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TOGETHER

Spring 2009

www.bbc.co.uk/schoolradio

Age: 7-11 CD. These programmes are available to order (for UK schools only) on pre-recorded CDs from: BBC Schools’ Broadcast Recordings Tel: 08701 272 272 Monday to Friday 0800 to 1800 Or visit www.bbc.co.uk/schoolradio/howtoorder.shtml for more information Podcasts. These programmes are also available as downloads or podcasts for 7 days following transmission. More information here: www.bbc.co.uk/schoolradio/podcasts.shtml Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following transmission. Refer to the transmission dates below to find out when programmes are available as podcasts and audio on demand.

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Together – Spring 2009 Teacher’s Notes written by Gordon Lamont and Helen Edwardson. These programmes are available as podcasts and audio on demand from the School Radio website for 7 days following transmission. Refer to dates below to find out when each one is available. Introduction 3 Unit 1 – The media 6 1. Audio 6 Podcast / AOD begins 16/01/2009 2. Computers 8 Podcast / AOD begins 23/01/2009 3. Moving image 10 Podcast / AOD begins 30/01/2009 Unit 2 – Journeys 12 4. Starting out 12 Podcast / AOD begins 06/02/2009 5. Setbacks and success 14 Podcast / AOD begins 13/02/2009 6. Journey’s end 16 Podcast / AOD begins 27/02/2009 7. Lent 18 Podcast / AOD begins 06/03/2009 Unit 3 – Fun and laughter 21 8. Purim 21 Podcast / AOD begins 13/03/2009 9. Refreshment Sunday 23 Podcast / AOD begins 20/03/2009 10. April Fool 26 Podcast / AOD begins 27/03/2009

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Introduction

Together and Collective Worship: Together’s thematic approach and use of material from a wide range of cultural and religious sources, including Christianity, contributes to the pupils’ spiritual, moral, social and cultural development. What is the value of using Together?

It is a ready-made resource for Collective Worship that can help your school to fulfill the statutory requirement for a daily act of Collective Worship; material is of a ‘broadly Christian character’, reflecting the ‘broad traditions of Christian belief’.

It encourages individual and community responses, from a sense of celebration to thoughtful reflection.

The programmes encourage pupils to think about issues and to share their experiences.

It includes the voices of junior age pupils speaking for themselves. It can be used with large or small groups of pupils.

Is Together suitable for all pupils? Great care has been taken to allow pupils and teachers from a range of backgrounds to participate in the programmes. A mixture of songs, reflections and prayers allow pupils to respond to what they have heard in their own way. Using the programmes and these Teacher’s Notes: Programmes are available to order (for UK schools and other academic institutions only) on CD. Further information is available at this page of the School Radio website: www.bbc.co.uk/schoolradio/howtoorder.shtml Programmes are also available as downloads or podcasts for 7 days following transmission. This means that you can download each programme (for free) as an mp3 file, for playback either from a computer or from an mp3 player, such as an iPod. If you subscribe to the series your computer will automatically search for each new episode when you connect to the internet, ensuring that you never miss a programme. It is a perfectly suitable alternative to acquiring the programme on pre-recorded CDs, provided you are happy not to use a CD player for playback. More information here: www.bbc.co.uk/schoolradio/podcasts.shtml Programmes are also available as audio on demand. The audio on demand is a reliable service – especially on broadband - that allows you to listen to the programme ‘streamed’ over the internet. To listen to the audio files you will need to have installed ‘Realplayer’ on your computer. This commonly-used software is easy to download from the internet if you do not already have it.

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There are instructions on how to do so at the BBC School Radio website: www.bbc.co.uk/schoolradio/help.shtml However, we would strongly recommend that you download each programme using the podcast service, rather than use the audio on demand service. Downloading the programme is the most reliable means of acquiring the programmes for playback. Focus objects / images: Focus objects have been a key resource provided by the Together Teacher’s Notes. In these notes we have provided suggestions for focus images by including links to images on the internet. In all cases these images may be freely viewed and, in many cases, it is also fine to download them if you wish to (please respect any copyright statements). The images appear as individual photographs without any additional page information (so you do not need to worry about displaying any distracting or unsuitable information). We have taken care to ensure that these images come from appropriate sources. However, please note that the BBC is not responsible for the content of external websites. We assume that many teachers will continue to wish to provide their own focus objects (the suggestions for images we’ve provided are often a good starting point when considering what objects to collect). We hope in this way to provide a resource that has all the benefits (and more!) of the hard-copy focus pictures provided in Teacher’s Notes booklets. Programme format: Each 15 minute programme contains:

a story or short drama one song from either the Come and Praise song books or our collection

called All about our school voxpops or a feature involving junior-aged children reflection and/or an opportunity for prayer

Preparation for using the programmes:

Create a sense of occasion and exploration by setting up a focus picture (either using the online resources included here or your own ideas) for pupils to think about during the programme. This will enhance their listening and concentration and provide further talking points.

Consider ways to make the use of the focus image more effective – e.g. by projecting it or by displaying it on an interactive whiteboard.

Shut out distractions by closing the curtains or dimming the lights. Think about the seating arrangements (e.g. would a semi-circle or circle

arrangement foster greater engagement).

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During the programme: Make the programme an interactive resource:

Pause the programme to discuss the issues when you wish or when there is a ‘Time to Talk’ pause in the programme.

Pause the programme before the songs to consider their content Pause the programme after the reflection and / or prayer to allow pupils to

add their own thoughts Replay sections of the programme to allow pupils to gain greater

familiarity with the material. Other resources for Collective Worship: The song books referred to in these notes are Come and Praise 1, Come and Praise 2 and All about our school. These song books contain a wealth of songs for use in assemblies. They’ve also been compiled to respond to the requirements of the 1988 Education Reform Act, so the emphasis is on being broadly, but not exclusively, Christian. The song books are also accompanied by:

Come and Praise instrumental books. These contain the melody line, two melodic parts and a bass part. There are also guitar chords and suggestions for percussion.

Audio cassette and CD. There is a double cassette and CD available for each collection. They may be used to provide enjoyable listening or accompaniment for assemblies where no pianist is available.

For copyright reasons we are not able to provide these resources in these notes or elsewhere on the School Radio website. However, they are available from www.bbcschoolshop.com

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Unit 1 – Media Programme 1: Audio Themes: The power of radio and audio – as a means of communication and as a way of stimulating our imaginations and emotions Preparation for the programme: FOCUS OBJECT/IMAGE: A microphone… http://www.meetnewplayers.com/images/microphone.jpg Or Loretto at work in the Together studio… http://www.bbc.co.uk/schoolradio/media/together_studio_02.jpg Programme content: VOX POPS: Children talk about where they listen to the radio and what they like to listen to STORY: Radio Pond Street, part 1 by Rob John SONG: Come & Praise 2 no 107 - ‘You’ve got to move’ REFLECTION: … on the images and emotions that different sounds conjure up in our minds Pre-programme questions:

What do you like to listen to on the radio and on your mp3 player (or portable audio device)?

What different types of sound can you listen to: music, spoken word, news, drama, stories?

It was been said that on radio and audio broadcasts ‘the pictures are better’. Of course, there are no pictures…so what can this mean?

Story synopsis: Radio Pond Street, part 1 by Rob John The children in Class 4 at Pond Street Primary School are extremely noisy, and their teacher, Mr Morris, is worried about how he will be able to persuade them to stop talking and start listening. One evening he is listening to a football match on the radio and finds himself visualizing the scene in his imagination. This gives him a brilliant idea and he takes his radio in to school the next day to demonstrate how much there is to listen to. However, following the lead of Jason, who declares that ‘radio is boring’, the class soon loses interest – except for Lucy, the quietest girl in the class, who confides to Mr Morris that she likes radio and asks him if they are going to make a radio programme.

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Mr Morris thinks Jason might not be enthusiastic. However, that evening he is playing with his young daughter, and thinks that the sound of her laughter is probably his favourite sound in the whole world and this gives him another idea. He records her laughing and plays it to the class the next day. He then asks the class who would like to take an mp3 recorder home to record their own favourite sounds. Everybody wants to have a go – except Jason! After the programme: STORY QUESTIONS:

What gave Mr Morris the idea of setting up a class radio station? What sound would you record to take with you if you were going away for

a long time? Why would you choose that particular sound?

ACTIVITIES:

Create a chart showing all the different types of audio that your class listens to. Start by creating a list of the programmes, music and podcasts that class members listen to and then organise these into categories such as speech, news, music and so on. You could include different types of music too. How will you represent the results in a display?

Research school podcasts. Choose one from children of your own age and write a report on it – what did you think was good about it and what could be improved? (Remember, Together is available as a podcast!)

What would you call a podcast from your class? Can you think up a simple memorable name and a ‘tag line’ – a short and snappy phrase that gives a good idea about what’s in the podcast?

Weblinks: http://news.bbc.co.uk/1/hi/school_report/default.stm http://www.bbc.co.uk/21cc/ Primary Schools with podcasts: http://www.johndavies.notts.sch.uk/ http://www.st-marks.stockport.sch.uk/home.htm http://www.bursley.staffs.sch.uk/ There are many more for the children to research for example by accessing Radiowaves: http://www.radiowaves.co.uk/ The BBC is not responsible for the content of external websites.

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Programme 2: Computers Themes: The power of the internet – enabling communication and the sharing of information across the world; its usefulness both for work and relaxation…but also its dangers. Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm3.static.flickr.com/2168/2477875739_7505b7db1a.jpg?v=0 Programme content: VOX POPS: children talk about how they use computers and the internet STORY: Radio Pond Street, part 2 by Rob John SONG: Come & Praise 1 no 71 - ‘If I had a hammer’ REFLECTION: …on using the World Wide Web for communication, work and fun, but appreciating its dangers and learning to use it wisely and safely Pre-programme questions:

What do you use the internet for at home? What do you use the internet for at school? What are the advantages of the internet? Are there any dangers in using the internet and how can you avoid them?

Story synopsis: Radio Pond Street, part 2 by Rob John The children in Class 4 at Pond Street Primary School have all been recording their favourite sounds, except for Jason, who still thinks radio is ‘stupid’. After all the other children have brought in their sounds, they are transferred onto the computer to make a radio programme called ‘Sounds like: Class 4’. The programme is played to the whole school in assembly and everyone is so impressed that the Head announces that all the other classes in the school want to make a radio programme too – and so Radio Pond Street is born. When all the programmes are finished, they are ready to put their radio station on the internet, where anyone in the world will be able to find it. Jason is still very sceptical that anyone would want to listen to their programmes, but the rest of the class is now getting tired of his sneers, as they are proud of what they have achieved. At first it looks as though Jason may be right, and that nobody does want to listen to Radio Pond Street, but then one morning the Head announces that there has been an email to their website from a school in Cairo, who has been listening to their radio programme. The Egyptian Headteacher has been looking for an English school to make contact with, and her pupils are intrigued by the sounds they have heard on Radio Pond Street and would like to hear more.

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After the programme: STORY QUESTIONS:

What sounds did the Pond Street children bring from home? How did the Head Teacher of the school in Cairo find the Radio Pond Street

podcasts? Why were the class starting to get a bit fed up with Jason? Are you or have you ever been involved in a podcast? Is it something

you’d like to do or do more of? Can you say why? ACTIVITIES:

What would you put into a class podcast? Hold a planning meeting, first in small groups and then as a whole class to come up with some ideas and a running order for your podcast.

Write, rehearse and perform a short radio advert for your class podcast. If you have the equipment you could record your podcast advert and even put it on the internet.

Research podcasts from schools in other countries – could you make contact with them as the school in Cairo did when the Head emailed the Head of Pond Street Primary?

Weblinks: The BBC’s own school twinning project – ‘Worldclass’: www.bbc.co.uk/worldclass/

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Programme 3: Moving image Themes: The power of images on TV, film and the internet; the fun of creating your own video and web images Preparation for the programme: FOCUS OBJECT/IMAGE: The control room of a television studio: http://www.zimfamilycockers.com/KSBY-Sept25-2004.jpg Programme content: VOX POPS: children talk about what they like to watch on TV STORY: Radio Pond Street, part 3 by Rob John SONG: Come and Praise 1 no 17 - ‘Think of a world without any flowers’ REFLECTION: …on the power and potential of moving images Pre-programme questions:

What do you like watching on TV and at the cinema? Have you ever used a video camera? What did you shoot with it? What are the latest developments in the world of moving pictures? Have

you seen a 3d film, played realistic looking computer games, used interactive TV or downloaded programmes from the internet?

How many different devices can you now use to access the internet and moving images?

Story synopsis: Radio Pond Street, part 3 by Rob John The children in Class 4 at Pond Street Primary School have been searching the internet to find out about Cairo to see where their new friends live. Jason points out that they’re not their friends as they’re never going to meet them, but Lucy replies that they can meet them via a webcam. Eventually they hook up with Zamalek Primary School in Cairo, and, after some initial shyness when they first see each other on the webcam, the children are soon chatting to each other. Over the following weeks the two schools link up many times, and the children soon learn the benefit of listening to each other and planning what they are going to say and who is going to say it. When the BBC hears about what they are doing, they send a camera team to record Class 4 talking to the children in Cairo. The presenter wants to interview one of the children from Pond Street, and it is Jason who suggests that it should be Lucy who gets to be interviewed, as she was the one who got Radio Pond Street started. And Lucy, who always used to be the shyest girl in the class, turns out to be a natural interviewee. Class 4 is still the noisiest bunch of children in Pond Street, but they have now learned the value of listening to others.

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After the programme: STORY QUESTIONS:

What sounds did the Egyptian children play to their new British friends? Where did the Pond Street children find out information about Cairo? Jason chose Lucy to represent the class on the TV programme. Why do

you think he did this and what changed his mind about Radio Pond Street? ACTIVITIES:

Find out about school videocasts, sometimes called Vodcasts (Video on Demand) or Vlogs (Video Blogs), or Video Podcasts. What do you think are the advantages of using moving images as well as sound on Podcasts? Are there any disadvantages? Create a chart showing a comparison between these two media showing things like speed of creation, download times and how each can best be used to convey information.

As a class, discuss what moving images of your school you would show on a video podcast? What would give viewers from far away the best picture of what your school is like and what makes it special?

What is the future of the moving image? Will we be able one day soon to walk into a film and experience it as if we are ‘there’? Will we be able to smell as well as see and hear a programme? Perhaps cinema and TV will be sent directly to our brains? What exciting developments do you see in the future? Write an essay called Future Media. You can illustrate it too, showing what the new devices and programmes might look like.

Weblinks: www.bbc.co.uk/worldclass/ The BBC is not responsible for the content of external websites.

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Unit 2 – Journeys Programme 4: Starting out Themes: Anticipating and planning for a journey Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm1.static.flickr.com/30/60203475_9865e36d8f.jpg?v=0 http://farm4.static.flickr.com/3243/2466279811_cd7a057817.jpg?v=0 Programme content: VOX POPS: children’s thoughts about planning for a journey and what preparations they need to make; thinking about things that could go wrong if you don’t prepare carefully STORY: Bother at Brier’s Mead, part 1 by Jeff Capel SONG: Come and Praise 2 no 106 – ‘It’s a new day’ REFLECTION: on thinking about journeys and facing new experiences and challenges Pre-programme questions:

Do you like going on trips? Where do you most like to go? How do you like to travel most – walking, by cycle, car, bus, coach or

aeroplane? What things do you need to think about before setting off on a long

journey or trip away from home? Story synopsis: Bother at Brier’s Mead, part 1 by Jeff Capel Mr Penfold is describing to his class the forthcoming school trip to an activity centre at Brier’s Mead. They’ll be spending two nights away from home, and activities will include archery, abseiling down a climbing wall and raft building. The children are very excited and start planning what they’re going to take with them. However, not all of the children in the class are looking forward to the trip with such enthusiasm. Matthew is worried about being away from home and feeling homesick, Nafisa is scared of heights and doesn’t like the sound of the climbing wall, and Harry is having sleepless nights, because he’s not a strong swimmer and thinks he’ll panic if he falls into the river during the raft building. A week later Matthew, Nafisa and Harry board the coach to Brier’s Mead, and, in spite of their outward show of bravado, each is secretly dreading what lies ahead.

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After the programme: STORY QUESTIONS:

Have you ever been, or are you going to go on, a school journey? How do you feel when you are going to be away from home? Do you worry

about it? What do you look forward to and what concerns you about going on a trip away from home?

ACTIVITIES:

Write a poem called: ‘Matthew’s night’, ‘Nafisa’s night’, or ‘Harry’s night’. The poem explores one of the character’s thoughts and feelings on the night before their journey to Brier’s Mead.

Working in pairs, act out a short scene in which one of you is Matthew, Harry or Nafisa and the other is a close friend who is not going on the school journey. They talk about Matthew, Nafisa or Harry’s worries and the friend tries to help them to cope with practical suggestions for what they can do.

What challenges are you facing at the moment? Can you write down one simple thing that you can do to help overcome any worries that you might have? It could be a small thing like giving yourself just five extra minutes a day to prepare for a test, or telling a friend about your worries or approaching your teacher with something that’s bothering you. You might like to work out what you’re going to say to your friend or teacher in advance by writing it down. Sometimes just writing down our worries can help us to understand them better and so feel better about them.

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Programme 5: Setbacks and successes Themes: Dealing with setbacks and disappointment Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm4.static.flickr.com/3106/2765395746_898b09c0d0.jpg?v=0 Programme content: VOX POPS: children talk about their experiences of going on a journey, their fears and expectations, and how life is like going on a journey STORY: Bother at Brier’s Mead, part 2 by Jeff Capel SONG: Come & Praise 1, no 47 – ‘One more step’ REFLECTION: on helping each other on our journey through life, and making the most of the challenges that confront us Pre-programme questions:

What can go wrong when a group of children go away together? Do friendship groups change and can relationships sometimes be more difficult? Why do you think these things can happen when you go to new places and have new experiences together?

Can you remember what happened in last week’s episode of Bother at Brier’s Mead?

What was secretly concerning Matthew, Nafisa and Harry? Story synopsis: Mr Penfold’s class arrives at Brier’s Mead and is keen to get started on the activities. In the afternoon the children change into their oldest clothes, ready for the raft-building task. Harry hasn’t been looking forward to this part of the trip, but to his amazement he and Matthew manage to cross the river on their raft without mishap – until Matthew celebrates too wildly and falls into the water. Harry laughs at Matthew, as he is so relieved that the task is over and he didn’t fall into the river himself, but Matthew is upset with Harry and tells him that he isn’t his friend any more. Later, after supper, Harry begins to feel homesick, but at least he has brought Mr Dubby, his cuddly monkey, from home to comfort him. But, when he gets to his bed in the boys’ dormitory, Mr Dubby has vanished. When he asks the other boys if they have seen his toy, Matthew makes fun of him.

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After the programme: STORY QUESTIONS:

Why did Harry’s attitude towards the rafting experience change so quickly? What do you think has happened to Mr. Dubby? Why did Harry feel homesick? What did he miss from home? Have you ever felt homesick?

ACTIVITIES:

Devise your own plan for a day of activities at Brier’s mead. The children from Mr. Penfold’s class have so far done Archery and rafting, had a tea and campfire stories. What kind of activities will you include – more sport, games, drama or art perhaps?

Design a brochure for your own activity centre. It should encourage teachers to bring their children to your centre, telling and showing them all that it has to offer. What will you call the centre? What kind of picture(s) will you have on the brochure? Make sure you list all the advantages of your centre so that no-one can be in any doubt about how good it is.

How can you help people who are feeling upset, perhaps homesick? Complete this sentence: The best way to help a homesick friend is… - then discuss your ideas with the rest of the class.

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Programme 6: Journey’s end Themes: The Christian season of Lent, making a new start, learning from experience Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm1.static.flickr.com/143/333052657_e8b937c337.jpg?v=0 http://farm1.static.flickr.com/160/335662902_1c1ba8a358.jpg?v=0 Programme content: VOX POPS: Thomas, Connor, Alex and Louis from Withnell, Lancashire are making pancakes for Shrove Tuesday and they explain why they make them on this day; they visit their local church and explain the significance of Ash Wednesday, what it symbolizes and what happens during the service that is held on that day SONG: Come and Praise 1 no. 59 – ‘The best gift’ STORY: Bother at Brier’s Mead, part 3 by Jeff Capel REFLECTION: on resolving arguments, being peacemakers and trying to bring people together Pre-programme questions:

Have you heard of ‘Shrove Tuesday’? Do you know what people traditionally eat on Shrove Tuesday and why?

Which Christian season begins the day after Shrove Tuesday? What does it mean to be a ‘Peacemaker’? Can everyone be a peacemaker? What happened in the previous episode of Bother at Brier’s Mead? Why is

Harry upset? Story synopsis: Bother at Brier’s Mead, part 3 by Jeff Capel Harry is upset when the other boys in the dormitory at Brier’s Mead laugh at him because he’s lost his cuddly toy. Matthew is particularly unkind and suggests that maybe he’ll find the monkey outside swinging in the trees. Harry rushes off to try to find him, but is intercepted by Mr Penfold who returns with him to the dormitory, where, to Harry’s embarrassment, the toy has been returned to his bed. The next morning the class is taken to the climbing wall, which is the activity that Nafisa has been dreading, as she is scared of heights. However, with the help of both Matthew and Harry working together, she manages to conquer her fear, and, having successfully completed one climb, she even decides to have another go. Nafisa points out that Matthew and Harry helped her by acting as a team, and the two boys decide to apologise to each other and be friends again. Matthew, Harry and Nafisa each admit that they had had secret fears about the trip to Brier’s Mead, and misunderstanding could have been avoided, if they had talked to each other about their misgivings.

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After the programme: STORY QUESTIONS:

What was keeping Nafisa awake at the beginning of the story? How did she eventually overcome her fears?

What brought Harry and Matthew together again as friends? How did they overcome their difficulties?

How could Harry, Matthew and Nafisa have avoided all that bother at Brier’s Mead?

ACTIVITIES:

What happens at the disco at Brier’s Mead? Does everything go well for Harry, Nafisa and Matthew from now on or are there more upsets to come? Continue the story in your own words with episode four. You might call your story Disco Danger or Meddling at Brier’s Mead…

Research Shrove Tuesday and find out as much as you can about this day in the Christian Year. Write a short article about it, explaining how it came about and what people do to mark this particular day.

Pancakes are delicious with lemon and sugar but they can also have any filling or topping you can think of – sweet or savoury. Create a recipe for a new pancake meal or dessert. Write out your recipe in an easy to follow and clear format – include pictures if you want.

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Programme 7: Lent Themes: Ash Wednesday; going on an ‘inner’ journey; making a new start Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm1.static.flickr.com/190/464970322_257e2f7d5c.jpg?v=0 http://farm4.static.flickr.com/3277/2320501466_b32fb6f7ae.jpg?v=0 Programme content: SONG: All about our school no. 14 – ‘Chain of love’. The words are available in these online Notes (see below) VOX POPS: children talk about the story of Lent, what they give up and how it makes them appreciate what they have STORY: Quincey Bone and the Danger Dog by Deborah Nash REFLECTION: on making a fresh start, considering what’s important and changing our lives for the better Pre-programme questions:

Why would you want to give up something that you enjoy as some Christians do during the season of Lent? Can you see any advantages to doing this?

Christians also sometimes take up something new during Lent. Can you see the point of this?

What might you give up or take up during Lent? In the programme Loreto talks about an ‘inner journey’ – what do you

think she might mean by this? Story synopsis: Quincey Bone and the Danger Dog by Deborah Nash Quincey is absorbed in his computer game to the extent that he isn’t aware of what’s happening around him. He doesn’t take any notice of what his Mum tells him and is surprised, and none too happy, when she whisks him away on holiday, and confiscates his computer game on the plane. He’s really not interested in a safari holiday to Namibia in Southern Africa, and at first he tries to ignore what’s going on around him, by playing his computer game in his head. But when he actually sees the savannah and all the wild animals, he is amazed and begins to realise there’s more to life than he could ever experience from his computer game. When he returns home, he starts a scrapbook and visits the local zoo to find out more about all the wildlife that he has seen on the safari. Meanwhile his computer game lies forgotten in his Mum’s rucksack; Quincey has other interests now and doesn’t give it a second thought.

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After the programme: STORY QUESTIONS:

Do you ever feel like Quincey? Do you sometimes get completely wrapped up in computer games?

Where did Quincey go on holiday? What happened there and what did he begin to find more interesting than Danger Dog?

Which animals did Quincey see and later put in his scrapbook? Which animals do you find most interesting? Can you say why?

How would you describe Quincey’s ‘inner journey’? ACTIVITIES:

Find out about Namibia, its Capital Windhoek and the country’s wildlife. Write a poem celebrating the wonders of the Namibian countryside and

wildlife. At the start of the poem you could begin each line: Quincey bone saw… Then move on to Quincey Bone thought… and then: Quincey Bone felt…

Can you think of a time when you went on an ‘inner journey’? A time when you changed your ideas or began to feel differently about someone or something? Examples might include: Starting a new class or school Making friends with someone you didn’t think would be friendly Finding a new game or hobby and becoming very enthusiastic about it

Write about your experiences using the title: My Inner Journey In today’s song you sang:

Fill the world with love and laughter Make a fresh start for the human race That’s not much to ask for before dinner time! What things do you, your class or your school do to help make life better for the people around you? Do you hold sponsored events for charity for example? Are there other things you do too? Discuss this in pairs and then as a whole class.

Weblinks: www.bbc.co.uk/schools/religion/christianity/lent.shtml www.bbc.co.uk/religion/religions/christianity/holydays/lent_1.shtml

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Chain of Love

1 For the children of tomorrow We’ve got to make it a better place, Fill the world with love and laughter, Make a fresh start for the human race. Chain of love, chain of love, Circle the world with a chain of love, Chain of love, chain of love, Circle the world with a chain of love.

2 No more war and no more hunger No more jealousy and hate, Say goodbye to greed and sadness, Make a change now or it’ll be too late. Chain of love, chain of love, Circle the world with a chain of love, Chain of love, chain of love, Circle the world with a chain of love. Middle eight Circle the world, circle the world, Circle the world, circle the world.

3 Doesn’t matter where you come from Doesn’t matter where you’ve been, Different race or creed or colour, We are the same underneath our skin. Chain of love, chain of love, Circle the world with a chain of love, Chain of love, chain of love, Circle the world with a chain of love.

© Soo Beer

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Unit 3 – Fun and laughter Programme 8: Purim Themes: The Jewish festival of Purim; standing up for what you believe is right; the fun of festivals and the handing-down of stories Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm3.static.flickr.com/2154/2346481646_bd6b9fa7f3.jpg?v=0 www.njop.org/html/gifs/purim2001a.gif Programme content: FEATURE: two Jewish children describe the festival of Purim, how they celebrate it, and how it originated from the story of Esther and Haman STORY: Esther SONG: Come and Praise 1 no. 87 – ‘Give us hope, Lord’. REFLECTION: on giving thanks for festivals involving fun and laughter, which we celebrate with our friends and families Pre-programme questions:

Which festivals do you most enjoy? Which have the best fun and games and parties?

What do you know about the Jewish festival of Purim? What’s your favourite joke at the moment?

Story synopsis: Esther and Haman Loreto tells an interactive story of how Esther, the Jewish wife of the King of Persia, saved the life of her cousin, Mordecai, who had refused to bow down to the King, because he was Jewish and would only bow to God. The King’s chief adviser, Haman, tried to persuade the King to kill all the Jews as a punishment for Mordecai’s behaviour. However, Esther was brave enough to admit to the King that she too was Jewish, and asked him to save the Jews. And because of her courage the Jewish people survived.

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After the programme: STORY QUESTIONS:

Why did Mordecai refuse to bow down to the king? Why was Esther brave? What did she do that saved Mordecai and the

Jewish people? How is the story of Esther remembered to this day in the festival of Purim?

How do Jewish children celebrate the festival?

ACTIVITIES: Have another go at the join in story using the script from the programme:

A long time ago in a country called Persia, which we now know as Iran there lived a woman called Esther – Hooray She became the wife of the King but he didn’t know that Esther – Hooray was Jewish. Esther – Hooray had a cousin called Mordecai and he refused to bow down to the King because he believed that he should only bow down to God. The King’s chief adviser was Haman – boo, hiss, and he was a wicked man. He knew that Mordecai was Jewish so he went to the king and persuaded him to kill all the Jews because Mordecai would not bow down. The King agreed and gave the order that on a certain day all the Jews were to be rounded up and killed. Of course, Esther – Hooray, being the Queen, was at the King's side when he gave the command. She was very upset but Haman – boo, hiss, was delighted. Mordecai asked Esther – Hooray to help the Jewish people. Haman – Boo, hiss, thought he had won but he hadn’t bargained for brave Esther – Hooray. It was very scary for her because if you went to the king without being invited and he didn't want to see you – he could execute you. So she was taking a big risk. But she did it. She admitted she was Jewish – and she asked the King to save the Jews. The King couldn't change the law which had been passed, but he did agree to let the Jewish people defend themselves. And when he found out how evil Haman – Boo, hiss had been, he had him put to death. So in the end, the Jewish people survived – all because of brave Esther – Hooray!

Talk about the things that make you laugh. Are there certain books that you find funny? Do you have favourite comedians or comedy programmes that you like to watch? Make a list of all the different things that make you laugh.

As a class, create graphs of favourite comedians, jokes, funny books, TV programmes and films. You could work in teams to find the best ways of displaying the information – bar charts or pie charts for example.

Weblinks: www.bbc.co.uk/religion/religions/judaism/holydays/purim_1.shtml

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Programme 9: Refreshment Sunday Themes: Sharing fun and laughter, as a means of relaxation and taking a break from the serious issues of life Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm4.static.flickr.com/3211/2672951830_28a46c9cfa.jpg?v=0 http://farm1.static.flickr.com/34/123814244_6f63627247.jpg?v=0 Programme content: STORY: Agent Argent & the mystery of the French onion soup, part 1 by Gordon Lamont VOX POPS: children tell their favourite jokes SONG: All about our school no. 15 – ‘All together as a family’. The words are available in these online Notes (see below) REFLECTION: on refreshment and the need to take a break, to relax and ‘re-charge your batteries’ and take stock Pre-programme questions:

What is a ‘pun’ – do you know any? What does the word ‘refreshment' mean? Can you think of any examples

of refreshment? Does refreshment always mean food and drink? Have you ever heard of Refreshment Sunday? If you set aside a day for

‘refreshment’, what might it include? Story synopsis: Agent Argent & the mystery of the French onion soup, part 1, by Gordon Lamont Agent Argent of the Super Secret Service is being briefed by his boss, D, Head of Service, about his latest assignment, an exciting new foreign venture. D, a committed Francophile, rambles on about the desperate state of French onion soup, and then informs Argent that he has chosen him to head up a new branch of the service in Paris. He will need to liaise with an agent there called Fleur Blanchard, who turns out to be as English as Argent himself. After making arrangements to meet her in Paris, he returns to his office, to find that it has been ransacked, and then he notices the first of many puns scrawled on his desk. He and his fellow agent, Malini, start to solve the riddles, but get stuck on a particularly tricky one. Argent fears that this ‘punster’ is striking at the very heart of the Super Secret Service and decides he will have to postpone his trip to France, until he gets to the bottom of the matter.

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After the programme: STORY QUESTIONS:

Do you have any idea who the punster could be and why he or she is leaving messages for Argent?

These are the messages that Argent has found so far – can you crack the code: ‘Brainbox: what do you call a one-eyed dinosaur? Your pal, The PUNster.’ ‘Oh what do you do if you see a spaceman? Your pal, The PUNster’ ‘Next: What’s bright, sugary and swings from trees?’ Pal PUNster’

Can you think of any other villains in stories, particularly comic books, who use humour to contact their victims?

ACTIVITIES:

Draw a picture of Agent Argent in his office showing all the super spy gear that he might have. Label your picture.

Write a limerick about Agent Argent. You might start with: There once was an Agent named Argent Who worked for a spying department…

What do you do for ‘refreshment’ – a chance to have a break and do something different for a while? Can you think of some new activities for break time at school, which would give your brains a chance to rest? How about a joke wall where everyone can write up new jokes or puns? Or perhaps you could invent a new physical game to give you a chance to burn off some energy?

Do you agree with Loreto when she suggests that, if you get stuck on a problem, often you will find the answer if you leave it alone for a while, do something different and then come back to it? Discuss this is a class to see how many agree and whether they have any examples?

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All together as a family

1 Some can dance and some can sing, Some can fiddle on a violin. Some can bat and some can bowl, Some can tackle and score a goal. Some can paint and some can sew, Some can juggle and some can throw. Some can throw, some can throw.

All that we can do or be All together as a family. All together as a family. All together as a family. All together as a family.

2 Some can run and some can swim,

Some do somersaults in the gym. Some can ride or climb a tree, Some are good at technology. Some can teach and some can guide, Some get everybody organised. Organised, organised. All that we can do or be All together as a family. All together as a family.

Coda One for all and all for one, All together we get things done.

We get things done. All that we can do or be [spoken] 1, 2, 3, 4, 5, 6, 7, 8 All together as a family.

© Judy MacKensie-Dunn

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Programme 10: April fool Themes: The tradition of April fool; having fun, but knowing when to be serious and not take a prank too far Preparation for the programme: FOCUS OBJECT/IMAGE: http://farm1.static.flickr.com/197/441884235_a5e5a60eb2.jpg?v=0 http://farm3.static.flickr.com/2298/2399451070_fe38e38442.jpg?v=0 Programme content: STORY: Agent Argent & the mystery of the French onion soup, part 2, by Gordon Lamont SONG: Come and Praise 2 no. 113 – ‘To ev’rything, turn’. REFLECTION: on appreciating that jokes can be fun, but can be upsetting if they go too far; helping people to join in the fun and be part of a group Pre-programme questions:

Have you ever played an April Fool prank on anyone or been the subject of one?

How can you ensure that April Fool jokes and pranks are fun and not hurtful? Do you know of any that have gone too far and upset people or even hurt them physically?

What can you remember about last week’s story? What are Agent Argent and Malini investigating? Have you solved the latest Pun yet: What’s bright, sugary and swings from trees?

Story synopsis: Agent Argent & the mystery of the French onion soup, part 2, by Gordon Lamont Argent and Malini continue to solve the punster’s riddles, but don’t seem any closer to discovering who is sending them and why. Argent considers phoning Fleur in Paris for her advice, but Malini manages to distract him. Finally, Argent asks Malini to read back all the puns, and his super-sleuth brain suddenly springs into action. The code is a simple one, and now that he’s cracked it, he works out the message contained in the puns. It turns out to be a test that Fleur has devised with the help of Malini. When Argent finally arrives in Paris, he and Fleur soon solve the French onion soup mystery, and, after all that sleuthing, Argent decides that he deserves a bit of a holiday.

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After the programme: STORY QUESTIONS:

Were you ahead of Argent and Malini in solving the puns, discovering the secret message and working out who the PUNster was?

Have you solved the final pun in the story: a prickly bush twenty-four hours? Prickly bush = Holly, 24 hours= day: Holiday!

ACTIVITIES:

Often newspapers have a joke article on April 1st – keep an eye out for them to bring into school. How can you tell if an article is serious or an April Fool joke?

Design the cover for a book version of Agent Argent & the mystery of the French onion soup. What picture will you put on the front and what kind of lettering and other design features will it have? Write the ‘blurb’ that goes on the back – a couple of short paragraphs telling people about the book.

Write your own version of today’s song but with a school theme: A time to work, a time to play…and so on.

Weblinks: www.bbc.co.uk/northernireland/spring/april/index.shtml