Peter Pan Cast of 6 Script This script comes with synopsis, teaching input and further discussion ideas – the whole ‘package’, including 10-minute reading time of script, coming to around 20 – 30 minutes. Also available: Peter Pan Play – in two versions: • one for primary school children (7 to 11-year olds) • the other, which includes a social commentary from J.M. Barrie, for upper Key Stage II primary school children plus i.e. from 10 years on Sample Text: Narrator: And so, our task today Peter Pan: To take you to Neverland! Tinker Bell: With me! Wendy: And me! Tinker Bell: (Groaning) Oh, must we? Peter Pan: (Angrily) Tink! We’re talked about this Wendy: (Interrupting) You mean her insane jealousy Tinker Bell: (Interrupting) What? Of you? Don’t flatter yourself! Captain Hook: (Intervening) Ladies! Please! Where’s your self-respect? Crocodile: Tick! Tick! Tick! Captain Hook: (Screaming) Oh no! Not now! Wendy: (Sarcastically) Did someone just mention self-respect? Narrator: (To Captain Hook) And a pirate, too! What is the matter with you, man? Captain Hook: Oh nothing! (Rounding on Narrator, angrily) Other than the fact I lost an arm to this monster! I wonder how you would feel about that? Peter Pan: Er, not strictly true. It was I that severed that limb from your body! Captain Hook: (Shrieking) Oh, don’t remind me! Peter Pan: And then fed it to this crocodile! Crocodile: Yum yum! Definitely gave me the taste for some more! Tinker Bell: Which you got – right at the end! Wendy: Nothing like a happy ending!

Jonah and the Whale Assembly Class play for 7 – 11 year olds - Key Stage II This is one of the Biblical Banter series. The writer, Sue Russell, has to date written three other scripts in this series, including The Creation, Adam and Eve in the Garden of Eden and Noah’s Ark. Cast of 30 - easily adaptable up or down. Duration: Speaking time around 15 minutes. This does not include a great playlist of 10 songs which could potentially double time of performance to 30 mins at least! Sample Text: (Sound of thunder and lightning) Captain: Whoah! What was that? Sailor 2: Sounded like thunder and lightning to me! Sailor 3: Oh oh! That’s not good! Jonah: (Nervously) What do you mean? Sailor 4: He means, there’s a storm approaching! Jonah: Oh, that’s all right! I’ve brought an umbrella! (All sailors laugh) Sailor 5: Er, you’re going to need a little more than an umbrella if this storm takes a hold! (Boat starts rocking furiously, as sound of raging wind gathers momentum) Sailor 6: Whoa! Hold on everyone! Sailor 7: We’re in for a rough one! Jonah: (Holding his stomach) Oh dear, I’m beginning to feel a bit queasy! Sailor 8: You’ll be feeling more than that if you don’t get a move on and help! (Everyone rushes around trying to tie things down; storm continues to get worse and worse) Sailor 1: My! This is some storm! Sailor 2: We’ve never had one like this before! Sailor 3: Something tells me someone on board has brought with them more than a little bad luck! (All sailors round on Jonah) Jonah: Who? Me? Captain: Tell me again why you wanted to join my crew on this trip? Jonah: (Spluttering) I, er, well, it’s like this Captain: Come on man, spit it out! What’s your real story? Jonah: (Sighing) OK. I suppose you deserve the truth. You see, I was running! Sailor 4: Running? Sailor 5: Away from what? Jonah: Away from my God. (All Sailors groan and clutch their heads) Captain: Well, that explains it! Had I known, I’d never have allowed you on board my ship!

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.

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)

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.

Winter Olympics Class Play or Assembly 2022 – A History of the Winter Olympics from 1924 to 2022 This is one of a collection of Winter Olympic resources which include a set of Guided Reading Scripts, again on the history of the Games; an Ode or Performance Poem, and a quiz – all updated to 2022. This Winter Olympics 2022 Class Play takes us all the way from the very first Winter Olympics in 1924 to Beijing 2022. Cast of 30 (plus – a lot of doubling up for this one plus plenty of props!) Duration around 20 minutes not including music suggestions. Packed with fun and information! Sample Text Child 25: 1992, France! Germany won most medals this time! Child 26: 1994, Norway! The first Winter Olympics to be held in a different year from the Summer Olympics, setting the future pattern – the two Games taking place two years apart. Russia won most medals this year. Child 27: 1998, Japan! First time snowboarding takes place! (Enter snowboarder, nearly knocking Narrator over with board he’s carrying) Narrator: Ouch! (Furiously)What is it with you winter athletes? Can’t you watch where you’re going? First time for snowboarding, eh? If I had anything to do with it, I’d make it the last! Now, go! (Exit snowboarder) (Sighing) I think I’m just about done! What with being run over by crazy speed skaters and lugers; knocked around by men with big boards…Now if I had my way, we’d just stick to that lovely peaceful figure skating …. (Enter two figure skating couples, shouting at each other and pushing each other around) Narrator: Hold it! Hold it! What’s going on here? These cannot be figure skaters, surely?

Ancient Greek Myths Tale of Two Spinners 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. It is part of a set of scripts written on the Ancient Greek Myths which includes Guided Reading scripts plus quizzes. The poem - The Spider and the Fly by Mary Howitt - is included in the text. Cast of 30 - easily adaptable up or down Duration - around 10 - 15 minutes Sample Text: Narrator: Now, that’s better. (Ushering Incey Wincey Spider and Little Miss Muffet back to their seats) (To audience) You see how ridiculous this fear of spiders is? What do they call it? Arachn (Enter Arachne, scuttling on in spider costume) Arachne: Someone mention my name? Narrator: Ah! You’d be Arachne! As in Arachnophobia? Arachne: Well, I have no fear of spiders. I just am one! All thanks to (Enter Athene) Athene: Me! Arachne: Wretched goddess! (Athene scowls and raises her hand) Athene: (Menacingly) I’d be very careful what you say, if I were you Arachne! That tongue of yours has already got you into a whole heap of trouble! Arachne: (Gesturing at the spider outfit) Oh you mean this? Just because I said I was a better spinner than you! Athene: Foolish girl! What arrogance! You had to be punished! Arachne: That wasn’t quite the only reason I got punished, was it? Narrator: I’d say that was ample reason! Definitely too big for her boots, this one! Arachne: (Wailing) But I was brilliant at my craft. Athene: And didn’t you know it! You had to be taken down a peg or two.

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)

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.

Baghdad Early Islamic Civilization Assembly Cast size: 30 - easily adaptable up or down as, besides the Narrator, the speaking parts are just numbered 1 - 29. Duration: Around 15 minutes reading time (not including music suggestions) This assembly is intended as a celebration of learning and toleration. And it is to this end that the focus is on the work of the individual scholars, working in unison in Baghdad, during this Golden Age. Included is a brief comparison of ‘East and West’– comparing London and Baghdad. Also available from Sue Russell: • 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 And • An Assembly on Islam which tells the story of Muhammed and gives a brief outline of Islamic beliefs Sample Text: Music 1 Golden Years – David Bowie; or Imagine – John Lennon (Children file in, taking places along two rows of 15, facing the audience) Narrator: Good morning and welcome to our assembly on Whole cast: (Together) Baghdad and Early Islamic Civilisation (Child 1, 2 and 3 stand up with 3 banners: Golden Age, Learning and Tolerance) Narrator: Aha! And when was this Golden Age? Child 1: It was between the seventh and thirteenth centuries. That is, around six to twelve hundred A.D. Narrator: That’s a long time (looking towards Child 2 and 3) to be learned and tolerant! Child 4: Oh. You’d be surprised what mankind is capable of when the conditions are right! Narrator: (Looking at cast) Well. I think we need to find out what these ‘conditions’ were, don’t you? (Narrator ushers Child 2 and 3 with banners Learning and Tolerance to front of ‘stage’) After all, aren’t Learning (Child 2 waves banner) And Tolerance Child 3 waves banner) Two of the most important ingredients to a happy and stable society? Child 4: And a happy and stable school! Child 5: Yes, we (gesturing to cast) have all learned a huge amount about the importance of Learning and Tolerance Child 6: Just by doing this assembly! Narrator: How so? Child 7: Well, we’ve learned all about this amazing civilisation that we knew nothing about before Child 8: And we’ve learned how it actually was, and is, possible to work together for the greater good.

Grammar and Punctuation Assembly Two camps: Grammys and Punks! Cast of 30 - easily adaptable up or down Duration: around 10 - 15 minutes This class play attempts to cover at least the basics of our great English Language - a pretty tough challenge! 'Coverage' includes: Punctuation: Capital Letters Full Stops Exclamation Marks Question Marks Commas Colons Semicolons Brackets Hyphens Quotation Marks Apostrophes Grammar: Nouns Proper Common Collective Abstract Pronouns Adjectives; Verbs Present Past Future Active and Passive Regular and Irregular Adverb; Preposition Conjunction Sample Text Narrator: (Growing increasingly impatient) Yes! Yes! Do please say what you’ve got to say! We do have a few more parts of speech apart from yourself to get through, you know! Grammy 2: (Huffily) Oh very well. I’ll keep it brief! (Punks all cheer) Grammy 2: Well, proper nouns are really just names. (Pauses) There! Is that brief enough for you? Narrator: Excellent! Thank you for that! (To audience) Phew! I thought for one awful moment we were going to be stuck with proper nouns until the end of the assembly! Next! Grammy 3: (Bashfully) Me? Oh I’m just a common noun! Narrator: Oh! Nothing remotely common about you I’m sure! Grammy 3: But that’s what I’m called! Grammy 2: That’s right! I’m proper! And he’s common! Word: Well, there are quite a few other types, like Grammy 4: Collective nouns – for example, a swarm of bees, a herd of sheep Grammy 5: And abstract nouns – things you can’t hold in your hand - like anger, time Narrator: (Looking at watch) Speaking of which, yes, I think that’s enough on nouns! Grammy 6: (Squeaking) But hey! I might be small, but don’t forget me! Narrator: And you are? Grammy 6: I’m a pronoun! Very important I am! Narrator: (To audience) Just like the rest of them! State your business, briefly if you can!

Australian Assembly In celebration of Australia Day - joint narration by Pom and Swagman - an interesting mix of language and culture! tapping into this great country's history, geography and culture. Cast Size 24 but easily adjustable up or down (information can be split up between several more children taking cast size to 30) Duration Around 10 minutes reading time – this does not include music suggestions and ‘song performances’ Following is a review from publisher contact: A short play giving a lot of information about the land down under: some history, some wildlife, some music and some facts and figures to round it all out. This is another well-presented assembly from Sue Russell. There is the usual large cast size to accommodate a class group, with the many, small parts offset by having the two main characters who are onstage for the majority of the production. There are regular musical interludes to add interest, and any passages that contain recitation of facts, figures or histories are balanced by changing the speakers or having the characters react – I particularly liked the Swagman complaining there was too much dry information. To conclude: a bright, fast overview of a big, big country and a good introduction to a school topic. Sample Text Narrator: Good morning and welcome to our assembly on Australia. (Swagman strolls nonchalantly onto stage, looking around and ‘sizing' everyone up, before going over to Narrator, who is eyeing him cautiously) Swagman: G'day, mate! So what's all this about? Narrator: (Politely) Begging your pardon .. Swagman: (Interrupting) Ah! A Pom! Now how did I guess? Narrator: (Defensively) Something to do with me speaking the Queen's English? And as one of her loyal servants Swagman: (Interrupting) Don't tell me! You're gonna tell all these good folks about life ‘Down Under'? Well, allow me to help out a little. (Turning to Cast) What says you to us livening things up a little around here? (Whole cast nods enthusiastically, relaxing former ‘standing on ceremony' posture) (Swagman walks over to CD player and turns on ‘Down Under' - chorus, children singing and dancing, whilst Narrator looks on in horror) Music 2 - Down Under by Men at Work Narrator: (To Cast) Cut! (To Swagman, irately) Hey! Just what do you think you are doing? I'm in charge here! Swagman: No worries, mate! No need to chuck a wobbly! I was only trying to help. (Pointing to Cast) These guys and Sheilas just looked like they'd enjoy a little taste of the real Oz. Narrator: What? As delivered by a .. by a ... Swagman: Swagman, that's me! And here (taking off bag from his back) .. Meet Matilda!

Royal Wedding Assembly Harry and Meghan Duration: around 10 minutes (not including music suggestions) A cast of 30. The content of this production focuses on Harry's ancestors and leaves one wondering if Meghan has been fully 'prepped' on the royal family - with all its highs (Alfred the Great?) and lows (toss-up between King John and Richard III maybe!). Maybe it’s just as well she isn't fully acquainted with her predecessors - or she might think twice about that walk down the aisle! Script comes with a complete listing of the English Monarchy Duration: around 10 minutes (not including music suggestions) Narrator: Good morning and welcome to our assembly on The Royal Wedding. Now, we all know what a busy time this is for the royal couple – especially for Meghan. With all that looking for the right dress, booking the hairdresser, finding the best flower lady …. My, has she got her work cut out! So, we thought - there’s no way this royal bride will find time to read up about the family she is marrying into. That’s why we took it on ourselves to do the hard work for her! Don’t you think she’ll be pleased? I mean, who knows what Harry might not have said about his ancestors? And don’t we all agree, a girl does have the right to know - certainly before she takes that long walk down the aisle? So, for those of you, along with Meghan, interested in the royal family, start listening now! You’ll be amazed at what you’ll learn! This morning we’ll kick off with the present day royal family - the House of Windsor. Starting with Child 1: (Holding up picture of Harry) Harry! Narrator: Ah! The bridegroom himself! Let’s hear it! Child 2: Harry is the second son of (holds up picture) Charles, the Prince of Wales – now married to Camilla. Child 3: (Holding up picture) Harry’s mother, Diana, Princess of Wales, was tragically killed in a road accident in 1997. Child 4: (Holding up picture) Harry has an older brother, William. It was only a few years ago that Harry was best man at William’s wedding. William married Catherine Middleton 29th April 2011 at Westminster Abbey; whereas Harry and Meghan will be ‘tying the knot’ at St. George’s Chapel, Windsor Castle in May 2018. Child 5: Harry and William have a rather important grandma – the Queen! Child 6: Queen Elizabeth the second is married to the Duke of Edinburgh and has four children Child 7: Prince Charles, Harry’s dad Child 8: Prince Andrew, the Duke of York Child 9: Prince Edward, the Earl of Wessex Child 10: And a daughter, Princess Anne, the Princess Royal. Narrator: All fine representatives of the monarchy – but was it always thus? We looked at some examples of good and bad monarchs and drew our own conclusions! Starting with Child 11: Alfred the Great!

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.

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!

Seven Wonders of the Ancient World Assembly 1. Great Pyramid of Giza 2. Mausoleum at Halicarnassus 3. Temple of Artemis 4. Statue of Zeus at Olympia 5. Colossus of Rhodes 6. Lighthouse of Alexandria 7. Hanging Gardens of Babylon Cast of 30 - easily adaptable up or down Duration - around 15 minutes reading time (not including music suggestions) This Key Stage II Class play follows on from two other assemblies (KSI & II) on the Wonders of the Natural World - under the title of Awe and Wonder and found in the PSHE section of the website. I, Sue Russell, decided to limit the Wonders of the 'Man-Made' World to the Seven Wonders of the Classical World as, had I based a script on modern-day wonders, the list would have been endless. I am happy to write a script based on modern day wonders but will wait on a teacher making such a request - with a list I can work from! Otherwise making an arbitrary choice of wonders is an impossible task! Sample Text Narrator: (Cowering) Oh, Oh! Not another unhappy god! Helios, god of the sun, am I right? Helios: Yes, and my statue was known as the Colossus of Rhodes, built 280B.C. in the city of Rhodes, on that same Greek island, by one Charles of Lindos; and destroyed 226 B.C. Narrator: Ah but you were so impressive – all 108 feet of you! That’s about the same as the Statue of Liberty! Certainly the tallest statue of the ancient world! Helios: And that’s meant to make me feel better? Narrator: Well, there was nothing anyone could have done to save you. As I think I remember hearing before, that’s earthquakes for you! But here, let us take a look at you, Helios, god of the sun, in your prime – or rather, that of your statue! (Narrator holds up picture of Colossus of Rhodes) Narrator: Behold the Colossus of Rhodes! (Helios bows and exits) Narrator: (Consulting notes) Five down, two to go! Heckler: (Yawning) How many did you say? Narrator: Don’t tell me you haven’t been counting? Or is anything over five a bit of a struggle for you? Heckler: Ooh! That’s not nice! And just to show you I am actually interested in the past, I’ll give this next one my undivided attention! Narrator: Fine! (To audience) Let’s hope it’s a good one! (Enter Pharaoh Ptolemy II) Music 7 Carl Orff – O Fortuna – Carmina Burana Ptolemy II: Ah so you are here to admire the Lighthouse of Alexandria! Behold!

Olympic History Class Play (one of collection of 10 scripts) This assembly, written by Sue Russell, covers the history of the Olympics, starting with its origins in Ancient Greece. All the host nations are presented in a fun coverage of both events and stars. Featuring the 18 countries that have so far hosted the Olympic Games, plus Brazil (2016 host), each gives a brief summary of their 'contribution' to the Games' history so far. Sample Text: 1. Simply the Best - Tina Turner (Children file in, waving flags triumphantly) Coubertin: Good morning and welcome to our class play on The History of the Olympics - when nations compete against each other, in the most sporting manner. (19 nations stand up with flags, cheering loudly) (Zeus plus 3 Ancient Greeks stride onto stage, folding their arms in front of them, taking up an aggressive stance) Coubertin: ‘Course, it wasn't always like that. Back in 776 BC it was only athletes from across Ancient Greece who competed. Zeus: In my honor! Sostratos: 5 days Leonidas: 7 events Kallipateira: (Scowling) And no women! Coubertin: Ah! The good old days! When men were men, and women were women! Kallipateira: I thought you were here to represent the Modern Olympics? Coubertin: Indeed I am. And you're about to see just how many changes took place over the years Zeus: Not necessarily for the better! (Looking around) I can't see any of this lot paying me homage! And what are those women doing, mingling with the men athletes? Coubertin: (In disgust) They're competing too! Other scripts available: 1. Brazil - Host Country to 2016 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. 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

Chocolate Assembly (Also available in Key Stage I version) Cast of 30 though easily adaptable up or down. Duration around 15 - 20 minutes. This script on Chocolate covers all subjects of the curriculum i.e. it's a class theme. And how can it not be a popular one when there are so many of everyone's favourite indulgence in it - CHOCOLATES! While covering a few of these (make that 32 - and that doesn't cover the box contents!) there is ample coverage of chocolate's 2,000 year old history - way back to the ancient Mayan culture, .. and not forgetting the amazing Mr Cadbury of course! As chocolate is 'the class theme' there are cross curricular links - covering all primary school subjects - this great challenge rewarded by a generous dose of .... you've guessed! Chocolate! I'm guessing of all my assemblies this one will go down best with both cast and audience! Don't miss out! Sample Text: Child 2: (To Head) And I believe you have a box or two, hidden away, for your staff? (Head turns to Music Teacher) Head: Oops! It seems our secret is out! Child 2: No secret! We only had to look at all the weight our teachers were putting on! (Head reluctantly hands box of Roses chocolates to Child 2) Child 2: Thank you! Ah! (Rubbing tummy) That’s better! Head: (Grunting) Don’t tell me! This is the P.S.H.E. part! Child 2: Correct! Whole cast: (Rubbing tummies) Chocolate makes you feel so good! Child 3: And then there are all those lovely colours, flavours and pretty wrappers. Take this box of Cadburys Roses for example. (Each child holds up the sweet they are naming) Child 4: Strawberry Dream! Child 5: Golden Barrel! Child 6: Tangy Orange Crème! Child 7: Brazilian Darkness! (Child 8 walks over and takes a box of Milk Tray from protesting Head; the opened box is then offered to Child 9 - 12 in turn, calling out names as they take them)

Battle of Hastings Assembly or Class Play This script was written by Sue Russell in celebration of The Battle of Hastings' 950th anniversary. What have the most famous cartoon strip in history, a masterpiece of needlework, a distinctly odd bishop, some dodgy family connections, warring Anglo Saxons and Normans, and an arrow in the eye have in common? Correct! They're all part of that famous drama - you know the one, 1066 and all that?! Cast of 30 - easily adapted up or down Duration around 10 - 15 minutes (not including music) Sample Text: Embroiderer 2: Hours and hours of needle in, needle out! Embroiderer 3: (Sarcastically) Wow! Life can’t, surely, get much more exciting than this! Bishop of Bayeux: O dear, dear, dear, dear! I can see something drastic needs to happen round here! How are we going to get you excited about your work? (Enter Edward) Edward: Easy! Let’s just introduce them to some of the characters they are working on! Let them see what we were actually like in the flesh! Bishop of Bayeux: Ah! A splendid idea! And you are? Edward: King Edward the III of England or Edward the Confessor! I’m (Edward walks along work of six Embroiderers, peering down, trying to see himself; he stops abruptly at Embroiderer 4) Edward: Ah yes! Here I am! Dying! Bishop of Bayeux: (Sarcastically) Oh wonderful! Well, that really livens things up for us! Thank you so much! Edward: Oh dear! I didn’t mean to put a dampener on things! (Edward goes back to the line of Embroiderers and this time stops at Embroiderer 1) Edward: Ah now, that’s better! That’s when I’m still king! Alive and kicking! (Edward falls about laughing at his own joke) (Whole cast groans) Bishop of Bayeux: (Aside) Oh dear! I think I preferred him dead!

Holi Hindu Spring Festival of Colours Assembly A riot! An explosion of colour! Well, not quite. It's those wretched Health and Safety Regulations spoiling all the fun again. That, and a teacher who's prime concern is not to upset the caretaker. But never fear, fun usually succeeds at finding a way through - and there is a great deal of Bollywood dancing and laughter along the way! Oh plus some facts behind the festival of course! Cast of 30. Duration 10 - 20 minutes depending on amount of music/dancing Sample Text: Narrator: Er wait a minute! Don’t go spilling any of that blue paint on this floor! Krishna: But that’s the fun of Holi! Radha: Everyone does it! Narrator: Not on my watch, they don’t! (Narrator ushers Krishna, his mother and Radha back to their seats) Narrator: (Sighing heavily) Phew! That was a close one! Things could have got well out of hand then! (To Group 1) Come on children! Let’s hear some more about Holi! Child 11: Only if we can have a bit more dancing, first! Narrator: (Spluttering) But, but … that’s blackmail! (Group 1 all nod their heads) Narrator: Oh, very well. I don’t suppose it can do any harm! (Enter group of dancers) Music 3 (Dancers do Bollywood routine to music) Narrator: (Applauding) Bravo! Well done! (To audience) You know something? This dancing is rather good, isn’t it? (Exit dancers) Child 1: Well of course it is! Holi is all about joy and fun Child 2: And that’s what dancing is about! Child 3: (Muttering) That and the paint throwing! Narrator: Now! Now! We’ve been over that! Child 4: So, we can have some more dancing, instead? (Narrator gestures dancers, who’ve got to their feet again, to sit down) Narrator: In a minute! Oh my! What is it with everyone this morning? What do you think this is? Child 5: A festival? Child 6: (Indignantly) That’s what it’s meant to be! Child 7: A celebration of good over evil! Child 8: A celebration of the start of Spring! Child 9: The end of winter! (Everyone cheers) Child 10: It’s about love and getting on with everyone. Child 11: And giving everyone what they want and enjoy. (To Narrator) More dancing? Narrator: (Sighing) Oh very well! (Enter dancers) Music 4 (Dancers do Bollywood routine to music – Narrator joining in at the side) Narrator: (Applauding) Oh bravo! (To audience) It is rather catching, isn’t it?