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Sue Russell's Shop

Average Rating3.55
(based on 46 reviews)

I have just started adding my plays to TES (over 400)!but this will take time! All my assemblies/class plays and guided reading scripts are on www.plays-r-ussell.com and I am happy to write on request. I have converted the entire History Key Stage II curriculum into play format - and much of the other subjects such as Science, Geography, PSHE etc. I cover events such as the Olympics and have received great feedback from teachers around the world! Writing is my passion - hope you enjoy my work!

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I have just started adding my plays to TES (over 400)!but this will take time! All my assemblies/class plays and guided reading scripts are on www.plays-r-ussell.com and I am happy to write on request. I have converted the entire History Key Stage II curriculum into play format - and much of the other subjects such as Science, Geography, PSHE etc. I cover events such as the Olympics and have received great feedback from teachers around the world! Writing is my passion - hope you enjoy my work!
Great Explorers Key Stage I Assembly Christopher Columbus & Neil Armstrong
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Great Explorers Key Stage I Assembly Christopher Columbus & Neil Armstrong

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Great Explorers Key Stage I Assembly Christopher Columbus & Neil Armstrong Cast of 30 - easily adaptable up or down Duration - around 20 minutes Sample Text: Columbus: What? You mean, you got (pauses as he points up) right up there? To the moon? Armstrong: Correct. And I was the first to walk on its surface! Child 16: ‘One small step for man, one giant leap for mankind’. Weren’t those your words? Armstrong: Indeed they were! Columbus: But, what did you find up there? Aldrin: Ooh, rocks and dust! Columbus: Rocks and dust? Was that all? Huh! I can imagine what would have happened to me if I had just brought rocks and dust back to the king and queen of Spain! Collins: So what did you take back with you? Columbus: Ooh! Gold, spices – we’re talking real treasures, from China and India. Collins: Are you sure? Columbus: Well, of course I’m sure. (Pulling out gold treasure from his pocket) Here! See? Narrator: No. I don’t think he (pointing to Collins) meant what you brought back. I think he was talking about where you thought you’d been! Columbus: (Taking out his compass) Now! Look here! This here compass never let me down! Just what are you saying? Child 17: That you didn’t make it to the Indies! Columbus: (Exploding) What? But (spluttering) that’s not possible! Child 18: You landed in the Bahamas! Columbus: The Bahamas? Child 19: That’s right! The Indies were in the opposite direction! Narrator: But he was trying to find another route to India and China - across the sea, instead of over land. Child 20: But the land he came to was America! Columbus: Ah! Well, at least I was the first there! Child 21: Well, actually no, you weren’t! Child 22: The Vikings had got there 500 years before you! (Columbus clutches his head and sinks to the floor, groaning) (Narrator goes over and helps him to his feet) Narrator: Oh dear! We didn’t mean to upset you! Also available off www.plays-r-ussell.com: This script is one of the Famous People Series based on the lives of significant individuals in the past who have contributed to national and international achievements, comparing aspects of life in different periods. This list of ‘greats’ includes: · Queens - Elizabeth I and Victoria (now available) · Explorers - Christopher Columbus and Neil Armstrong · Inventors - William Caxton and Tim Berners-Lee · Painters - Pieter Bruegel the Elder and LS Lowry · Women In Civil Rights - Rosa Parks and Emily Davison · Nurses - Florence Nightingale, Mary Seacole and Edith Cavell Also Available KSII – Great Tudor Explorers
Castles and Knights Assembly
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Castles and Knights Assembly

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Castles and Knights Assembly Key Stage I and/or II - Simple language but broad scope of information - script easily adapted to any age group. Although written for Key Stage I children (language kept very simple) this class play or assembly could be used at Key Stage II due to the broad scope of information. Cast of 30 - easily adjustable up or down Duration - around 10 - 15 minutes Content · The first part of the assembly deals with division between nobility and servants – their different life styles and jobs they did. · The second part looks at castle features – how they were built and how they changed over time. · The third part looks at weapons of battle – how they were used to attack and defend a castle. As previously mentioned, this assembly could be used by either of the two key stages – either simplified for younger children or elaborated upon for the older students. It is, I hope, a fairly versatile script which can be adapted for any age group. Also available off www.plays-r-ussell.com is The Battle of Hastings 1066. This assembly is for Key Stage II and goes into a lot more historical background including the events depicted and characters displayed on the Bayeux Tapestry. Sample Text (Enter Minstrel, Jester and Juggler) Minstrel: Who do you think played music at those banquets? Jester: Who do you think kept them laughing? Juggler: And who do you think entertained them? (Enter Soldiers 1 & 2) Soldier 1: And most important of all, who do you think kept them safe? Us soldiers, of course! Soldier 2: Protecting everyone against the enemy! Gong Farmer: Well. Almost most important of all! Narrator: Oh really? You think you’re more important than them? (Gong Farmer nods) Soldier 1: How? Gong Farmer: You really want to know? Soldier 2: Indeed, we do! Gong Farmer: I had to get rid of … Soldier 1: (Holding nose) Oh, now I get it! Soldier 2: You got rid of what came out of the garderobes? Narrator: The what? Soldier 2: Garderobes! Soldier 1: That’s castle toilets to you! Narrator: Ugh! Poor man! What a job! Gong Farmer: Well, someone had to do it! Narrator: Oh dear! I can see life wasn’t quite so glamourous for you folk! (All shake their heads in agreement) (Exit Gong Farmer, Servant, Cook, Hunter, Cleaner, Builder, Carpenter, Blacksmith, Priest, Steward, Minstrel, Jester, Juggler and Soldiers 1 & 2)
Australia Assembly
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Australia Assembly

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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!
Dance Around the World Assembly or Class Play
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Dance Around the World Assembly or Class Play

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Dance Around the World Assembly or Class Play Cast of 30 Duration around 20 minutes (though with inclusion of full playlist this could potentially go up to 60 minutes plus!) What teacher in their right mind would allow their class to choose the theme for their class play? This one did .. with life changing consequences! (Though you have to ask yourself, how could you possibly fail with a playlist of tunes that everybody wants to get up and dance to?!) As the title suggests, the focus of this script is Dance! And dance around the world in all its wonderful diversity. As a dance instructor myself I have to confess that this script – or rather, the writing of - whilst proving horrendously difficult in terms of sitting still long enough to produce it! – was indeed a labour of love. I do hope children the world over get as much fun performing this one as I did writing it! It has a playlist I would be happy to take into any one of my classes! Sample Text Narrator: (To Audience) As you may or may not have gathered, this assembly is on Music 2 Boogie Wonderland – Earth Wind and Fire (opening lines: Dance! Boogie Wonderland x 2) (Whole cast jump to their feet and dance, shouting out ‘Dance!’ as it occurs in the song) (Narrator frantically waves hands for music to stop and for cast to stop dancing) Narrator: (Clasping head) Oh my goodness! What madness made me allow my class to choose the theme of this assembly! There I was thinking ‘Quantum Mechanics’, ‘History of the Universe’ (pauses) but no – Dance it had to be! Child 1: But sir, everyone loves dance! (Whole cast): (Together) We love dance! Child 2: There can’t be anyone in this room who doesn’t love dance! Narrator: Oh really? Well, it just so happens … Child 3: Dance is something that is enjoyed the whole world over! Child 4: Like we just heard Music 3 – clip from Dancin in the Street – David Bowie and Mick Jagger (Whole cast stands up, singing and swaying) Whole cast: (Singing) All we need is music, sweet music. There'll be music everywhere. There'll be swinging and swaying and records playing, Dancing in the street. (Narrator looks on in bemusement – standing absolutely still) (Child 5 goes over to him and tries to ‘get him to join in’) Narrator: No! No! You lot dance as much as you like! But me? I’ll just watch, thank you very much! (Child 5 shrugs and walks back to his/her place) Narrator: Now then! I know I agreed to have ‘Dance’ as our theme Music 4 – Dancing Queen – Abba (opening chords) Also available off TES and www.plays-r-ussell.com ‘Children Around the World’ – PSHE script
Macbeth Class Play
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Macbeth Class Play

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Macbeth - Villain or Victim? Shakespeare tragedy turned comedy? With a little help from McBinny, McGinnie and McNinnie (3 witches) Sue Russell 'turns things around' - following the original plot, but with countless laughs along the way! Duration: Around 15 minutes (not including music suggestions) Cast size: 27 Sample text: (Enter Lady Macbeth, reading a letter, letting out intermittent exclamations of joy and shock) Lady Macbeth: (Reading from letter) “they vanisht” … (Pauses) Witches, eh? My husband always did keep questionable company! (Reads) “missives from the king” … “Thane of Cawdor” .. “Hail, king that shalt be!” … (Pauses to reflect on what she’s just read) Well, well, well! It seems my husband has more going for him than I thought! Thane of Cawdor now, and soon to be king, no less! How’s that for quick promotion! Just as well he has an ‘iron maiden’ at his side! One who, unlike him, is not burdened with ‘human kindness’.(Aside) I shall make it my business to move matters along, as I see fit! (Enter messenger) Messenger: Excuse me, Ma’am. I am sent to inform you - The king comes here tonight. Lady Macbeth: At such short notice? And my lord? Messenger: He comes too! Lady Macbeth: (Dismissing messenger with a flick of her hand) Fair enough! And fare you well! (Exit messenger, bowing) Lady Macbeth: The raven himself is hoarse that croaks the fatal entrance of Duncan under my battlements. (Adopts warrior ‘posture’, bracing muscles and performing pretend sword fight) Farewell, Lady Macbeth! Hello warrior woman! (Macbeth enters, interrupting Lady Macbeth ‘in action’. Lady Macbeth ‘recollects’ herself, returning to former graceful ‘lady’) Macbeth: (Bowing) My lady? Lady Macbeth: (Spluttering) Who? What? Ah, tis you, my love! Fancy creeping up on me like that! You gave me quite a turn! Macbeth: It looked like you were having ‘a bit of a turn’ yourself! Are you sure you’re all right? You look a little … agitated!
Benin Assembly or Class Play
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Benin Assembly or Class Play

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Benin Assembly Cast Size: 30 - easily adaptable up or down Duration: Around 15 minutes not including music suggestions Subject Coverage: 1. Bigger picture – Africa – North, South, East and West 2. Answers to questions What? Where? When? How? And Why? 3. History from origins in 900 to present day 4. Reference to Britain around 900 through to 16th century – putting events into context 5. 1897. This is given some prominence in addressing ‘ethics’ of European powers changing from traders to ‘looters’ in Scramble for Africa 6. Description of Benin City 7. Importance of animals in art – with reference to the gods 8. Plaques and Lost Wax Process 9. Changed perception of ‘savages/primitives’ - challenged by great craftsmanship 10. Recognition that with knowledge comes respect and appreciation of differences 11. Optional addition: Comparison with Europe at the time Sample Text: Narrator: So, what was so special about the Benin Kingdom? Child 16: Well, the so-called Golden Age of Benin wasn’t until the 15thand 16th centuries. Narrator: And why was it Golden? Child 16: Because of its greatness in terms of land, power and wealth. Narrator: Would this have anything to do with us Europeans, by any chance? Child 16: Well, yes and no. Narrator: Explain yourself! Child 16: Yes – because the people of Benin did do very well out of their trade with the Europeans. Child 17: And vice versa! Child 16: Indeed. Benin sold them ivory, leopard skins, rubber, palm oil, precious stones Child 17: In return for metal and luxury items such as fine textiles and corals. Narrator: All sounds very civilised? Child 18: Unfortunately it didn’t stay that way. The Europeans traded guns and the Benin traded slaves. Other Ancient Civilisation scripts written by Sue Russell (available off www.plays-r-ussell.com until added to TES website): Assemblies: Ancient Greece (2 assemblies, Units 14 & 15) Ancient Egypt Ancient China Ancient Rome Ancient Sumer Indus Valley Baghdad: Early Islamic Civilisation Maya civilisation Aztecs Ancient Civilisations Assembly – a collective assembly, covering 6 ancient civilisations
Volcanoes Assembly or Class Play
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Volcanoes Assembly or Class Play

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Volcano Assembly or Class Play This class play can best be described as ... explosive! It is highly recommended that you purchase a pair of ear plugs before agreeing to sit through this performance! Even the Roman god of fire cannot control these forces of nature. ... though no one is about to try and control him! This script covers the questions what, how, where and a few examples of when - though ‘Pompeii up’ provides a far more comprehensive historical account of what happened in those two Roman cities destroyed by Mount Vesuvius (available off www.plays-r-ussell.com) Duration - around 10 minutes reading time but this does not include music (or explosions!) Cast of 30 - easily adaptable up or down. Sample Text: Music 1 Mars – The Planets – Gustav Holst (Children file in, seating themselves in speaking order, along two rows of fifteen seats facing the audience) Narrator: Good morning and welcome to our assembly on Music 2 Fire – Arthur Brown (See Production Notes) (Vulcan strides onto stage) Vulcan: (Pounding his chest) Me! The mighty Roman god of fire, Vulcan! Narrator: (Irritably) But its volcanoes we’re doing today! Not Roman gods! Vulcan: (Sighing) So, where do you think the word volcano comes from? Narrator: (Sarcastically) Oh, now. Don’t tell me. (Pauses) Oh, that wouldn’t be you would it? Vulcan: It most certainly would! Nothing to do with that Mars you were just playing. Narrator: No! No! That’s the planet Mars – from The Planets by Gustav Holst! Vulcan: But I thought you said this assembly was on volcanoes? Narrator: Correct! But we thought that music was just right to set the tone – of high drama! Vulcan: Oh! Is that what we’re getting this morning? Narrator: I hope so! There’s nothing dull about volcanoes! (Sound of loud snores from ‘Sleeping Giants’) Vulcan: Er, it would seem not everyone agrees with you! (Exit Vulcan) (Sleeping Giants all raise their heads, wipe their eyes, blinking at the audience) Narrator: Oh no! We haven’t woken you, have we? Sleeping Giant 1: Nah! Don’t worry! Sleeping Giant 2: We’re dormant volcanoes! Sleeping Giant 3: Little chance we’ll erupt! Sleeping Giant 4: (Yawning) In fact, if you don’t mind, we’ll just go back to sleep again! Narrator: No, no! Not at all! Please be my guest! (Sleeping Giants put heads down and resume sleep)
Skeleton and Muscles Assembly or Class Play
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Skeleton and Muscles Assembly or Class Play

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Skeleton and Muscles Assembly or Class Play Suitable for Key Stage II (Years 3 & 4) As our Narrator finds out, ‘Head Shoulders Knees and Toes’, however beautifully sung, is never going to ‘do it’ - not with an X-Ray Technician, Doctor and Physiotherapist around! And as for Halloween skeletons? Nah! Not if the bones are on the outside! Cast of 30 - easily adapted up or down. Duration - around 15 to 20 minutes. Sample Text: (Enter X-Ray Technician who takes one look at the ‘skeletons’ and falls about laughing) Skeleton 1: Hey! What’s so funny? X-Ray Technician: Well, to be honest (pauses) you! Skeleton 2: Hey! There’s nothing wrong with us! Skeleton 3: You’re not laughing at our costumes, are you? X-Ray Technician: Well, I’m guessing they’re from last year’s Halloween? Skeletons 1, 2 & 3: (Together, angrily) So? X-Ray Technician: So, you can’t expect to be taken seriously! Skeleton 1: And why not? X-Ray Technician: Well, has anybody ever told you, human beings have endoskeletons? Skeletons 1, 2 & 3: (Together) Endoskeletons? X-Ray Technician: Yes, that means skeletons inside the body! That’s what makes my job so important! Skeleton 2: And that job is? X-Ray Technician: (Holding up an x-ray) I’m an X-Ray Technician. I can see inside your body! (Skeletons all gasp and cross their hands in front of their bodies) X-Ray Technician: (Laughing) No! Not with my naked eyes. But I can see every bone there is to see, with my special x-ray machinery! Narrator: Aha! Some educational content! At last! I was beginning to worry! X-Ray Technician: Oh no need to worry! With a little bit of help from your class, we’ll have everyone talking bones in no time! Narrator: Well, that would be useful, I suppose. Our school science equipment certainly doesn’t run to x-ray machines! X-Ray Technician: Of course not! And way too dangerous to have within a school building! Narrator: But we do teach the children about their bodies. To a very high level in fact. (Narrator gestures for Child 1, 2 & 3 to step forward) So, children. What have you learnt so far? (Child 1, 2 and 3 launch into a lively version of ‘Head Shoulders Knees and Toes’; Narrator looks on smiling, whilst X-Ray Technician holds his head in bemusement) (Narrator, seeing the ever increasing look of bemusement on X-Ray Technician’s face, stops the singing) Narrator: (To X-Ray Technician) What is the matter? Also available www.plays-r-ussell.com : • Teeth and Eating Assembly/Class Play – based on Unit 3A. Plus • Assembly/Class Play for Year 5s and 6s on What Makes a Healthy Body
Natural Disasters Assembly or Class Play
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Natural Disasters Assembly or Class Play

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Natural Disasters Assembly or Class Play This assembly focuses on: • Volcanoes & Earthquakes • Storms – cyclones (hurricanes and typhoons) • Tsunami • Tornadoes • Fire • Flooding • Drought Given the time scale, the information on each is far from comprehensive, both in terms of description and history; but the script aims to give an overall picture – and it is for the teacher to decide whether or not to add additional material. Duration: Reading time around 15 minutes. This does not include any of the music suggestions so overall time around 20 - 25 minutes. *To extend the assembly see notes at the end (additional text taken from Pompeii Up script). Further information could be added from the Volcanoes script (also available off www.plays-r-ussell.com) Please Note: in the case of the purchase of the Volcanoes script and the Pompeii Up script there are extracts from these two already within this Natural Disasters script – i.e. there is duplication. Cast Size 30 – easily adjustable up or down Sample Text: Narrator: A tsunami? Scientist 5: Yes. That’s the Japanese for ‘harbour wave’ – this name originating from the story of village fishermen sailing out to sea but on their return finding their whole village in ruins due to a giant wave. Scientist 6: Course, if you know it’s coming you stand some kind of a chance of getting to safety – like that school girl and her family did, in the upper storey of a nearby building. Scientist 7: This ten year old had learnt in geography about the sucking sound that can be heard just before the giant wave arrives. Narrator: Well! Three cheers for all geography teachers! Education does save lives! Scientist 5: So let us tell you about earthquakes which often cause these tsunamis! Narrator: Oh very well. But briefly please! Scientist 6: What is it with this narrator and time? Anyone would think we were running out of time? (All three scientists suddenly look worried) Scientists 5, 6 & 7: (Together) Are we? Running out of time? Is there something you are not telling us? Narrator: Well, I do have to keep this assembly to within a certain time limit! Scientists 5, 6 & 7: (Sighing heavily) Oh that’s a relief! We thought it might be something serious! Narrator: (Angrily) Er, this is serious, I’ll have you know! Now please, get on with it!
Poles Assembly on the Arctic and Antarctica
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Poles Assembly on the Arctic and Antarctica

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'Poles Apart' - an Assembly on The Arctic and Antarctica With cast size of 30 and running time around 15-20 mins, this assembly is divided into five main sections: 1. Children 1 – 14 deliver facts about the Poles – focusing on the differences between them. There are also facts on how the Antarctic and Arctic get their names; what is sea ice and information on icebergs; human life and what wildlife exists and how it is adapted to surviving the extreme cold. 2. Six polar animals 3. Scientist’s explanation of global warming 4. Five explorers – conflicts arising from race to be first to the Poles 5. Jokes – as delivered by Wacky Scientists 1, 2 and 3 Sample Text Narrator: So, take a deep breath (Scientist draws his breath in deeply) Narrator: And tell us, as calmly as you can, about this global warming. Should we really be spending so much time worrying about all this … all this .. ice? Scientist: Oh yes. We certainly should! This sea ice you’ve been talking about has a huge influence on our world climate. It’s bright surface reflects sunlight back into space which is why it stays so cold at the Poles. But if temperatures continue to rise, more melting of sea ice will take place (Scientist gasps for breath as he becomes increasingly agitated) so there will be fewer bright surfaces to reflect the sun’s rays, so the earth will get warmer, more ice will melt, sea levels will rise, (Scientist collapses, gasping) Are you getting the picture? Narrator: Yes, yes. What did I say about keeping calm? At times of crisis, one should always keep calm. You could perhaps learn a thing or two from these gents (Scientist stands to the side and watches as the explorers take to the stage) (Enter explorers: Amundsen, carrying flag ‘First to the South Pole’, followed by Scott and Shackleton; Scott tries to push past Amundsen, to get on first) Amundsen: Hey! Hey! What’s the hurry, Scott? You still trying to beat me to first place? ‘Fraid you missed last time - by over a month! Other Geographical Scripts written by Sue Russell are (complete collection available off www.plays-r-ussell.com) • Assemblies on different countries - England, Scotland, Wales, Great Britain, Holland, Australia, France, Spain, Malta, Africa and India • *Ocean Assembly • *Jawesome Jury • Our Planet – different habitats and how they are affected by man • Around the World in 20 Minutes – 7 continents and 5 oceans • Volcanoes Assembly • Rainforest Assembly • Travel Show Assembly (Holiday Show Assembly) • Airport Assembly • Dance Around the World
International Children's Book Day Assembly or Class Play
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International Children's Book Day Assembly or Class Play

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International Children's Book Day Assembly or Class Play This script was written in celebration of International Children's Book Day April 2nd 2017 including characters from Horrid Henry, Peter Pan, The Gruffalo, Charlotte's Web, Captain Underpants, Matilda, The Tales of Narnia, Alice in Wonderland and The Very Hungry Caterpillar. NB This is the same script as World Book Day Assembly but adapted to International Children's Book Day. Cast of 30 (easily adapted up or down) Duration: Around 20 minutes not including music suggestions Sample Text: Narrator: Thank you! Of course there is so much to celebrate in the world of literature! All those wonderful inspirational characters! (Enter Horrid Henry, scowling) Horrid Henry: Dah! I suppose you’ve got a whole line up of squeaky clean characters for us today? Just got one word to say to that – BORING! Narrator: And you are? (Pauses) Oh, don’t tell me – Horrid Henry! (Aside to Audience) A shame he had to start us off today! Definitely not one of our more likeable characters! (To Henry) Now, if you don’t mind, I do have a lot of other, shall we say ‘more wholesome characters’ to introduce! Horrid Henry: (Scowling) Please yourself! (Exit Horrid Henry, giving exaggerated ‘yawns’) Narrator: (To Audience) Oh dear! Sorry about that! Let’s see if we can ‘raise the bar’ a little! (Peter Pan ‘flies’ onto the stage) Narrator: Ah! Peter Pan! How nice to meet you! Peter Pan: The pleasure is all mine! (Enter Wendy and Tinkerbell) Peter Pan: I’d like you to meet Wendy: (Curtseying) Wendy (looking at Peter Pan adoringly) Darling! Tinkerbell: (Trying to ‘swoosh’ Wendy out of the way) And Peter’s favourite, Tinkerbell! Peter Pan: (Laughing) Now, now Tinkerbell! We have spoken about that jealousy thing! (Tinkerbell pulls a face, sulking) Wendy: Oh but she’s so adorable! You can’t be cross with her for long! (Enter Horrid Henry) Horrid Henry: What was I saying about those yukky sugary-sweet characters? Time to introduce some more interesting ones! (Horrid Henry beckons to Captain Cook and Crocodile) (Enter Captain Cook and Crocodile, snapping at Narrator’s heels) Narrator: (Angrily) Who let this beast on here? (Glaring at Horrid Henry) Oh I might have known you’d be up to no good!
Weather around the World Assembly or Class Play
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Weather around the World Assembly or Class Play

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Weather around the World Assembly or Class Play This script is suitable for any year group in Key Stage II i.e. years 3, 4, 5 and 6. The text and concepts are generally simple with examples of Polar, Tropical and Temperate climate zones. Duration Around 15 minutes not including any of the music suggestions. Cast of 30 – easily adapted up or down This class play 'defines' weather (and climate) and gives some examples from around the world (the focus being on the United Kingdom); plus an attempt at explaining why we are all so obsessed with the subject - could it have anything to do with our expectations of English 'summers'?! Latest addition to Sue Russell’s Geography scripts: A Class Play On Natural Disasters – available here and on www.plays-r-ussell.com (complete collection) Music 1 Weather with You – Crowded House (Class files in, taking seats along two rows of 15 seats, facing the audience) (Narrator stands, takes jacket off and steps forward to address audience) Narrator: Good morning and welcome to our assembly on Music 2 Sound of Thunder, Lightning and Rain – musical instruments (Narrator holds his hands over his head to ward off deluge of rain; then rushes back to his chair and grabs an umbrella, scowling heavily) (Enter ‘Gene Kelly’, singing and dancing) Music 3 Singin in the Rain – Gene Kelly (Narrator holds up hand for music to stop) Narrator: Hey! Wait a minute! What are you looking so cheerful about? Can’t you see it’s raining? Gene Kelly: Well, that’s no reason to be miserable. What did you expect? We are in England, you know? (Exit Gene Kelly) Narrator: (Irritably) Yes, and it also happens to be summer! (Enter Weather forecaster, looking around) Weather Forecaster: Er, um. You wouldn’t happen to be doing a school assembly on The Weather, would you? Narrator: (Angrily) I most certainly would! Oh, don’t tell me you’re the weather man we were expecting? Weather Forecaster: Weather Forecaster, that’s correct. I’m most dreadfully sorry I’m late. I see you’ve started without me! Narrator: As has the weather! I thought you said it was going to be sunny today? Weather Forecaster: Ah! Well that does depend what part of the country you are in; and of course what time of the day it is. Things change all the time in the world of weather! Narrator: Including your predictions! Weather Forecaster: Well, it is very difficult to get it right all the time! Narrator: (Testily) You can say that again! I mean, what am I supposed to wear? Weather Forecaster: Well. For this time of year, I’d suggest light clothing, plus a woolly jumper, plus a raincoat!
Online Safety Assembly or Class Play
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Online Safety Assembly or Class Play

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Online Safety Assembly or Class Play Cast of 10 – 30 (or above) The script is written for a cast of 30 but this number can easily be adjusted up or down as 25 of the speaking parts are Child 1 – 25 i.e. non-specific. Duration: 10 - 15 minutes (not including music suggestions) Whilst this is obviously a very serious subject there are still plenty of opportunities for humour in this performance - largely supplied by two well-meaning but rather naive grandparents! Sample Text Child 13: There are things you should be aware of. Child 14: And the most important of these is to do with your safety. Grandma: Oh, I always switch everything off at night, don’t you worry! Grandpa: (Patting Grandma’s knee) No dear. I don’t think that’s the kind of safety they are talking about. Just listen! Child 15: The internet allows us to explore a whole new world Child 16: We can go to countries we’ve never been to Child 17: And meet people in the farthest reaches of the globe. Child 18: But whilst the majority of these people are good Child 19: And use the internet for all the right reasons Child 20: There are many that do not. Child 21: They want to get to know you for all the wrong reasons. Child 22: They may want your money Child 23: They may want to take your identity and use it for bad purposes. Child 24: Never ever give out personal information to people you do not know. Child 25: In fact, do not have anything to do with people you do not know. Anyone, apart from your family and your friends, is a stranger. Grandma: (Indignantly) But I like strangers! You wouldn’t believe the number of times they’ve helped me across the road! Child 1: But that’s different. We are talking about strangers online. Child 2: People you’ve never met Child 3: People you know nothing about. Other PSHE plays on such themes as bullying, improved self-esteem, confidence etc available off TES and www.plays-r-ussell.com
Around the Body in 20 Minutes Assembly or Class Play
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Around the Body in 20 Minutes Assembly or Class Play

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Around the Body in 20 Minutes Class Play or Assembly Duration – around 20 minutes! Cast of 30 - this number can be adjusted up or down Whatever gave our narrator the idea that taking on over 7,500 body parts was a good idea? (OK, so that’s a slight exaggeration - … actually, 8 Body Systems, 5 Senses plus a few ‘others’!) Even so, no mean challenge … in 20 minutes. But then with a Bossy Brain to help out, how could he go wrong? Sample Text (Eight Body Systems each step forward in turn) Brain: Nervous System – I’m in charge here! Narrator: (Tutting) You again! I might have known you’d be first up! Brain: Well, I am the Boss! (Pointing to rest of cast) None of this lot would be any good without me, the Brain! Narrator: (Snorting) Huh! And vice versa. I wonder what you’d do if you had nobody to boss around! Next! Heart: (Coquettishly mincing up to stand beside Brain) Oh I do like a man who’s in charge! Narrator: (Coughing) Huh hmm. You, Heart, are representing the Circulatory System today. Please remember – purely functional, absolutely no romance, thank you very much! (Heart looks disappointed, sighing deeply) Narrator: Yes, you can forget all that valentine stuff. Your job in the body is way more important than all that nonsense! We’ll come back to you in a minute! (Narrator jostled out of the way by Lungs) Narrator: Hey! You’re a bit pushy, aren’t you? Lungs: Well, yes, der! That’s my job – to be pushy! (Holds up two ‘bags’) Since when did you know a pair of lungs not to be pushy! Narrator: Ah! The Respiratory System! Now I understand! Brain: And that’s only because (pointing to head) your brain’s working properly! Narrator: (Irritably) Yes, yes! (To audience) I’ve a feeling we’ll be hearing way too much from him! Next! Stomach: (Rubbing tummy) I’m here – representing the Digestive System! Other Body scripts available off this website: • Healthy Living Class Play (Upper primary) • Skeleton & Muscles Class Play (Lower Primary) • Teeth and Eating Class Play (Lower Primary) Sue Russell’s collection of over 400 scripts aims to cover every theme tackled at primary school – and some subjects at secondary/high school. Her collection in its entirety is available off www.plays-r-ussell.com and she is happy to write on request, if there are any themes, subjects missing.
Mental Health 2 speaker script
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Mental Health 2 speaker script

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Good to Talk Dialogue (2 speakers) on mental health and the importance of talking This ‘dialogue’ was written just prior to ‘Time To Talk Day’ (Feb 4th 2016) – a joint initiative by MIND and Re-think. This week its Mental Health Awareness week and the launch of Heads Together. I hope my script can offer some help to this fabulous cause. It is intended for upper primary school/secondary school children/young adults. It could be used as a ‘starting’ point for further discussion of the issues raised. 2 speakers – I have named Speaker 1 Molly; but not given a name or ‘status’ to Speaker 2 as Molly’s ‘friend’ in this situation could be a teacher, a counsellor or ‘an independent helper’. Duration: around 5 minutes reading time. Collection of PSHE scripts available from www.plays-r-ussell.com including: 30 speaker script for primary school children: Feeling Sad Assembly Sample Text Speaker 1: .......Though, hey! Who am I to talk? Sitting here, feeling useless as usual. Speaker 2: But you know that’s a feeling, not reality. Speaker 1: I know, at one level, that’s the case. But it doesn’t half weigh you down! Speaker 2: Which is why you need help. Until you come out the other end. Speaker 1: (Laughing) Sounds like a tunnel! Speaker 2: Well, it is, in a way. That dark place you’re in. Some people refer to it as their cloud. But as long as you keep in mind, the light is there – you just have to find it. Speaker 1: I’m so glad you didn’t say ‘You just have to snap out of it’! That’s been said to me so many times and it is just so unhelpful. Of course I’d snap out of it if I could. Speaker 2: People say silly things – sometimes out of ignorance, sometimes out of spite, sometimes by just not thinking! Best to just ignore what they say. Remember, you are your own person. Speaker 1: I’m glad you’ve said that. Because sometimes I’m not sure I am. I feel like my control is slipping away. Speaker 2: I think you are a lot stronger than you think. And this sadness, depression, call it what you like, it will pass. You just have to hold on. Speaker 1: But when I am in the middle of it, it seems like it will go on forever. Speaker 2: Bit like being in that tunnel. You just cannot see the light sometimes. Which is why it is so important to talk. It may or may not make you feel a huge lot better; but at least you know you are not alone. Speaker 1: You’re right. Feeling alone is one of the worst feelings. It can make you feel quite desperate. Speaker 2: Bottling things up inside always does. So many people do that. Speaker 1: It is funny (pauses) well, not exactly funny, but strange to think there are so many people out there going through the same thing as me.
Changes in Britain from Stone Age to Iron Age Assembly or Class Play
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Changes in Britain from Stone Age to Iron Age Assembly or Class Play

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Changes in Britain from Stone Age to Iron Age Assembly or Class Play IMPORTANT - PLEASE READ THIS BEFORE PURCHASE OF SCRIPT! This script was written for LOWER KEY STAGE II YEARS 3 & 4.If you want a script for Years 5 & 6 you need to buy the other script entitled Stone Age to Iron Age Assembly. This second script written by Sue Russell is a much shorter script - half the length of the previously released Stone Age to Iron Age Class Play and the reading parts are smaller. To judge which would best suit your class, take a look at both sample scripts on the website. Also available to purchase: Set of guided reading scripts. Complete collection of scripts available off www.plays-r-ussell.com Cast of 30 (easily adaptable up or down) Duration: Around 10 minutes not including music suggestions. Sample Text: Child 8: This was a huge change! (Child with Change banner waves it briefly on stage) Child 8: It meant no more chasing animals. Farmer 1: Cereal crops are much better behaved! They don’t run away! Child 8: So people could settle and live in villages. Farmer 2: But we had to get better at producing more food, like the Ancient Egyptians! Farmer 1: In Ancient Egypt they used irrigation Farmer 2: Those Ancient Egyptians were pretty advanced for their time! (Enter Villagers from Skara Brae) Villager 1: Actually, we built our settlement at Skara Brae in Scotland before the Egyptian pyramids were built! Villager 2: Our houses had stone walls and roofs made from turf and whalebone! Villager 1: We had furniture Villager 2: And even flushing toilets! Narrator: (Astonished) Flushing toilets? Villager 2: Well, flushed by streams, that is! (Exit Villagers 1 and 2) Narrator: Flushing toilets, indeed! Now that’s progress!
New Year Resolutions Assembly
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New Year Resolutions Assembly

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New Year Resolutions Assembly Cast of 30 easily adjustable up or down Duration: Around 10 minutes This assembly or class play on New Year Resolutions will convert even the most cynical! It is about looking forward, improving self-esteem, having goals, the power of positive thinking and generally making the most of life and the opportunities it presents. Infused with plenty of feel good qualities, this will hopefully help start the new school year off on the right footing! The power of positive thinking - that's the key! Two other New Year scripts available from www.plays-r-ussell.com : New Year Assembly & New Year Assembly Based on Character - What it Takes to Be Good! Sample text Child 13: Take the first step! Child 14: Don't let what you can't do get in the way of what you can do! Child 15: Realize your own potential. Narrator: Wow! I'm enjoying all these positive vibes! Let's keep this up! Looks like I've got a future taking assemblies after all! Child 16: Yes, look to the future. But make sure you make the most of the present. Child 17: Be aware of what you've got. Be aware of what you have achieved - and build on it. Child 18: Seize any opportunities that come your way. Child 19: Don't be afraid of change - embrace it! Child 20: Change is good! Stay on your toes! Child 21: Try out new things! Take up new hobbies! Child 22: Make new friends! Child 23: Take up new challenges. Set yourself new targets! Narrator: Now that's important! It's all very fine having these fine-sounding aspirations, but how many of them are we actually going to remember? How many of them will we actually put into action? That's the important bit. Child 24: Agreed! So, start with a list. Child 25: That's what my mum does when she goes shopping. Trouble is, she always loses it! Child 24: So make several copies. Write it in your diary at night. Think of something new for every day - well, maybe every week! Narrator: (Coughing) Er.. Time for another reality check! Some of us find it hard enough doing this exercise once a year, let alone once a week! Child 25: Well, these resolutions don't have to be written in tablets of stone! Narrator: Just as well! They'd be pretty hard to carry around! Child 25: It's all about keeping an open mind! If something new and exciting comes along, grab it! Narrator: So, you're saying this is all about ... state of mind?
Comic Relief Assembly
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Comic Relief Assembly

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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
Fear Factor script/discussion FREE
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Fear Factor script/discussion FREE

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The Fear Factor including discussion and Chicken Licken script As I think the all prevailing feeling at the moment is one of fear and apprehension, I would like to offer the following script on handling fear FREE – in the hope that it will be instrumental in distilling some of that fear we are dealing with or at least give us strategies to cope with it. The script/discussion piece (which can be read between 2 readers or 30 as the speakers are non-specific) looks at what fear is, what causes it and how we can best deal with different types of fear. There is a mini script – on Chicken Licken to add a bit of light relief – but the extended script is a discussion covering all the points just mentioned. There is no mention of Coronovirus although some of the fear mentioned is related to this fear of the unknown – but I decided there is plenty enough information out there at the moment, not to go into it all over again. One of the points I make is that fear is lessened by having the correct information and this is probably the closest I get to referring to our current situation. It is there, implicit in the script – but as it is written for all ages including primary school children, the subject of Coronovirus is, I feel, best dealt with on a face to face, discretionary basis. I do not wish to add to the current atmosphere of fear – that would be doing the opposite of what I wish to achieve with this script. Duration: Around 20 minutes (including ‘discussion script’) Cast: Chicken Licken script (10 mins) has cast of 10; but discussion could be just between 2 readers or 30 depending on how it is used – at home or in the classroom. I am also working on a HOME SCHOOLING package on my website www.plays-r-ussell.com – which I will make available to TES once I have got it sorted. I have a large collection of ‘readers theatre’ or guided reading scripts for small numbers of readers, which cover pretty much all subjects – History, Geography, Literature – and may help during this difficult period. I will be reducing all these products’ prices by 50% (unless, like me you are now down to zero salary – in which case please contact me via my website and I will see what I can do). Sample Text: Speaker 11: I will! It’s good to know there is something I can do about my anxiety and fear. Narrator: I think you just hit the nail on the head! Fear is so often generated by fear of not being able to do anything about it – that whatever we are afraid of is out of our control. Speaker 12: It’s almost fear of fear! Narrator: Yes, it can escalate fast. Fear does seem to feed on fear – a bit like in that Chicken Licken story, when one small comment got everyone all wound up and fearful Speaker 13: And nobody stopped to ask for a proper explanation. It was a bit like a ‘panic train’ – everyone jumping on board!
FREE Sport Relief Assembly
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FREE Sport Relief Assembly

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FREE Sport Relief Assembly Every year I do something to raise money for Sport Relief - this generally in my capacity as a zumba instructor (guess what ‘sport’ is there in the script, representing Z on the sports list?!) This script is about as versatile as I can make it - any cast size, any duration, any number of songs/music suggestions. Good luck to everyone ‘doing their thing’ this year. My challenge is going to be ‘sitting still for one minute’ during each of my 15 zumba routines - a challenge beyond anything I have ever undertaken before! If you’ve ever been to a zumba class you’ll know what I mean! Simple message to accompany this script - ENJOY! Sample Text: Child 26: Volleyball Child 27: Weightlifting Child 28: Wrestling Child 29: Zumba! Narrator: (To Child 29) I beg your pardon? Child 29: Zumba! Would you like a demonstration? Music 2 – Zumba number/Latin American music (Child 29 ‘performs’) (Loud applause from cast and audience) Narrator: Magnificent! And I can see that dancing is just as energetic as all those other sports we’ve mentioned! Child 1: (Fanning him/herself) Phew! All that hot Latin American music! Child 2: But let’s not forget our winter sports! Child 3: We have only just had those fantastic Winter Olympics! Child 4: Who could forget Child 5: The skiing Child 6: Bobsleigh Child 7: Figure skating Child 8: Ice hockey Next big sporting event – THE WORLD CUP! Check out assemblies, guided reading scripts and quiz on this wonderful theme! All available off TES and