Music Express EYFS

COMPLETE MUSIC SCHEME FOR EARLY YEARS FOUNDATION STAGE

EY

FS

COMPLETE MUSIC SCHEME FOR EARLY YEARS FOUNDATION STAGE

MUSIC EXPRESS is an outstanding early years and primary resource, which combines the support of a complete scheme of work with dip-in flexibility.

Pack includes:

CDs 1–3 • all audio recordings needed to accompany the activities

Links to its o wn dedicated website

WEBSITE • learning intentions and sample lesson plans • picture gallery, including templates to print out

www.collin s.co.u musicexpre k/ ss

• videos

ISBN 978-1-4729-0017-3 ISBN 978-1-4729-0022-7

• over 200 activities with differentiated learning intentions

ISBN 978-1-4729-0021-0

ISBN 978-1-4729-0020-3

BOOK • seven themed units supporting seven crosscurricular learning areas

CHILDINITIATED, HOLISTIC, PLAY-BASED

EARLY YEARS FOUNDATION EARLY YEARS FOUNDATION

EYFS BOOK 1 AGE

5–6 BOOK 2 AGE

6–7 BOOK 3 AGE

7–8 BOOK 4 AGE

8–9 BOOK 5 AGE

9–10 BOOK 6 AGE

10–11

England/Wales EYFS N. Ireland Year 1 Scotland Pre-school, Infants and Primary 1

STAGE

England/Wales Year 1 N. Ireland Year 2 Scotland Primary 2

FS

England/Wales Year 2 N. Ireland Year 3 Scotland Primary 3

England/Wales Year 3 N. Ireland Year 4 Scotland Primary 4

England/Wales Year 4 N. Ireland Year 5 Scotland Primary 5

6733_Music_Express_EYFS_Cover.indd 1

NEW!

www.musicexpress.co SUBSCRIBE TO MUSIC EXPRESS ONLINE!

Compiled and written by Sue Nicholls, Patricia Scott and Sally Hickman Series devised by Maureen Hanke

SECOND EDITION

ACTIVITIES AUDIO SUPPORT CHILDINITIATED LEARNING OUTDOOR PLAY

with

England/Wales Year 5 N. Ireland Year 6 Scotland Primary 6

England/Wales Year 6 N. Ireland Year 7 Scotland Primary 7

• stories

Early Supports the lum of Years curricu f ALES and o W f o D N A L ENG the ELAND and IR N R E H T R NO FOR RRICULUM U C H IS T T O SC E EXCELLENC

EY

MUSIC EXPRESS

• a rich ideas bank of practitioner tips for child-initiated learning and ways to involve parents

SECOND EDITION EXTENDED AND FULLY REVISED

ISBN 978-1-4729-0018-0

• a complete music scheme for 0–5 year olds, containing all the resources and progression needed to implement music within an Early Years framework • an immediate resource of indoor and outdoor music activities, which are active, holistic and play-based

NO MUSIC READING REQUIRED

ISBN 978-1-4729-0019-7

Can be used as:

ISBN 978-1-4081-8707-4

MUSIC EXPRESS EARLY YEARS FOUNDATION STAGE

3 X AUDIO CD

WEBSITE: Lesson plans Videos Picture gallery Stories s

FREEDOM TO TEACH

.uk

Find us at www.collins.co.uk and follow our blog – articles and information by teachers for teachers. @CollinsPrimary ISBN 978-1-4081-8707-4

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Special people Musical focus: Beat and tempo Area of learning and development: Personal, social and emotional development Aspect of learning: Making relationships

Babies

Hello eyes

1/ 1

• Sing the song ‘Hello eyes’ (track 1) as you support baby:

Hello eyes, Hello nose, Hello mouth and Where’s your...

Toes?

• When the song is familiar, pause before you sing ‘toes’ and wait for baby to react before wiggling his or her toes.

• Touch each part of baby’s body as you sing its name.

Toddlers

Hello! It’s me • Have a collection of different sized safety mirrors for children to explore.

• Encourage children to make different faces as they look into the mirrors.

• As a child looks at his/her reflection, model the following actions while you say the poem ‘Hello! It’s me’:

• The third verse is a ‘peekaboo’ game – children close their eyes and open them to see their faces in the mirror.

22–36 MTHS

I look in the mirror and What do I see?

A mouth open wide – Hello! It’s me.

I look in the mirror and What do I see?

Eyes shut tight – (cover eyes) Hello! It’s me. (uncover eyes)

I look in the mirror and What do I see?

A wiggly nose – Hello! It’s me.

I look in the mirror and What do I see?

A smiling face – Hello! It’s me.

Say hello

1/ 2

• Make each child feel special as they arrive at the setting by gesturing, signing or singing ‘hello’ in their home language, and encouraging them to respond.

• Develop the song by modelling a steady clap to the beat for children to copy.

• As a welcoming activity, sing ‘Say hello’ (track 2), waving to children and inviting them to wave back:

Extend this further by tapping the beat on different parts of the body, eg on shoulders, knees, toes, etc.

Leader:

Say hello, Say hello, Say hello, Say hello.

Children: (wave)

Hello, Hello, Hello, Hello.

(wave)

Child-initiated learning

Involving parents in children’s learning

Provide a collection of mirrors and other shiny objects which children can use to explore their reflections. Have a selection of coloured paper and mark makers such as felt pens, pencils and chalks for children to use to draw pictures of themselves and their friends if they wish.

Ask parents if they have any ‘pen friends’ or families living in different parts of the world. If they have, ask if a friend or family member could send a postcard or letter to the setting. They could even send a photograph of where they live. Children could reply and perhaps set up a pen friendship.

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– Hello 30–50 MTHS

How do you do?

1/ 3

• Sing or play ‘How do you do?’ (track 3).

• As children begin to take an interest in the song, invite them to shake hands with each other as they sing.

• Sing the song, inviting children to join in the echoes:

• Have any children said ‘how do you do?’ to a new friend?

Leader:

Children:

How do you do?

I’m very pleased to meet you, How do you do?

How do you do?

I’m very pleased to meet you, How do you do?

• Sing the song, this time in a large space. As children become more confident, encourage them to walk freely, stopping to greet a friend by shaking hands as they sing.

40–60 MTHS

How do you do signs

1/ 3

• Encourage children to perform some greeting actions, eg – draw your hand with a raised thumb across your body from one side to the other (hearing impaired); – place your palms together and bow your head (India); – kiss a friend on alternate cheeks (France); – slap your open palm against a friend’s palm (USA); • Remind children of the song ‘How do you do?’ (track 3).

• While you sing, invite children to perform some of the greeting actions they have explored.

Early Learning Goals

What else do you do?

1/ 3

• Encourage children to share greetings in a different language, especially if it is their own, eg • Have clothing, foods and artefacts from different countries and cultures for children to explore.

French:

We say bonjour.

We’re very pleased to meet you.

We say bonjour.

Arabic/Urdu: • Invite parents to watch a performance of the song at a special time – Christmas, Eid, Harvest or Baisakhi.

Bengali: We

We say asalaam a leikum...

say kamon acho...

We say bonjour.

We’re very pleased to meet you.

We say bonjour.

Swahili:

We say jambo...

Chinese:

We say ni hao...

• Sing ‘How do you do?’ (track 3) as children perform the greetings.

The outdoor environment

Practitioner tips

Have a selection of objects such as tubes, hose pipes, talking tubes, walkie talkies, megaphones etc for children to explore. Spread these items around so that children can communicate with each other across the outside area.

Talk with children about different ways of communicating, using voices, expressions and movement. Say hello to children in different languages and encourage them to greet each other in a variety of ways.

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