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)

Respect Assembly Cast of 30 - easily adaptable up or down. Duration - around 10 minutes not including music suggestions. This PSHE class play was written for Key Stage I - the part of the narrator taken by the Class Teacher. Other Character Assemblies, Key Stage I & II, are available from writer, Sue Russell. Sample Text Goldilocks: Help! Help! Save me from these vicious bears! Mummy Bear: (Retorting angrily) Vicious bears? Daddy Bear: (Laughing) Who? Us? Baby Bear: We’re the victims here, not her! Narrator: Aha! Goldilocks and the Three Bears! Now that’s an interesting tale! Mummy: One of burglary Daddy Bear: Break in Baby Bear: And vandalism! Goldilocks: Oops! That bad? All three bears: (Together, nodding) That bad! Narrator: Oh dear! So not only have we a total lack of respect for people Goldilocks: Bears! Narrator: No difference! Don’t go making things worse for yourself, young lady! Mummy Bear: Quite! Who ever heard such cheek? Narrator: I repeat. Not only have we a total lack of respect for people (pauses) .. and bears! But a lack of respect for other’s property as well! (Whole cast gasps in shock) Goldilocks: (To Bears) I’m so sorry! I should never have walked into your home Mummy Bear: Or eaten our food Baby Bear: Or sat on our furniture Daddy Bear: Or slept on our beds. Goldilocks: I am so sorry. I’ll never do it again! (Exit Goldilocks and the Three Bears, smiling at each other) Narrator: Well, there’s a happy ending! Child 1: But it’s very easy to go wrong! To forget that respect thing. We do need reminding of some important facts. Child 2: Everyone is different. Child 3: We all look different Child 4: We all like different things Child 5: I like running! Child 6: I like football! Child 7: I like reading a book! Narrator: And that’s fine. Nothing wrong with having these differences! Child 8: Our world would be so boring if everyone was the same! Child 9: It doesn’t matter Child 10: If you support Chelsea! Child 11: Or Arsenal!

Awe and Wonder Assembly Key Stage I (5 – 7 yrs) Cast of 30 - easily adaptable up or down. Duration - around 10 minutes reading time (not including music suggestions and songs). Longer performance easy - with simple addition of more information. Special guests to this class play: two superheroes - invited along to witness 'awesome' and 'wonderful' aka Nature and its superpowers - Who or what can beat a spider's artistry, a rainbow's beauty, the miracle of a butterfly and ... a great Milky Way! Awe and Wonder Assembly/Class Play available for Key Stage II (7 – 11yrs) – on Seven Natural Wonders of the World (Grand Canyon, Great Coral Reef etc). As a special offer, FREE with purchase of this script - a set of lovely photos taken at last year's Sensational Butterflies Exhibition at the Natural History Museum. Drop me a line at sue@plays-r-ussell.com Sample Text: (Enter 4 children in pyjamas) Narrator: Looks like you lot are ready for bed! Child 12: (Pointing up) Star gazing! Child 13: That’s what we’re doing! Child 14: (Sighing) They’re so beautiful! Child 15: (To Narrator) Care to join us? Narrator: Don’t mind if I do! What can you see? (As Narrator is gazing upwards, children share out chocolates among themselves; Narrator suddenly realises he has been ‘duped’) Narrator: Hey! Give me those chocolates! Child 12: But we’re about to tell you about them! Child 13: This one is the name of a group of stars – a galaxy! Child 14: This one is the galaxy we live in – the Milky Way! Narrator: (To Child 15) And this one? Child 15: Well, this one isn’t really a star. It’s a planet – Mars! Narrator: (Taking Mars bar) Well, I’d better have that one, then! (To audience, aside) My favourite!

Environment Assembly - what can we do to help? Cast of 30 - easily adapted up or down. Narrator plus 29 protestors! And who would have thought our narrator would find himself ... a protestor? Duration - around 15 minutes reading time (not including music suggestions). The length of the script can of course be easily extended by adding on more information about man's negative impact on the environment and what we can do to reduce our carbon footprints. Sample text: Protestor 28: We can all do something Protestor 29: Even if it’s just in our own back yard. Narrator: (Applauding) Ah! Now you’re making sense! You see, sometimes I think we look at the big picture Protestor 1: (Interrupting) And feel overwhelmed? Narrator: Exactly! I mean, we all know about global warming, the greenhouse effect, the destruction of rainforests. And I for one think, well, what can I do about it? Protestor 1: And the good news is Whole cast: (Shouting together) Plenty! Narrator: Oh really? Well, you know something? I’m feeling better already! Protestor 2: So, here’s what we can do to help and sustain our world. Narrator: Hold on! Could you just explain what you mean by that last bit? Protestor 2: What? You mean the bit about sustaining our world? Narrator: Yes. If you would, please. Protestor 3: OK. So what we mean by sustaining life on this planet is looking after it in a way or ways which will last. We’re not looking for quick fix solutions which won’t last. Narrator: Excellent. And by ‘life’ Protestor 4: We don’t just mean that of us human beings Protestor 5: But the life of plants Protestor 6: Wildlife Protestor 7: Ecosystems Protestor 8: And habitats Narrator: You mean like the rainforests, the poles, the deserts, the oceans Protestor 9: Well, yes. But there are places far nearer to home that we can make a difference to now. Narrator: (Wiping his brow) Phew! I am so relieved you said that. I was beginning to feel overwhelmed again! Protestor 10: Let’s keep this simple! Narrator: Oh please! That would be a great comfort to me! Protestor 11: So, what can we do in our own back yard? Protestor 12: Clear it up? (Everyone laughs) Protestor 11: You’re right! That’s a good place to start. We all have way too much rubbish! Narrator: So how can we stop that? Protestor 12: How about we start with recycling? Narrator: You mean cycling … in reverse? (Everyone groans) Protestor 12: How about you leave the jokes to us! Though, recycling is no laughing matter. We should all be doing it.

Twelve New Labours of Hercules Assembly NB: This script is not about the original 12 Labours of Hercules! It is based around a completely different set of challenges – on the kind of ‘admirable qualities’ the cast feels Hercules should have – presenting him with a 12-part self-improvement plan! This is a kind of spin off from the Superheroes script - almost a reversal in fact; as whilst in that script it was Hercules trying to make superheroes out of a pretty unpromising cast, this script is about the cast pulling the punches - Hercules struggling along in their wake! Cast of 30 - easily adaptable up or down Duration around 15 - 20 minutes not including music suggestions. This Key Stage II class play is PSHE ‘orientated’ as it focuses on 'character improvements' e.g. humility, courage, mutual respect, upholding what is right, keeping positive, patience, love .... and of course the hardest of all, being happy! Sample Text: Child 11: A start to your self-improvement plan. Hercules: My what? Child 12: Well, we all feel you are lacking Hercules: Me? The great Hercules? Lacking? Child 12: (Coughing) If you would allow me to finish? We all feel you are lacking – make that, greatly lacking in some of the qualities you should have as Hercules: As a great superhero? I don’t think so! Child 13: Actually, I was going to say, as a member of the human race! Your mother was a mortal, right? Hercules: Yes Child 14: So I’m sure she’d appreciate us trying to improve you! Hercules: Huh! How can you improve on perfection? Music 3 Chariots of Fire theme music (Hercules strides around ‘looking magnificent’) (Child 15 walks over to the music and turns it off) Hercules: (Indignantly) Hey! What’s the big idea? Child 15: I think we all get it! You are Mr Universe! Hercules: (Looking very pleased with himself) Well, thank you. I Child 15: (Pointing to head) In your head, that is! Hercules: (Furiously) Pardon? Child 15: Oh do stop saying that! Anyone would think you had a hearing problem! Hercules: (Spluttering) I most definitely do not! Everything about my physique is perfect! Child 15: Like I said, maybe on the outside. But it’s what’s on the inside that is sadly lacking. But don’t worry, we are going to help fix that! Hercules: (Sarcastically) And may I ask how? Child 16: You may! All very simple. You just have to complete 12 simple tasks that we set you. Hercules: (Laughing) Oh I get it! You are going to give me another 12 labours.

The Twelve Labours of Hercules Assembly Cast of 30 - easily adaptable up or down; Duration around 15 minutes not including music suggestions - this could double the length of the assembly or class play. Every teacher's dream come true - an Ancient Greek superhero calling in to reignite the class's interest in a subject they have been doing all term! Hercules does so well ... until the arrival of that wicked king Eurystheus; but it doesn't take long before the latter realises his mistake in taking on this class - and it is truly heartening for all teachers everywhere to hear such respect from Hercules for their magnificent efforts! Enjoy The Twelve Labours of Hercules in fun, entertaining style - if it works for this set of children, it will definitely work for yours! Hercules features in two other scripts written by Sue Russell: 1. Superheroes Assembly for KSII – where Hercules has the dubious pleasure of converting a class of very un-super heroes … into super heroes! 2. Twelve New Labours of Hercules – in which the tables are turned on Hercules as he is the student on a self-improvement programme – this one with its focus on PSHE (i.e. ‘admirable’ character qualities!) Sample Text: Eurystheus: (To Narrator) Now. How many labours have we done? Narrator: Just three! (Loud groan from cast) Child 20: What? Nine more to go? Child 21: You have to be kidding? Child 22: This had better be good! Eurystheus: (Peevishly) What is it with these kids? A case of short attention span or what? (Cast all cross arms angrily, in defiant posture) Narrator: I’d be careful what you say, if I were you! This lot are easily upset and you might just find yourself in a bit of a spot! Eurystheus: (Laughing) Are you suggesting I should be worried by a load of kids? Oh don’t make me laugh! (To cast) Now. About this fourth labour. (Whole cast yawns loudly) Hercules’ task was to capture the Erymanthian Boar. Child 23: Did someone say ‘bore’? Child 24: As in, bore us to death’ Child 24: I think we can safely say, he already has! (Whole cast nod) Eurystheus: Now wait a minute! (Eurystheus walks over to the props box and tries to find ‘Boar’) Eurystheus: (Muttering) it must be in here somewhere! (Child 25, who had, unseen by Eurystheus, crept over to the props box and taken the Boar, pounces out at him, making him leap in the air and scream with terror; Hercules falls about laughing, as does the rest of the cast)

Ancient Greek Myths Pandora's Box Assembly or Class Play This class play can be used as an assembly (for performance) or as a class play, to be read within the classroom. Cast of 30 - easily adaptable up or down Duration - around 15 - 20 minutes reading not including music suggestions. The Seven Deadly Sins plus all those Vices? No wonder our Narrator is worried! But as with all good stories, this one has a happy ending - well, maybe not for all those baddies! This is one of a collection of Ancient Greek Myth scripts – assemblies and guided reading scripts, sold as separate and combined products. This play could also be used as a PSHE resource – on resisting temptation, and the victory of good (hope) over evil (Seven Deadly Sins plus, in this case 19 Vices). Sample Text: Music 5 – You’re Beautiful – James Blunt (Epimetheus sings love song to Pandora) Narrator: (Indicating for music to stop) Yes, yes. We get it! Young love! Epimetheus: Oh come on! Look at this perfect woman? How could I possibly resist? Narrator: (To audience) Aha! Somebody else who couldn’t resist temptation! (To Pandora) No offence to you, madam. (To Epimetheus) But did you not look a little deeper? I mean, yes, she’s undoubtedly beautiful but (Optional burst of The Price You Pay – Bruce Springsteen) Pandora: (Angrily) Oh right! It’s the blond argument, right? The ‘well, if she looks that good, there can’t be much underneath’? No spirit, heh? Music 6 Missionary Man – Eurythmics (Pandora throws off her ‘pretty clothes’ displaying a much stronger image) Narrator: (Holding up hand for music to stop) Whoa! That’s not the Perfect Pandora I was expecting! Epimetheus: (Gasping) And that’s not a side of my wife I’ve ever seen before! Pandora: Of course not! You only ever wanted me to be that perfect ‘domestic goddess’ – sitting around, looking pretty, staring vacantly out to space! Epimetheus: Well, isn’t that what wives are supposed to do? Narrator: Not this one, I suspect! (Optional excerpt of Thorn in my Side – Eurythmics – Pandora strutting up and down) Narrator: (Holding hand up) OK. Yes, we’ve got it! So underneath all that sweetness was a whole heap of frustration! Pandora: More like mega boredom! I mean, what was I supposed to do all day? Epimetheus: Stay out of mischief?

General Election Assembly - Who should be our next prime minister? 6 weeks to go … and bored with the General Election already? Then this assembly is your perfect tonic! As for our narrator, who would envy their task of choosing a prime minister - from a class of 30?! The choice? Football stars, movie stars, rock stars ..... and a whole lotta girl/boy attitude between the Spice 'lot' and a certain Direction! Somebody needs to tell them about equality - and who better than .... S Club 7?! This is a very light hearted look at the coming election. The ‘possible candidates’ are a selection of celebs – chosen purely for entertainment sake. For a more serious ‘take’, the script could be adapted to include a far more serious list of people either now or in the past e.g. Gandhi, King, Mandela, Mother Theresa etc. Likewise, whilst dealing with the current topic of the election, this script could be used for citizenship because of its PSHE component – this latter could be extended by adding a section on ‘What would you change if you were prime minister?’ Duration: 10 – 15 minutes reading time; around 20 – 30 minutes including music suggestions. Cast of 30 - easily adapted up or down; and characters may be replaced by children’s own choices. Sample Text Child 1: I think David Beckham should be prime minister! Child 2: Nah! It’s got to be Lionel Messi! Child 3: No! Wayne Rooney has my vote! Child 4: Rubbish! It’s got to be Cristiano Ronaldo! Narrator: (Blowing whistle) Excuse me! Since when did any of these footballers know anything about politics? They might be pretty good at running up and down a pitch, but running a country? I don’t think so! (Exit Child 1, 2, 3 and 4) Narrator: Next! (Enter ‘athlete’ – Child 5) Child 5: I’m here representing the world of athletics! I’d vote for Jessica Ennis! Narrator: (To audience, sighing) What is it with kids and sport? (To Child 5) Yes, I can see why you might think Ms Ennis would set us all a fine example Child 5: A prime role model! An inspiration to us all! Narrator: Yes, yes. I totally agree! But there is a difference between running along those tracks Child 5: In record times! Narrator: And, …..let me finish…., running the country! (To audience) Am I having a moment of déjà vu or didn’t I just say that a very short while ago? (To Child 5) Anyway. Thank you … but no thank you! (Exit Child 5) Music 3 Theme music from Doctor Who

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.

The Good Samaritan Assembly or Class Play Cast of 30 NB: The other play, with a cast of 10, available as a separate purchase, is a re-telling of the parable with complementary discussion notes on the bystander effect. This full-length assembly with a cast of 30 starts with this same cast of 10 but has an additional 20 speakers dealing with ‘the bystander effect’ with reference to today’s society, delivered via five different scenarios. Duration - around 15 to 20 minutes Sample Text Scenario 1 - A young boy/teenager being beaten up by a group of other teenage boys (Enter 5 boys and 5 bystanders) (Bystanders in two groups, chatting amongst themselves; group of five boys chatting/messing around) (Suddenly four boys ‘fall out’ with the fifth boy and set upon him, ‘beating him to the ground’) (Bystanders look on bewildered before walking off hurriedly) (Four boys do a ‘high five’ and walk off, leaving the fifth boy, sprawled on the ground, moaning) (Enter Good Samaritan, who helps boy to his feet and helps him back to his seat) Narrator: (Jumping out of his seat) Bravo! You’ve done it again! Good Samaritan to the rescue! Good Samaritan: So, what about those other people who were there and witnessed what happened? Where did they go? Let’s call them back. (Good Samaritan gestures to five bystanders to come and join him) Good Samaritan: So. What was going on there? Explain yourselves, please. Bystander 1: Oh, you know how it is. Bystander 2: Boys will be boys! Bystander 3: Just thought we’d let them get on with it. Bystander 4: Nothing to do with us! Bystander 5: We didn’t want to get involved Good Samaritan: So. Let’s get this straight. You were happy to risk that young boy being severely injured. Perhaps worse. Bystander 1: (Laughing nervously) Oh let’s not exaggerate! (All bystanders nod in agreement) Good Samaritan: But you didn’t know he’d be all right, did you? (All bystanders shuffle their feet nervously and look to the ground) Good Samaritan: No, you didn’t! Shame on you for walking away! Bystander 2: But what could I have done? Bystander 3: I’m no fighter! Bystander 4: What if they’d turned on me? Bystander 5: I didn’t want to get hurt! Good Samaritan: So, it was OK to let someone else get hurt? Bystander 1: Well, Good Samaritan: (Exploding) No it wasn’t! And you all know it!

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.

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.

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

Salem Witch Trials Guided Reading Scripts 5 plays (6 speakers each) and 5 quizzes Boredom, over-active imaginations and a certain flair for amateur dramatics - all fatally combined to produce one of the cruellest travesties of justice in U.S. history. 19 hangings of complete innocents, labelled as witches ... by children. Who, or what, was to blame? Sift through some very suspect evidence and draw your own conclusions, from this set of guided reading play scripts, covering the course of those infamous events. Play 1 First Accusations Play 2 The First Hanging (June 10th) Play 3 Second and Third Hanging (July 19 and August 19) Play 4 Fourth Hanging (September 22nd) Play 5 History's Verdict - Who was to blame? Sample Text Betty: That's right, papa! We would never lie to you! Abigail: We were good girls! Sarah Good: And I wasn't? Good by name and good by nature, that was me - until you and your friends blackened my reputation. Rev. Parris: Not so hard, from what I can remember! Begging in the streets! Betty: And muttering threats whenever she was turned away! Sarah Good: According to you, a mere child! Whoever heard of taking a 9 year old's word against an adult's? Sarah Osborne: And a bored 9 year old at that, with nothing better to do than spread trouble. Tituba: What an imagination! Nearly as vivid as those tales from the Caribbean I told! Abigail: We certainly were a ‘captive audience'. Rev. Parris: My poor girls! In the power of those wicked witches! If you could have seen them .. Sarah Good: Squirming and screaming! Sarah Osborne: Barking and howling! Oh we saw them all right - along with everyone else in those crowded trial rooms! Tituba: What a performance! A few centuries on and you'd have got yourselves an Oscar!

American Heroes Guided Reading Scripts This set of 5 plays (6 speakers each) and 5 quizzes dips into the lives of 30 American heroes and heroines - from the American War of Independence, Underground Railway, world of science, different walks of life such as entertainment and including children, and great Native Americans - all of whom strove against massive odds, and came out on top - an inspiration to us all. • Heroes of the American War of Independence Speakers: George Washington Samuel Adams John Adams Thomas Paine Benjamin Franklin Paul Revere • Heroes of the Underground Railroad Speakers: Ex-Slaves: Harriet Tubman, Frederick Douglas and Josiah Henson White Abolitionists: Laura Haviland, Levi Coffin and Thomas Garret • Native American Heroes Speakers: Sitting Bull (Sioux leader) Geronimo (Apache warrior) Chief Joseph (Nez Perce leader) Tecumseh (Shawnee leader) Pocahontas (daughter of Chief Powhatan) Sacagawea (‘guide' on Lewis & Clark's trans-continent expedition) • Heroes in Science Speakers: Neil Armstrong (astronaut: first man to walk on the moon) Christa McAuliffe (teacher and astronaut) Albert Einstein (one of the world's greatest ever geniuses) Jonas Salk (developed Polio vaccine) Mary Edwards Walker (first female surgeon in U.S. army) Rachel Carson (great environmentalist) • Heroes from Different Walks of Life: Adults from the World of Entertainment - Children - and a Folk Legend Speakers Jackie Robinson (Baseball) Steven Spielberg (Movies) Elvis Presley (Music) Mattie Stepanek (Child poet) Samantha Smith (Child peacemaker) John Chapman (Folk legend) Sample Text Play 1 Heroes of the American War of Independence Paine: But what always struck me about this learned gentleman - right from the very first time I met him in England - was his tremendous sense of humor! Revere: Here! Here! I remember telling the missus, after she'd invited some friends to stay "Fish and visitors smell after three days"! And because these were Franklin's words, she threw them out the next day!

A Huge Thank You to Our National Health Service is just a short note of thanks for the tireless effort of our heroes in the NHS. There can be any number of speakers as these are non-specific. There are 25 plus Narrator in this script but speakers can double up (to reduce number) or have additional text added with additional speakers. This is just a very brief ‘thank you’ and glimpse at when and why the NHS was set up i.e. its aspirations. Sample text: Narrator: Good morning. And welcome to our celebration of our great National Health Service. (Whole cast cheers) Speaker 1: We are all in awe of what the people within the NHS do for us. Speaker 2: During the COVID-19 crisis they have and continue to stand out as our nation’s absolute heroes. (Whole cast applauds) Speaker 3: Yes, every Thursday night for the ten-week Lockdown period we all stepped outside our homes, at 8pm and put our hands together in recognition of the amazing work our NHS workers do. Narrator: It was also to thank all our key workers who kept this country going. They played a crucial role and I repeat, a huge thank you to all of them too. Speaker 4: It became a weekly ritual and we are hoping the whole nation will put their hands together again on July 5th to celebrate the NHS’s seventy second birthday!