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ACTION KIDS 500 - CONTENTS page

ACTION KIDS’ aims .............................................................................................1Introduction ..........................................................................................................2

1 TEACHING GUIDE .....................................................................................3● Index of teaching guide ..............................................................................4● Physical development Area of Learning ....................................................5 1 Manipulative skill development ..................................................................6 2 Gross motor and locomotor skill development ..........................................8

● The importance of physical activity............................................................9● Access to physical activity ....................................................................... 11 Physical and developmental disability ................................................ 11 Visual impairment and hearing impairment ........................................12 Higher level of physical development .................................................13

● Stages of development ............................................................................14● What is involved in physical development? - An analysis........................15 Co-ordination and balance .................................................................16 Mobility ...............................................................................................17 Spatial awareness ..............................................................................18 Manipulative and aiming skills ............................................................19● Resources ...............................................................................................20● Equipment for physical activity ................................................................21● Safety 23 General safety considerations ............................................................23 Specific safety checks ........................................................................24

● Structure of an activity session ................................................................26● Planning a session ..................................................................................27 Keeping active ....................................................................................28 Teaching strategies ............................................................................28 Make it interesting ..............................................................................29● About the manual ....................................................................................29 How to select activities .......................................................................30

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2 WARM-UP ............................................................................................... 31● Index of Warm-up activities ................................................................... 32● Warm-up Activities ................................................................................. 33

1 STRETCHING AND CURLING MOVEMENTS ...................................... 352 SHAKING MOVEMENTS ....................................................................... 353 “I WIGGLE MY FINGERS” ..................................................................... 354 “THE GRAND OLD DUKE OF YORK” ................................................... 365 CLAPPING IN DIFFERENT PLACES .................................................... 366 CLAPPING HEAVILY AND LIGHTLY ...................................................... 367 “FIVE LITTLE DUCKS” .......................................................................... 378 SKIPPING AND SHAKING .................................................................... 379 “LITTLE POLLY FLINDERS” .................................................................. 3710 “HERE WE GO ROUND THE MULBERRY BUSH” ............................... 3811 CURLED AND STRETCHED ................................................................. 3812 “LITTLE MISS MUFFETT” ..................................................................... 3913 POINTING MOVEMENTS ..................................................................... 3914 HEAVY AND LIGHT MOVEMENTS AND COUNTING .......................... 3915 AWARENESS OF DIFFERENT BODY PARTS ..................................... 4016 HEAVY AND LIGHT ............................................................................... 4017 “JELLY ON THE PLATE” ....................................................................... 4018 “ONE, TWO, BUCKLE MY SHOE” ........................................................ 4119 “FIVE CURRANT BUNS” ....................................................................... 4120 “THE SUN HAS GOT HIS HAT ON” ...................................................... 4221 “THE YELLOW BALLOON” ................................................................... 4222 “DIDDLE, DIDDLE DUMPLING” ............................................................ 42Action Kids Warm-Up Song ........................................................................... 43

3 SPATIAL AWARENESS ........................................................................ 45● Index of activities leading to Spatial Awareness ................................... 46● Introduction........................................................................................... 47● Safety Points ........................................................................................ 47● Spatial Awareness activities ................................................................. 47

Sl EARLY STAGES OF SPATIAL DEVELOPMENT ......................(6) ....... 48S2 “SEEK YOUR SPOT” ............................................................................ 49S3 “FISHES” ............................................................................................... 49S4 “THE TIDE’S COMING IN” .................................................................... 49S5 “GOING FOR A WALK” ......................................................................... 50

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S6 “WALKIES” ............................................................................................ 50S7 “RABBITS” ............................................................................................. 51S8 “RABBITS TO MUSIC” .......................................................................... 51S9 “RAINBOWS” ......................................................................................... 52S10 “SHAPES” .............................................................................................. 53S11 “SPECIAL SPOTS” ................................................................................ 53S12 “CARS” .................................................................................................. 54S13 “UP AND DOWN” .................................................................................. 54S14 “UP AND DOWN TO MUSIC” ................................................................ 54S15 “PICK UP” .............................................................................................. 55S16 ACTIVITES FOR MOVING AND STOPPING .........................(4) .......... 56S17 “CROSSING MAN” ................................................................................ 57S18 “TADPOLES, FROGS AND CRABS” ..................................................... 57S19 “TRAFFIC LIGHTS” ............................................................................... 58S20 “TRAFFIC LIGHTS TO MUSIC” ............................................................ 58S21 “TRAFFIC LIGHTS WITH CARS” .......................................................... 59S22 “DRIVING TO SCHOOL” ....................................................................... 60

4 ACTIVITIES LEADING TO GYMNASTICS ...................................... 61● Index of activities leading to Gymnastics .............................................. 62● Introduction ........................................................................................... 63● Safety ................................................................................................... 64

SECTION 1 Awareness of body parts and body shape - balance ............ 65G1 AWARENESS OF BODY PARTS ......................................... (9) ......... 67G2 “FIND THE SPOT” ................................................................ (13) ....... 68G3 “DOTTY SHAPES” ............................................................... (8) ......... 69G4 “STICKY SPOTS” ................................................................. (6) ......... 70G5 “TAKING PHOTOGRAPHS .................................................. (7) ......... 71G6 “CHOOSE” .......................................................................................... 71G7 “ALL SHAPES AND SIZES” ................................................. (8) ......... 72G8 STATUES” ............................................................................ (3) ......... 73G9 “COPY CATS” ....................................................................... (4) ......... 74G10 “CIRCLES AND SQUARES” ................................................. (2) ......... 75G11 “CIRCLES AND SQUARES” (to music) .............................................. 75G12 “SQUEEZE” ........................................................................................ 76G13 “FILL THE SHAPE” .............................................................................76G14 “COLOURS” ....................................................................................... 77

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SECTION 2 - Travelling ................................................................................. 79G15 “TRAVELLING ON FEET ..................................................... (7) ........ 81G16 “PROGRESSIVE TASKS FOR FOOTWORK ....................... (10) ...... 82G17 “WHICH DIRECTION” .......................................................... (4) ........ 83G18 “TRAFFIC POLICEMAN” ................................................................... 83G19 “ANIMALS” ........................................................................... (6) ........ 84G20 “CHANGING ROLES” ......................................................(3) ............. 85G21 “ANIMAL STORIES” ........................................................................... 85G22 “CHILDREN’S ANIMAL STORIES” .................................................... 86G23 “SINGING ANIMALS” ......................................................................... 86G24 “SEA CREATURES” ........................................................................... 87G25 “BEANS” ...........................................................................(7) ............. 88G26 “MOVING BEANS” ............................................................................. 89G27 “SINGING BEANS” ............................................................................ 89

SECTION 3 -Turning ......................................................................................91G28 “HANDS, FEET AND HOOPS” .......................................................... 93G29 “TURNING WIDE AND THIN” .......................................... (4) ............. 93G30 “BOUNCING AND TURNING ........................................... (3) ............. 94G31 “TURNING ON DIFFERENT BODY PARTS” ................... (5) ............. 94G32 “ROCKING” ...................................................................... (3) ............. 95G33 “ROLLING” - “SAUSAGE AND EGGS” .............................................. 95G34 “TURN AND ROLL” .......................................................... (4) ............ 96

SECTION 4 - Bouncing and Jumping .......................................................... 97G35 “BOUNCING” PROGRESSIVE TASKS ............................. (8) ............ 99G36 “SPOT BOUNCING” .......................................................... (2) .......... 100G37 “BOUNCE AND MARCH” .................................................. (2) .......... 100G38 “CROSSING THE RIVER” ................................................. (6) .......... 101G39 “JUMPING THE STREAM” ................................................ (6) .......... 102G40 “JUMPING DOWN” ........................................................... (4) .......... 103G41 “HOT FOOT”...................................................................... (4) .......... 104G42 “ON AND OFF” .................................................................................. 104

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SECTION 5 - Using large apparatus ..........................................................105G43 BALANCE ALONG A LINE ................................................ (8) .......... 107G44 BALANCING ALONG RAISED OBJECTS ........................ (2) .......... 108G45 CLIMBING ......................................................................... (10) ........ 109G46 OTHER PORTABLE AND LARGER APPARATUS ............(8) .......... 110G47 LIFTING AND CARRYING .................................................................111G48 WHEELED TOYS .............................................................................. 112G49 ROLE PLAYING ................................................................................ 112G50 THE STRUCTURE SESSION USING LARGE APPARATUS ........... 113

5 ACTIVITIES LEADING TO GAMES ................................................. 115● Index of activities leading to Games .................................................... 116● Introduction .......................................................................................... 117

GA1 “THOMAS THE TANK” ....................................................................... 123GA2 “COLOURED STATIONS” ................................................................. 124GA3 “WIDE TRAINS” ...................................................................................124GA4 “SPECIAL TRAINS AND STATIONS” ..................................................125

SECTION 1 - Carrying and steering ........................................................... 127GA5 “PILE IT UP” ...................................................................................... 129GA6 “TIDY UP” .......................................................................................... 129GA7 “TIDY UP” (COLOURS) ....................................................................129GA8 “FILL IT UP” .......................................................................................130GA9 “BALANCING BEANBAGS” ................................................. (9) ....... 131GA10 “USING QUOITS” ................................................................. (5) ....... 131GA11 “STICKY BITS” ..................................................................... (9) ....... 132GA12 “TAKING THE BEANBAG ON A JOURNEY” ....................... (4) ....... 133GA13 “PASS THE BEANBAG” ..................................................................134GA14 “PASS AND FILL” ............................................................................135GA15 “PASS AND MOVE” ........................................................... (3) ....... 135GA16 “PUSHING” .....................................................................................136GA17 “STEERING” .......................................................................(3) ....... 136GA18 “FOLLOW THE WINDING TRAIL” .................................................. 137GA19 “STEER AND SCORE” ...................................................................137GA20 “OBSTACLE COURSE” ......................................................(3) ....... 138

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SECTION 2 - Rolling and Kicking ..............................................................139GA21 “ROLLING A BALL” ............................................................ (3) ....... 141GA22 “ROLLING A BALL TO A PARTNER” .................................. (5) ....... 142GA23 “KICKING” .......................................................................... (10) ..... 143

SECTION 3 - Throwing and catching and bouncing ................................ 145GA24 “THROWING AND CATCHING” ..............................................(3) ... 147GA25 “THROWING AND CATCHING TASKS WITH BEANBAGS” ..(4) ... 148GA26 “THROWING AND CATCHING TASKS WITH BALLS” ...........(5) ... 148GA27 “THROWING AND CATCHING TASKS WITH QUOITS” ........(5) ... 149GA28 “MAKING THROWING AND CATCHING HARDER” ..............(8) ... 150GA29 “THROWING TO A PARTNER” ....................................................... 150GA30 “BOUNCING A BALL” .............................................................(2) ... 151GA31 “PROGRESSIVE TASKS FOR DEVELOPING BOUNCING” (7) ... 151

SECTION 4 - Hitting with a bat ...................................................................153GA32 “HITTING A BALL WITH A BAT” .............................................(3) ... 154GA33 “PROGRESSIVE TASKS FOR DEVELOPING

HITTING A BALL WITH A BAT” ..............................................(8) ... 156 SECTION 5 - Aiming games .......................................................................157

GA34 “ROLLING A BALL AT A TARGET” ........................................(8) ... 159GA35 “TAKING IT IN TURNS” .........................................................(5) ... 160GA36 “GOALKEEPING” .......................................................................... 161GA37 “TWO GOAL GAME” ..................................................................... 161GA38 “THROWING AT, INTO OR OVER A TARGET ......................(8) ... 162GA39 “FLYING HIGH” .............................................................................163GA40 “MAKING TARGET THROWING INTO GAMES” ..................(3) ... 163GA41 “CLIMB THE LADDER” .................................................................164GA42 “THE SNAKE” ................................................................................164GA43 “PLANET HOPPING” .....................................................................165GA44 “GOLF” ..........................................................................................166

6 ACTIVITIES LEADING TO DANCE .................................................167● Index of activities leading to Dance .................................................... 168● Introduction ......................................................................................... 169

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SECTION 1 – Exploring rhythms ...............................................................175D1 MOVING AND STOPPING .........................................................(3) ... 177D2 MUSICAL STATUES ..........................................................................177D3 STATUES “IN THE MOOD”: ............................................................... 177D4 GIANT STRIDES AND FAIRY STEPS: ..................................... (5) ... 178D5 SKIPPING ..........................................................................................180D6 MARCHING AND SKIPPING ............................................................. 180D7 FOLLOW MY FEET ....................................................................(3) ... 181D8 PERCUSSION 1 ................................................................................. 182D9 PERCUSSION 2 ................................................................................. 182D10 PERCUSSION 3 ................................................................................. 182D11 RESPONDING TO DIFFERENT RHYTHMS ...................... (4) ......... 183D12 CONTRASTING RHYTHMS ................................................(3) ......... 184D13 HICKORY, DICKORY, DOCK ............................................................. 185D14 RAINDROPS ...................................................................................... 186

SECTION 2 – “Exploring moods and emotions” ...................................... 187D15 RESPONDING TO DIFFERENT MOODS AND EMOTIONS .. (7) .... 189D16 CONTRASTING MOODS AND EMOTIONS ........................... (4) .... 190D17 HIGHS AND LOWS ........................................................................... 191D18 RED AND WHITE ..............................................................................192

SECTION 3 - “Do then Dance” ................................................................... 193D19 “CRUNCH AND CRACKLE” ............................................................... 195D20 “BUBBLES” ........................................................................................ 196D21 “BALLOONS” ..................................................................................... 197D22 “RIBBONS” ........................................................................................ 198D23 “THE SCARF” .................................................................................... 199D24 “PLAYING WITH A BALL” .................................................................. 200D25 “POURING” ........................................................................................ 201D26 “PAINTING” ........................................................................................ 202

SECTION 4 - “Characters and Creatures” ................................................203

D27 “UNDERWATER WORLD” ................................................................ 205D28 “THE TIGHT ROPE WALKER” ......................................................... 206D29 “SNAKES” ......................................................................................... 207D30 “MISS SMOOTH AND MR SPIKY” ................................................... 208

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D31 “MISS LIGHTFOOT AND MR HEAVY” ............................................. 209D32 “THE CLOWN 1” ............................................................................... 210D33 “THE CLOWN 2” ............................................................................... 210

SECTION 5 - “Everyday” ............................................................................ 211D34 “WAKING UP” .................................................................................... 213D35 “THE WASHING MACHINE” .............................................................. 214D36 “TURN THE TAP ON”......................................................................... 215D37 “COOKING TEA” ................................................................................ 216D38 “WASHING DAY” ............................................................................... 217

SECTION 6 - “Seasonal” ............................................................................219D39 “STORMY WEATHER” ...................................................................... 221D40 “ICICLES AND WATER” .................................................................... 222D41 “A DAY OUT IN THE COUNTRY” ...................................................... 223D42 “AUTUMN LEAVES” .......................................................................... 224D43 “SNOW” ............................................................................................. 225D44 “BLOWING A GALE” ....................................................... (2) ............. 226D45 “CONKERS” ....................................................................................... 227

PARACHUTE PLAY .................................................................................... 229P46 “CHANGE DIRECTION TO MUSIC” ................................................. 231P47 “TEAMWORK” ................................................................................... 231P48 “STATUES” ........................................................................................ 232P49 “RIPPLE AND STOP” ........................................................................ 232P50 “MUSHROOM AND RIPPLE” ............................................................ 233P51 “SITTING IN A TENT” ........................................................................ 233P52 “BLOWING BUBBLES” ..................................................................... 234P53 “WIND ON THE OCEAN” .................................................................. 234P54 “THE WEATHER REPORT” .............................................................. 235P55 “MOVING THROUGH THE JUNGLE” ............................................... 235P56 “FRIENDLY FISHES” ......................................................................... 236P57 “ROLLERBALL” ................................................................................. 237P58 “GOLF” .............................................................................................. 237P59 “SHIPS ON THE SEA” ...................................................................... 238P60 “SHAKE THE CRUMBS OFF THE TABLECLOTH”........................... 238

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7 CALMING DOWN ................................................................................. 239 ● Index of activities for calming down.................................................... 240

1 “RAINING INTO A PUDDLE” ................................................................. 2412 “GOING TO SLEEP” .............................................................................. 2413 “SLEEP WALKING” ............................................................................... 2414 “YAWN AND CURL UP” ......................................................................... 2415 “SLEEP AND CREEP” ........................................................................... 2426 “WALK SLOWER AND SLOWER AND SINK TO THE FLOOR” ........... 2427 “I TOUCH MY HEAD” ............................................................................ 2428 “GIANT GOES TO SLEEP” ................................................................... 2429 “ENERGETIC AND QUIET” ................................................................... 24210 “WALK AND TURN” ............................................................................... 24311 “TIP-TOE AND TOUCH” ........................................................................ 24312 “SMALL WALK” ..................................................................................... 243

13 “STRETCH AND CURL” ........................................................................ 24314 “WALKING WITH A FRIEND” ................................................................ 24315 “THE BALL STOPS BOUNCING” .......................................................... 24416 “STRETCH AND CURL” ........................................................................ 24417 “CIRCLE, “C” OR “S”. ............................................................................ 24418 “WALK THE TIGHTROPE” .................................................................... 24419 “RING A RING OF ROSES” ................................................................... 24420 “LITTLE BO PEEP” ................................................................................ 24521 “HUMPTY - DUMPTY” ........................................................................... 24522 “HUSH A BYE BABY” ............................................................................ 24523 “QUIETLY THROUGH THE GATEWAY” ................................................ 24624 “SURPRISE” .......................................................................................... 24625 “WEE WILLIE WINKIE” ......................................................................... 246Action Kids Calm-Down Song .......................................................................247

8 PLANNING THE CURRICULUM ....................................................... 249 ● Index for Planning the Curriculum....................................................... 250 ● Physical Development in the Foundation Stage ................................. 251 ● (A) Suggested Learning Objectives, Teaching Strategies and Activities ......................................................255 Language Development ......................................................................255 Motor Skills (Gross and Fine) ......................................................256-261 Manipulative Skills ..............................................................................262 Awareness of Space and Time ....................................................261-264

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Creative Skills ..............................................................................267-268 Social and Co-operative Skills ............................................................269 Safety ..................................................................................................270 Health and Hygiene .....................................................................271-272 ● (B) Planning for Topic Work ............................................................ 273

(1) OURSELVES .............................................................................. 274(2) ANIMALS .................................................................................... 276(3) COLOURS .................................................................................. 278(4) LAUNDRY ................................................................................... 280(5) SHAPE ........................................................................................ 282(6) OPPOSITES ............................................................................... 284(7) WEATHER AND SEASONS ....................................................... 286(8) COUNTING ................................................................................. 288

● (C) Planning an Aiming Wall or Mural ............................................290(1) THE BRICK WALL...................................................................... 291(2) THE JUGGLER .......................................................................... 292(3) BALANCING BALLS .................................................................. 293(4) THE COCONUT STALL ............................................................. 294(5) POTTED PLANTS ...................................................................... 295(6) THE MERMAID .......................................................................... 296(7) THE DINOSAURS ...................................................................... 297

9 ASSESSMENT ...................................................................................... 299● Index - Assessment of Physical Development in the Foundation Stage ........................................................................ 300● (A) The purpose of assessment ......................................................... 301● (B) WHAT do we assess and WHEN do we assess? ........................ 301● (C) HOW do we assess and record? ................................................. 301● (D) Recording systems ...................................................................... 301 Example 1 .......................................................................................... 302 Example 2 .......................................................................................... 303 Example 3 .......................................................................................... 304TOP START INTEGRATION INTO THE ACTION KIDS PROGRAMME .................................................................305

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I TOUCH MY HEAD (children touch head)I TOUCH MY FEET (children touch feet)I CURL UP VERY SMALL (children curl up very small)I SHAKE MY HANDS (children shake their hands)I SHAKE MY FEET (children shake their feet)AND STRETCH UP VERY TALL (children stretch up very tall)

(This could be performed twice as above, then twice on the move e.g. walking round in a circle or moving towards the centre of a circle and out again.)

Children crouch down and tap the floor very GENTLY with their fingers then stand up and “tip-toe” very GENTLY around on their feet.(This can be repeated several times)Then children crouch down and clap their hands on the floor LOUDLY They stand up and stamp on the floor HEAVILY with their feet.

(This can obviously be performed in any order or indeed could be used as a contrast e.g. clap HEAVILY on the floor with hands - tip-toe LIGHTLY on toes around the room.)Could be performed to a nursery rhymee.g. TRACKS 5 or 8

(1) JELLY ON THE PLATE JELLY ON THE PLATE WOBBLE, WOBBLE, WOBBLE, WOBBLE, JELLY ON THE PLATE. (Throughout the whole of the rhyme children are standing and shaking their bodies.)

(2) WOBBLE BOTH MY ARMS WOBBLE BOTH MY ARMS WOBBLE, WOBBLE, WOBBLE, WOBBLE, WOBBLE BOTH MY ARMS.

(3) WOBBLE BOTH MY LEGS WOBBLE BOTH MY LEG WOBBLE, WOBBLE, WOBBLE, WOBBLE WOBBLE BOTH MY LEGS.

(4) JELLY ON THE PLATE JELLY ON THE PLATE WOBBLE, WOBBLE, WOBBLE, WOBBLE, JELLY ON THE PLATE

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S10 SHAPES

(As explained at the beginning of this manual markers can come in all shapes, sizes and colours. For this game start with two different shapes e.g. “hands” and “spots)

Children stand on their own marker and draw around the shape of it with a finger to identify the shape they are standing on (e.g. hand or spot).

On a signal from the adult children move in and out of all the markers and each other in a way designated by the adult

When the adult calls “Find your shape” the child stands on any marker which is the same shape as his/her own.

This could be developed by the adult holding up one shape and children stand by the same shape on the floor.

(This game could also be used to help children identify simple mathematicalshapes e.g. circle, square, triangle.)

S11 SPECIAL SPOTS

Children choose two different markers or pieces of soft equipment and make up their own “special spot” (e.g. a frog beanbag sitting on a lily pad spot!)

On a signal from the adult the children move in and out of all the special spots and other children without bumping into them. When the adult calls “home” children move back to sit with their “special spot” in front of them.

(This game encourages creativity. Language development can also be encouraged by asking the child to talk about his/her special spot .)

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G5 TAKING PHOTOGRAPHS

Children walk (or run, bounce, gallop, skip, hop, slide etc.) in and out of the markers or the space and each other and on “STOP”...................

● (i) Stretch up very tall pointing fingers to the ceiling or ...

● (ii) Curl up very small like a ball (or hedgehog!) or ...

● (iii) Stretch out as wide as possible or ...

● (iv) Lie down on the floor and stretch out long or ...

● (v) Lie down on the floor and stretch out wide.

● (vi) As the children hold these positions the adult “takes a photograph” of the still position. Children must stay very still until the adult makes a clicking noise and “takes the photograph’’. When the photograph is taken the children can move again.

● (vii) Children are asked to sometimes move into the shape quickly and sometimes move into it slowly.

(This activity helps children to understand stretched high and low movements and curled up movements. They should not all be introduced at the same time but rather learn one then add a second when they are ready. As soon as more than one position is learned the activity can then become a game, e.g. each time they stop call a different shape for them to take up.)When ready, children could perform to music TRACK 1 OR TRACK 2

G6 CHOOSE

● Two movements could be performed one after the other (e.g. slowly move into a stretched wide shape and quickly move into a small curled shape.)

These shapes can also be developed into:

(a) stretched out “log or sausage” rolling.

(b) curled up sideways or “egg” rolling as seen in the activity entitled “Rolling”.

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GA24 THROWING AND CATCHING

(When children are learning to throw and catch there should be available a variety of balls. Balls of different sizes, weights and textures should be included and also, if possible, juggling scarves and balloons blown up in light plastic cases.)

Childrenselectapieceofequipmentwhichissuitablefortheirstageofdevelopment(i.e. larger lighter balls, juggling scarves, and balloons are easier to throw up into the air and take longer to come down so children have more time to prepare for catching them. Smaller, heavier balls are more suitable for childrenwhocanalreadycatchreasonablyefficiently.)

● (i) Theyshouldbegiventheopportunitytofreelypractisethrowingthe ball,balloon,scarfintotheairandcatching.

● (ii) Childrencouldpractisekeepinganencasedballoonupintheairby patting it.

● (iii) Theycouldpractiserollingorthrowingaballagainstawalland catchingtherebound.

(When catching a ball, children should stretch their arms and hands towards it. Initially they will catch the ball in a “basket” i.e. catching with their arms and immediately bending their elbows to secure it in the basket. You should encourage children to gradually catch by extending their arms and catching the ball in their hands.)

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D26 PAINTING

Ideally,thisdancesessionshouldcloselyfollowapaintingactivity.

Childrencanbeencouragedtorememberwhattheydidwhentheywerepainting (e.g. dipping the brush, shaking or wriggling the brush to collect paint on the bristles).

Childrenshouldfindaspaceandpractise“jumpingintothepot”thenshakeandwriggle.Whentheyhavehadtimetoexploreandpractisetheadultusesatambourinetostructurewhattheyaredoing.(Strong tambourine beat to jump into the pot then shake the tambourine to wriggle the brush.)

Apatternisestablishedofjumpandwrigglex3.

Childrenlookatsomepaintings(or their own paintings)andtalkaboutthepatternstheycansee.Theythentrytopaintthepatternonthefloorwiththeirfeet (this can involve walking, tip-toeing or controlled running without bumping into each other. Markers on the floor will help encourage safe moving.)

Childrenpractisejoiningthetwosetsofmovementstogetheri.e.jumpandwrigglex3andpaintingpatternsonthefloorwiththeirfeet.

Theyrepeatthedipandshakex3pattern(to change the colour of their paint) andthenpaintbigcurvingpatternsintheairwiththeirhands(sometimes high and sometimes low - stretch to make the shapes very large.)

Aschildrenpractisetothemusictheywillgraduallybeabletoperformandcompletethedance.(To enhance the imagination and create a starting and finishing position children could “stand tall and thin like a paintbrush” to start the dance and could finish by lying down long and thin “like a paintbrush we have put down”.)

Dance framework● standtallandthin● jumpandshakex3● paintapatternonthefloorwithyourfeet● jumpandshakex3● paintapatternintheairwithyourhands● liedownlongandthin.

(Initially the two periods of “painting” could be the same e.g. painting patterns on the floor with their feet and then gradually be developed to the final framework. When confident, this can be developed with a partner and follow-my-leader to paint.)

Accompaniment - TRACK 30“Painting”.

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P54 THE WEATHER REPORT

Theparachutestartstautand“calm”andeveryonedecidesuponanamefortheocean(e.g.Pacific)andthentheymovetheparachuteinresponsetothe“weatherreport”.e.g.“OnmywaytoworkthismorningIheardontheweatherreportthattherewasaslightbreezeoverthePacificOcean”etc.

P55 MOVING THROUGH THE JUNGLE

Childrenarenumbered1,2,3,orgivenacolouredbandtowear,andastheparachutemushroomiscreatedandrises,theadultcalls“No.3movelikeamonkey!”andallthenumber3’smoveacrossthecircletotheothersidetravel-linglikemonkeys!(Ask children to suggest different animals in the jungle - e.g. monkeys, tigers, elephants, snakes, parrots etc. and spend some time before the parachute game practising how to move like the different animals.)

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CALMING DOWN ACTIVITIES

Children stand in a space and stretch up tall with fingers pointing up to the ceiling.They wriggle their fingers (“rain”) and continue wriggling as they slowly bend down into a crouched position. Then they slowly slide into a stretched out “puddle” on the floor - very still and quiet.

Children find a space and the adult asks them to curl up small and pretend to go to sleep.

Everybody lies down on the floor very quietly in a space with their eyes closed.The adult tip-toes around the room gently touching each child in turn on the foot to “wake them up”.When they have been touched they open their eyes and tip-toe quietly to sit in a pre-arranged spot. (e.g. a circle made up with markers on the floor) Can everyone be sitting down without a word being spoken?

Children stretch out in a wide shape and pretend to yawnThey slowly sink down to the ground and curl up to go to sleep.

(Could use TRACK 15 or 17 as background music)

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MOTOR SKILLS (Gross and fine)By the end of reception year most children should be able to:

“MOVE DIFFERENT PARTS OF THE BODYIN A CONTROLLED WAY”

LEARNING OBJECTIVES(Children should learn...)

TEACHING STRATEGIES(What the practitioner can do)

● to move independently differentnamed parts of their bodies.

● to make different shapes with their bodies (more detail in spatial awareness objectives).

● to know, understand and use the following terms e.g.

BEND, CURLSWINGBALANCESTRETCH “TALL” “WIDE”TWISTSWAYROCK

● to move in the above ways with confidence and control.

● to talk about the movements they are doing, using the correct terminology. describe what they see, using the correct terminology.

● Play games imitating the practitioner e.g. “Simon Says”.

● Engage in action songs.

● Provide sufficient space to allow for safe movement.

● Interact with children and model their movements as they work in indoor/outdoor areas .

● Informally comment on their movements and demonstrate the movements indicated and introduce and demonstrate any new or different ones.

● Encourage children to imitate movements and to explore new and different ones.

● Play circle games and engage in chanting activities.

● Encourage children to respond to movement instructions e.g. “Lets all curl up small” “Can we all twist our bodies?” etc.

● Provide opportunities and time for children to practise, develop and control their movements.

● Invite children to demonstrate movements doing and describe what other children for others to watch. Encourage children to are

ACTION KIDS activities which can be used to develop these objectives:

Warm-up activities 1, 2, 3, 5, 6, 7, 9, 11, 12, 13, 15, 17, 18Activities leading to Gymnastics - Section 1 – G3, G4, G5, G6, G7, G8, G9 Calming Down activities 1, 4, 7, 16, 22