little speckled frogs |
E F E E Head, shoulders, knees and REST Toes, knees and toes E F E E Head, shoulders, knees and REST Toes, knees and toes E F E E Eyes and ears and REST Mouth and nose E F E E Head, shoulders, knees and REST Toes, knees and toes | E F E E Polly put the kettle on REST Polly put the kettle on E F E E Polly put the kettle on REST We’ll all have tea | E F E E Mary had a little lamb REST Little lamb, little lamb E F E E Mary had a little lamb REST Its fleece was white as snow. | E F E E Five lit - tle speckled frogs REST Sat on - a speckled log E F E E Eating - the most de-lic-ious REST Lunch (glub glub) E F E E They all jumped - into the pool REST Where it - was nice and cool E F E E Now there - are no green speckled REST Frogs (glub glub) |
Track 19
Appendix 19.3
Nursery Rhyme Medley
Dance, sing and do your thing
Instructions
If I'm short or if I'm tall if I'm wide or if I'm thin�I love the skin I'm in�If my hands are very tiny or my feet are very big�I love the skin I'm in�If I'm feeling very strong if I'm feeling very weak�I love the skin I'm in�If my hair is black or brown, red or yellow needs a tweak. I love the skin I'm in
Chorus
I love the skin I'm in "it's me"�I love the skin you're in "you see"�We're very special outside and in�I love the skin we're in.
If I give my ears a wiggle put my tongue upon my nose. I love the skin I'm in�If I feel like I could jump or reach down to touch my toes. I love the skin I'm in�If I'm tired and if I'm sleepy if I'm very wide awake. I love the skin I'm in�If I'm feeling very happy with a smile upon my face. I love the skin I'm in
Chorus x 2
Track 20
Extension
Generate discussion around diversity
Perform in assembly or parent group
Often used at the end of a lively session, this song has a very calming effect. Encourage the children to sing along and join in with appropriate actions
Skin I’m In
KS1 Music
KS1 PSHCE
Dance, sing and do your thing
Words
Areas of development
Communication & Language
Personal, Social & Emotional Development
Expressive Arts & Design
Understanding the world
Observation Opportunities