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

Refugee Class Play or Assembly Description Refugee Week 15 – 21st June Cast of 30 Speakers including Narrator. This number can obviously be adjusted according to class size. Duration: Around 5 - 10 minutes reading time This script was prompted by a single thought. It’s one thing dealing with the current Coronavirus pandemic when you can retreat to the safety of your home but imagine not having a home to retreat to, in the current circumstances? This is does not provide coverage of the refugee global situation. That would require an in-depth knowledge of the various wars that have given rise to displacements of population – both internally and beyond country borders. But it is intended as maybe a starting point for further discussion and research.

LGBT Assembly Cast of 30 – Easily adapted to smaller or larger class size. Duration: Around 10 – 15 minutes. This script, whilst giving two specific examples of victims of discrimination – Alan Turing and Harvey Milk – is a general celebration of diversity, stressing the importance of education in the fight against prejudice. It is suitable for primary school children and, as an ‘add-on’ gives a suggested list of discussion points to be gone through beforehand. I fear I may have erred on the side of caution in writing this script – I have not given any ‘definitions of LGBT terms’ though I am happy to provide these as a supplement, if requested. But I hope I have delivered on the message that we should all work towards a ‘live and let live’ society - as prejudice and fear-free as possible. Sample Text: Child 13: Why cannot people be free to be who they are? Child 14: Why cannot people be free to express themselves as they are? Child 15: Fortunately, we live in increasingly enlightened times Child 16: So that people need not be afraid of the kind of discrimination that leads to the loss of freedom and the loss of life. Child 17: To live in fear is a terrible thing. Child 18: We often hear of bullying. This can happen to adults just as much as to children. Child 19: And the bullies are often the ones who are most frightened. Narrator: How does that work? Child 20: Prejudice is largely borne of ignorance. People feel threatened by things they don’t understand. They are afraid and lash out at whatever is beyond their comprehension. Child 21: Nobody likes being taken out of their particular comfort zone. And that comfort zone is often based on familiarity. Understanding what is going on. Narrator: So how do you think we should best tackle this problem? Child 22: Through education. Through making differences acceptable and non-threatening. Child 23: If we all accept it’s OK to be different then that’s half the battle.

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.

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

International Day of Happiness Assembly A play to make you smile - I hope! Cast of 26 - easily adaptable up or down Duration - around 20 minutes depending on number of quotations, jokes and music suggestions included. Sample Text: Music 1 What a Wonderful World - Louis Armstrong (Enter 2 grumpy young girls, alias GYGs, and 2 grumpy young boys, alias GYBs, holding their hands over their heads) GYG1: What a din! GYB1: Somebody turn off that music! GYG2: Yeah! I’ve got a headache! GYB2: Me too! And it’s getting worse by the minute! (Enter Narrator) Narrator: (Coughing) Er excuse me! But hasn’t anybody told you what day it is today? GYG1: Not Monday, I hope. Worst day of the week! GYB1: Nah! Every day of the week’s bad … when you’re having to spend it at school! Narrator: Enough! Where did you lot crawl from? The wrong side of bed perhaps? (Falls about laughing) GYG2: (Sarcastically) Oh! I see we have a joker in our midst! GYB2: (Sarcastically) Oh! What fun! Narrator: Now, come on, you miserable lot! This really won’t do! (Pauses and looks towards rest of cast) Looks like we’re gonna have to tell them what day it is. Let’s hear it … Cast: (Shouting) International Day of Happiness! (Everyone holds up a smiley face) Narrator: And what do we do on International Day of Happiness? We Cast: (Shouting) Smile!

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

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

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

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

The Good Samaritan Assembly or Class Play - CAST OF 10 NB: This play, cast of 10, is a re-telling of the parable with complementary discussion notes on the bystander effect. (The full-length assembly with a cast of 30 (separate purchase) starts with this same cast of 10 but has an additional 20 speakers dealing with ‘the bystander effect’ with reference to today’s society, delivered via five different scenarios). This script with a cast of 10 can be read in around 10 minutes (not including music suggestions at beginning and end). It is, of course, one of the best-known parables from the Bible and so can be used in an R.E. lesson or for Church and Sunday School activities. It has particular relevance in our world today and can thus be used for PSHE and Citizenship classes - the play acting as an introduction to a lesson on The Bystander Effect with all its implications for us as a society. Sample Text (Enter Good Samaritan) Jewish Man: Oh hello! And who do we have this time? (Groaning) Oh! A Samaritan! Just my luck! There’s no way he’s going to stop! (Good Samaritan bends over Jewish Man and offers to help him up) Good Samaritan: Oh dear! Whatever happened to you? Here, let me help you up. Jewish Man: Well, that’s very kind. And very unexpected! Good Samaritan: Whatever do you mean? Jewish Man: Well. You being a Samaritan and me being a Jew. We’re not exactly ‘on the same team’ so to speak, are we? Good Samaritan: And since when did ‘being on the same team’ have anything to do with looking out for your fellow human beings? Oh dear, you’ve taken a real beating there. I’m so sorry. Here, let me put some bandaging on those sores. (Good Samaritan takes bandages from his bag, and pours oil and wine over them) This should make you feel better. Jewish Man: You are so kind! Thank you so much. Good Samaritan: (Laughing) It’s nothing! You didn’t really think I’d leave you here? Just walk on by? Jewish Man: I most certainly did! Good Samaritan: (Laughing) Ridiculous! You seem to have lost all faith in your fellow mankind! Jewish Man: Well, let’s just say you just restored it – my faith in mankind, that is. Thank you again.

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

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

St. George's Day Set of 5 Guided Reading Plays on England: 1. St. George Meets Robin Hood 2. A Brief History of the English Monarchy 3. Famous People 4. England's Geography and 'Places' 5. English Customs This set of 5 plays, with 6 speakers each, plus quizzes, was written in celebration of St. George's Day. Narrated in all 5 plays by St. George himself, .... with a little help from Robin Hood! Sample Texts: Play 1 St. George meets ... Robin Hood St. George: Ah Robin! Thank you so much for joining me this morning. I trust you have been given an explanation as to why you are here? Robin Hood: Indeed. And may I say, it is an honour to fulfill such a role. That is, to one such as yourself. Play 2 St. George: Please! A little respect for the dead! OK so Henry VIII wouldn't be most women's number one choice husband Robin: Not if they valued their necks! St. George: But his daughter certainly made up for his lack of heart! Elizabeth I: Good Queen Bess! That's what they called me! Play 3 Queen Eliz: Of course not! It was those other great qualities - of standing up for what you believed in St. George: Like when I stood up for my faith, even though it cost me my life. Churchill: "Courage is what it takes to stand up and speak.." Shakespeare: (Interrupting) "Friends, Romans and countrymen, lend me your ears .." Lennon: Sadly that Emperor Diocletian didn't lend his or he wouldn't have had you beheaded ... Play 4 St. George: But before we visit any of these places, let us quickly look at where England itself is. Robin: That's easy! South of Scotland and East of Wales! Play 5 Weatherman: Indeed. Every cloud has a silver lining! St. George: Really? Robin: Just an old English proverb. We have lots of those

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

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

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

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

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