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Wiggle Waggle: School Radio
Wiggle Waggle: School Radio
Wiggle Waggle
www.bbc.co.uk/learning/schoolradio/podcasts
Audio on demand:
The programmes are also available for 5 years © This publication contains only BBC
following transmission as audio on demand copyright material: its contents may be
from the BBC website. Go to this link: copied or reproduced for use in schools
and colleges without further permis-
www.bbc.co.uk/programmes/p02frg3t sion.
Wiggle Waggle
Spring 2015
These programmes are available as audio on demand from the School Radio website. Refer to
dates below to find out when each one is available.
Introduction 2
5 Hokey cokey 13
Download / AOD begins 10/02/2015
10 Ring-a-ring-a-roses 23
Download / AOD begins 24/03/2015
Introduction
Wiggle Waggle is a movement and literacy series which accompanies Listen and Play and prepares
for other School Radio movement series including Let’s Move and Time to Move.
Aims
The key aim of the series is to provide a resource which will help to fulfil learning objectives of the
Early Years Foundation Stage of the National Curriculum - and, in particular, to foster:
These three key objectives are interwoven in a resource which offers children opportunities to take
part in and learn a wide variety of songs, specially-written stories and other material together. The
listening experience is accompanied by frequent movement opportunities which serve to develop
both fine and gross motor skills while underpinning literacy by encouraging children to link
movement with sound and words. By learning simple co-ordination of their bodies, speaking and
memorising rhyme and keeping in rhythm to a steady beat children can be actively engaged in
developing their literacy skills.
Structure
Each programme follows the same basic format. It starts and ends with the ‘Wiggle Waggle’ song.
Encourage your group to learn the words and the actions associated with it:
Wiggle waggle up
Wiggle waggle down
Wiggle waggle
Wiggle waggle
When you hear the sound.
The first section of the programme is a specific movement sequence in three parts. Each pro-
gramme is based on a theme and the movement element is linked to that theme. The children
should be encouraged to listen very carefully, moving in time to the music.
There are two well-known, traditional songs in each programme. These have been chosen to en-
courage the children to sing along and to join in with actions. The words of all the songs are in-
cluded in these notes and are also available from the School Radio website in large, child-friendly
lettering, enabling you to teach them to your group.
A specially-written story, about 5 minutes long, is the central part of each programme. Each story
has a very simple narrative structure and is built around patterned language that children will be-
gin to recognise and enjoy as they gain familiarity with the material.
There is a simple joining in phrase in each story (indicated in the content grids for each pro-
grammes below) and the children should be encouraged to join in with this phrase, in time with
the recorded voices of the children in the programme and performing the simple movement action
that accompanies it.
Many of the songs in the series are also available as video animations from the School Radio Nurs-
ery Rhymes collection. See the following link (copy and paste into your browser):
http://www.bbc.co.uk/learning/schoolradio/subjects/earlylearning/nurserysongs
Each download has four sections. The detail of these can be found in the content grid for each pro-
gramme below. In summary the sections are:
Programme 1
Section 1 ‘Wiggle waggle’ song
Section 2 Song: ‘We’re marching in our winter boots’
Section 3 Story: Badger’s snowy day adventure
Section 4 Song: ‘Here we go round the mulberry bush’
Programme 2
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘If you’re happy and you know it’
Section 3 Story: Prince Vince, the right royal pickle
Section 4 Song: ‘Clap, clap hands 1, 2, 3’
Programme 3
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘The Grand old Duke of York’
Section 3 Story: The fabadabba funfair
Section 4 Song: ‘Yellow Bird’
Programme 4
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘One finger, one thumb’
Section 3 Story: The perfect tree
Section 4 Song: ‘Dance, Thumbkin, dance’
Programme 5
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘Hokey cokey’
Section 3 Story: Jolly Jo and the merry ferry
Section 4 Song: ‘Row, row, row, your boat’
Programme 6
Section 1 ‘Wiggle waggle’ song
Section 2 Song: ‘Pop goes the weasel’
Section 3 Story: The magic Jack-in-the-box
Section 4 Song: ‘Jack-in-the-box’
Programme 7
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘There were five in the bed’
Section 3 Story: Camilla Caterpillar’s big journey
Section 4 Song: ‘Wind the bobbin up’
Programme 8
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘Froggie went a courtin’ ’
Section 3 Story: Felix Frog makes a splash
Section 4 Song: ‘Felix Frog’
Programme 9
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘See saw Marjorie Daw’
Section 3 Story: Kate’s awake
Section 4 Song: ‘Golden slumbers’
Programme 10
Section 1 ‘Wiggle Waggle’ song
Section 2 Song: ‘Ring-a-ring-a-roses’
Section 3 Story: Rosie’s lighthouse
Section 4 Song: ‘I’m a little lighthouse’
Content grids
Refer to the grids below to view the content of each programme in more detail.
Feedback
www.bbc.co.uk/learning/schoolradio/contactusform
Movement words: If you’re happy and Prince Vince, the Clap clap hands,
Stamp and clap you know it right royal pickle one two three
Movement words: The Grand old Duke The fabbadabba Yellow Bird
Up and down of York funfair
Joining in to sing the
Action: The roller Marching up and Synopsis: words.
coaster ride down the hill in
rhythm. Using arms Once upon a hot sum- Encourage the
1. Crouching down and hands to show mer time, a cheeky children to either
on the floor and that the soldiers are yellow bird flies up flap their arms like
standing up slowly UP and DOWN. and down in the for- wings up and down
stretching their arms est. One day he meets in their own space.
up high into the air. some frogs who are
feeling bored and Or they can fly all
2. Going down the decides to have a around the room, if
track very quickly. funfair to entertain you have enough
From high back them. space.
down to crouched
down low position. Joining in phrase:
CHORUS:
And when they were up they were up,
And when they were down they were down
And when they were only halfway up
They were neither up nor down.
CHORUS:
CHORUS:
Yellow bird
Up high in banana tree,
Yellow bird
You sit all alone like me.
Yellow bird
Up high in banana tree,
Yellow bird
You sit all alone like me.
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Movement words: One finger, one thumb The perfect tree Dance, Thumbkin,
dance
Shake and quiver Encourage the chil- Synopsis:
dren to listen carefully A very old traditional
Action: The tree that to the words so they Once upon a forest nursery song.
quivers know exactly how to time there is a fine
move. oak tree, which thinks You may find it helpful
1. Each child becomes itself so perfect that it to explain to the chil-
a tree. Their body is One finger one thumb won’t let any of the dren beforehand which
the trunk, feet are the One arm one leg animals live in its fingers they should use
roots, arms are the One nod of the head branches. One day it for the song.
branches, fingers are is visited by a magi-
the leaves. You may need to cal old woman, who Thumbkin = thumb
practice this song a changes everything. Pointer = index
2. Shaking and quiver- few times, so that the Baby = little finger
ing fingers like the children develop great- Joining in words:
leaves blowing in a er motor coordination.
gentle breeze. QUIVER QUIVER
If they find it difficult, SHAKE.
3. Shaking and quiver- practice it slowly with-
ing arms and hands in out the music first. The children should
a stronger wind. quiver their hands and
fingers, then shake
them.
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One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
One finger, one thumb, one arm, one leg, keep moving
We’ll all be merry and bright.
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’ll all be merry and bright.
12
5. Hokey cokey
Movement words: Hokey cokey Jolly Jo and the Row, row, row, your
Forward and back merry ferry boat
This version of the
Action: Rowing a song is not too fast Synopsis: This is a very slow
boat to enable the chil- gentle version of
dren to coordinate Once upon a river the song. Encourage
1. Sitting on the more easily. time Jolly Jo ziggles the children to sing
floor rowing forward and zaggles her ferry along, gently rocking
and back to the One hand in, one across the water, forward and back on
rhythm of the music. hand out. narrowly avoid- their lazyrowing boat
One foot in, one ing the ducks! Her ride.
2. Repeating the foot out. big moment arrives
sequence keeping in Whole self in, whole when the King ap- See if they can learn
rhythm, but rowing self out. pears and wants her to predict the croco-
a bit faster. to row him across to dile after hearing it
You may like to buy an ice lolly. more than once.
3. Sequence one last practice some of
time, faster still. The these movements Joining in move- Encourage them to
focus should be on a with your group ment phrase: listen to the change
distinct forward and before trying the in the music which
backward motion, song, particularly if FORWARD AND hints at its coming.
keeping in time with the children are BACK, FORWARD
the music through- unfamiliar with the AND BACK,
out. Hokey cokey. FORWARD AND
BACK.
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CHORUS
Oh oh the hokey cokey
Oh oh the hokey cokey
Oh oh the hokey cokey
Knees bend, arm stretch rah rah rah.
CHORUS
CHORUS
14
Movement words: Pop goes the weasel The magic Jack-in- Jack-in-the-box
Jump and stretch the-box
The children are asked The song has sev-
Action: Pop goes to listen out for the Synopsis: eral different ac-
the toaster! word POP in the song Once upon a toy mak- tions within it.
and to jump up high ing time, Hedgehog
Crouching down low when they hear it. Roy makes a magi- Practice the ac-
to the floor, wait- cal Jack-in-the-box. tions with the chil-
ing for the popping Play the song several When three squirrels dren before trying
sound, then jump- times, teaching the come into his shop, it out:
ing and stretching children the words to he shows the honey
high. each verse and then coated acorn to them. Jumps up like this
sing it all together as But one of the squir- – jump up.
This sequence is re- a group. rels is rather greedy Waggles his head
peated three times. which has disastrous - nod or waggle
consequences. head
The children should Press him down –
be encouraged to Joining in phrase: crouch down
keep listening care- Jumps up - jump
fully, anticipating BOING BOING BOING
the pop by listening
out for the change The children should
in the music. stretch their arms
above their head,
Ask them to hold then swing them
their stretched up down again, emulat-
high positions, then ing the rhythm of the
to relax. words.
15
Song 2: Jack-in-the-box
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Movement words: There were five in the Camilla Caterpillar’s Wind the bobbin up
Wriggle and roll bed big journey
The action is roll-
Action: Road The children join in Synopsis: ing one arm over
mending and sing along per- Once upon a wriggly the other for the
forming the rolling ac-time, Camilla tries thread being
1. The children tion with their arms. to wriggle and wrig- wound on a bob-
pretend to mend gle up to the top of bin.
a road. Using one Again, if space permits the highest tree in
arm rolling over the you can allow them to the forest because If you’re able you
other, they roll the roll their whole body she wants to see the could bring differ-
road. over with the words: whole wide world. ent types of bobbin
Roll over, roll over Unfortunately she and thread to show
2. Repeating arm keeps falling down, the children, to re-
movement but You could allow chil- but one day some- inforce the mean-
walking forward. dren to roll over in thing strange happens ing of the song.
small groups, as in the and she changes into
3. Lying down on song: 5 together then a beautiful butterfly.
the floor and rolling 4, etc. Can they learn
their whole bodies to all roll over as one Joining in words:
over slowly with the big group by listening
music. carefully? WRIGGLE WRIGGLE
WRIGGLE
If you want to
adapt this sequence The children should
and you have room, wriggle their fingers
the children can lie like a caterpillar and
down to begin with say the words too.
and do all the roll-
ing actions with
their whole body.
17
There were five in the bed And the little one said,
‘Roll over! Roll over!’
So they all rolled over and one fell out...
There were four in the bed
And the little one said,
‘Roll over! Roll over!’
So they all rolled over and one fell out...
There were three in the bed And the little one said,
‘Roll over! Roll over!’
So they all rolled over and one fell out...
There were two in the bed
And the little one said,
‘Roll over! Roll over!’
So they all rolled over and one fell out...
There was one in the bed
And the little one said,
‘Good night!’
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Movement words: Froggie went a-cour- Felix Frog makes a Felix Frog
Hop and skip tin’ splash (Sung to the tune
‘Skip to my Lou’)
Action: Frog jumps The children are asked Synopsis:
to join in with the re- Once upon a lily pad The children are
1. Hopping up and peating refrain: time there is a frog asked to hop their
down on the spot who is frightened of frogs on their
like a small frog. A-hum, a-hum a- water. One day he knees as they did
hum. overcomes his fear in the story.
2. Making bigger by rescuing one of his
hops for a big frog. Take time to teach baby frog friends! Teach the sim-
the children the words ple words to your
3. Hopping around (you can print them Joining in phrase: group and you
the space like a off from the website could get them to
bouncy frog. in big lettering). You HOP SKIP, HOP SKIP, do their bouncy
could make up some HOP SKIP. hops to the song
Encourage the chil- of your own actions to too.
dren to show the the song too. The children should
difference between use their hand to Can they show a
the quality of their Or ask the children make a small frog difference in the
jumps for each type to act it out: gallop- hopping across from way they jump
of frog. ing along on a horse, one knee to the other between Felix and
knocking at the door, with the HOP SKIP the baby frog?
riding along as a pair. words.
One being Froggie and
one being Mousie.
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20
Movement words: See saw Marjorie Daw Kate’s awake Golden slumbers
Rock and sway
The children should Synopsis: This is a lovely
Action: See-saw sing along, pretend- Once upon an evening traditional lullaby.
side to side ing they’re sitting on a time, a boy called
see-saw bending their Pete tries to watch a The children should
1. The children are knees up and down video with his mum. rock a baby in their
asked to hold their to the rhythm of the But his little baby sis- arms as they lis-
arms out like a pre- music. ter Kate keeps waking ten.
tend see-saw imag- up and Pete has to
ining a child is sit- keep popping upstairs If you are work-
ting on each hand. to see what the mat- ing with children
Then with the music ter is. still young enough
they balance their to have a daytime
arms up and down. Joining in phrase: sleep in nursery
this would be an
2. Two mice are ROCK AND SWAY, ideal song to use
on the see-saw, ROCK AND SWAY, to lull them gently
so making smaller ROCK AND SWAY to sleep.
movements.
The children should
3. Two elephants pretend they’re rock-
are on the see-saw, ing a baby to sleep in
so making giant their arms from side
movements. to side.
Encourage the chil-
dren to show con-
trast between each
one.
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Rhyme
See-saw
Side to side
See-saw
What a ride.
22
10. Ring-a-ring-a-roses
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Song 1: Ring-a-ring-a-roses
Ring-a-ring-a-roses
A pocket full of posies
A-tishoo, a-tishoo
We all fall down.
Ring-a-ring-a-roses
A pocket full of posies
A-tishoo, a-tishoo
We all fall down.
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