Colour Assembly for Key Stage One (5 – 7-year olds) Cast of 30 (easily adapted up or down). Duration 5 – 10 minutes. This assembly or class play is intended as a brief introduction to colour. As well as listing the primary and secondary colours it looks at feelings and images associated with colour, plus a touch of stereotyping (blues and pinks) – thankfully blown away by Elmer appearance! Sample Text: Narrator: (Applauding whole cast) Very good! (Pauses) And isn’t it funny how sometimes colours can make us experience different feelings. (To Child 17) You said how red made you feel hot. I wonder if we can do the same exercise again but think of how the colour makes us feel. Let’s start with red again! Child 1: Angry! Child 2: I see red! Grrrr! Narrator: Orange! Child 3: it’s a nice bright colour so it makes me happy! Narrator: Yellow! Child 4: (Running on the spot) Lots of energy! Narrator: (Thoughtfully) Hmm. That’s a positive spin on the word. But have you heard the expression ‘cowardly custard’? Sometimes yellow can be used in quite a mean way. Child 5: I think of buttercups! (Takes one out of pocket and holds it under chin) Can you see if I like butter or not? (Narrator walks over to have a look) Narrator: It seems you do! A definite yellow glow on your chin! (Pauses) Now, where were we? Ah yes, green! Child 6: You can feel green with envy! Narrator: Indeed you can! (Pauses) And blue? Child 7: Brrrr! It’s suddenly feeling a bit cold around here!

Children of the World Class Play or Assembly Cast of 30 (easily adapted up or down) Duration: Reading time: 10 - 15 minutes; this does not include music selections, and can be extended with the addition of more jokes I have recently updated this script. It was originally written for children whose first language was not English so the language was very simple. I have added to the content – so it is suitable for the whole of Key Stage II, with the proviso that it may need a little simplification/shortening for Years 3 to 4. I work on the basis that it is easier to simplify text/take out chunks than it is to add on. I think this has made the script more rounded and complete. This script is a celebration of children around the world. It has a serious quality - addressing such issues as the importance of celebrating diversity in our world; but a great deal of fun too - with a large selection of jokes - some or all of which may be used at the discretion of the teacher! Narrator: (Clutching his head) But sorry, I’m just not getting this! How can you children, from every corner of the world, have anything in common? You lead such different lives! Child 11: That’s true. We have different religions Child 12: We have different hobbies Child 13: We listen to different music Child 14: We sing different songs! Child 15: But we are all part of this amazing thing called humanity! Child 16: And we should never let our differences stand between us! Other PSHE scripts written by Sue Russell: • You are Not Alone – Anti-Bullying Assembly • Rock Star – Self Esteem Assembly based on Hannah Montana • P.R.I.D.E. Assembly and Guided Reading Scripts - set out to demonstrate the importance of P.R.I.D.E. - an acronym for Positive attitude; Respect for yourself and others; the ability to make Intelligent decisions; time to Dream; and not forgetting all the Effort that needs to be put in - in all walks of life. The sport (basketball) can be easily replaced by another. This Class Play provides the perfect way of demonstrating what it takes to make it in life - the kind of success story all children can aspire to. I have used these to cover many events e.g. World Cup (football and rugby), Olympics etc. • Happy to be me Assembly • Character Assembly – What it Takes To Be Good • Feeling Sad Assembly • Good to Talk – 2 speaker script • If – Rudyard Kipling Assembly • British Values Assembly • Monsters Assembly • Dance Around the World Assembly • Also available: a set of PSHE scripts based on fairy stories – Cinderella, Sleeping Beauty (alternative versions) – which deal with certain themes – serious subjects but handled with sensitivity and humour.

Be Inspired New Year Class Play or Assembly Cast Size 30 – but this number can easily be adapted up or down. Duration Around 20 minutes. The performance can be extended by the addition of more jokes and poetry. Do you feel the need for a large dose of inspiration in order to start 2020? Look no further, here’s the script for you! A whole month’s worth of quotations that will give your students plenty to aspire to! Sample Text: Music I – I’m So Excited – Pointer Sisters (Whole cast ‘dances’ in, seating themselves along two rows of fifteen seats, facing the audience) Narrator: (To cast) Are we all feeling inspired, that is the question? (Everyone cheers) Narrator: Now, that’s how I like to start an assembly! Lots of enthusiasm, zest, passion Child 1: Yes, yes, we get all that! But where are we going with all this good feeling? Narrator: Well, I’m kind of hoping it’s going to last (pauses) at least until the end of January! Child 2: (Shaking head) Ooh, I wouldn’t count on it. I mean, that’s thirty-one days you’re talking about! Narrator: I know it’s a lot to ask but, well, it’s good to have things to aspire to along the way! As to how we’re going to achieve such a long-term goal Child 3: (Interrupting) Oh, that’s simple. We just have to get inspired! Child 4: We’ve been doing some research and we’ve come up with some pretty inspirational stuff! Narrator: (Clapping hands) Excellent! Then, take it away! Child 5: So, it’s all about behaving in the right way. Narrator: (Aside to audience, incredulously) Every day through January? Seriously? That would have to be seen to be believed! Child 6: We have actually managed to find ‘inspiration’ for every day of the month, for each of the thirty-one days, starting with Child 7: January 1st. Here comes the first of the many inspirational quotations we found.

The Real Christmas Experience Assembly – at super low price in tune with festive spirit! Cast of 30 – easily adaptable up or down Duration – around 15 minutes not including music This script identifies some of the highs and lows of Christmas … in a fun way! It is not intended as a lecture but just an offering of some guidelines towards staying sane, making the Christmas period an enjoyable experience, minus all the spending, hype/expectation etc. On the downside it offers probably the worst jokes you’ll hear over the festive season – best served up with a public elf warning! Sample Text Narrator: I mean, a Christmas without presents? Whole Cast: (Together) Unthinkable! Child 2: But I think it’s important to remember how much nicer it is to give than to receive. Narrator: That’s true. It brings far more joy. I love seeing everyone’s faces as they open their presents. Child 1: But Narrator: Oh no. Not you again! Anyone would think your last name was truly Scrooge! Child 1: I’m just telling it as it is! I mean, we all have stories to tell of the ‘not so perfect Christmas’. Child 2: Like when my mum forgot to take the turkey out of the oven. Burnt to a cinder, it was! And so we had to make do with just Brussel sprouts and carrots! Child 3: Yes, I remember our dad nearly setting the house on fire whilst lighting the Christmas Pudding. Child 4: And the star getting lost during the school nativity – which nearly resulted in half the teachers having a nervous breakdown! Child 5: And the year I had such a bad cold I couldn’t utter a croak during the carol service! Child 6: And the year every one of my family managed to fall out with each other! Child 7: Yes, so much for ‘tis the season to be jolly’. That’s sometimes way off the truth. Narrator: Now, I wonder why that is? I mean, with everything that’s going on, how could you not have a good time? Child 8: But that’s just the point! There’s way too much expectation! Child 9: Everybody is expected to have the best time! Child 10: And so often this can result in you having the very worst time! Child 11: You’ve only got to watch Christmas EastEnders to see that in practice!

Rugby World Cup 2019 Assembly Cast of 13, duration around 20 minutes – depending on how many hakas you can fit in! This is an attempt to enlighten those who find rugby a bit of an intellectual challenge! Using a similar format to that used for recent Cricket Assembly, this likewise uses an A-Z of terminology to try and throw some light on the game and how it works! Sample Text: Narrator: Fab! So, let’s just have a few basics of the game. Child 15: There are fifteen players in each team Child 16: And the idea is to score as many points as possible! Child 17: By touching the ball down behind your opponent’s ‘try line’. You get five points for that Child 18: Or kicking it through and over the goalposts. You get two points if it’s a conversion or three if it’s a penalty. Narrator: It’s getting more complicated than football already! Child 19: Oh, way more! Though in rugby you can run with the ball in your hands Child 20: And give bear hugs to your opponents! Child 21: Though you’d hardly call them friendly bear hugs! Child 22: Not when you’re dragging them to the ground! Narrator: I certainly wouldn’t want to be under any of those guys! They’re hardly lightweights! Child 23: And they certainly have plenty of attitude! Child 24: There are various types of tackle – spear, crash and choke to name but three! Child 25: And then there’s the hospital pass Narrator: (Interrupting) This is all beginning to sound a bit dangerous! Please tell me there are plenty of rules! Child 26: Most certainly! If there weren’t, they’d be no players left standing! Child 27: These guys are super fit but the referee is there to keep them safe Child 28: So, no high tackles – that is above chest level when there’s clear contact to the neck and head. Child 29: A definite no no! Child 30: A red card offence! Narrator: So, how about a simple A-Z of rugby like we agreed?

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part II This is the second of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 25 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. • Tale 6 The Tale of Mrs. Tiggy-winkle • Tale 7 The Tale of Mr. Jeremy Fisher • Tale 8 The Tale of Tom Kitten • Tale 9 The Tale of Jemima Puddle-Duck • Tale 10 The Tale of the Flopsy Bunnies Cast of *25 plus Narrator (this role to be taken by the Class Teacher): *As Jemima features twice, the cast could be 24, if Jemima doubles up – appearing in Group III and IV. 5 groups: Group I (5 speakers) • Lucie • Tabby Kitten (Cat) • Sally Henny-penny (Speckled hen) • Cock Robin (Robin) • Mrs. Tiggy-winkle Sample Text Lucie: Here are my hankies! Cat: Here are my mittens! Hen: Here are my yellow stockings! Robin: And here is my scarlet waistcoat! Mrs. Tiggy-winkle: All beautifully washed and ironed! Narrator: What a fabulous washer-woman you are, Mrs. Tiggy-winkle! Group II (5 speakers) • Jeremy Fisher • Minnow • Trout • Newt (Sir Isaac Newton) • Tortoise (Mr. Alderman Ptolemy) Sample Text Narrator: It seems fishing is rather a dangerous business! Jeremy Fisher: Well, I had to get my guests something to eat! Newt: But we don’t like fish, Jeremy! Narrator: Oh dear! A bit of a dinner disaster? Tortoise: Not at all! I bought a nice plate of salad Group III (7 speakers) • Mrs Tabitha Twitchit (Mother) • Mittens • Tom Kitten • Moppet • Rebeccah Puddle-Duck • Jemima Puddle-Duck • Mr. Drake Puddle-Duck Sample Text Narrator: What well-behaved kittens! And very generous, from what I’ve heard! Rebeccah: (Strutting up and down) Look at this lovely hat (pauses) and pinafore! Jemima: (Strutting up and down) Look at this lovely tucker (pauses) and pinafore! Mr. Drake: (Strutting up and down) And just look at my smart outfit – blue jacket and trousers! Narrator: The perfect fit! Who would have thought they were meant Tabitha: (Shrieking) For my kittens! Group IV (3 speakers) • Jemima Puddle-Duck • Fox • Kep (collie-dog) Sample Text Jemima: (Looking around) Now, where are those eggs? Kep: Don’t worry. Someone in the farmyard will find them for you! Fox: If I don’t get to them first! Kep: (Growling) You had your chance! And blew it! Now beat it! Narrator: Oh dear! That’s no way to speak to this gentleman, Kip! Where are your manners? Jemima: That fox is no gentleman! He won’t fool me again!

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds), Part I. This is the first of a set of four plays – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. (For complete listing, scroll down to bottom of page). Cast of 24 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part I based on the first five tales: • Tale 1 The Tale of Peter Rabbit • Tale 2 The Tale of Squirrel Nutkin • Tale 3 The Tailor of Gloucester • Tale 4 The Tale of Benjamin Bunny • Tale 5 The Tale of Two Bad Mice Cast of 24 plus Narrator (this role to be taken by the Class Teacher) (Cast size can easily be adapted by the addition or omission of characters from each tale) Tale 1 The Tale of Peter Rabbit Group I Peter Rabbit Flopsy Mopsy Cottontail Mother Rabbit Mr. McGregor Sample Text Mother Rabbit: (Tutting and wagging her finger) Naughty boys! (Flopsy, Mopsy and Cottontail cross their arms in front of them, like their mother, scowling and nodding their heads, smugly) Mr. McGregor: (Shaking his rake in anger) Bad, bad bunnies! Narrator: Oh dear! What did they do? Tale 2 The Tale of Squirrel Nutkin Group II Squirrel Nutkin Twinkleberry (brother) Cousin 1, 2 and 3 Mr. Brown (the owl) Sample Text Narrator: Sounds quite respectful to me? Mr. Brown: (Exploding) Respectful? (Pointing at Squirrel Nutkins) Him? Twinkleberry: Time to say sorry, again, brother Nutkin! Squirrel Nutkin: I was only trying to have fun! Tale 3 The Tailor of Gloucester Group III Tailor of Gloucester Mice (4) Simpkin the Cat Sample Text Tailor: Teamwork! (All four mice hold up the coat and waistcoat) Mouse 1: We made these for the mayor Mouse 2: To wear on Christmas Day Mouse 3: On his wedding day! Mouse 4: (Cheering) We did it! Narrator: And I’m so glad to see such a well-behaved cat.

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part IV This is the fourth of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 24 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part IV consists: Tale 16 The Tale of Samuel Whiskers Tale 17 The Tale of the Pie and the Patty Pan Tale 18 The Tale of Ginger and Pickles Tale 19 The Tale of Little Pig Robinson Tale 20 The Story of A Fierce Bad Rabbit Tale 21 The Story of Miss Moppet Cast of 24 plus Narrator (this role to be taken by the Class Teacher) The character, Ribby, does appear twice – she appears in The Tale of Samuel Whiskers and the Tale of the Pie and the Patty Pan; but for the sake of keeping the cast total at 24, she can be played by two different children. 6 groups: Group I (6 speakers) Mrs. Tabitha Twitchit Tom Ribby (Cousin and neighbour to Tabitha) Samuel Whiskers (Old man rat) Anna Maria (Old woman rat) John Joiner (dog) Sample Text Narrator: And so to The Tale of Samuel Whiskers. (Pauses) Goodness, is this one about Samuel Whiskers: (Interrupting) Me! A rat! Narrator: I have to say I am just a little surprised that it is your name in the title. Tabitha: A rat, indeed! Fancy! Ribby: A rat that nearly made a dumpling Tom: Out of me! John Joiner: That will teach you to misbehave! Group II (3 speakers) Ribby Duchess Dr. Maggotty Sample Text Narrator: Oh, I like this tale – about a pie and a patty pan! And a dinner party that went badly wrong (pauses) we’ve all been to one of those! Dr. Maggotty: But this one takes some beating! Narrator: I have to agree. I mean, let’s start with the fact it was a cat inviting a dog to dinner! Ribby: I was the hostess, Ribby! Duchess: And I the guest, Duchess! Dr. Maggotty: And I was the doctor Duchess: A magpie! Ribby: Called Dr. Maggotty! Narrator: What a name! I’m not sure I’d call on your services if I were ill! Group III (3 speakers) Ginger (tom-cat) Pickles (terrier) Henny Penny Sample Text Narrator: Oh dear! This is not such a happy tale! Ginger: We lost everything! Pickles: (Sighing) Everything! Henny Penny: And whose silly fault was that? Narrator: (Gasping) Oh surely we should show these two shop-keepers some sympathy? It’s not every day your business goes under. Henny Penny: But it was their fault! They gave everything away!

Beatrix Potter Class Play or Assembly for Key Stage I (5 – 7 year olds) Part III This is the third of a set of four – Parts I, II and III cover five tales each, and Part IV covers six. Thus, twenty-one in total. Cast of 27 (easily adapted up or down) and duration of around 10 minutes – this is reading time so performance can take it beyond this with possibility of further additions. Part III consists of the Tales of: • Mrs. Tittlemouse (cast of 6) • Timmy Tiptoes (cast of 6) • Johnny Town-Mouse (cast of 2) • Mr. Tod (cast of 6) • Pigling Bland (cast of 7) Cast of 27 plus Narrator (this role to be taken by the Class Teacher): Assemblies Part I, II and IV all have a cast size of 24. This one, Part III, has a cast size of 27 – so to stay consistent with cast size of 24, 3 characters will need to ‘double up’ – unless there are 27 children available to take the 27 parts. 5 groups: Group I (6 speakers) Mrs. Tittlemouse (Thomasina) Beetle Ladybird (Mother Ladybird) Spider Bumble Bee (Babbitty Bumble) Toad (Mr. Jackson) Sample Text Narrator: And may I just start by saying, I think you, Mrs Tittlemouse, should have a medal for your patience! Mrs. Tittlemouse: (Laughing) Oh you mean all those unexpected guests! Narrator: Unexpected and uninvited! Beetle: First me Mrs. Tittlemouse: With your little dirty feet! Ladybird: Then me! You told me my house was on fire! Narrator: A clever ploy! And it worked – you flew off to save your children! Spider: Then me Mrs. Tittlemouse: With your cobwebs Bumble Bee: Then me Mrs. Tittlemouse: With all your untidy dry moss Toad: And then, me! Mrs. Tittlemouse: Who made the worst mess of all – water everywhere! Group II (6 speakers) Timmy Tiptoes Goody Silvertail Squirrel Little Bird Mrs. Chippy Hackee – Chipmunk Mr. Chippy Hackee – Chipmunk Sample Text Narrator: It was a little strange you, Mr Chippy Hackee, being there as well! I mean, we all know how Timmy Tiptoes got down there Silvertail Squirrel: With a shove from me Little Bird: And a tweet from me! Narrator: Oh dear! Just goes to show how much trouble one small tweet can cause! Goody: Yes, I’m always warning people about Twitter!

Healthy Living Assembly or Class Play This script was written as a complementary script to two others already written - Skeleton & Muscles Assembly and Teeth and Eating Assembly. These two were written for Years 3 & 4. This one is for Years 5 & 6. Subjects covered: recap on all major organs, importance of good diet and regular exercise. There is also mention of what is not good for you. Mental health is mentioned at the end of this script - as it is stressed throughout that it’s not just about ‘looking good’ - feeling good is equally important. Cast of 30 - easily adaptable up or down Duration: 10 minutes without any music; but lots of opportunity for expansion should a longer performance be required. This is explained in the Production Notes (namely, adding detail on ‘organ functions’ and different types of food); and the two scripts mentioned above could, with their purchase, also be used as ‘add ons’. Sample Text: Narrator: Ah yes! What makes a healthy body? Now, there’s a question! Child 1: Good diet! Child 2: Plenty of exercise! Narrator: Sounds simple enough! (Bracing muscles) No wonder I feel so good! (Enter Model, Athlete, Weight Trainer, Dancer and Walker – all ‘doing their thing’) Narrator: Just look at those bodies – all so toned! (Exit Model, Athlete, Weight Trainer, Dancer and Walker) (Narrator looks startled) Narrator: Oh wait a minute! I thought we were going to hear a bit more about that all-important exercise? (Enter doctor) Doctor: We will! All in good time! But first we should look at what’s on the inside! It isn’t just about having perfect body shape, on the outside, you know! Narrator: (Sheepishly) Oh I know that! Huh! I’m not one to be taken in by appearances! Doctor: I’m glad to hear it because outer beauty is by no means the whole story. It’s about feeling good as well! (Enter Brain) Brain: Oh, that’s way more important than anything else. If you don’t feel good, then forget it! Well, actually, on second thoughts, don’t do that because Narrator: (Coughing) Ahem! Excuse me. I hate to interrupt you but … you are? Brain: Oh sorry! Did I not introduce myself? Well, you see there is a reason Doctor: (Holding his hand up for Brain to stop) Oh dear. This is the first of the body’s internal organs Brain: (Interrupting; and tapping head) Indeed! Starting from the top! Narrator: (Irritably) Could you just tell us your name? Brain: Tell you my name? Well, of course, my dear fellow. I’m Brain! I’m the one in charge! Narrator: (Hurriedly) Oh I don’t think so! Not today, anyway!

Teeth and Eating Assembly or Class Play Years 3 & 4 This is one of three scripts written on ‘The Body’. The other two are: The Skeleton and Muscles Assembly - Years 3 & 4 & Healthy Living Assembly - Years 5 & 6 Cast of 30 - easily adaptable up or down. Duration - around 20 minutes including music choices. Once again, our narrator has his/her work cut out, vying with a dentist, a ‘super athlete’, a ‘Sweet Gang’ and of course … a whole crowd of chattering teeth! Sample Script: Narrator: Good morning and welcome to our assembly on (Sound of dentist’s drill) (Narrator walks over to dentist, standing over patient, with drill in hand) Narrator: (Shouting) Er, excuse me! (Drilling stops and dentist looks round towards narrator) Dentist: (Angrily) Yes! Did you want something? Surely you can see I’m rather busy here! Narrator: (Huffily) I’m sure you are! But so am I! I happen to be trying to hold an assembly this morning and, well, I just can’t do that with you drilling! Patient: (Leaping off chair) Oh that’s fine! I can always come back another day! (Dentist places patient firmly back in the chair) Dentist: Oh no you don’t! You are not going anywhere – not until I have finished! (To narrator) Now, if you don’t mind (Dentist picks up drill and moves towards patient) Narrator: No! Stop! (Dentist stops) Narrator: I can give you a very good reason why you should stop what you are doing. Well, for a short time, anyway. Dentist: Oh yes? Well, come on, then. This had better be good. Narrator: Well, wouldn’t you agree that prevention is better than cure? Dentist: You mean, looking after your teeth rather than me fixing them? Narrator: Correct! And our job here this morning is to educate everyone about just that! Dentist: Ah! Now you’re talking! (To Patient) You might want to listen to this. It could save you future trips to my surgery!

Oliver Twist – A Play Based on the Novel by Charles Dickens Cast of 15 speaking parts; or Cast of 30 if including non-speaking parts Duration: Around 15 minutes not including song suggestions Oliver Twist, following on from the popular Christmas Carol, is the second in a series of Charles Dickens adaptations – the others being David Copperfield, Great Expectations and A Tale of Two Cities. Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike. Whilst sticking to the original story, this one has a much happier ending for everyone; and has Fagin ‘putting our Narrator right’ on what it was actually like to live in Victorian England. Sample Text: (Enter Fagin, marching over to Narrator) Fagin: (Threateningly) Criminal classes, eh? Oh, and I suppose you’d know a lot about what it was like to live in Victorian times, would you? Narrator: (Spluttering) Well, er, now you come to mention it (pauses) no, not really. Fagin: Well, allow me to fill you in. Let’s start with how hard it could be especially if you were poor. Narrator: (Huffily) Well, I’ve no doubt there was social welfare for those who needed it. Fagin: (Exploding) Social welfare? I’ll show you social welfare! Come with me. My, are you going to have your eyes opened! Music 2 – Food Glorious Food Scene 1 The Workhouse (Fagin takes Narrator to one side as workhouse inmates line up, holding bowls and spoons, with Mr. Bumble standing at the front, ladling out the gruel; Oliver is last in line) Narrator: (To Fagin) Why are these children dressed in rags? And why are they so filthy? And what is that terrible smell? Fagin: So many questions! Well, to start with, those rags are all they have! Appearances aren’t too important when you are just trying to stay alive! Narrator: But where are their parents? Fagin: (Laughing) They have no parents! They’re all orphans. They have nowhere to go but the workhouse! (Pauses) And before you ask, that’s gruel they’re getting in those bowls! Pretty disgusting but, like I said, keeps them alive. Better that than dying on the streets. (Oliver takes his bowl and sits with the rest; then gets up and stands in front of Mr. Bumble a second time) Also available: Victorian Assembly/Class Play; and Meet the Victorians – set of guided reading scripts.

David Copperfield This is one of a series of plays based on Charles Dickens’ books, What the Dickens! • A Christmas Carol • Oliver Twist • David Copperfield • Great Expectations • A Tale of Two Cities Oliver Twist is co-narrated by the narrator and Fagin, to illustrate what life was like in Victorian England. This one, David Copperfield, is co-narrated by the narrator and Charles Dickens, drawing many parallels between his own life and that of David Copperfield. Cast of 15 speaking parts Duration: Around 15 minutes Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike*Scroll down for review. Sample Text: Scene 5 Mr. Wickfield’s House (Mr. Wickfield looking old and frail, sitting in chair, with Agnes hovering over him in concern. Uriah Heep stands to the side, looking very pleased with himself, offering Mr. Wickfield one glass of wine after another) Uriah Heep: (Refilling Mr. Wickfield’s glass with wine) There you go, dear Mr. Wickfield. Just say the word! Anything I can do to help! (Enter David, taking glass off Mr. Wickfield and glaring at Uriah Heep) David: I’ll take that, thank you very much! Uriah Heep: (Gasping) What do you think you are doing? David: Saving Mr. Wickfield and his lovely daughter, that’s what (pauses) from you! Uriah Heep: Whatever do you mean? How dare you just flounce back into our lives after waltzing off to Switzerland! Agnes: (Gasping) Ooh, Mr. Heep! David was hardly ‘waltzing off to Switzerland’ out of choice! He’d just lost his beloved wife, Dora! David: Indeed! And without your kind support, as always, Agnes, I would never have made it through that dark time! Mr. Wickfield: Ah, you and Agnes were always so close! Like brother and sister! David: But times have changed (Agnes gasps in horror) Agnes: Have I done something to upset you? David: It’s not what you have done, beloved Agnes! (Turning to Uriah Heep) Just look at what this fiend has been trying to do to your father! Uriah Heep: (Gasping) What do you mean? David: You know perfectly well what I mean! Poisoning him with all this alcohol! Just so that you can help yourself to his daughter! Uriah Heep: (Smugly) There are worse fates than being married to me, I can assure you! David: You think so? Hmm. I think we’ll agree to disagree on that one! Review: Sue Russell’s plays are faithful to their originals yet also brilliantly condensed without any loss of key material.

Great Expectations – a play based on the book by Charles Dickens This script is one of a series ‘What the Dickens!’ : • A Christmas Carol • Oliver Twist • David Copperfield • Great Expectations • A Tale of Two Cities Cast of 15 Duration: Around 15 – 20 minutes Suitable from age 10 upwards, this is a set of scripts written with Key Stage III in mind. I will be adding further teaching resources in the near future. It is my aim to make these great classics accessible to young people and adults alike*Scroll down for review. Sample Text: Narrator: This is a tale of (pauses) Great Expectations. But please don’t allow yourselves to be fooled by the title. No. Sadly this is far from a tale of high hopes and their fulfilment. This is a tale that will take you to many dark places where you will meet many dark characters. Where treachery and skulduggery lurk in every corner. Where so-called gentlemen act as complete tyrants (pauses) and where ladies, frankly do not come out much better! (Sound of ‘clanking’ from a blacksmith’s shed) But wait! What is that I hear? Aha! A sound of decency. A bright ray of light shining through all this mirky darkness. (Enter Joe) Joe: (Laughing) Did I hear someone compare my job to something bright and shining? Narrator: (Shaking Joe’s hand) You did indeed! It’s so good to meet you! Joe: And very good to meet you too, my friend! Narrator: Ah, there you go! Warm and welcoming to everyone you meet. Never an unkind thought in your head. Always thinking the best of everyone! Joe: (Smiling) Well, it doesn’t pay to carry bitterness around with you. My wife sadly carries enough for two of us – and look how happy that makes her! (Enter wife) Wife: (Shrieking) Joe? Joe Gargery? Have you not heard me yelling your name this past half hour? Narrator: (Aside to audience) And there I was thinking the ear plugs were to protect his ears from the anvil! Wife: (Rounding on Narrator) And what is your business in these parts? Narrator: And a very good day to you as well, ma’am. I was just saying to your husband Wife: (Interrupting) That good for nothing waste of time! And don’t you go wasting any more of his time! He has work to do! Isn’t that right, Joe Gargery? Joe: If you say so, oh sweetness and light! Wife: Bah! Don’t you go thinking you can sweet-talk your way around me! (Pauses as she looks around) And where’s that other waste of space, my young brother, Pip? Up to no good, no doubt! Narrator: (Sarcastically) How lovely it must be to think so well of everyone around you! Review: These plays can be used in English lessons as well as Drama class. Dickens is a wonderful writer, but the sheer length of the novels and complexity of plot lines can be intimidating for students. Sue Russell’s plays are faithful to their originals yet also

Tale of Two Cities Play This is one of a series of plays based on Charles Dickens’ books, What the Dickens! • A Christmas Carol • Oliver Twist • David Copperfield • Great Expectations • A Tale of Two Cities Cast of 15 (30 including crowd in brackets) Duration: Around 25 minutes Sample Text: Judge: (To Dr. Manette) I’m afraid he stands convicted by these two, Madame and Monsieur Defarge (pauses) and you! Dr. Manette: (Gasping) What? What do you mean, me? How can this be? Judge: Are you or are you not Alexandre Manette? Dr. Manette: Well, of course, I am. Everybody here today knows that! Judge: So, can you deny writing (Monsieur Defarge hands letter over to him) this? (Dr. Manette takes the letter, reads it, gasping as he does so, and then sits down in a state of shock) Monsieur Defarge: So, enlighten us, Dr. Manette. What have you just read? (Dr. Manette sits clutching his head, in silence) Madame Defarge: Fairly conclusive evidence, I’d say! Judge: So, for the benefit of the court, I will endeavour to explain the contents of this letter. Let’s just start with where it was found. Monsieur Defarge: In cell One Hundred and Five, North Tower of the Bastille! (Whole courtroom gasps) (Sydney Carton jumps up) Sydney Carton: How can that be? This is false evidence, m’lord! Monsieur Defarge: Oh, I don’t think so, young man! You may be able to work your lawyer-magic back in England, but not here in France! Madame Defarge: Justice will be done! You see if it isn’t! This latest set of scripts, ‘dipping into Dickens’ could be used for upper KSII children (in addition to KS III – as per review below). Review: I can highly recommend Sue Russell’s plays for use with KS3 students. They are wonderful introductions to classic novels – capturing the mood and tone of the original and communicating the essence of plot and characters in a lively and highly accessible way. Students enjoy the vibrant dialogue and find scope for characterisation and the development of dramatic skills by performing them. These plays can be used in English lessons as well as Drama class. Dickens is a wonderful writer, but the sheer length of the novels and complexity of plot lines can be intimidating for students. Sue Russell’s plays are faithful to their originals yet also brilliantly condensed without any loss of key material. Many thanks to my writer-friend Jude Hayland who, when not writing, works as drama teacher and English tutor.

The Battle of Life – a play based on the original novella by Charles Dickens Cast of 15. Duration around 30 minutes Other plays I have written available off TES based on Charles Dickens’ books are: A Christmas Carol, Oliver Twist, Great Expectations, David Copperfield and A Tale of Two Cities. When I started reading this novella, I was expecting a love story – but The Battle of Life is so much more. It is not just about romantic love but love of a much deeper kind - of sibling love – between two sisters. Not widely read but I loved it! Sample Text: (Sound of music and laughter) (Enter Dr. Jeddler) Narrator: Aha! And one of the jolliest gents you are ever likely to meet! Dr. Jeddler, I was just commenting on The Battle of Life. No doubt you, as a philosopher, have something to say on the matter? Dr. Jeddler: (Laughing) Well, naturally, my good man! Though nothing too profound, you understand! I don’t take any of this stuff too seriously! Narrator: You mean, the stuff of living? (Enter Alfred, briefly) Alfred: Oh, but you should! (Aside to audience) I rather think Dr. Jeddler here may just change a little of that mindset of his during the course of this production! (Exit Alfred) Dr. Jeddler: What’s that? Yes, I thought I heard music! (Enter two musicians, and two sisters, Marion and Grace, dancing, without any inhibition) (Narrator applauds loudly when the music stops and the girls fling themselves to the ground in exhaustion) Narrator: Bravo! That was some display! Though all the better for not being a display, if you see what I mean! Marion: (Laughing) Oh we were most certainly not dancing to an audience! (Spotting audience) Oops! No offence intended to present one! Dr. Jeddler: (Coughing) Ahem! You realise the earliness of the hour? Grace: (Quickly) Oh but father! You haven’t forgotten what day it is? Marion: Somebody’s birthday? Dr. Jeddler: Bah! It’s always somebody’s birthday! What a load of nonsense – another foolish exhibition in this thing called life! (Marion pulls a face) Dr. Jeddler: Which isn’t to say we can’t celebrate the idea of this, this birthday malarkey! (To Narrator) I wouldn’t want you to think I’m some kind of kill joy! It’s just, life is such a farce, the world such a gigantic practical joke. Grace: (Taking his arm) Oh come along, father! Let’s just enjoy the day. Narrator: (To audience) Something tells me this particular philosopher has a rather simplistic view of the world … but one on which he could, nevertheless, speak for hours. Let’s not allow him that freedom! Good for Grace!

Anti-Bullying Assembly or Class Play Michael Jackson’s You Are Not Alone is used as its title and final song. Its Children’s Mental Health Week 3 - 9 February. So I am reducing a number of my ‘mental health related’ scripts to mark the occasion Some useful tips on looking out for others - and yourself. This class play identifies different types of bullying and suggests strategies for both prevention and dealing with the problem when it arises. It looks at the problem of bullying from 2 perspectives - that of the ‘bully’ and the ‘bullied’, examining why bullies behave as they do and what it feels like to be on the receiving end. The most important message is that we are all special, that we should like ourselves the way we are, and that if we ever find ourselves being bullied, we should get help/talk to someone - never bottle it up inside and ‘put up’ with it. I wrote this at a time when my own daughter (then 9) was being bullied. I learnt many lessons from the experience which I would like to pass onto others. This script comes in two versions - First one being longer at around 15 minutes (not including music suggestions); second one shorter at just under 10 minutes. I have identified the text that has been left in and taken out from versions I and II respectively. This gives you as a teacher the choice of what length play you wish to use. Another resource for use within the classroom is a script in the Bible Stories section of the website on David and Goliath - cast of 10 and with discussion pointers on bullying at the end. Sample Text: Child 19: You have to believe in yourself. And be your own best friend! (Child 21: Lollipop lady walks to centre of stage - lifts STOP sign each time it’s spoken) Narrator: What are you doing here? I can’t see any traffic? Lollipop Lady: No, but there are lots of things that need to stop, apart from cars. We’re here to tell you about the things we should stop doing! Child 1: STOP feeling everything that goes wrong is your fault! It isn’t! Child 2: STOP thinking you have to be perfect at everything! It’s not possible - you’re not superman! Child 3: STOP letting what you can’t do get in the way of what you can do! Child 4: STOP trying to be everybody’s friend. You can be liked by some of the people some of the time but not all of the people all of the time! Child 5: STOP jumping to conclusions. If someone doesn’t say Hi to you, don’t think ‘Hey! They’re ignoring me. They don’t like me anymore!’ They might not have seen you. Don’t assume the worst! Child 6: Stop labelling yourself. Feeling sad one day doesn’t make you a wimp! Child 7: Getting your sums wrong another day doesn’t make you a loser! Child 8: Having a spot on your nose one day doesn’t make you ugly! Child 9: Having an extra chocolate bar doesn’t make you wicked! Child 10: Stop telling yourself you should be this, and you shouldn’t be that.

Feeling Sad Assembly or Class Play This script was largely ‘prompted by’ Time to Talk Day Thursday February 4th - a joint initiative run by MIND and Rethink - addressing the taboo around mental health - people still tend to feel uncomfortable talking about it. Its Children’s Mental Health Week 3 - 9 February. So I am reducing a number of my ‘mental health related’ scripts to mark the occasion As this was written for primary schools, the language is of course simple as is the message - emphasizing that sadness is part of life, something we should all talk about and not feel embarrassed about. I have followed this script up with one for secondary schools/adults - Good to Talk - a conversation between two people. (In 2 Speaker Scripts section of website) Cast of 30 - easily adaptable up or down Duration - around 5 - 10 minutes Sample Text: Music 1 Everybody Hurts - REM (Children file into assembly, taking seats in order of speaking, along two rows of 15 seats, facing audience) Narrator: Good morning and welcome to our assembly on Feeling Sad. (Enter Clown) Clown: Hey! What’s up, people? (Nobody smiling) Hey! Time to turn those frowns, upside down! Narrator: Actually, I’m going to ask you to take your seat again. (Narrator leads Clown back to seat) Narrator: Fooling around, making people laugh – there’s a time and place for that. But not now. (Clown jumps up again) Clown: But these are children! They need to be laughing and smiling! (Narrator patiently leads Clown back to seat again) Narrator: No, they don’t. You see, being happy and jolly is fine. But so too is being sad. (Clown jumps up) Clown: But nobody wants to be sad! (Spluttering) That’s …. That’s just wrong! (Loud sigh from Child 1) Child 1: Oh do please sit down and perhaps we can explain. (Clown reluctantly returns to seat) Child 1: We are all sad from time to time. Child 2: It’s part of life. Child 3: It’s part of the human condition. Child 4: And you know what? It’s actually OK to feel sad. Child 5: Sometimes, however, we feel we have to hide our emotions. Child 6: Pretend we’re OK – when we’re not. Child 7: It’s much better if you’re feeling sad to share it with someone.

LGBT Assembly Cast of 30 – Easily adapted to smaller or larger class size. Duration: Around 10 – 15 minutes. This script, whilst giving two specific examples of victims of discrimination – Alan Turing and Harvey Milk – is a general celebration of diversity, stressing the importance of education in the fight against prejudice. It is suitable for primary school children and, as an ‘add-on’ gives a suggested list of discussion points to be gone through beforehand. I fear I may have erred on the side of caution in writing this script – I have not given any ‘definitions of LGBT terms’ though I am happy to provide these as a supplement, if requested. But I hope I have delivered on the message that we should all work towards a ‘live and let live’ society - as prejudice and fear-free as possible. Sample Text: Child 13: Why cannot people be free to be who they are? Child 14: Why cannot people be free to express themselves as they are? Child 15: Fortunately, we live in increasingly enlightened times Child 16: So that people need not be afraid of the kind of discrimination that leads to the loss of freedom and the loss of life. Child 17: To live in fear is a terrible thing. Child 18: We often hear of bullying. This can happen to adults just as much as to children. Child 19: And the bullies are often the ones who are most frightened. Narrator: How does that work? Child 20: Prejudice is largely borne of ignorance. People feel threatened by things they don’t understand. They are afraid and lash out at whatever is beyond their comprehension. Child 21: Nobody likes being taken out of their particular comfort zone. And that comfort zone is often based on familiarity. Understanding what is going on. Narrator: So how do you think we should best tackle this problem? Child 22: Through education. Through making differences acceptable and non-threatening. Child 23: If we all accept it’s OK to be different then that’s half the battle.