Circus Assembly for Key Stage One Cast of 30 - easily adaptable up or down. Role of Narrator taken by Class Teacher. Duration: 10 - 15 minutes This script is suitable for both upper and lower Key Stage I. Whereas the first half is on the history of circuses, there are lots of jokes to cheer up our Sad Clown for younger children in the second half - plus ample opportunities for ‘the performance of a lifetime’! This script is a kind of template - it can be used for any size class and be expanded to any length of time. Oh, and did I mention Health and Safety?! Sample Text: Fire breather: Look at what fire breathers do! (Fire breather breathes out fire) (Everyone gasps and applauds; Narrator rushes on with fire extinguisher) Narrator: Hey! Health and safety! Health and safety! Stop this now! Sword swallower: And then there’s my act (holding up sword) Narrator: (Intervening quickly) I have no idea what you intend doing with that sword – but not here, not now! Sword swallower: But I was only going to swallow it (pauses) like this! Narrator: (Shrieking) Stop now! That’s way too dangerous! (Whole cast groans) Sad Clown: You see? Always some health and safety spoilsport around these days to ruin our fun! (Circus juggler walks up and down, juggling) Narrator: Now, that’s more like it! Plenty of skill, no danger! (Stilt walker walks up and down) Narrator: (Applauding) Bravo! (Contortionist and ‘Strong man’ perform, Narrator watching anxiously) (Everyone gasps and applauds; Narrator rushes on with First Aid Kit) Narrator: This really won’t do! What have I said about health and safety? (Lion roars loudly)

The Anglo-Saxon Guided Reading Scripts 5 plays (6 speakers each) and 5 quizzes Also available as an assembly or class play Play 1 Introduction King Arthur: I'll say! All we wanted in 410 A.D. was a ‘quick fix'. Guthrum: Funny how raiding, invading and then conquering often end up with settling. Vikings did that too! Asser: How true! The Anglo-Saxons started their raiding in 350 A.D. Then started invading in 430 A.D. and then settled themselves in Britain just 20 years later! Play 2 Anglo-Saxon Life Freya: Now, now dear! Don't be too harsh. They're a bit simple, this lot. I mean, just look at where they live! Thor: Yes, in a wooden house, with an open fire in the middle Freya: And no chimney! No wonder they stink of smoke! Play 3 Sutton Hoo Discovery Raedwald: And didn't you have a dream - about a funeral procession and treasures? Edith Pretty: Funny you should say that! Yes, I did! How do you know about that? Raedwald: Well, I was in it! I was getting tired of watching you and your son counting the rabbits on those burial mounds, every day! I kept thinking, when are they going to realise what riches they're standing on! Play 4 Beowulf King Hroogar: right party pooper! Just because you're too miserable to enjoy a bit of singing and dancing! Grendel: Woken from my sleep by your partying! No wonder I was driven to murder! Beowulf: But to go and kill those warriors, while they were sleeping! What cowardice! King Hroogar: And then to eat them! Grendel: How yummy! Now, if you'll excuse me! I'm off for a nap - let this lot digest before I come back for more! Play 5 Arthur and the Knights of the Round Table Merlin: And those emblems around your necks? Guinevere: To remind them to lead pure lives, always seeking the very best, on the path of the Holy Grail - that symbol of God's grace. Arthur: Yes, that was the cross. But haven't you forgotten the red dragon and what that stood for? Lancelot? Lancelot: You mean serving my king? Well I did that on the battlefield. It just slipped my mind at other times. Arthur: Yes, like when you were near my wife!

Burns Night Assembly Cast of 30 - easily adaptable up or down Duration: Around 15 - 20 minutes (depending on number of music suggestions included). The assembly could be further extended by the addition of some of the poems of Robbie Burns. Who would not want to come to this party? Well, if you're not keen on bagpipes, it could be a problem! But the guest list is pretty unbeatable - with the likes of St Andrew, William Wallace, Mary Queen of Scots, James VI, Robert the Bruce, Walter Scott plus fellow writers, Alexander Bell plus fellow scientists, John McAdam plus fellow engineers, some sportsmen, politicians (fraid so!), that oh so enthusiastic chef (no prizes for guessing what he's served up!), Nessie (of course!) and not forgetting - that guy with the bagpipes .... oh and Robbie Burns!! This script comes with some seriously bad jokes – would definitely get the thumbs down from that other Mr Burns of Simpsons fame! Sample Text (Enter bagpipes player, with loud bagpipe accompaniment) (Everyone groans and cover their ears) Narrator: Stop! Please! I think I’m going mad! Bagpipes player: Och! You need to chill out a little, man! (Takes out bottle of whisky from inside kilt) Here! Have some of this fine Scottish whisky! Nothing quite like it for lessening the old stress levels! Narrator: (Taking the bottle and having a sip) Well as long as it means your volume levels take a corresponding dip! Bagpipes player: Oh to be sure! If that’s what keeps you happy! (Enter Scottish chef carrying tray of haggis) Scottish chef: And here’s something else to warm your inners! (Narrator takes a bite followed by a coughing fit) Narrator: What on earth was that? Scottish chef: Oh! Just a bit of sausage I cooked up! Narrator: Er, something tells me you’re holding back a bit on the description there? Scottish chef: Oh, didn’t I mention? It’s the inner organs of a sheep … cooked in the stomach of a sheep! (Narrator has explosive coughing fit) Scottish chef: Oh, and if you want to know what those organs are, they’re the liver, heart and lungs. Plus a little seasoning! Delicious, eh? (Narrator continues to ‘gag’) Bagpipes player: (To chef) Er, far be it from me to interrupt but I think we’ve had enough description! Scottish chef: Oh very well! (Placing tray on a chair) I’ll leave it here for you all to enjoy. (Whole cast pull faces) (Testily) This is meant to be a Burns celebration, you know! Other Scottish scripts available from Sue Russell. Please note: there is some duplication of content and characters in this script and the St. Andrews Assembly/Class Play.

Russian Assembly or Class Play Cast of 30 - easily adaptable up or down Duration - 10 - 20 minutes. (20 mins with inclusion of music suggestions and performances) Script can be further extended to include more information on the country. As always our narrator has his work cut out – kicking off assembly with having to keep bolshy Bolsheviks apart from arrogant tsars. Nothing bolshy about those Bolshoi ballerinas, fortunately - but who invited that mob of unruly Chelsea supporters along?! Normal formula of fun and laughter mixed in with a generous spattering of facts .. demonstrating just how much a country of contrasts Russia is. This script will be adapted to include longer reference to 2018 World Cup, nearer the time. Sample Text: Narrator: That’s better! Now let’s see. (Looking through script) What are a load of Chelsea Football supporters doing here in my Russian assembly? Supporter 1: Oh! Hadn’t you heard, mate? Supporter 2: Heard? Heard what? Supporter 3: That Chelsea Football Club is owned Supporter 4: By a Russian! Supporter 1: One Roman Obramovich! Supporter 2: One of the richest men in the world! Supporter 3: In charge of the greatest team in the world! (Half the cast boo and wolf whistle; and Narrator ushers supporters off before there is trouble) (Exit Chelsea supporters) Narrator: (Sighing) Oh dear! Nothing like lowering the tone of my assembly. It was all so lovely and cultured before that noisy lot turned up! (Enter 2 artists, Marc Chagall and Wassily Kandinsky, setting up their easels and painting, silently) Narrator: Ah! That’s more like it! The silent world of art! And who better to represent it than these two amazing Russian artists Marc Chagall: (Holding up picture of The Fiddler) Marc Chagall! Music 4 Fiddler on the Roof theme tune (Chorus from the musical could be performed either by the artist, Chagall, or someone else in the cast) Narrator: (Applauding) Wonderful! (To second artist, Wassily Kandinsky) And you, sir? Wassily Kandinsky: (Holding up Squares with Concentric Circles) Wassily Kandinsky Narrator: And this artwork is called? Wassily Kandinsky: Squares with Concentric Circles! Why do you look so surprised? Narrator: (Uneasily) Oh just expecting something …er. Em Wassily Kandinsky: (Angrily, snatching up his easel) A little more abstract?

Butterfly photos I have added these photos (89 of them!) as I think they would be a really good resource for teachers and students studying butterflies. I took the photos at an amazing exhibition 'Sensational Butterflies' which was housed in a temporary greenhouse outside the London Natural History Museum this summer (July 2016). I had spent the previous week writing Butterfly scripts for PSHE (KS II) and it was just fate that took me to the museum that day, totally unaware that I'd be greeted with yet more butterflies! I have since written a script on the Butterfly's Life Cycle - KS I. I did start labelling the butterfly photos - but decided having got up to about Butterfly No 75 that there were just too many 'I wasn't sure about' - I do not pretend to be a butterfly expert! And a lot of butterflies are remarkably like others - give or take a dot or two! I will try to get the butterflies in my photos formally identified - next time I go to a Butterfly Farm or exhibition. Of course, if anyone out there wants to take on this task for me, more than happy to hear from you, and thus pass this info onto my customers. Likewise, the photos are in no particular order - just in order of download (the caterpillar and pupa are a few photos in). The photos are there to be enjoyed - to be used for display or other purposes (I was quite pleased with the level of detail I achieved using my very 'standard' camera and you can actually identify features like the proboscis which would be useful for 'parts' identification). So enjoy (no sample text given!)

World Cup 2018 Assembly Cast Size – 33 as this includes Referee plus 32 competing nations - but speaking parts can be doubled up, to the number required. Duration - Around 20 minutes (not including music) A referee's job is never the easiest in the world - but put him in charge of 32 teams from across the world - all together, at the same time ..... Does he have his work cut out or does he have his work cut out?! Join him plus 32 nations in this celebration of the World Cup - all lining up for one of the greatest sporting events on the planet! Sample Text: Referee: Sorry, I didn’t quite catch that. What are we here celebrating today? Whole Cast: (Shouting louder) THE WORLD CUP! (Referee blows whistle) Referee: OK. OK. Sit down everyone. Don’t let’s get too excited! It is, after all, only football! English Fan: (In outrage) Pardon? Have you never heard what the great Bill Shankly had to say? Referee: No. But I’ve a feeling I’m going to! English Fan: He said “Some people believe football is a matter of life and death. I’m very disappointed with that attitude. I can assure you it is much, much more important than that”! Referee: (Shrugging) And there was me, thinking it was just sport! So, let’s find out a little more about the World Cup, starting with where it’s going to be held this year, 2018. Russia: In Russia! We, as the host nation, (turning to cast) are happy to welcome you all! (Everyone cheers) Referee: Thank you, Russia. Tell me. How many countries are there competing this year? Russia: Thirty two! Referee: Let’s meet them! In Group A (Each country, represented by a fan dressed in his team colours, stands and waves national flag in turn before sitting down again) Russia: Russia! We’re the host nation Saudi Arabia: Saudi Arabia. The first team to take on the host nation in the opening match! Egypt: Egypt! Referee: Welcome back! Egypt: Yes, it’s been 28 years since our last appearance in a world cup, in 1990. Uruguay: Uruguay! We were the very first host, in 1930.

World Cup 2018 Leavers’ Assembly Duration: around 15 minutes. Cast size suitable for one class - or year group of two or three classes. Who would have thought Mr. Head would have so much trouble in this Leavers' Assembly - disciplining his own staff?! There's Mr. Place - a geography teacher with an unfortunate temper; there's Mrs Sums - with an unfortunate obsession with numbers; there's Mrs Write - with her unfortunate outspokenness ... are you spotting a pattern here? And as for Mr. Force from the science department ... well, let's just say he might have pushed his luck just that little bit too far on this occasion! Anyway, hat's off to Mr. Head as he struggles on. After all, football is just a game, isn't it?! Sample Text Mr. Head: Ah! Mrs Write, our Literacy expert! Mrs Write: (Enunciating every word slowly and perfectly) Good morning, Mr. Head. Good Morning, children! Students: Good morning, Mrs Write! Mrs Write: Before we go any further, I do feel it is important that our children can tell the difference between fact and fantasy! Mr. Head: Er, don't you mean facts and opinions? Mrs Write: (Impatiently) Just so! Though some of my students seem to be indulging in some very worrying fantasies at the moment. Student 1: But you're always telling us to use our imaginations, Miss! Mrs Write: ‘Tis true. But we also need to keep a certain hold on reality. And, to put it bluntly .... (pausing) Mr. Head: (Impatiently) Yes, Mrs Write. We haven't got all day! Mrs Write: Well, as long as you can assure me that I won't upset anyone in speaking my mind? Mr. Head: It's never stopped you in the past! Mrs Write: (Cagily) Well, it's about England's chances of winning the World Cup! Mr. Head: Ah! (Pauses) Now I see where you're coming from. Could I suggest you proceed with extreme caution? With extreme tact, even? Mrs Write: Oh don't you worry! You're looking at somebody who can not only write to the highest standard but is also always right in everything she says .. Mr. Head: (Aside) And so modest with it! Mrs Write: Let me just tell anyone who is nursing any illusions about England winning Mr. Head: (Anxiously) I think I mentioned tact, Mrs Write? Mrs Write: Well .... (takes a deep breath and then blurts out) England doesn't stand the faintest chance of winning the World Cup! (Mr. Head covers his head in despair, as all students rise to their feet in uproar) Mrs Write: You see what I mean? Somebody had to tell them! They shouldn't be allowed to continue believing in this fantasy! Mr. Head: (In exasperation) Mrs Write! Have you ever heard the expression ‘Like a bull in a china shop'?

Fashion Assembly including The Emperor’s New Clothes The story of The Emperor’s New Clothes provides the bulk of the text - with a minimum cast of 10; cast numbers are made up to 30 by the addition of numerous fashion models, plus ‘sparring’ fashion designer and narrator! Cast of 30 - easily adaptable up or down Duration - reading of text around 15 minutes but this does not include music or performances - both of which can be increased to effectively double the length of the play. Sample Text (1): Music 1 – You’re So Vain – Carly Simon (Whole cast files in, seating themselves in order, along two rows of fifteen, facing the audience, Narrator standing at the side throughout) Narrator: Good morning and welcome to our assembly on Whole cast: (Together) Fashion! Music 2 – Fashion – David Bowie (Line of fashion models walk up and down ‘the catwalk’ in front of the audience) Narrator: (Applauding as models return to their places) Very good! Bravo! (To audience) But seriously! Did you see the size of those heels? I mean, how on earth do they manage to walk on such things? Impractical or what? (Enter Fashion Designer) Fashion Designer: (Sniffing his disapproval) Oh! Hasn’t anyone told you? It’s about how you look on that catwalk. Narrator: (Angrily) Even if it cripples you? Fashion Designer: Oh darling! Aren’t we being just a tad overdramatic? Narrator: (Huffily) No, not really! I wouldn’t be able to move in those heels! (Fashion Designer pointedly looks Narrator up and down) Fashion Designer: No, I don’t suppose you would! (Aside to audience) No great loss to the fashion world, right? Sample Text (2) - from The Emperor’s New Clothes Narrator: Once upon a time there lived an emperor who was very fond of his clothes. (Enter Emperor and two courtiers) Emperor: (Twirling on the spot) So, what do you think of my outfit today? Courtier 1: (Gushing) Magnificent! Courtier 2: (Even more gushing) Fantastic! Emperor: (Preening himself) Oh really! Flattery will get you nowhere! Courtier 1: (Aside) Wanna bet? Courtier 2: We wouldn’t get far without it! Emperor: What was that? Commenting on the quality of this wonderful fabric, no doubt? Courtier 1: Oh, of course, majesty! Courtier 2: The finest in the land, to be sure! Emperor: I rather think so! (Aside) Best not say how much it cost! More than I pay these two courtiers in a year! (To Courtier 1) A mirror, please! It must be at least a minute since I looked at myself!

Pet Care Assembly for Key Stage I This script is a totally moveable feast! The cast consists of Narrator (Class Teacher) plus 30 pets - the number and type of pets can, of course, be changed to match any class requirement. Although it is full of humorous moments, the message behind it is a serious one - that of taking the business of pet care itself seriously. The length of this performance is around 10 - 15 minutes *plus - allowing for ‘parade’ and ‘additions’ from children themselves i.e. information about their particular pets. It could potentially be double this length depending on how much additional information and suggested poetry is included. Great fun. Would love to see this performed! Sample Text: Narrator: You see, pets do take a lot of looking after. They are a big responsibility! (Pauses) What do you think is the most important part of looking after a pet? Child 4: Making it happy? Narrator: Correct! Child 5: And healthy! Narrator: Well done! So, you have to do a lot of homework before you even choose a pet. Child 6: Sounds like being at school! Child 7: Having a pet is meant to be fun! Narrator: But it’s no fun for your pet if it’s not looked after properly. Take that Great Dane, for example. (‘Great Dane’ stands up) Child 8: He’d take a lot of feeding! Narrator: Correct! Big dogs like big meals! But that’s not all! Child 9: He’ll need a lot of exercise! Child 10: Long walks! Narrator: Two or three times a day! He won’t want to be left inside by himself all day! (Great Dane shakes his head in agreement and sits down) Narrator: Animals have needs, just like us! And we need to respect their needs! Maybe someone could share with us, how they look after their pet? Child 11: I have two guinea pigs called Bill and Ben! Narrator: Two guinea pigs? Child 11: Yes, they like company! Narrator: And where do you keep them? Child 11: In a hutch with a nice grassy run. They also have cardboard boxes and pipes to hide in if they get frightened.

Autumn Assembly for Key Stage I One of a set of assemblies on the Seasons. Cast of 30 - easily adjustable up or down. It is suggested that the class teacher takes the role of narrator. Duration - around 10 minutes but can be extended with inclusion of list of suggested poems Swallows, squirrels, deer, bats, .... children! Our narrator certainly has his work cut out keeping this assembly under control! Ever tried keeping a hibernating hedgehog or two sleepy dormice awake? Or silencing a flock of Brent Geese? Just two of the tasks facing our, as always, seriously challenged narrator! Sample Text: (Dormice curl up together and drop off to sleep) Narrator: Hey you two! Not yet! Wake up! (Both dormice yawn and stretch sleepily) Dormouse 1: Is it April yet? Dormouse 2: I think I’ll leave it to May this year! Dormice: (Together) Yeah! Let’s have a lie in! Narrator: You most certainly will not! Do I look like a Dormouse babysitter? Be off with you! (Exit Bats and Dormice) (Enter Hedgehog, making loud snuffling noises; he collects up some of the leaves left behind by the children, makes a nest of them and lies down in the middle) Narrator: Aha! And who do we have here? Our first hibernating hedgehog! Hedgehog: (Huffily getting out ‘Do Not Disturb’ sign and placing it next to his nest) Can’t you read? Narrator: You’re a bit early! It’s not November yet! Hedgehog: So? (Putting on night cap) (Rubbing tummy) I’ve done enough eating! I’m ready for sleep!

The Clothes We Wear Assembly including The Emperor’s New Clothes Key Stage I This class play or assembly has a look at our normal wardrobes - for summer and winter clothing plus a dip into the world of fashion. In the case of the latter, one rather important lesson delivered via the mini play within this script - on The Emperor’s New Clothes - is ‘Beware personal vanity’ - it can get you into all sorts of trouble! Cast of 30 - easily adaptable up or down (Class Teacher as Narrator) Duration - from around 10 minutes (not including music suggestions and ‘fashion show’ - these could easily double the performance! KS II Scripts on Fashion/Emperor’s New Clothes also available (see below) Sample Text: Music 2 You’re so Vain – Carly Simon (Enter Fashion Designer, strutting up and down, like a model on a catwalk) Narrator: (Indignantly) Excuse me! But would you mind explaining who you are? Fashion Designer: Certainly! I am here as a special guest today. You see, as a fashion designer I know everything about clothes! Narrator: Oh really? (To audience) And rather less about good manners! Fashion Designer: Well, I really didn’t think I’d need an invite! I thought you’d be delighted to see me! (Narrator ushers Fashion Designer back to his/her seat) Narrator: Well, of course. Here. Take a seat and then maybe we can catch up later! (Consulting notes) Now. Where were we? Ah yes, let’s take a look at some of these clothes! Music 3 Summer Holidays – Cliff Richards (Enter Summer Clothes Children, 1 – 6) Narrator: (To Summer 1 & 2) Wow! I can see you’re all ready for the beach! Summer 1: We certainly are! (Pointing to each article of clothing) I’m wearing a sundress, flip flops, and these glasses and hat to protect me against the sun! Sample Text from ‘mini play’ - The Emperor’s New Clothes: (Two scoundrels set up their looms) Narrator: And so, all they had to do was take the money! They didn’t have to sew a stitch! Scoundrel 2: That’s right. Just tell that emperor what he wanted to hear Narrator: That he looked gorgeous? (Both scoundrels nod) Scoundrel 1: And what did that make us? Scoundrel 2: Rich!

St. George and The Dragon Assembly - Key Stage One Slightly alternative version, this one, with just one knight in shining armour amongst 14 pairs of princesses and dragons! You could say, speed dating with a difference! Whatever way you look at it, the outcome is very different from the usual version of the story. The cast is adaptable to any size class - just adjust the number of princesses and dragons! Duration: around 10 - 15 minutes (Reading time just 5 minutes but this does not allow for music suggestions and ‘parade’). Sample Text: Princess 1: (Interrupting whilst preening herself) I’m the beautiful princess! St. George: (Looking unimpressed) Oh, really? Princess 1: (Stamping her foot angrily) Yes, really! (To St. George) And who are you? St. George: St. George, since you ask! Princess 1: (Shrieking) No! There must be some mistake! Narrator: Sorry? What do you mean? Princess 1: Well, look at him! He’s meant to be handsome! St. George: And you’re meant to be?(pauses) … what was it? Oh yes, beautiful? (St. George and Princess 1 stand glaring at each other) Narrator: Now! Now! This will never do! As hero and heroine, you are meant to be in love! Princess 1: No way! St. George: Not likely! Narrator: (Clutching head and holding up notes) Oh for goodness sake! How am I going to make this work? St. George: Start with the dragon! (Aside to audience, pointing at Princess 1) And I don’t mean her!

Ocean Assembly including The Little Mermaid This class play was originally written for Key Stage I but has a lot of additional material – FREE set of 5 Sea Life Quizzes, 350 questions and answers – that could easily be added to raise the level to Key Stage 2. As an outline of The Little Mermaid story is included, this script falls within both the science and literature sections of the curriculum (as well as between two key stages – sorry, a little difficult to place!) If the original story of the Little Mermaid threatens to leave you with tears in your eyes, the jokes of the supporting cast (Cranky Crab, Daft Dolphin, Cod Father just to mention a few) will soon cheer you up … or maybe reduce you to further tears! Sample Text: (All Sea Creatures stand up and speak to The Little Mermaid in turn) Cranky Crab: Why did you turn your back on the ocean? Timid Turtle: How could you leave us? Daft Dolphin: Why go to the land Clown Fish: When you had all that sea to play in? Cod Father: Foolish girl! Angel Fish: You should have kept your tail Jiggly Jellyfish: Fancy giving it up Scary Shark: For what? A human being? Swishing Swordfish: A life on land? Old Octopus: Losing your family Saucy Stingray: Your friends Lazy Lobster: Your everything! Blue Whale: Why? Barmy Barnacle: What were you thinking? Weary Walrus: I don’t understand Perky Penguin: You gave up so much Deep Sea Fish 1 – Angler fish: And for what? Deep Sea Fish 2 – Hatchet fish: Yes, tell us! Deep Sea Fish 3 – Lantern fish: For what?

Arthur and the Knights of the Round Table Class Play or Assembly Cast of 30. Duration around 10 minutes. This script starts with a look at the Code of Honour which those Knights of the Round Table were supposed to follow and demonstrate in their actions. But Knights, like the rest of us, are merely human as pointed out by our learned friend/wizard – Merlin. This script attempts to highlight that nobody - not even the great King Arthur - is perfect; but that that shouldn’t stop us from trying to be modern Knights – at least in as far as their aspirations! The second half of the script has a brief resume of The Sword in the Stone plus a mention of some other key moments in the Arthurian legend. Sample Text Knight 10: (To King Arthur) You taught us that all men were born equal. Knight 11: And that we should always respect ourselves and others, as equals. King Arthur: That was the idea behind the Round Table. That no one should think himself superior to another. Knight 12: Nobody should get airs above their station. Meekness and humility are two shining virtues we should all aspire to. Knight 13: We should be kind Knight 14: Gentle Knight 15: And merciful Mordred: Doesn’t sound very ‘knightly’ to me! King Arthur: Which is why you should be listening and learning. It takes more than sheer brawn to be a true knight! Knight 16: Yes, be prepared to fight for justice King Arthur: But being brave is only good if it is done for the right reasons! Knight 17: You have to know right from wrong Knight 18: And fight for those who can’t defend themselves. Mordred: (Muttering) Doesn’t sound very heroic to me! King Arthur: But that’s just it! It’s not about playing the hero, looking all dashing and chivalrous! Knight 19: That’s plain vanity! Nothing noble and courageous about that! Mordred: (Spluttering) But Knight 20: (Sighing) You have to be patient. Knight 21: Courteous. Treat others as you would wish them to treat you. Knight 22: Harbour no envy. Knight 23: Commit no murder. Mordred: Oh, here we go. I wondered when that was going to come up. Knight 24: To have honour you have to fight on the side of truth. Mordred: And who are you, any of you, to say what that is? Merlin: (Sighing) Ah me! And this is where it all gets so complicated. None of us are perfect. We all get drawn into temptation – that’s life. King Arthur: But we can at least try to abide by certain rules of conduct. Ones that are not going to harm others. And if we succeed at just a few of these, then we are on the right path.

Cricket Class Play or Assembly (‘nod’ to World Cup) Anyone for Cricket? This class play or assembly, cast of 30, is approximately 20 minutes long and should be performed if only for that wonderful track by 10 CC – Dreadlock Holiday! (Who doesn’t know classic line ‘I don’t like Cricket,… oh no… I love it!?) Apart from giving an outline of the game, and some of its past heroes, there is an exploration of cricket terminology – an A to Z of surely some of the wackiest jargon in or out of the sporting world! For sports and non-sports folk alike – Enjoy! Sample Text Narrator: Ah! Our final innings of the day! Player 1: We’ll be sure to make this a fine pongo! (All Players raise their bats in triumph) Narrator: Pongo meaning a high score! Player 1: Correct. Lots of runs! Umpire 1: (Standing) But we’ll be keeping an eye on the quota. Umpire 2: (Standing) That’s the total number of overs (maximum ten) given to a bowler Umpire 1: Typically, the total overs in the innings Umpire 2: Divided by five, Umpire 1: And then rounded to the next highest whole number. Narrator: (Clutching his head) Well, I’ll most certainly leave the maths to you! (Both Umpires sit down, smiling) Player 2: Rabbit! Narrator: I beg your pardon! Player 2: That’s what a rubbish batsman is called! (All Players shake their heads, in disgust) Narrator: Ooh. That’s not nice! I mean, no offence to bunnies but Player 3: (Interrupting) Rain delay! (All Players groan) Player 3: Nothing more frustrating when you want to get on with the game! Player 4: Red cherry. Spectator 5: That’s the nickname for the red cricket ball! Player 4: Correct! Player 5: Rib tickler! Spectator 1: Would that be a ball that hits the batsman in the midriff? Player 5: Well done! You see how easy our jargon is? Player 6: Sawn off! (All Players gasp in anger and two Umpires stand up defiantly, with arms crossed) Umpire 1: Our word is what goes! Umpire 2: Nobody should argue with that! Umpire 1: If we say a player is dismissed Umpire 2: That’s an end to it! Spectator 2: But what if you get it wrong? (Umpires 1 and 2 gasp in horror) Umpires 1 & 2: (Together) We never get it wrong! (Players continue to glare at two Umpires as they sit down) Narrator: (Coughing) Moving on! Player 7: Sitter! Spectator 3: Ooh. You never want to drop one of those! The shame of missing an easy catch! Player 7: (Shaking head) Indeed. Player 8: Skier! Another ball you really don’t want to miss! These are a miss hit, go up in the sky Narrator: And I can only imagine the embarrassment of having all that time and then missing the catch! (Players all clutch their heads)

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!

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?

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.

Olympics PRIDE Guided Reading Scripts 2016 This set of 5 group readers is intended to promote the concepts behind PRIDE – standing for Positive Mental Attitude, Respect, Intelligent Choices, Dreams and Effort (Education). In short, the promotion of healthy, positive self-esteem among young people, highlighting the fact that ‘being the best’ takes time, effort and all round commitment. Also available as an Assembly or Class Play. Extract from PRIDE Group Readers 1.POSITIVE MENTAL ATTITUDE Coach: You're getting there! But don't forget. It's not just about looking big on the outside. You've got to feel big on the inside, too. Player 2: That's where your strength comes from. Player 1: Right. I can lift weights all day long but when I get out there on court, those muscles alone aren't going to help me one bit! Player 3: Not if you don't believe in yourself. Player 2: Not if you don't have fire in your belly! Dancer 1: (Squirming) Ooh! Sounds painful! Player 3: You have to want it so bad it really does hurt! Player 2: That's what playing is all about. Having the passion to win Player 3: And doing your best. And that is just as important off court as on. Fan 1: You mean (sniggering) like in the classroom as well? Player 3: Totally! Even more so! We are all of us learning all the time - it doesn't stop when we leave school. It's what makes us what we are Coach: And what we can become! We can all be heroes Fan 1: Like you Dancer 1: And you! All: (Shouting) You just have to believe in yourself! Other scripts available from Sue Russell: ASSEMBLIES 1. Brazil Host Country to 2016 Rio Olympics 2. Olympics PRIDE Assembly (PSHE 'team spirit' script) 3. Olympic Games 2016 Leavers Assembly 4. Rio 2016 Olympic Games Assembly - covering all 28 sports 5. History of the Olympics Assembly 6. Rio 2016 Olympic Games Assembly: history and events - combined script including Olympic Ode 7. Olympics Assembly for Key Stage 1 Rio 2016 8. Paralympics 2016 Assembly GUIDED READING SCRIPTS 1. A Complete History of the Olympic Games Guided Reading Scripts plus quizzes - set of 8 scripts, plus quizzes 2. Olympics PRIDE Guided Reading QUIZ Rio 2016 Olympic Games Quiz - 100 questions and answers! plus OLYMPIC ODE