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Together – Summer 2007

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Together

Summer 2007

A series provided by the BBC at the request of the Educational Broadcasting Council for the United Kingdom Age: 7-11 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 Audio on demand. These programmes are also available as audio on demand from the School Radio website for 7 days following the original date of transmission. Refer to programme titles below to find out when programmes are available as audio on demand.

www.bbc.co.uk/schoolradio

© This publication contains only BBC copyright material: its contents may be copied or reproduced for use in schools and colleges without further

permission.

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Together

Spring 2007 Teacher’s Notes written by Helen Edwardson and Kate Walker. These programmes are available as audio on demand from the School Radio website. Refer to dates below to find out when each one is available. Introduction 3 Unit 1: Momentous decisions 6 1. A life and death decision 6 AOD 26/04/2007 2. Torn apart 8 AOD 03/05/2007 3. The Flooded Valley, part 1 10 AOD 10/05/2007 4. The Flooded Valley, part 2 12 AOD 17/05/2007 Unit 2: Crazy days of summer 14 5 The Centenary of Scouting, part 1 14 AOD 24/05/2007 6. The Centenary of Scouting, part 2 16 AOD 07/06/2007 7. The Bridge Street Gang go far afield, part 1 18 AOD 14/06/2007 8. The Bridge Street Gang go far afield, part 2 20 AOD 21/06/2007

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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 fulfil 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 pre-recorded cassettes and CDs. Further information is available at this page of the School Radio website: http://www.bbc.co.uk/schoolradio/howtoorder.shtml Programmes are also available as audio on demand from the School Radio website for 7 days following transmission (check the contents table above for dates). The audio on demand is a reliable service – especially on broadband - that allows you to listen to the programme ‘streamed’ over the internet. This means that you can play the programme to your class either:

• direct from a computer • from a hifi by connecting the output of the computer into a suitable

input on the amplifier (which offers enhanced sound quality) • by connecting the computer to an interactive white-board

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. There are instructions on how to do so at the BBC School Radio website: http://www.bbc.co.uk/schoolradio/help.shtml Using the audio on demand service is just as flexible as using a prerecorded cassette or CD of the programmes. You are able to pause the programme whenever you wish and also scroll forwards and backwards through a programme to locate other sections or to listen to sections again.

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Focus objects: Focus objects have been a key resource provided by the Together Teacher’s Notes. In these notes we have continued to provide suggestions for focus objects; however, we have also included suggestions for focus images by providing internet links. 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). We have provided details of the links to the focus images in the relevant information for each programme. The links are also available on the separate Together pages of our website. This enables you to display the focus object while playing the audio file of the programme (you are able to display any webpage while remaining connected to the audio). 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 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). 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.

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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. Further resources are available from www.curriculumonline.gov.uk/

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Unit 1 - Momentous decisions 1: A life or death decision Themes: choices / making decisions under pressure / responsibility to others Preparation for the programme: FOCUS OBJECT: A picture of a small boat with an outboard motor FOCUS IMAGE: http://farm1.static.flickr.com/3/4407664_82a2b383b1_b.jpg http://www.isleofberneray.com/gallery/boats3/smaller.jpg Programme content: STORY: A wing and a prayer by Steve Stickley and Sarah Woodall SONG: Come and Praise 2 no 87 - ‘Give us hope, Lord’ VOX POPS: Children talk about what they would do if they were in the same situation as the story TALK-ABOUT OPPORTUNITY: Pause to talk about how you would have made such a difficult decision VOX POPS: Children talk about difficult decisions they have had to make REFLECTION: On weighing up the choices in a difficult situation to come to the right decision Pre-programme questions:

• What decisions have the class had to make? Were they important decisions?

• How did they decide what to do? • How many of them have been out in a small boat on the sea, a boating

pond or a river? What was it like? What safety precautions do you need to take before going out in a boat?

Story synopsis: A wing and a prayer by Steve Stickley and Sarah Woodall While on holiday in Wales, Jasmine and her father hire a boat to sail round the headland to look for peregrine falcons. But disaster strikes when the boat capsizes and they end up in the water. Jasmine and her father manage to swim to a deserted beach, but they are wet and freezing cold, with no means of calling for help.

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The situation is all the more serious because Jasmine’s father is diabetic and the special pen for his injections has sunk with the boat. As his physical condition deteriorates and he starts to slip into a coma, Jasmine has a life or death decision to make. Should she go for help, which would involve a risky climb up steep cliffs, or should she stay with her father and try to keep him conscious? After the programme: STORY QUESTIONS:

• How do you think Jasmine would be feeling when she realized that her father was ill and she would have to take control of the situation? How well do you think she coped?

• Talk about the possible advantages and disadvantages of the courses of action available to Jasmine. Do you think she made the right choice? Would you have made the same choice in her position?

• Do you think there were any safety measures that Jasmine and her father could have taken to avoid the situation they found themselves in?

• Jasmine kept her father’s spirits up by singing to him. What other sorts of things could you do to comfort or encourage some one who has had an accident or is ill?

ACTIVITIES:

• Talk about basic First Aid. Has anyone in the class had any first aid training? What sort of things have the children learnt in First Aid? Do any of them know anything about diabetes? What did they learn about it in the programme?

• Would the group know who to contact at school if there is an accident? Is there anything that anyone can do to help if there is an accident (See Weblinks below: send for help as soon as possible; don’t move the casualty; sit with them and try to keep them calm)

• Act out the story as a dramatic sequence in small groups. Think about how each character may feel about the situation. If it were you, how would you feel? What would you do to keep everyone calm? How would you feel if someone rescued you? What would you do? How would you thank them?

• Find out about sea safety. You may like to contact the R.N.L.I to find out more about the brave men and women who go out to sea sometimes in bad weather to help keep us safe.

• How do you make difficult decisions? Discuss it together and see how many different ways you think of to solve problems. Is it easier on your own or in a group?

Weblinks: The R.N.L.I. www.rnli.org.uk/who_we_are First aid: www.firstaidforkids.com/ www.redcross.org.uk/index.asp?id=39992&cachefixer= www.sja.org.uk/young_people/default.asp?banner=true The BBC is not responsible for the content of external websites.

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2: Torn apart Themes: Making personal decisions; what’s important to you? Preparation for the programme: FOCUS OBJECT: A globe or atlas FOCUS IMAGE: www.3dnworld.com/users/1/images/UltimateEarth.jpg Programme content: STORY: The Rising by Andrew Bernhardt VOX POPS: Children discuss what they would do if they had to leave their homes in a hurry, because of a storm or flood TALK–ABOUT OPPORTUNITY: Pause to talk about the decisions the family in the story had to make and what you’d have done in their situation REFLECTION: on people all over the world having to make decisions to leave their homes because of circumstances like natural disasters or war SONG: Come and Praise 1 no 65 - ‘When I needed a neighbour’ Pre-programme questions:

• What sort of things do you do together as a group? How do you run the group? How do you make decisions together? Talk about the American festival of Thanksgiving.

• If climate change continues, what do the children think may happen to the place where they live? Use the focus image / object to help you in your discussion.

Story synopsis: The Rising by Andrew Bernhardt It’s the latter part of the 21st Century in the Southern States of the USA, and the Baines family is celebrating the annual festival of Thanksgiving. However, there’s not much to give thanks for this year. They are poor farmers living on the coast of South Carolina, and they are facing an environmental catastrophe. The coastline is slowing slipping into the sea, and any day now their farm and the surrounding land will be immersed in water. They need to get away, but having made the difficult decision to leave their home, they discover that the only available transport to safety has space for only four people – and there are five of them. One member of the family will have to stay behind to face the consequences of the rising waters, but who will it be?

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After the programme: STORY QUESTIONS:

• Why do you think the Baines family was the last to leave their farm when everyone else had already left?

• Why do you think that Dad, in particular, was so reluctant to leave? • How do you think Ruth and Cliff felt when their parents couldn’t agree on

whether to leave or stay? • Think about why Grandpa and Dad each wanted to stay. Do you think the

right person stayed behind in the end? • Do you think Ruth and Cliff did the right thing by unlocking Grandpa’s

door after their father had locked him in? ACTIVITIES:

• Talk about the effects that a rise in temperature may make to your local environment. Would they be good changes or bad changes or both?

• Set up a drama situation in groups of five. You are marooned on a desert island. You have a boat that will only hold four people. Discuss who will go and who will stay and why. Is there any way that you can save everybody?

• Share your dramas together and then discuss how you made your decisions.

Weblinks: American Thanksgiving: www.crewsnest.vispa.com/thanksgivingusa.htm Climate change: www.coolkidsforacoolclimate.com/ www.sierraclub.org/globalwarming/tenthings/ The BBC is not responsible for the content of external websites.

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3. The Flooded Valley, part 1 Themes: Making decisions that affect the community Preparation for the programme: Look at some pictures of Lady Bower Reservoir and find out where it is on a map of England. Have any of the children visited the area (or lived in it?) Why do we need reservoirs? FOCUS IMAGE: The Ladybower Reservoir in Derbyshire: http://farm1.static.flickr.com/79/217772180_490990f1e8.jpg http://l.yimg.com/www.flickr.com/images/spaceball.gif The BBC is not responsible for the content of external websites. Programme content: STORY: Ladybower, part 1 by Andy Rashleigh VOX POPS: Children from Bamford in Derbyshire talk about how they would have felt if they had been Sarah in the story, having to move from her home so that the village could be flooded to create the reservoir. SONG: All about our school no 17 - ‘As we go’ The words/music of the song are available from the album Build up published by www.fischy.com or from All about our school www.bbcactive.com/schoolshop Pre-programme questions:

• Do the children know what a reservoir is? Look at a picture of a reservoir and talk about it together. Why do we need reservoirs? What are they for? What kind of things do we need water for?

Story synopsis: Ladybower, part 1 by Andy Rashleigh It is the summer of 1995 and Sarah has brought a young friend to the Ladybower Reservoir in the Peak District of Derbyshire. She explains to him how it was created by flooding Derwent village, where she lived as a girl. We go back in time to 1932 when Sarah was a young girl living with her father. Times are hard and work is scarce. It’s been noticed by the villagers, particularly Miss Cotterill (Sarah’s piano teacher) that Sarah’s father has been having secret business meetings with Mr Thompson from the Water Board. The Water Board is in charge of two big reservoirs further up the valley. And when Derwent Hall is sold off, Miss Cotterill discovers who it has been sold to and the implications for the valley and the village.

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After the programme: STORY QUESTIONS:

• Why do you think the Water Board went to such lengths to try to prevent the villagers from knowing what they were planning after they’d bought Derwent Hall?

• Talk about the pros and cons of creating the reservoir from the points of view of the people in the cities who needed the water and the villagers who lose their homes. Do you think the Water Board’s decision was the correct one?

• Why do you think Sarah’s father agreed to help the Water Board, even though he was also a villager?

• If you were a villager like Sarah’s father, and you were given the choice of getting a job or keeping your home, which do you think you would choose?

ACTIVITIES:

• Why do we need water? Make a list of all the things you can think of that we use water for. Talk about where our water comes from and how it gets to our taps. Why do you think they flooded the valley?

• Think about your school community. What decisions need to be made about your school community that affects everyone in the school (e.g. new litter bins in the playground; changes in school rules)?

• Was it right to flood people’s homes? Is it ever right to take away somebody’s home?

• Write a story from the perspective of someone whose home is about to be flooded. What would they be feeling? Thinking? Wishing? Doing?

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4. The Flooded Valley, part 2 Themes: Making tough decisions. Preparation for the programme: FOCUS IMAGE: The Ladybower Reservoir in Derbyshire: http://farm1.static.flickr.com/79/217772180_490990f1e8.jpg http://l.yimg.com/www.flickr.com/images/spaceball.gif The BBC is not responsible for the content of external websites. Programme content: STORY: Ladybower, part 2 by Andy Rashleigh VOX POPS: Children from Bamford in Derbyshire talk about what their views might have been if they had been living in Derwent village at the time the valley was flooded SONG: All about our school no. 13 – ‘Together’ The words of the song are available on page 18 of this set of Teacher’s Notes: www.bbc.co.uk/schoolradio/pdf/stta_spring_2006.pdf Pre-programme questions:

• Talk about last week’s programme. What have pupils found out about Ladybower Reservoir since last time? Have they changed their minds about flooding people’s homes? Do they know of similar thing that has happened in your locality?

Story synopsis: In part 2 of the story, Sarah is once again showing her young companion around Ladybower Reservoir in the summer of 1995 and reminiscing about the time when she was a girl and the reservoir was created by flooding the village where she lived… Sarah’s father is working for the Water Board on the project as site foreman, but the rest of the villagers are very disgruntled about having to leave their homes, where they have grown up and have many memories. But, in spite of their protests, eventually they have to move to a new village built especially for them. The new reservoir is opened in a ceremony lead by the King.

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After the programme: STORY QUESTIONS:

• Sarah was very knowledgeable about the area where she lived. Can you think of places near where you live that would be interesting to visitors? See how many places you can think of and say why you think they are interesting.

• Why did the villagers not want to move to new houses? If you had the chance to move to a new house, but in a different area, do you think you would want to go?

• Why did Miss Cotterill in particular not want to leave the village? • Do you think Sarah’s life would have been different, if she hadn’t had to

leave the village? In what way(s) would it have been different? ACTIVITIES:

• Spend a few quiet moments thinking about your home / school / community. How would you feel if your home was going to be flooded. Write a list of words that come to mind. Share your feelings together and use them as the basis of a class poem about losing something that is very precious to you.

• Think about making a new start. How do you face making a new start? In groups of two or three talk about ‘starting again’. Use your discussion to make up a drama scene called ‘A new start.’

• What is important about your school or community? Is it just buildings or something else? Discuss it together as a group. How would you like your school to be remembered in 100 years time? Write an ‘epitaph’ for your school.

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Unit 2 – Crazy Days of Summer

5: The Centenary of Scouting, part 1 Themes: Belonging to a group; helping other people Preparation for the programme: FOCUS OBJECT: A picture of Robert Baden Powell or some scouting objects. FOCUS IMAGE: An online picture of Baden Powell is available at this link: http://honneur.au.scoutisme.free.fr/monde/bp/bpjagger.jpg Programme content: VOX POPS: Children talk about what it’s like to be a member of a cub pack STORY: Do your best, part 1 by Gordon Lamont SONG: Come and Praise 2 no. 68 – ‘Kum Ba Yah’ REFLECTION: On following the example of Scouts in helping others Pre-programme questions: Do any of the pupils belong to Beavers, Cub Scouts, Rainbow Guides or Brownies? Can they tell the rest of the group what they do and what it is like? Or do they belong to any other groups? Story synopsis: Do you best, part 1 by Gordon Lamont Jack and Mahinda are keen cub scouts and are looking forward to going on camp, which this year will be a special event to mark the Centenary of Scouting. Unfortunately Jack’s mother has been involved in an accident and Jack is nervous about going away from home. However, something happens to take his mind off his troubles, when Akela reminds the pack that they have to clear out the old scout hut before going off to camp. The hut has served them well since the 2nd World War, but is going to be pulled down. While they’re clearing out, Jack and Mahinda discover some letters from a boy called Pete to his younger brother, Tom, who has been evacuated to the village. The brothers are both scouts, but Pete’s duties as a Scout in London during the Blitz carry an element of danger. When Jack and Mahinda read the last letter from Pete, they’re worried about what might have happened to him.

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After the programme: STORY QUESTIONS:

• Jack and Mahinda have a lot of fun as cub scouts. What kind of activities do they participate in? What do you think the best thing about being a scout would be?

• What kind of things did Pete have to do as a scout in London during the Blitz? Talk about whether you think you would have been able to do what Pete did and how you would have felt.

• Talk about the kind of things that cub scouts do today that benefit other people, and how important you think that is.

ACTIVITIES:

• Discuss things that you do by ‘working together’ as a team. Do pupils enjoy working with other people? What are the advantages of doing things as a group and what are the disadvantages?

• What experiences have any of the pupils had of camping? What do you have to do? What do you take with you? Write a class story about camping.

• Find out more information about the Second World War. Make a collection of Second World War memorabilia or pictures. How would it have affected the pupils’ day to day lives?

Weblinks: All you need to know about Brownies, Cub, Scouts, Guides… http://eng.scouting2007.org/ www.scouts.org.uk/cubs/ www.scoutbase.org.uk/6to25/cub/ www.girlguiding.org.uk/brownies/ www.guidingessentials.org.uk/mall/Girlguiding/about/uniform.stm The BBC is not responsible for the content of external websites.

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6: The Centenary of Scouting, part 2 Themes: Celebrating special occasions; being away from home Preparation for the programme: FOCUS OBJECT: Some images from the Second World War FOCUS IMAGE: Destruction caused by war… www.reading.gov.uk/Images/cultural-leisure/History/war.jpg Archive photo of early Scouts… http://histclo.com/youth/youth/image/imgmain/1929-EngGer01.jpg Programme content: STORY: Do your best, part 2 by Gordon Lamont VOX POPS: Interview with Sophie, from Lord Mayor’s Scout group, about special events to mark the Scouting Centenary REFLECTION: on how you could make life better for other people SONG: All about our school no. 14 – ‘Chain of love’ The words of the song are available on page 25 of this set of Teacher’s Notes: http://www.bbc.co.uk/schoolradio/pdf/stta_spring_2006.pdf Pre-programme questions:

• Talk about last week’s story. What happened? What were the boys doing? Why were they looking in the cupboard? What did they find out from reading the letters?

Story synopsis: Do your best, part 2 by Gordon Lamont In part 2 of the story, Jack and Mahinda show Akela the letters from Pete to Tom. To their amazement they discover that Tom still lives in the village. They meet up with him and he tells them how Pete visited him in the village and revealed how he had been hurt during a night of particularly bad bombing in London. When Pete eventually Pete had to go home, Tom found it very hard, knowing that he was going back to face more danger. But he knew Pete was needed in London and that he had to go. Fortunately, the bombing was coming to an end and Tom was able to return home too. Tom’s stoicism and Pete’s bravery give Jack in particular food for thought.

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After the programme: STORY QUESTIONS:

• How do you think Tom would have felt when the letters from Pete stopped arriving?

• Think about the description of the night when Pete was hurt. What personal qualities do you think he needed in order to be able to act as he did?

• What lengths do you think you would be able to go to in order to help others?

• Talk about the Cub Scout law and think of ways in which you could do a ‘good turn’ to help others every day.

ACTIVITIES:

• How would have felt if you had to leave home and live with people you didn’t know? What sort of things would you miss? What would you have done to try to remember home?

• Why are promises important? Discuss this together and then write a poem entitled ‘Promises.’ Can you make up some ‘class’ or ‘school’ promises? See if you can keep your promises for a week / a month / a term.

• What do you think you could do to ‘promote peace’ in your school or community? Start by talking about the ideas from the programme and then see how many others you can think of?

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7: The Bridge Street Gang go far afield, part 1 Themes: Summer / holidays Preparation for the programme: FOCUS OBJECT: holiday pictures FOCUS IMAGE: The Bridge Street gang travel on an old bus to their ‘sojourn’ in North Wales… http://www.dalesbus.org/vintage_bus_bainbridge.jpg The BBC is not responsible for the content of external websites. Programme content: VOX POPS: Children talk about their favourite holidays STORY: Shimmy and the grand summer sojourn, part 1 by Derek Farmer SONG: Come and Praise 1 no. 47 – ‘One more step’ REFLECTION: on different types of holiday Pre-programme questions:

• Where have the pupils been on holiday? Did they go to the sea? A city? Or the countryside?

• What did they do and did they enjoy it? Story synopsis: Shimmy and the grand summer sojourn, by Derek Farmer The Bridge Street Gang (Jimmy, Fish and Tranmere) are off on a free weekend’s holiday with the Congs Sunday School to an old farmhouse in North Wales that Mr Herbert (Herbie) has inherited. Included in the group is a girl they don’t know very well called Sioned, or Shimmy as the Bridge Street Gang call her, because they can’t pronounce her name. The trip doesn’t get off to a very good start, when Mr Herbert arrives driving a battered old coach to take them to their destination. They eventually arrive at the farmhouse after a very eventful journey, but their adventure has scarcely begun…

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After the programme: STORY QUESTIONS:

• Why do you think Jimmy, Fish and Tranmere hadn’t got to know Shimmy? Why did they think she was different from them?

• Can you remember how many disruptions they had to their journey and what they were? Have you ever been on a journey that you were looking forward to and been delayed or had problems? How did you feel about it?

• When they arrived at the farm, how did the boys react? Do you think they were disappointed?

ACTIVITIES:

• Think about something that you had really been looking forward to. Why were you looking forward to it so much? Did it live up to your expectations?

• Write a list of all the places you have visited as a class, individually or with your family. Try to collect pictures or photos of the places and make up a class holiday photo album.

• Write about an imaginary holiday. It could be somewhere you have been already or it could be an imaginary journey to the Antarctic or even the moon! Don’t forget to tell everyone how you felt before you left, on the way and when you got there and what you enjoyed the most / the least.

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8: The Bridge Street Gang go far afield, part 2 Themes: Learning new things / overcoming prejudice Preparation for the programme: FOCUS OBJECT: some holiday snaps FOCUS IMAGE: A happy holiday bus… www.heartofheywood.org/images/summer%20holiday.jpg North Wales, where the Bridge Street Gang spend their summer sojourn… http://farm1.static.flickr.com/38/113811481_d7587be95b.jpg The BBC is not responsible for the content of external websites. Programme content: STORY: Shimmy and the grand summer sojourn, part 2 by Derek Farmer SONG: All about our school no. 3 – ‘While we live we learn’ The words of the song are available on page 16 of this set of Teacher’s Notes: http://www.bbc.co.uk/schoolradio/pdf/stta_spring_2006.pdf REFLECTION: collage of holiday sounds Pre-programme questions:

• Go back over last week’s story. What happened when they set off on holiday? Were they enjoying themselves?

Story synopsis: Shimmy and the grand summer sojourn, part 2 by Derek Farmer On their first day on holiday at Mr Herbert’s farmhouse in North Wales, Jimmy, Fish and Tranmere are enjoying the sunny weather, and remarking how quiet it is. The silence is broken, however, when a car approaches and a dog is bundled out of it. The boys take care of the dog and name him Austin. When Mr Herbert has to take Miss Pilcher to hospital following an accident during a game of rounders, the youngsters are trusted to look after themselves. Unfortunately the ball gets lost in the wood and Shimmy goes to look for it. When she doesn’t return, Jimmy, Fish and Tranmere pluck up the courage to go in to the wood to look for her. They and Shimmy eventually find each other in the wood and, when Austin nearly gets himself and them into trouble with the farmer, the boys discover that they might have misjudged Shimmy.

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After the programme: STORY QUESTIONS:

• Why do you think Shimmy wasn’t afraid to go into the wood, but the members of the Bridge Street Gang were?

• Shimmy could speak another language, which helped her get them out of trouble? Do you speak another language, or know people who do? Do you have any examples where being able to speak another language has helped in a difficult situation?

• Have you been on holiday to another country where they speak another language, or to another part of the UK where they have a different accent? Did you find it easy to get to know the people who live there?

• What do you think the Bridge Street Gang learned from their summer sojourn?

ACTIVITIES:

• What do you look forward to in the school summer holidays? What do you do? What do you do in the holidays when you stay at home? Do you go to holiday club / play in the garden or the park? Play with your friends? Do things with other family and friends?

• The children in the story played rounders. Choose a game that you know very well. Working in groups, write a set of instructions describing how to play the game and explain the rules. Read each other’s instructions and maybe try to play the game only using the instructions. What is it important to include? Did you leave anything out that was very important?

• Draw scenes from the story (today’s story or one that you have made up) and write captions to tell the story to make your own cartoon story. Put in speech bubbles and sound effects! Stick the story on the wall or in the corridor. Share your story with another class.