School's Out Leavers' Assembly The cast size (30) can easily be adapted up (for a year group) or down, if necessary, to suit class size of less than 30. Duration: Reading time is only about 5 minutes. However, if all 12 songs are used, and say 2 minutes of each are performed, then this takes performance up to around 30 minutes. This is a rough figure depending heavily on how much of each song is used. What does it take to put a smile on those Year 6 faces? Maybe a large dose of great music and some equally great performances .... by the staff?! The lengths teachers will go to - or are we all really just frustrated rock stars underneath?! Easy to produce, great fun to do! Sample Text: Music 1 Yesterday – Beatles (Children file into places, singing as they come in and become seated; at the end of the song, all sit disconsolately, hanging heads in misery; group of teachers stand to one side, listening to their students) Teacher 1: What a beautiful song! Teacher 2: But why the long faces? Teacher 3: Why so sad? Teacher 4: What have you got to feel sad about? Teacher 5: This is your last day at school! Wouldn’t a better choice of music be …? Music 2 School’s Out – Alice Cooper (Teachers sing and perform really ‘over the top’ version of song; students look on in horror) Child 1: And they called us ‘sad’? Child 2: ‘Sad’ has to be the understatement of the year! Child 3: I’d say more like – ‘tragedy’! Teacher 6: (Beaming from ear to ear) Now you’re talking! Music 3 Tragedy – Steps or Bee Gees (Teachers again sing and perform totally ‘over the top’ version of the song; students increasingly alarmed) Child 4: Stop! Stop! Have you all taken leave of your senses? Teacher 7: Well, this is supposed to be a leavers’ assembly, isn’t it? (All teachers fall about laughing) Child 5: But guess what? It’s supposed to be our leavers’ assembly, not yours! Child 6: Yeah! You’ll all still be here this time next year! Child 7: Not like us! Child 8: We’re the ones leaving! Child 9: Not you! Teacher 8: So, why aren’t you celebrating? Other Leavers Assemblies by Sue Russell: It’s Good to be Me Leavers Assembly Leavers Assembly for Year 6s Our School’s Got Talent Leavers Assembly Olympics Leavers Assembly

Aesop Fables: The Lion and the Mouse Guided Reading Script plus lesson plan including teaching input, synopsis, guided reading script, discussion points and suggestions for further work. Cast of 6, around 10 minutes reading time Lesson: 20 – 30 minutes, depending on how much of the lesson plan is used. The material could, of course, be split over a series of sessions. The script can be used either as a guided reading script (6 readers) or as a mini performance (cast of 6); and could be used either in a Literacy or PSHE class (owing to the life lessons contained within the text) Sample Text Lion: Because sometimes you need to listen to someone else, take their advice Mouse: However small they are! And that’s exactly what he did! Lion: Yes, I listened Teacher: And then was ‘big’ enough to act on that advice! See, sometimes you can become big by the smallest actions! Pupil 2: (To Lion) So you let the mouse go? Lion: That’s right! Was I the champ? Or was I the champ? Mouse: (Coughing) Eh hem! Small matter of what I said to you? Lion: Ah yes! You mean, helping me out at some future event Mouse: When you, my large friend, might actually need me! Pupil 1: (To Lion) And did you? I mean, need your wee friend? Lion: Oh, I most certainly did! I wouldn’t be standing here talking to you today if I hadn’t let my rodent friend here go! Narrator: So, what happened? Lion: I got caught by hunters, is what happened! Soon after bidding farewell to Mouse here, I managed to fall into a trap and get all tied up in knots! Mouse: (Laughing) How very careless of you! Lion: No laughing matter, I can assure you! If you, Mouse, hadn’t come along and rescued me Pupil 2: (Gasping) What? You, a mighty lion, rescued by a mini mouse? Lion: Indeed. And I’m not ashamed to admit it. Teacher: Which makes you an even bigger, grander lion in my opinion! Pupil 1: And mine! Pupil 2: (Spluttering) But, but, wasn’t it just the tiniest bit humiliating – being rescued by a mere mouse? Mouse: (Sighing) Oh dear! I can see we might just have to spell this one out! Other available scripts: The Fox and the Stork, The Goose that Laid the Golden Eggs, The Jay and the Peacock and The Tortoise and the Hare - available separately or as a set.

This assembly, to raise awareness of Comic Relief and its fundraising activities, could be put on any day during the week leading up to Red Nose Day March 15th. Written for a class of 30 (numbers easily adaptable up or down), around 10 mins reading time - optional inclusion of music suggestions including this years's single One Way or Another - its very easy to do and full of awful jokes! Enjoy! And good luck with any fundraising activities - I am wearing a red tutu for a week (in and out of the zumba classes that I teach) - including a night at the opera!! Sue Russell

Our School's Got Talent Leavers' Assembly With a panel of judges drawn from teaching staff and school students, is there any possibility of justice - when it comes to judging the contestants?! Cast Size: 15 – 30 (For larger cast – up to 90 – see Production Notes) Duration: Around 20-30 minutes (to up to an hour – see Production Notes) Sample Text Music 1 - John Williams: Summon the Heroes (Everyone files in and takes up places) Head Teacher: Good morning and welcome to our Leavers Assembly for Year 6s. I have great pleasure in (Sound of ‘ranting’ from off stage, as Rant and Heck ‘explode’ onto stage) Rant: (Hysterically) Us? Today? Presenting a school version of Britain’s Got Talent? Heck: Why, yes! Oh heck! Didn’t I mention this to you? Rant: (Exploding) Didn’t I mention this to you? Well, of course you didn’t! Do you seriously think I would have agreed? Heck: (Spluttering) But… but… Rant: But… but… nothing! You’ve talked me into more than enough daft situations in the past – but not today! Heck: (Turning to Head Teacher) Oh heck! This probably isn’t what you were hoping for? Rant: And who’s this? Head Teacher: I’m the head teacher of …… Primary School. (Advances towards Rant with outstretched hand) So pleased to meet you! Allow me to introduce you, Rant (pointing to Rant) and you, Heck (pointing to Heck) to our audience assembled here today! You’re just in time to kick off our 2016 Leavers Assembly! Rant: (Incredulously) Kick off? Kick off, did you say? Well, if it’s Wayne Rooney … (pauses and mutters) …hmm, make that Lionel Messi - that you want to ‘kick off’ things today – you’re out of luck! Heck: No! No! He doesn’t need an international football star! He asked for us! Head Teacher: But if it’s too much trouble … Heck: Oh heck! Of course it’s not! Rant and Heck at your service! Other Leavers Assemblies by Sue Russell: • Olympics Leavers Assembly • School's Out Leavers' Assembly • It’s Good to be Me Leavers Assembly • Leavers Assembly for Year 6s

World Cup Rugby PRIDE Assembly - written by Sue Russell aka plays-r-ussell Cast of 25 Duration: around 15 - 20 minutes reading time not including ‘suggested’ music This Class Play sets 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. It provides the perfect way of demonstrating what it takes to make it in life - the kind of success story all children can aspire to. Also available as set of 5 guided reading play scripts. (This script was originally inspired by The Celtics basketball team, in Boston - featuring 17 basketball players, 1 coach, 3 fans, 3 dancers plus mascot but I have adapted it for use by Rugby World Cup, Football World Cup and the Olympics - all available as separate scripts .. with modifications according to sport)

Sleeping Beauty Assembly This 'alternative' version has a cast size: 12 upwards. This is the number of main speaking parts; but with the addition of ‘courtiers’ the cast size can easily be increased upwards. Duration: Around 20 minutes. This is a truly alternative version of Sleeping Beauty – with a ‘Wicked’ Fairy who hates anything ‘nice’; a king and queen ‘at loggerheads’, a princess destined not to win a prince (of any description), and as usual, a despairing narrator – given the impossible task off pulling of yet another ill-fated assembly! It can be used for PSHE - as it strongly reinforces the importance of saying Thank You; or it can be used in Literature (as an example of an alternative text) or as a play to put on at Christmas. Sample Text: King: One hundred years? Seems a little O.T.T.! Queen: One hundred years? But that means I’ll be dead when she wakes up! Sleep Fairy: Oh, you don’t need to worry about that! You will all fall asleep together. And wake up together! King: (Spluttering) But! But! What about Man. United? Are they going to be asleep too? Sleep Fairy: Er, no.. Queen: And what about Eastenders? How can I possibly catch up on one hundred years’ worth of episodes? Narrator: (Sarcastically) Oh dear! And what if World War Three breaks out? Oh, but I guess that pales into insignificance alongside football teams and soaps! Beautiful Fairy: Oh, you can always come to me for those. (Delving into cosmetics bag) Now, let me see. I have lavender scented, or un-perfumed if you prefer … Narrator: (Exploding) No, I don’t prefer! Here we are, discussing the future of the world – and all you can think about is …… cosmetics? Sleep Fairy: (Clutching head) For some strange reason, that headache of mine doesn’t seem to be getting any better. Perhaps it’s a little peace and quiet that I need! You (turning to King and Queen) should be happy that you’ve got off so light! You’re not going to die, are you? I‘m going to leave now – before I change my mind! (Exit Sleep Fairy) Narrator: Well, really! These fairies are just so – touchy! King: That’s women, for you! ‘Course it’s left to us men to do what’s practical. Like banning all spinning wheels in the kingdom! Queen: (Hugging King) Oh, dearie! How very clever of you! Clever Fairy: I was just about to make that suggestion myself! Good Fairy: Well, it was good of you to let him have his moment of glory. (Aside) I strongly suspect he won’t have many more!

Risk and Danger Assembly Perhaps first thing I should point out is that this assembly poses absolutely zero risk to the general public! And I include audience and cast in that statement! Cast of 30, duration around 10 - 15 minutes not including music suggestions: 1. Dangerous – Michael Jackson 2. Take a Chance – Abba 3. Superstition – Stevie Wonder 4. I Will Survive – Gloria Gaynor 5. Oops I did it Again – Britney Spears This script maintains an element of fun throughout what is quite a serious theme. The Narrator certainly thinks so, armed with Health & Safety Directive! But it also looks at the lives of some of our greatest heroes - and how they had to forsake 'risk assessment' (did they have that in Horatio Nelson's day?!) in favour of sheer valour. Some great quotes - thank you Sir Winston Churchill and Sir Woody Allen, among others. Oh and of course the great Julius Caesar for providing some much needed action! Following is feedback from customer who requested I write this script: ‘Love, love, love it thank you so much! I highly recommend Sue's Plays class assemblies. They are clever, witty and the children have so much fun performing them! Sue wrote a fabulous class assembly to meet my specific title and got it to me within one day. I was overwhelmed with Sue's quick response and attention to detail. Thank you, Phil.’ Feedback like this keeps me writing - HUGE thank you to Phil! Sample Text: Narrator: And you all have statues of yourselves in London, am I right? (All nod) Richard the Lionheart: But we didn’t all die comfortably in our beds! Narrator: (Sighing) I just knew I could hear a but coming! Horatio Nelson: But don’t you see? (Passes telescope from ‘bad’ eye to good) Ah that’s better! What was I saying? Sir Thomas More: I think you were trying to say, none of us could have achieved what we did in our lifetimes, without taking some risks. Narrator: (Aghast) Risks? You mean, you took more than one? Mary Queen of Scots: (Impatiently) Of course we did! You can’t go through life all wrapped up in cotton wool Boadicea: Even if it means you do come to a somewhat sticky end! Narrator: Ooh! Not on this stage, please! (Julius Caesar stumbles onto the stage, with ‘dagger in his chest’) Julius Caesar: Et tu, Brute! (Julius Caesar collapses in a heap) (Tumultuous applause from the whole cast) Narrator: (Tutting) So much for 'Famous last words'! (Exit everyone except Narrator, moping his brow) Narrator: Oh dear! And after all that risk assessment I did earlier today – and I still manage to get carnage on the

Fairer World Assembly or Class Play Cast of 30 (easily adaptable up or down) Narrator plus Protestors 1 - 29 Duration Around 20 minutes including music and/or poetry suggestions. This script deals exclusively with fairness as a social and economic issue. Mention is made in the script of Children’s Rights. For a full ‘account’ of these see Children’s Rights Assembly. Sample Text Protestor 17: Those suffragettes might have got women the vote but there is still a long way to go before women have equal rights with men. Protestor 18: And what about the disabled? They are also still treated differently from the rest of us. A closer study should be made of their rights! Protestor 19: And what about the elderly? Do they always have as much say as they should? Protestor 20: (Stamping foot) And us children! We have rights too! Narrator: (Hurriedly) Oh I don’t think anyone would argue with that! Protestor 21: Is it really so much to ask? That all people be given the same chance in life? Protestor 22: That everybody has the same opportunities? Narrator: Aha! And that is where education is so important! Protestor 23: Good education for all so we can all achieve our full potential. Protestor 24: And it’s just as important that we keep ourselves informed, via the news and media, about the rest of the world. Protestor 25: Some countries do not have the wealth and resources that we have. Protestor 26: Developing countries or countries of the Third World need our help – now! Protestor 27: We have more than enough for ourselves – so we should be prepared to share our good fortune with others less fortunate than ourselves. Another script entitled Fairer and More Sustainable World Assembly combines fairness and protecting the environment. It is 'The Environment Assembly' plus a segment from the Fairer World Assembly i.e. a combined script. For full coverage of social issues/justice, I would suggest making Fairer World a separate purchase. Other scripts available are as follows: Assemblies/Class Plays on: • Bullying and how to deal with it • British Values • Children’s Rights (as mentioned above) • Mutual Respect • numerous other PSHE scripts – in both assembly/class play and guided reading format plus • Our Planet (available as class play and as a set of guided reading scripts) • Environment Assembly

Fairer And More Sustainable World Assembly or Class Play Cast of 30 - easily adjustable up or down (Narrator plus 29 Protestors) Duration - around 20 minutes not including music suggestions This script covers two major themes – Fairness in terms of social equality; and Sustainability re: protection of the environment. The two themes are available as separate assemblies: · Fairer World Assembly · The Environment Assembly The price of this script reflects the fact that this is 'The Environment Assembly' plus a segment from the Fairer World Assembly i.e. a combined script. For full coverage of social issues/justice, I would suggest making Fairer World as a separate purchase. Sample Text: Protestor 1: (Holding up ‘F’) F is for Fairer World Protestor 2: (Holding up ‘A’) A is for All living things being loved and cared for Protestor 3: (Holding up ‘I’) I is for International Cooperation Protestor 4: (Holding up ‘R’) R is for Reduction of all things harmful to the environment Protestor 5: (Holding up ‘E’) E is for Education for everyone Protestor 6: (Holding up ‘R’) R is for Respect for everyone Protestor 7: (Holding up ‘W’) W is for Water that is clean and available to all Protestor 8: (Holding up ‘O’) O is for Ozone layer survival Protestor 9: (Holding up ‘R’) R is for Rainforests saved Protestor 10: (Holding up ‘L’) L is for Love throughout the world Protestor 11: (Holding up ‘D’) and D is for Diversity respected and encouraged everywhere Narrator: Wow! That’s a pretty awesome list! Protestor 12: All the more awesome if we could make it happen! Narrator: But that’s why we’re here today! To make it happen! Other scripts available on the two subjects of social fairness and protecting our planet are as follows: Assemblies/Class Plays on: • Bullying and how to deal with it • British Values • Children’s Rights • Mutual Respect • numerous other PSHE scripts – in both assembly/class play and guided reading format • Our Planet • Environment

Mutual Respect Assembly - Key Stage II Cast of 30 - easily adaptable up or down Duration: 10 - 15 minutes reading time (not including songs/music suggestions) Another class play on 'Respect' is available for Key Stage I children. Sample Text: (Whole team do ‘high-fives’) Narrator: Good to see team spirit! Child 1: Oh we have plenty of that! We put in so many hours together Child 2: We sure earn each other’s respect! (Exit ‘Olympians’) Narrator: And that is so important! Just imagine if (Enter ‘Footballers 1 - 4’: Child 3, 4, 5 & 6) Music 5 Football Anthem – or theme music to Match of the Day (Footballers kick ball around, in bored, listless manner before dropping to the ground, for a break) (Enter Coach – Child 7, blowing whistle; all four footballers jump to their feet) Coach: Hey! Slacking off already? I don’t think so! Child 3: Oops! Sorry coach! Coach: You will be! Child 4: We were just Child 7: (Interrupting angrily) Yes, I could see! I repeat, slacking off! Not on my watch, you don’t! Now, that will be ten extra laps of the pitch for you! Off you go! (Exit Footballers, grumbling) Narrator: Oh dear! That seemed a bit harsh! Child 7: Oh? And you think if I’d strolled on and said, ‘Oh that’s fine. Don’t mind me! Just keep doing what you’re doing’ – that they’d have one jot of respect for me? Narrator: Well, er .. Child 7: Of course they wouldn’t. It’s not my job to pamper them. It is to make them better players. To give them pride in themselves! Nothing like a bit of discipline to achieve that! Narrator: Oh I couldn’t agree more! I’m all for discipline. Child 7: And respect! Narrator: Oh yes, that as well! Child 7: Nothing like a bit of healthy respect for your team, the opposition and yourself! Narrator: Wow! That’s a lotta respect! Child 7: You can never have too much respect, believe me!

Awe and Wonder Assembly This KS II class play is on awe and wonder – and there’s plenty of that about in the awesome world of nature! Scoring a ‘WOW!’ proves a bit of a challenge for this particular set of children – it seems to take a lot to impress the ‘awe-full-not’ teacher who is taking the assembly! Cast of 30 (easily adaptable up or down) Duration - around 15 minutes not including music suggestions This script is the first in a series of Awe and Wonder Assemblies – the second one being on Man Made Wonders – loosely based on the Seven Wonders of the World but probably with a lot more thrown in! There will be ‘parallel’ simpler scripts for Key Stage I children on this theme. Sample Text Narrator: So. Let us make sure this assembly is (pauses) awesome! What have you got for me? Child 12: Well, we thought we’d start with all the most awesome places in the world. Child 13: Aside from our school, of course! Narrator: (Smiling) Of course! Child 14: So, what about (Each child in turn holds up a picture of the place they are describing) Child 14: This great lump of rock! Narrator: Great lump of rock? What’s so awesome about that? Child 14: (Indignantly, to Child 10) What were you saying about adults? This lump of rock just happens to be Uluru – otherwise known as Ayer’s Rock, in Australia. Narrator: Well, it does have a pretty amazing colour. Child 14: Red sandstone! Formed six hundred million years ago! Narrator: Wow! (Whole cast cheers) Child 10: Wow! We got a wow! Narrator: Well, I’m not that hard to impress! Child 14: Difficult not to be impressed by the world’s biggest monolith – that’s a single rock, by the way! Narrator: Yes, yes. I knew that! Child 14: And that it’s some nine kilometres in circumference? Narrator: Hmm. Of course! I am a teacher, you know! Child 15: Well. What about this. The Grand Canyon! Narrator: More rocks? Child 15: (Indignantly) Yes but these rocks form one of the deepest gorges on Earth!

Love Is .... Assembly This class play on Love looks at what love means to each of us. Although it was written for Key Stage I (5 – 7 year olds) it can easily be adapted for use at Key Stage II (7 – 11 year olds) - the playlist of 10 suggested songs will be enjoyed by all ages. For scripts specific to Valentine’s Day, check out Sue Russell’s alternative Romeo and Juliet scripts. Cast of 25 - easily adapted up or down. Duration - around 15 - 20 mins (potential of doubling this with all music choices) Sample Text: (Enter Child 10, carrying a puppy) Music 7 Puppy Love – Donny Osmond Narrator: Ahh! (Gestures for everyone else to go ‘Ahhh!’) Who can resist a puppy? (Exit Child 10 plus puppy) (Enter Child 11, skipping) Narrator: Wow! Great skipping! You obviously love it! Child 11: And it’s good for me! (Exit Child 11, smiling happily) Narrator: Yes, any form of exercise is good for you! (Enter Child 12) Music 8 Can’t Stop the Feeling – Justin Timberlake (Whole cast singing and dancing) Narrator: And why do you love dancing so much? Child 12: How can you not love dancing? (Exit Child 12 smiling) Narrator: (Trying a few moves) Well, it is good exercise! (Enter Child 13, eating large bar of chocolate) Music 9 Sugar Sugar - The Archies Narrator: Hmm. I’m not sure this is quite so good for you! Child 13: Oh, but I just love chocolate! Who doesn’t? (Exit Child 13) Narrator: (Rubbing tummy) Mmmm. Beginning to feel a bit hungry! (Enter Child 14, reading ‘The Very Hungry Caterpillar’)

Pancake Day Assembly or Class Play Cast of 30. Duration 15 - 20 minutes. Maybe a case of too many cooks in the kitchen? And whoever said flipping a pancake was easy? Definitely time somebody in the kitchen gave up something for Lent - could the belly size of that Master Chef, Monsieur Bon Appetit, be a clue? This is a light-hearted assembly based on Shrove Tuesday - otherwise known as Pancake Day or Mardi Gras - Fat Tuesday! Sample Text: Narrator: Hmm! But the whole point of Shrove Tuesday Chef 13: Is that it’s the last day before Lent! Chef 14: Which is all about giving up things. Narrator: And how long does Lent last? Chef 15: Well, traditionally it’s forty days Chef 16: Between Ash Wednesday and Maundy Thursday Chef 17: Or around six weeks leading up to Easter. Narrator: OK. So going back to Shrove Tuesday, why the pancakes? Chef 18: Well, I guess they’re a way of using up things like eggs, milk and sugar before this time of fasting? Narrator: (Clapping) Ah! You guess right! Congratulations! So, what are we waiting for? (Enter Master Chef) Master Chef: Or shouldn’t that be, who are we waiting for? Don’t tell me you’ve forgotten Moi? Narrator: Ah! You must be Master Chef: Monsieur Bon Appetit! Narrator: A fine name Master Chef: For a fine chef! The best! Moi? Je suis magnifique! Narrator: (Aside) And so very humble! (To Master Chef) Monsieur, we are delighted you could join us today! Master Chef: Mon plaisir! (Looking around) So, where is mon cuisine? (Everyone looks around in confusion) Narrator: Er, I think it might be helpful if you could try and stick to English. Master Chef: (Huffily) As you wish! So, where is my pan? Where are my ingredients? Where Narrator: (Interrupting) Oh don’t worry! We’ve got all that sorted! Look! You have an army of chefs to help you! Master Chef: (Muttering to audience) Hmph! Ever heard the expression ‘Too many cooks spoil the broth’? Narrator: Sorry, we didn’t quite catch that! Master Chef: Oh don’t worry! Just saying what a delightful set of helpers I have here today! So, let us start. (Enter Chefs 19 - 28 with ‘kitchen props’; chefs proceed to prepare pancakes under watchful eye of Master Chef, who stands over and checks their every move, occasionally stepping in to show them how it is done ‘properly’)

Superheroes Assembly for Key Stage I Duration: Around 10 – 15 minutes depending on how many ‘superhero demonstrations’ there are. The first ‘speaking’ part of the assembly is around 5 minutes reading time. The rest of the assembly is down to the teacher in charge as explained in Production Notes. Cast: Written for cast of 30 but easily adaptable up or down. The cast comprises class teacher as narrator plus children 1 – 30. This assembly or class play is in roughly two parts - the first deals with the qualities of a superhero and how a superhero would change the world; the second is a demonstration of 'superpowers' by different 'superheroes'. It is very much a 'movable feast' - the children can make their own choices re: how they'd change the world; and likewise choose which superheroes they'd like to portray - they can even make up their own. I have thus provided a 'template' which can be adapted according to class numbers and 'members'. Sample Text: Narrator: Good morning and welcome to our assembly on Whole cast: (Together) Superheroes! Narrator: So, for the benefit of our audience, what makes a superhero? Or maybe I should ask the question, what makes a hero super? Child 1: Super powers, of course! Child 2: You can’t do much without them! Child 3: Especially against those horrible baddies! Narrator: So. Let me get this straight. Heroes are always good? Child 4: Right. They fight for what is good in the world Child 5: Against all that is bad! Narrator: That must take a lot of courage! Child 6: That’s why they’re superheroes! Child 7: Brave! Child 8: Strong! Child 9: And determined! Child 10: It’s not always easy being a superhero! Narrator: (To cast) So. If you had the powers of a superhero, what would you do to make the world a better place? Child 11: I would take food to everyone who was hungry. Child 12: I would give shelter to everyone without a home. Child 13: I would hug everyone who feels unloved. Child 14: I would drive around in a Ferrari! Narrator: (Snorting) Oh really! And how is that going to improve the world? Child 14: Well, it would certainly improve mine!

Paralympics Rio 2016 Assembly Cast size: 30 – easily adapted up or down. Duration: Around 10 minutes reading time; around 20 minutes with music suggestions included. This assembly covers all 22 sports that the athletes will be participating in, at Rio2016. In addition to this comprehensive coverage, there are references to how some of the special needs of the participants have been accommodated – as in the case, for example, of special equipment and facilities. Sample Text: (Enter Child 14 – holding Archery, Shooting and Fencing banner - and Child 15) Narrator: Oh my! What do we have here? Bows and arrows? I didn’t realise we were taking part in a Robin Hood production! Child 15: We’re not! Archery is a very serious sport, I’ll have you know! Watch and learn! You start by drawing Narrator: Oh, an art lesson, goodie! Child 15: No, silly! Drawing is when you pull back on the bow string, like this (demonstrates) and then release your arrow in the direction of your boss. Narrator: Now wait a minute! Just because you’ve fallen out with your boss Child 15: No and no! No, I haven’t fallen out with my boss – the boss is the black square block to which the target is attached! Narrator: (Wiping his brow) Thank goodness for that! Other scripts available from Sue Russell: ASSEMBLIES 1. Olympics PRIDE Assembly (PSHE 'team spirit' script) 2. Olympic Games 2016 Leavers Assembly 3. Rio 2016 Olympic Games Assembly - covering all 28 sports 4. History of the Olympics Assembly 5. Rio 2016 Olympic Games Assembly: history and events - combined script including Olympic Ode 6. Olympics Assembly for Key Stage 1 Rio 2016 7. 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

Educate Against Hate Assembly This script is suitable for secondary school children – possibly for upper end primary; but I think given the subject matter it is perhaps appropriate for a more mature age. The main focus is that of promoting the bigger picture in schools to our children so that they are not taken in by the 'smaller picture' and/or swayed by the dogmatic views of extremists. I would like to stress that this script is not intended as a ‘piece of politics’ but as a message of common sense. Cast Size 30 - easily adaptable up or down. Duration Around 10 to 15 minutes. Sample Text: Child 21: But how do people get so hoodwinked into listening to this stuff? How can they not see what is going on? How can they be so misguided? Child 22: Because they are vulnerable. That is why these extremists choose them. They pick on people who have not had the education to question what is put before them. The extremists know this. They know full well that faced with a bit of rational questioning they would be shown up for what they are. Child 23: Complete and utter frauds. Narrator: That is why education is so important. Hopefully if you give children the bigger picture, they will see what is wrong with this smaller one that is being offered. Child 24: You will never remove evil from the world completely. Child 25: There will always be those who seek to exploit the weak, who trade on others’ unhappiness. Child 26: Which is why we must stay strong and protect those who need protecting from these evil people. Narrator: That is our job as educators. To give children the big picture and provide them with coping mechanisms when things look bad. Child 27: Yeah. You can’t go through life in permanent sunshine. Child 28: And some do undoubtedly have a much tougher time than others. Child 29: But bowing to evil, to the demands of extremists? Child 30: That is not the answer. Narrator: We have to show a united front (pauses) knowing that good, through education, will prevail over evil in the end.

Islam Assembly or Class Play Cast of 30 - easily adapted up or down Duration - around 10 minutes reading time, not including music at beginning and end This assembly on the Islamic faith tells the story of Muhammed and gives a brief outline of Islamic beliefs. It is delivered by a Narrator plus speakers numbered 1 - 29. This script would be a useful supplement to the Baghdad: Early Islamic Civilisation script - as a description of Islam as a religion - with accompanying message of peace and respect for all learning. Sample Text: Narrator: Good morning and welcome to our assembly on Islam. Let’s start with what Islam means. Child 1: Islam is the Arabic word for submission. Narrator: I’m guessing, submission to a god? Child 2: One god – Allah! Narrator: And the origins of this religion? Child 3: The religion started AD 610 when Muhammed heard the word of God through the Arch Angel Gabriel. Narrator: And where was this? (Child 3 holds up map of the world) Child 4: (Pointing to Saudi Arabia) Here, in Saudi Arabia, in the city of Mecca. Narrator: And this Muhammed – tell us a bit about him. Child 5: He was born AD 570, at Mecca. Child 6: His family were very poor and he was orphaned at an early age. Child 7: However, he became rich as a caravan leader Narrator: (Looking puzzled) Why would you need to lead a caravan? Don’t you just pull them behind your car? Child 8: No, not that kind of caravan. These were camels, led across the trade routes, carrying goods to be sold at market. Narrator: Aha! Camel caravans! Now I get you! Back to Muhammed! Also available from Sue Russell: An assembly on the Baghdad Early Islamic Civilisation & Baghdad Early Islamic Civilisation Guided Reading Scripts: 5 scripts, 6 speakers each, plus quiz for each script. Approximately 5 minutes reading time for each (not including the quiz) 1. When? 2. Where? 3. The Story of Muhammed 4. Beliefs of Islam 5. World Religions

Events Leading up to the American War of Independence Class Play This Class Play, on the Events Leading up to the American War of Independence, based on a class of 30, is divided up into THREE sections, with parts allocated as follows: 1. Half the class allocated parts for the first section (Boston Massacre - 15 speakers) 2. Half the class allocated parts for the second section (Boston Tea Party - 15 speakers) 3. The whole class given a final set of parts for the third (Lexington and Concord - 30 speakers) Redcoat Rap is included with this script as an optional extra - to be recited at the beginning or end of this play. Suitable for upper elementary/middle schools. Sample Text (Child walks across stage with The Boston Massacre March 5th 1770 banner) Narrator: It was the night of March 5th 1770. Private Hugh White was on guard duty outside the Custom House in Boston. He was soon joined by a group of jeering boys who didn't seem to mind the extreme cold. (Enter Boys 1, 2, 3 and 4 taunting guard on duty, Private Hugh White) Boy 1: Just look at him, waltzing up and down, in his fine uniform! Boy 2: Anyone would think he had nothing better to do! White: I suggest you find something better to do! Be off! Boy 3: Ooh! Is that a threat, Mr. Lobsterback? White: You mind your tongue, young man, or .. Boy 4: Or what, Mr. Redcoat? Or what? White: Don't push your luck, sonny! Boy 1: What you gonna do? Boy 2: You wouldn't go firing on innocent civilians now, would you? Boy 3: That sure would get you into heaps of trouble. Boy 4: Us being mere boys Boy 1: And unarmed. So, looks like you're stuck! White: I wouldn't bet on it. You come another step nearer and you'll be sorry. Boy 2: He's bluffing! White: You reckon?

Superheroes Assembly for Key Stage II Cast of 30 - easily adaptable up or down Duration: 15 - 20 minutes (without inclusion of music suggestions) Our Narrator has faced some 'mission impossibles' in his time but a Superheroes Assembly without ... Superheroes? Thank goodness there is always an Ancient Greek superhero around when you need him. But bringing out the 'super' in these particular heroes may prove too much of a challenge even for Hercules! Sample Text: Music 1 – Holding out for a hero – Bonnie Tyler (Whole cast file in, in order of speaking, seating themselves along two rows of fifteen seats, facing the audience) Narrator: Good morning and welcome to (Silence as Narrator waits for cast to respond - nothing but a couple of feeble coughs) (Narrator turns round to face cast, speaking sideways on so that audience can hear) Narrator: What’s going on? Where are all my Superheroes? Superhero 1: Do you mean, us? Superhero 2: If you want a show of superpowers here today, you’re out of luck! Narrator: But why? What’s going on? Superhero 3: More a case of what’s not going on! Superhero 4: ‘Fraid we’re all recovering from colds Superhero 5: And not feeling in the least bit ‘superhero-ish’! Narrator: (Gasping) Oh no! So what am I supposed to tell this audience? Superhero 6: Come back another day? Narrator: No, I can’t do that! As you can see, they’re all here! Superhero 7: Well, sorry, but even superheroes have their off days. Narrator: (Desperately) But not, please, on the day of my assembly! Superhero 8: ‘Fraid so! Narrator: (Clasping head and groaning) Oh no! This cannot be! What a disaster! Music 2 Greased Lightnin’ – Grease (Enter Hercules, performing John Travolta moves) Narrator: Well, good morning! (Looking through notes in confusion) This is … er … a bit of a surprise! (Hercules snatches notes) Hercules: Oh you don’t want to bother with those! Let’s go for a bit of good old fashioned spontaneity this morning! Narrator: Old fashioned? Hercules: Well, maybe a bit more than old. Make that, Ancient. (Pauses) Oh, and Greek! Narrator: You mean, Ancient Greek? Hercules: Exactly! And who better to represent that magnificent race – than myself, the great Hercules? Narrator: Wow! You certainly were a superhero in your time!

Good and Bad Assembly or Class Play Ever wondered why some people are happy and others not? Could it perhaps have anything to do with their outlook on life? The two gangs in this assembly certainly see life very differently - well, they would, wouldn't they - given that one are a group of peace-loving hippies and the other, a group of street-wise warriors? But no differences are irreconcilable. Read on! Cast of 30 - easily adjustable up or down Duration - around 10 minutes without inclusion of music suggestions (which will double the length of performance) Sample Text (BG stands for Bad Gang; GG stands for Good Gang) BG Leader: (To GG Leader) There you have it, Sunshine! That’s my gang! Where’s yours? Music 3 Joybringer – Manfred Mann’s Earthband (BG 15 – 28 perform song, singing and dancing, joyously) GG Leader: (Applauding) Ah now that’s more like it! Thank you so much! GG 1: Oh! Our pleasure! Thank you for listening! BG 1: (Mimicking) Oh! Our pleasure! Thank you for listening (Bad Gang all fall about laughing) (BG 2 goes over to GG 2, in threatening manner) BG 2: So what are you going to say, little ‘joybringer’? (Bad Gang all fall about laughing) GG 2: Oh you needn’t think I’m afraid of you! BG 2: Well, you should be! I don’t reckon much of your chances in a stand up fight with us lot (Turns to Bad Gang) Am I right, guys? Bad Gang: (Aggressively) Right! (BG 2 swaggers back to seat) GG 3: Oh I can’t tell you how much we’re (pointing to Good Gang) all looking forward to that! (Collective Gasp from Bad Gang) BG 3: Are you mad? Or just plain stupid? GG 3: (Laughing) Maybe a little mad! But (pointing to Good Gang) we’re all good with that, right? Good Gang: (Joyfully) Right! BG 4: (Contemptuously) Pah! Just look at them! Thinking themselves so great! GG 4: Oh I can assure you we’re far from being just thinkers! BG 4: (Laughing, sarcastically) Right! You still up for some action? (BG 4 struts up and down, bracing his muscles; Bad Gang all do the same) GG 4: Very impressive – as a display! Shame it doesn’t have much substance! BG 5: Pah! Just jealous, that’s what you are! Making fun of us – how low can you stoop! GG 5: (Anxiously) Oh we didn’t want to make you feel bad about yourselves Music 4 Bad – Michael Jackson (Bad Gang all jump to their feet and perform again, as before)