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SOMETHING TO THINK ABOUT

Spring 2010

Presenter: Paul Ewing

School Radio Online

Age: 5-7 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 the How to order page of the website for more information Download/podcast: These programmes may also be downloaded or subscribed to as a podcast for 7 days after transmission. For more details go to the Podcast page of the website. Audio on demand: These programmes are also available as audio on demand from the School Radio website for 7 days following transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

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Something to Think About

Spring 2010 These programmes are available as podcasts / audio on demand from the School Radio website for 7 days following transmission. Refer to the transmission dates below to find out when each one is available.

Introduction 3 Planning chart 6 Unit 1: Words of wisdom (proverbs) 7 1. The wisdom of older people 7 Podcast / AOD begins 12/01/2010 2. Falling out...and making up 10 Podcast / AOD begins 19/01/2010 3. Light in the darkness 13 Podcast / AOD begins 26/01/2010 4. Work hard...play hard! 15 Podcast / AOD begins 02/02/2010 5. What are you like? 17 Podcast / AOD begins 09/02/2010 Unit 2: Lives in history 20 6. Florence Nightingale 20 Podcast / AOD begins 23/02/2010 7. Elizabeth Fry 22 Podcast / AOD begins 02/03/2010 8. The Prophet Muhammad 25 Podcast / AOD begins 09/03/2010 9. Eric Liddell 27 Podcast / AOD begins 16/03/2010 10. Maundy Thursday 29 Podcast / AOD begins 23/03/2010

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Introduction

These Teacher’s Notes include:

a planning grid with details of the songs

a suggested object for visual focus including weblinks to images

pre-programme preparation ideas

programme content breakdown

related activities

weblinks for supporting resources (e.g. images for visual focus)

Where to listen: These programmes are suitable to use as part of either school or class assembly. Using the series: You may like to listen straight through, with discussion at the beginning and end or listen in sections, pausing for discussion as you go. Alternatively you may choose to use only one section of the programme at a time and spread the material out over several sessions in a week. For example you may wish to revisit the story and reflection or sing the song a second time or at the end of the day. Participation: Make sure you join in yourself with the listening and the singing. The children will observe your response and it will influence the way they perceive the programme. Stop the programme if the children seem to want to respond or become restless. Encourage the children to sing the songs, which have been chosen to be easy to sing and learn. During the programme the presenter will help the children join in. If they have difficulty, join in with part of the song (for example the chorus or refrain) and listen or tap hands or toes to the rest! Before the programme: Creating the right listening conditions: It’s important that the children can all hear comfortably. Make sure that the loud speakers are at the right height facing the children (preferably a child’s ear height), and that the volume is comfortable for them all. Arrange the seating so that none of the children are too far away from the speakers and any child with a hearing problem (or has a heavy cold) is in a good position. You may find that sitting in a semi-circle or in short lines facing one another with the speakers in the middle is best. Experiment and find the formation that works best for you and your class.

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Creating the right atmosphere: It will help everyone to concentrate if you prepare a visual focus. A focus object has been suggested for each programme in these notes. Some suggestions for images from the web have also been included. This can be used for discussion and preparation - particularly important if you feel some aspect of the story is going to be unfamiliar to your group. You may want to create a special atmosphere by playing music or altering seating and lighting to let the children know that this is a different type of activity and prepare them to listen and take part. During the programme: Getting ready to listen: Show the children the visual focus. Can they guess what the programme is about? You may also like to use the ‘Before the programme’ section in these notes to encourage the children to think about the theme. Thinking about the story: All the stories provide opportunities for discussion. You may wish to talk further about the issues raised during the session, at a later time or even through the week. A time to reflect: Using this part of the programme ensures that the legal requirements for Collective Worship are met. Encourage the children to stop and be still during the reflection / prayer times of the programmes. If at first they are not sure how to respond, stop the programme and settle them down. They may like to shut their eyes or look at the focus object. You might like to light a candle for this special time, which will gradually become a visual cue that the reflection part of the programme is happening. Allow the children time to get used to the quiet and then turn the programme on again. Sitting quietly and thinking may be a very unfamiliar concept to some children. Allow them time to become accustomed to this, maybe over a period of weeks. Meanwhile encourage them to sit quietly and respect the people around them who would like to listen / reflect / pray. It is important that children are given the choice to join in with the prayer by saying ‘Amen’ at the end (which signifies their agreement with the prayer) or just to sit quietly and reflect on what they have heard. This is clearly signalled in the programmes.

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Songs: The songs for this term are split between the collection Come and Praise Beginning and All about our school. Due to programme lengths, it is not always possible to teach the songs during the programmes, so you may wish to prepare these beforehand. The places where Paul teaches parts of the songs in individual programmes are indicated within each programme’s chart of contents. Where the songs are from All about our school or are less familiar songs from Come and Praise we have included the lyrics within these Notes. You may like to replay the recording and learn more of the song after the programme. Thinking about what’s been heard: Go through the main points of the programme again at the end (the programme contents section of theses notes may help). There are some suggested questions you may like to ask the children. What do they remember? What are their ideas? There are further ideas to help with this on the programme pages of these notes. After the programme: There are some ideas for optional related activities for following up the programme content. Podcasts: These programmes are available to download for 7 days following transmission or subscribe to as a podcast. 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 at the Podcast page of the website. Programmes are also available as audio on demand, ‘streamed’ from the School Radio website. While the service is generally reliable, it is not as flexible as acquiring the programme content from pre-recorded CD or by download. Feedback: Your feedback is important to us and helps to shape the series. Letters, drawings and poems from the children are particularly welcome. Please use the Contact us link from the School Radio website.

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Planning grid showing the songs in each programme Title Song Themes

Unit 1: Words of

wisdom (proverbs)

1 The wisdom of older people

While we live we learn (All About Our School, no. 3)

That wisdom comes with age and that we can learn wisdom from those who are older, and from each other Proverb: ‘Wisdom is worth more than silver and brings more profit than gold’.

2 Falling out...and making up

Build up (from All about our school, no. 12)

On being a peacemaker. Proverb: ‘An argument is like a leak in a dam – so stop it before a flood breaks out!’

3 Light in the darkness This little light of mine (from Come and Praise Beginning, no. 21)

Being a good example to others and thinking about the people who we look up to and admire. Proverb: ‘The lives of good people are like lights in the darkness’

4 Work hard...play hard!

New day beginning (from Come and Praise Beginning, no. 1).

On the need for a work-life balance! That sleep and rest are necessary for living active lives.

5 What are you like?

Being a friend (from All About Our School, no.8).

That actions speak louder than words. Proverb: ‘We show what we are like by what we do’

Unit 2: Lives in history

6 Florence Nightingale

Love is something (from Come and Praise Beginning, no. 16)

Learning from the life of Florence Nightingale – a woman of compassion

7 Elizabeth Fry

Chain of love (from All About Our School, no.14).

Learning from the life of Elizabeth Fry – a woman who fought to make our world a fairer place

8 The Prophet Muhammad

Sow a seed (from Come and Praise Beginning, no. 28)

Learning from the life of Muhammad – that we should not waste what God has provided

9 Eric Liddell

Wiggly waggly song (from Come and Praise Beginning no. 34).

Learning from the life of Eric Liddell – using your talents and standing up for what you believe in

10 Maundy Thursday

One and two and three and four (from Come and Praise: Beginning, no. 22)

Learning from the life of Jesus – ‘serving’ others

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Unit 1: Words of wisdom (Proverbs) This unit focuses on some practical words of wisdom from the book of wisdom in the Bible (Proverbs) and helps children to think what relevance these sayings might have for their lives. 1: The wisdom of older people Themes: that wisdom is precious and old people can often be wise because of their life experience. Focus image: a bag of coins or ‘treasure’ of some sort / a picture of a treasure chest full of gold and silver coins. You could use this online image of gold coins. Before the programme:

Show children the ‘treasure’ or the picture. What things do they think of as being precious? What might be more precious than the gold or silver in the treasure bag / chest?

Talk together about things that are precious that can’t be bought with money.

What do children think being wise means? Who do they know who they think are wise? Why?

CD/ Track

Content Notes

CD1 Track 1

This programme introduces the idea that older people are wise and have seen many changes over the years

Paul is celebrating his Nan’s 88th birthday and reflects on all the changes that she must’ve seen over her life so far.

CD1 Track 2

Song: ‘While we live we learn’ (All about our school, no. 3.) See below for the words.

Paul sings the first verse of this follow-my-leader song to remind children how it goes. Encourage children to join in as much as they can. The songs used during this term come from the Come and Praise Beginning collection and also All about our school.

CD1 Track 3

Paul talks about being wise and provides a quote from the Bible on this topic.

The quote says that wisdom is ‘worth more than silver and brings more profit than gold.’

CD1 Track 4

Story: Baaje and the Doko Basket An adaptation by Kate Stonham of a traditional tale about taking care of the old – read by Ruth Wilson

Baaje is an old man and a bit forgetful. His son, Mohit, is finding him increasingly difficult to look after. He has a plan to find Baaje another home, but Baaje’s granddaughter Anu has other ideas...

CD1 Track 5

Reflection: on the value of gaining wisdom.

Ensure everyone is listening carefully.

CD1 Track 6

Prayer: Asking God for help in gaining wisdom and in respecting those who are older and wiser

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story… This is a difficult story to talk about because of the actions of the son - Mohit - and because it touches on some complicated issues about the place of old people in society. On the one hand, the family’s poverty means that Baaje is a financial burden; but, on the other, is it right to send him away? The answers are not altogether black and white and you may need to help children to see this.

How do you think Baaje felt when he heard the things Mohit said about him being clumsy and forgetful?

Why did Mohit want to send Baaje away? What do you think about what Mohit did? What might you have done?

How do you think Anu felt when she heard what Mohit’s plan was? What would you have done in Anu’s place? There are lots of clues about what Anu heard on her journey. What

do you think Anu felt as she was being carried in the basket and heard the sounds of different parts of the journey?

How do you think Anu’s parents felt when they realized that Anu was missing? Do you think it helped them to understand what they had done to Baaje?

Who do you think showed great wisdom in the story? Why? Baaje said ‘If you carry the basket with a smile on your face, it will

become so much lighter’. What do you think Baaje meant? Anu liked to watch the stars with Baaje. What do you like to do with

your grandparents? What do they do that shows the special relationship they have with you?

Follow-up activities… Make a ‘wall of wisdom’ together and write on it wisdom that you as a

class have gained through being at school, or have learned from older people, or other wise thoughts you might know - such as the proverb quoted in the programme. Or you could ask children to write about people they think of as being wise and why.

The proverb quoted in the programme says that wisdom is ‘worth more than silver and brings more profit than gold’. Talk together about what children think this means and how we can become wise. Are there other things that they think are precious in the same kind of way?

Invite some grandparents to come into school and talk to children about what life was like for them as children. Your class could prepare a list of questions to ask them about. Make ‘then’ and ‘now’ drawings, showing some key differences. You could also ask them to leave one piece of ‘wise’ advice for the class to add to your wall of wisdom.

Make a ‘party bag’ for Paul’s Nan’s party, but instead of her giving the usual gifts (e.g. balloons and cake) write what you think Nan’s words of wisdom might be – a special gift to her party guests from a wise old lady.

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While we live we learn

While we live we learn, (while we live we learn) While we learn we grow, (while we learn we grow) And the more we grow, (and the more we grow) So the more we know, (so the more we know)

And the more we know, (and the more we know) Then the readier we will be, For all life's big adventures

And all life's mysteries. For all life's big adventures

And all life's mysteries.

While we live we learn, (while we live we learn) While we learn we grow, (while we learn we grow) And the more we grow, (and the more we grow) So the more we know, (so the more we know)

And the more we know, (and the more we know) Then the readier we will be, For all life's big adventures

And all life's mysteries. For all life's big adventures

And all life's mysteries.

© Judy MacKensie – Dunn. Music Dave Cooke 2004

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2: Falling out...and making up Themes: Proverb: ‘An argument is like a leaky dam – so stop it before it floods!’; how to be a ‘peacemaker’ Focus image: a picture of two people arguing Before the programme:

Show children the picture. What’s happening? What might the people be saying to each other? Why might they be arguing?

What are the things that you argue about? Why do arguments occur? Is arguing wrong? What do you do when people are arguing? How do you sort it out?

CD/

Track Content Notes

CD1 Track 7

Welcome and Paul is trying to catch his pet cat and dog who are fighting.

You might want to use this episode to help children see where the phrase ‘fighting like cats and dogs’ comes from!

CD1 Track 8

Vox Pops: Children talk about things they have argued about.

Listen carefully to the children’s responses. You might like to replay this section after the programme to start a discussion with your class about the things they argue about. Paul shows a can of shaken-up lemonade to illustrate how an argument often occurs as a result of pent-up frustration.

CD1 Track 9

Song: ‘Build up’ (from All about our school, no. 12). See below for the words.

Encourage children to join in with the chorus each time it comes.

CD1 Track 10

Story: Dan-Ogg The Peacemaker. An original story written by Nicky Grischotti – read by Natalie Casey

Dan-Ogg lives on a space station called Zeebog Nine with his super-intelligent parents and his dog Muttlik. His parents argue all the time and one day Dan-Ogg gets so fed up with it that he comes up with a plan to stop them…

CD1 Track 11

Reflection: on being a peacemaker when arguments occur. Paul quotes another Proverb: ‘An argument is like a leaky dam – so stop it before it floods!’

Ensure everyone is listening carefully.

CD1 Track 12

Prayer: about being peacemakers

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme: Talk about the story…

Why do you think Dan-Ogg’s parents argue all the time? How do you think it makes Dan-Ogg feel?

Why do you think Dan-Ogg likes watching programmes about Earth on Space TV? What do you like to watch?

Why do you think Dan-Ogg would like to go to Adventure-Splat? Where do you like to go as a special treat?

Why do you think Dan-Ogg’s parents went very quiet when they saw the super-crossness sum?

What are the things that your family argues about? What causes those arguments? How might you help, like Dan-Ogg helped with his ‘super-crossness sums’?

Follow-up activities… Talk about things that children say people argue about. Role-play the

‘arguments’ that children have suggested and explore possible outcomes, especially what children could do to be a ‘peacemaker’ in each situation.

Draw a map of the part of space where Dan-Ogg lives and what the different parts look like e.g. Zeebog Nine; Planet Splodge and Adventure Splat, etc.

Draw what you think Dan-Ogg’s family and friends look like. Write the story of Dan-Ogg and Mika’s trip to Adventure Splat. Look at a picture of a dam and talk about the proverb that Paul quotes in

the reflection. How is an argument like a leaky dam? How can arguments be stopped before they get out of hand?

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Build up

1. Every word you say, (wo-oh) Every game you play, (wo-oh)

Every silly face, (wo-oh) Every single place, (wo-oh)

You can build up, [spoken] 1, 2, 3, 4, 5! Or you can tear down.

Build up one another,

Build up your sisters and brothers, Build up one another,

Build up!

2. Every joke you tell, (wo-oh) Every name you spell, (wo-oh) Everywhere you go, (wo-oh) Everyone you know, (wo-oh)

You can build up, [spoken] 1, 2, 3, 4, 5!

You can build up, or you can tear down

Build up one another, Build up your sisters and brothers,

Build up one another, Build up! Build up! Build up!

© Stephen Fischbacher. Fischy Music 2002

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3: Light in the darkness Themes: Proverb – ‘the lives of good people are like lights in the darkness’; people who are role models; being a good example to others Focus image: a torch – (or a picture of a lighthouse with the beam shining out across the sea). You could use this online image of a lighthouse. Before the programme:

Talk about children’s experiences of using a torch. When it is used? Why? How are things different when the torch is switched on? If time allows and you can make your room dark enough, you might want to use the torch for real.

Show children the picture of the lighthouse. Talk about the difference that a lighthouse makes in the dark.

How might people’s good deeds be like the light of the lighthouse or the torch? How can their good example ‘show others the way’?

CD/

Track Content Notes

CD1 Track 13

Welcome and introduction from Paul at his friend’s lighthouse by the sea.

Paul explains why lighthouses are necessary.

CD1 Track 14

Song: ‘This little light of mine’ (from Come and Praise Beginning, no. 21).

Encourage children to join in with this familiar song.

CD1 Track 15

Vox Pops: Children talk about people who inspire them.

You might want to replay this section to encourage your children to think about people whom they admire.

CD1 Track 16

Story: Hiss. An original tale by Tracey Hammett – read by Adjoa Andoh.

Will is new at school and finding it hard to fit in. The other children see him as a bit weird because of his unusual pets and call him ‘Hiss’. One day, a mysterious new girl called Georgina arrives in class and, using her storytelling skills, shows the class a different side to Will, with lasting after-effects…

CD1

Track 17

Reflection: on being a light in the darkness – a good example to others. How will you be like a shining light today?

Ensure everyone is listening carefully.

CD1 Track 18

Prayer: thanking God for people who we admire and asking for help to lead by example and be a shining light to others.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme: Talk about the story…

In the story, how do we know that Will doesn’t like going to school? Why do you think he doesn’t like school?

How do you think Will felt when he was teased by the other children in the class? Has anything similar ever happened to you? What would you say to the class about Will?

Why do you think Georgina chose Will to sit by? How do you choose your friends?

Do you think the story really came to life? What stories do you wish might really come to life?

Do you think Georgina, the new girl, was really there? At the end of the story, why do you think Will changed his mind about

being at school? Follow-up activities…

Make a class gallery of ‘Our Heroes’ using portraits children have painted of people they admire and aspire to, adding captions to explain why they have chosen those people. Encourage children to choose ‘everyday’ heroes such as their family etc. as well as more famous examples. How can children learn from the example of their ‘heroes’?

Write the story of the second new girl’s experience of her first day in Will’s class.

Which stories would you really like to come to life? Why? Bring them to life during drama lessons.

Talk together about ways in which you can be good examples to each other in school. You could display these like rays of light shining out of a lighthouse collage or large display.

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4: Work hard...play hard! Themes: that there needs to be a balance between rest and work Focus image: a picture of someone yawning! Before the programme:

Look at the picture. Why might the person be yawning? Explore lots of different reasons together.

Talk about why our bodies get tired and the effect that proper rest has on them.

Talk together about the things children like to do to relax.

CD/ Track

Content Notes

CD1 Track 19

Paul is woken by his alarm clock but does not want to wake up.

CD1 Track 20

Vox Pops: Children talk about ways they like to relax.

Listen carefully to the children’s responses. Paul talks afterwards about the ‘happy balance’ of work with rest.

CD1 Track 21

Song: ‘New day beginning’ (Come and Praise Beginning, no. 1).

Encourage children to join in with as many of the song as they can.

CD1 Track 22

Story: Sophie Snoozebucket. An original story by Sharri McGarry – read by Natalie Casey.

Sophie Snoozebucket has got her body clock confused! She sleeps during the day and is awake at night - with some very humorous outcomes - but it also results in missing an exciting school trip. This spurs her on to do what her mum says – to ‘relax in the evening, sleep well at night and during the day you’ll be bubbly and bright’…

CD1 Track 23

Reflection: on the importance of balance between work and relaxation – and not being lazy.

Ensure everyone is listening carefully.

CD1 Track 24

Prayer: on seizing new experiences and opportunities and finding a ‘happy balance’.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme: Talk about the story…

Why do you think Sophie didn’t sleep during the night? What do you do if you wake up at night?

What advice would you give to Sophie Snoozebucket about how to get a good night’s sleep? What do you do to help you relax before bedtime?

What made you laugh most in this story? Gary and Sarah were inspired by Sophie’s good example – do you think

there were other children in the class who might also have changed their ways? How?

Is there a difference between relaxing and being lazy? What is it?

Follow-up activities… Write more episodes of Sophie Snoozebucket’s daytime sleeping

adventures and make into a class book – where might her skateboard have taken her on other days?

Use data handling methods to find out what the most popular ways to relax are, or what children do at the weekends. Each group could display their results in a different way.

If any children in your class are involved in religious activity (or inactivity!) during the weekends, then talk together about what they do and why (e.g. Mosque worship on Fridays for Muslim children, or Shabbat on Saturdays for Jewish children, or church for Christian children on Sundays).

Find out why our bodies need the proper balance of activity, rest and food. What happens if one of these things goes out of balance? Children draw pictures of the different aspects of work and rest. You could display their work in the plans of a set of large balance scales, one marked ‘rest’ the other ‘work’.

Draw or paint pictures of the things that children like to do to relax. Display Sophie’s mum’s mantra alongside them: ‘Relax in the evening, sleep well at night, and in the morning you’ll be bubbly and bright.’

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5: What are you like? Themes: that actions speak louder than words; that we show what we are truly like by what we do, not just by what we say Focus image: a picture of people shaking hands. You could use this online picture of two shaking hands. Before the programme:

Look at the picture of people shaking hands. When do people do this? Why do they do it? What does it show about the relationship between the two people? (usually that they’re friends!)

Talk together about the things you can tell about someone by what they are doing, e.g. if someone smiles, or hugs another person, or hurts someone etc.

Consider the words of today’s proverb: ‘we show what we are like by what we do’. What do children think this means?

CD/

Track Content Notes

CD1 Track 25

Welcome and Paul is observing people’s reactions in the street.

Paul notices that you can tell something about the people he’s observing by what they are doing.

CD1 Track 26

Song: ‘Being a friend’ (from All about our school, no.8). See below for the words.

Encourage children to join in with the chorus each time and as much of the rest of the song as they can.

CD1 Track 27

Vox Pops: Children talk about what they like about their friends and what their friends like about them.

Listen carefully to the children’s responses.

CD1 Track 28

Story: The two sons. A Biblical story adapted by Rachel Boxer.

Reuben and Jacob are brothers. One day, their father asks them both to help him in the family vineyard. The older son, Reuben, says that he is too hot and tired to help, but Jacob tells his father he will help once he has said goodbye to his friend. When the father arrives at the vineyard with all the equipment they need to tend the vines, he finds a surprise waiting for him…

CD1 Track 29

Reflection: on how we show our true selves by what we do, not just what we say and thinking of one way to show we care about someone today.

Ensure everyone is listening carefully.

CD1 Track 30

Prayer: thanking God for those who care for us.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story…

Have your parents or your teacher ever asked you to help with something? What did you say? What did you do?

Who do you think the father expected to see in the vineyard? Why? What did the two sons SAY? What did they DO? Did their words match

their actions? What do you think the father said to Reuben afterwards? And to Jacob?

How do you think each of the sons felt? Why do you think Jesus told this story to the people in the temple? What

message was he trying to give to them? In this story, Jesus was trying to show people that it’s not enough just

to say the right things - that others can tell what sort of a person we are by what we do, not just by what we say. How can our actions show people what we are like?

This type of story – told with the purpose of illustrating a point – is called a parable. Jesus often told parables to teach people important things about God. Do you know any of his other parables?

Follow-up activities… Display the proverb from the programme on the board: ‘we show what

we are like by what we do’ (or ‘actions speak louder than words’ if you prefer!). Children design posters using speech bubbles to illustrate what this proverb means.

In the programme, we hear some friends being interviewed about what they like about each other. Create interview questions that children could ask groups of friends about each other - e.g. ‘What do you like about your friends?’ ‘Why did you choose them?’ ‘How long have you been friends’, etc.

In drama, role-play situations suggested by children where people say one thing and then do something different. Talk about how the different ‘characters’ feel. Can people who say one thing and do another really be trusted?

Give children time to think about whether their actions really do speak louder than words – do they always do what they say they will? Do they say one thing, but then show people another side to them by what they do and how they treat others? There may be specific things that they struggle with. Create a reflective corner in your classroom with a box for children to post promises in that they make to themselves about these things.

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Being a friend

1. Being a friend is the best thing you can be, 'Cos in the end friends are something we all

need. You could score a goal for England,

Be a pop star on TV, But being a friend

Is still the best thing you can ever be.

2. Being a friend id the best thing you can do, Time and again it’s our friends that help us

through. You could be a millionaire,

Or fly a rocket to the moon, But being a friend is still the best thing you

can ever do.

Whatever we grow up to be, And live in harmony,

Together we all need to see That friendship is the key!

3. Being a friend is the best thing you can be,

'Cos in the end friends are something we all need.

You can score a goal for England, Be a pop star on TV, But being a friend

Is still the best thing you can ever be.

© words Paul Field music Dave Cooke 2003

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Unit 2: : Lives in History

This second unit uses stories from the lives of historical figures as inspiration for children to think about qualities such as compassion, justice, determination and service. Each programme takes children on a journey back through time using the STTA STTA (the Something to Think About Space Time Travel Adventure) capsule!

6: Florence Nightingale Themes: learning from the life of Florence Nightingale, a woman of compassion Focus image: a first aid box. You could use this online image of the words ‘First aid box’. Before the programme:

Talk about the first aid box. What is it? What’s inside? When do people use one? Have you ever needed anything from it? What happened? Who looked after you?

Talk together about other times when people might need medical help and who does what - e.g. in hospitals, surgeries, etc.

Who looks after you when you’re ill? How does it feel to be ill…and be better?! What other jobs connected with caring for people do people do?

CD/

Track Content Notes

CD2 Track 1

Welcome and Paul has a cold and does not feel very well.

CD2 Track 2

Song: ‘Love is something’ (Come and Praise Beginning, no. 16).

Encourage the children to join in as much as they can.

CD2 Track 3

Story: The nurse who lit a lamp at night. A historical tale by Kate Stonham – read by Steven Webb.

Robert is a young soldier who is sent to Crimea during the Crimean War. He is too young to fight, but is given the job of message boy to Florence Nightingale. Through his eyes we see what an amazing lady Florence was and how she showed compassion to everyone she met.

CD2 Track 4

Feature: Report from the Florence Nightingale Museum.

The STTA STTA takes us on a visit to the museum and we ‘see’ some of the exhibits such as Florence Nightingale’s medical chest. You might wish to replay this after the programme when you can show pictures of the artefacts from the museum for children to see at the same time.

CD2 Track 5

Reflection: on people who care for us and how their care for us makes us feel.

Ensure everyone is listening carefully.

CD2 Track 6

Prayer: for doctors and nurses across the world – and that we will show others we care.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story…

How do you think Robert felt when he was sent out to war? How might he have felt when he found out he couldn’t fight because he was too young? Talk about the emotions of the other characters within the story at different points e.g. - Florence, her nurses, the other soldiers, etc.

How did Florence make a difference to the hospital where she worked and the people who came into it?

Why do you think soldiers kissed Florence Nightingale’s shadow as she went past?

How do you think Robert felt when he saw that Florence was ill? Why do you think Florence was the last one to leave the hospital when the

Crimean War ended?

Follow-up activities… Where would you like to travel in the STTA STTA capsule? Who from

history would you like to meet? Write the story of adventures that you might have.

Visit the Florence Nightingale Museum website.You can find images of the medicine chest that Florence took with her to the Crimea as well as many other artefacts from her life and times. Ask children to describe how things have changed from Florence Nightingale’s time. You could make ‘Then and Now’ charts or posters using the images you find in the museum, or other things connected with the story - e.g. hospitals then and now.

Draw what you think the STTA STTA capsule looks like – or make it out of recycled materials if you have the time! Don’t forget to include CAM!!

Find out more about the different occupations of people who look after us, listed in the programme - e.g. dentists, opticians, chiropodists, etc. If you have any parents connected with your class who have one of these jobs, invite them in to answer questions about their job. Children could prepare questions to ask them.

Links: The Florence Nightingale Museum: www.florence-nightingale.co.uk/cms/. The BBC is not responsible for the content of external websites.

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7: Elizabeth Fry Themes: justice in an unfair world; what’s ‘unfair’? Focus image: a ‘Get out of jail free’ card from the game Monopoly. Or you could use this online image of prison bars. Before the programme:

Show the children the card from the game. Find out who’s played the game before. When does the ‘get out of jail free’ card get used in the game? How do people get sent to prison in the game of Monopoly? Is it fair to be sent to ‘jail’ for throwing three doubles, or picking up a Chance / Community Chest card or landing on the square that tells you to go to jail?

Make a list of other things in life that children (or others!) have said ‘It’s not fair!’ about.

What do children know about prison and why people go there? Share ideas as a class.

CD/

Track Content Notes

CD2 Track 7

Welcome and Paul talks about the idea of ‘fair’ and ‘unfair’.

There is opportunity to follow this up further after the programme.

CD2 Track 8

Song: ‘Chain of love’ from All about our school, no.14).

Encourage the children to join in as much as they can.

CD2 Track 9

Story: Elizabeth Fry A historical tale written by Lucy Lethbridge – read by Michael Maloney.

1843, London. Joseph Gurney commits himself at an early age to helping his older sister Elizabeth to visit people in their neighbourhood who are old or sick. Soon they hear about the unfair treatment of prisoners in Newgate Prison and Elizabeth decides to make a big difference to their lives too…

CD2 Track 10

Quiz: Go to prison or go free?

This is an audio version of the quiz on the BBC Schools website based around the story of Elizabeth Fry.

CD2 Track 11

Reflection: on fairness and justice – and doing something when we see something unfair happening.

Ensure everyone is listening carefully.

CD2 Track 12

Prayer: thanks for the life of Elizabeth Fry and others fighting injustice and asking God for help to work in our world to make wrong things right.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme: Talk about the story…

How did Elizabeth Fry make a difference? Why do you think Queen Victoria wanted to meet Elizabeth Fry? Elizabeth liked to sit and think in silence during the Sunday meetings at

the Quaker Meeting Place. What do you think she thought about? What do you like to think about when you get peace and quiet?

How do you think Elizabeth and Joseph felt when they first visited the prison?

Do you think it was fair that so many poor people were sent to Newgate Prison? Why?

What were Elizabeth’s good ideas to transform the prison? How did she make things better for the people who had been sent there?

In the story, we hear that some people didn’t like the idea that Elizabeth spent so much time visiting people in prison and that they thought she should stay at home and take care of her own children. What do you think about what Elizabeth did?

Why do you think that Elizabeth was called ‘the angel of the prisons’?

Follow-up activities… Listen again to the description of the conditions in Newgate Prison in the

story. Make a ‘before and after’ list of things showing what Elizabeth did to change the prisoners’ lives.

Visit the BBC Schools website and play the go to prison game again, or read the story of Elizabeth Fry for yourselves. There are lots of other stories about people from history too.

Be a reporter for a London newspaper. Write the story of Elizabeth Fry or one of the children from the ‘go to prison’ game – what they did and what happened to them. ‘Publish’ your stories as a class newspaper.

Look together at the list you made of things that children thought were unfair. Which things do children think are really unfair, in the light of the story – have they changed their minds?

Links: BBC Schools’ webpages on Elizabeth Fry: www.bbc.co.uk/schools/famouspeople/standard/fry/index.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 was and no more hunger

No more jealousy and hate, Say goodbye to greed and sadness,

Make a change now or it will 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.

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. Circle the world with a chain of love.

© words The Priory CE Primary School, Merton. Music Soo Beer 2003

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8: The Prophet Muhammed (pbuh) Themes: caring for our world; The Three R’s (Reduce, Reuse and Recycle) Focus images: a bag of rubbish (if possible, put together a real one using a mixture of things that can be reused and recycled – washed first of course!) You could use this online image of recycled cans in rubbish bags. Before the programme:

Tip out the contents of the bag of ‘rubbish’. Talk about how the classroom would look if we brought in and tipped out a new bag of rubbish every week. How long would it take before there was no space left for us?! What about the smell..?

Discuss what children know about what happens to the rubbish we throw away. (There are some suggested websites in the follow-up activities section)

Now look carefully at the contents of the bag. Which things could be recycled or reused in some way? How could we cut down on the amount of rubbish that gets into the bag in the first place e.g. buying food with less packaging etc.?

CD/ Track

Content Notes

CD2 Track 13

Welcome and introduction.

Paul is rummaging through some old belongings deciding what he can reuse or recycle.

CD2 Track 14

Paul introduces a TV show on the environment that he has been watching.

Agent Paul, the leader of the Eco-Agents explains why we need to R-R-R more often.

CD2 Track 15

Song: ‘Sow a seed’ from Come and Praise Beginning, no. 28).

This is a follow-my-leader song. Encourage children to join in with the chorus each time it comes and as much of the rest of the song as they can.

CD2 Track 16

Story: What a waste. An adaptation by Rachel Boxer of a story about the Prophet Muhammad – read by Abigail Hollick.

The Prophet Muhammad (pbuh) is travelling with his companions in the heat of the day and everyone is hot and tired. In the distance they spot a stream and everyone is very glad when Muhammad says they can stop. But then he does something they think is very odd…

CD2 Track 17

Reflection: on looking after our world by not being wasteful. Think of one way to Reduce, one to Reuse and one to Recycle.

Ensure everyone is listening carefully.

CD2 Track 18

Prayer: being grateful for our world and asking God to help us to take care of our family, friends and environment.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story…

The narrator uses the words ‘may peace be upon him’ after the first speaking of Muhammad’s name as a mark of respect. What does this show about his importance to Muslims?

How do you think Muhammad and his followers felt on their long journey and then when they saw the stream?

Muhammad’s followers splashed and paddled in the water. What would you have done if you had been there?

Why were Muhammad’s followers so surprised when they saw what Muhammad was doing?

What other ‘good gifts’ do you think Muhammad was talking about when he said ‘Allah gives everyone good gifts’? How can we be responsible with them too?

Follow-up activities… Visit websites encouraging children to ‘Reduce Reuse and Recycle’. See

below for suggestions. Talk to children about what they find out. Find out some more stories from the life of the Prophet Muhammad, or

how Muslims celebrate his birthday. Why do children think that Muhammad is such an important person to Muslims? Who is important in your life? Why?

Conduct a class audit on waste and rubbish – you could start with lunchboxes! How could you as a class or school use less packaging? Or reuse or recycle more? Children could design posters explaining how to Reduce Reuse and Recycle to other children at school. You could widen the challenge to other classes – or the whole school – and review how everyone’s getting on after half a term.

Make models out of recycled materials – you could set a group challenge and give each group the same boxes / bottles / tubes to see what each group will build. Take photos of the results or make the models into gallery exhibits, inviting other classes to view. Children could act as tour guides and explain what their models are about.

Links: www.recyclezone.org.uk/home_about.aspx or www.recyclingconsortium.org.uk/primary/index.htm The BBC is not responsible for the content of external websites.

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9: Eric Liddell Themes: using talents; standing up for what you believe in Focus images: a stopwatch. You could use this online image of an analogue stopwatch. Also, here is an online image of Eric Liddell winning a race. Before the programme:

Show children the stopwatch. What’s it for? Have they ever used one? Set challenges using the stopwatch - e.g. how many times can you jump on the spot / write your name etc. in a minute?

Watch footage of athletes running. Talk about how it feels to run fast. What do children like / dislike about it?

Talk together about what children think a ‘talent’ is? Talk about people they think are talented and why they think that. Do children in your class have special talents?

CD/

Track Content Notes

CD2 Track 19

Welcome and introduction to the Something to think about talent show.

There is an opportunity to follow up this section after the programme.

CD2 Track 20

Song: ‘Wiggly waggly song’, (Come and Praise Beginning, no. 34).

Encourage children to join in with the chorus each time it comes and as much of the rest of the song as they can. The words are included in the notes. Children talk about their talents.

CD2 Track 21

Story: Eric Liddell. A historical tale written by Lucy Lethbridge – read by Mark Bonnar.

It’s 1924 and everyone is talking about the Olympics. In Scotland, everyone’s hopes are pinned on Eric Liddell for a gold medal in the 100 metres at the Olympics in Paris. As the day draws near, Eric receives a letter that tells him he will have to run on a Sunday – and Eric makes a decision that will change his life forever…

CD2 Track 22

Interview: Paul talks to Olympic 100 metres gold medal winning athlete Allan Wells.

You might like to play this again after the programme and talk about the answers that Allan gives to Paul.

CD2 Track 23

Reflection: on using and improving talents and standing by our beliefs.

Ensure everyone is listening carefully.

CD2 Track 24

Prayer: thanking God for talents and skills – and how these help each of us to be special and unique.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story…

Why do you think Eric was known as the Flying Scotsman? How would it feel to win a gold medal? Do you think that was the reason

that Eric tried hard to run his fastest? Do you think people understood why Eric wouldn’t run on a Sunday? Have

you ever had to stand up for something you believed in? What happened? How do you think the people back in Scotland felt when they heard that

Eric was going to run in the 400 metres race instead? Why did crowds show up to greet all the athletes as they arrived in Paris? How do you think Eric felt before the start of the race? Or when he read

what was written on the paper? Or as he ran? Or when he finished? Or as he got the gold medal? Share ideas together.

Follow-up activities…

In the story, we heard that Eric believed that he should not run on a Sunday, but rest and worship God instead. Find out what Christians do on Sundays that makes that day special and different from other days of the week – and why they think it’s important to do this.

Hold a class talent show in which children can showcase their talents – you could make it a fundraising event for charity / your school fund, or for parents to attend. Involve children in as much of the organisation as possible (especially those who don’t want to be on stage) e.g. choosing music, deciding programme order, producing and selling tickets / programmes, keeping track of the budget (if you set one) etc. Many children may feel they don’t have a talent that can be put on a stage, so really encourage children to think of other ways that they are talented - e.g. being a good friend and find a way of recognising this at the event.

Get outside onto your sports field and practice running. Encourage children to try to improve on their individual performances (rather than running against each other) maybe using stopwatches over short distances.

Look at photos of Eric running and see if you can see what was unusual about his running style. Find out more about the Olympics – what they are and where they’ll be held next! What event would children like to take part in and why?

Write a newspaper article reporting on this event in history or look at clips from actual newspapers to see what was written Eric Liddell. You can search the archives of newspapers – e.g. ‘The Scotsman’ for articles.

Links: http://archive.scotsman.com/ You Tube has plenty of clips concerning Eric Liddell – many appraising his character and convictions. The BBC is not responsible for the content of external websites.

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10: Jesus Christ Themes: the celebration of Easter; the story and traditions of Maundy Thursday and what they mean Focus images: a basin of water and a towel. Here is an online image of Jesus washing feet. Before the programme:

Talk about what children see. What might they be used for and when? How does it feel to be clean again after you’ve been dusty or sticky?

Talk about jobs around the house / school that children really dislike doing – and why! Make a list of the top ten worst.

What things do children associate with Easter? Do they think that the basin and towel might be linked with Easter? How?

CD/

Track Content Notes

CD2 Track 25

Welcome and Paul is bouncing around the garden dressed as an Easter bunny!

CD2 Track 26

Song: ‘One and two and three and four’ (Come and Praise Beginning, no. 22).

Encourage children to join in with the chorus each time it comes, and as much of the rest of the song as they can.

CD2 Track 27

Story: Dirty feet. An adaptation by Rachel Boxer of the Bible story of the Last Supper – read by Abigail Hollick.

It is the last time that Jesus will be together with his friends. They don’t know this yet, but Jesus takes them to a room in a house to share a meal together. Miriam is a servant girl in the house, whose job it is to wash people’s feet as they arrive hot and dusty. But she doesn’t get to do her job this time…and events take place that will be replayed in Christian tradition across the world.

CD2 Track 28

Paul considers Maundy Thursday celebrations.

You might like to replay this after the programme to help you to find out more about the Maundy Thursday traditions.

CD2 Track 29

Reflection: on the Maundy celebrations –and treating others as Jesus did.

Ensure everyone is listening carefully.

CD2 Track 30

Prayer: asking God for help to treat others with respect and love, as Jesus did.

Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

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After the programme:

Talk about the story…

Would you like to do the job that Miriam does? What would be the worst thing about it for you?

How do you think Miriam felt when she realised that Jesus and his friends were coming to her master’s house? How do you feel when you have special visitors at home?

How did Miriam decide which of the men was Jesus? Do you think that Miriam’s master ever found out about what happened? Why were the disciples so surprised and angry about what Jesus did? What do you think Jesus wanted them to learn from his example? Why do you think that the tradition of foot-washing became a part of the

Easter celebrations? Why do you think ‘serving others matters to God?’, as Miriam said? Do you think you might feel differently now about doing the job you hated

at the start of the programme?

Follow-up activities… Think together about ways in which you as a class could ‘wash each

other’s feet’, not literally, but metaphorically – in the way that you treat others, showing that you want to ‘serve’ them. Use the empty basin as a focus for reflection – what ‘acts of service’ might we want to do for others? Write them on paper shaped like a bar of soap and place them into to the empty basin (anonymously if you prefer) as a pledge.

Find out where the Queen is going to visit this Maundy Thursday. Look at photos of her visiting different places in previous years and talk about the different parts of the Maundy service that she will take part in, especially giving the Maundy money.

In times gone by, the monarch did actually wash people’s feet as part of the Maundy service. Why do you think they chose to do that? What did it show people about the ‘job’ of being King / Queen? Why do you think the tradition was stopped?

Find out about how and why washing is important in other faiths that you have represented at your school, or study as part of your local agreed syllabus for R.E. / Diocesan Guidelines.

Have an Easter egg hunt around your school playground or field.