together spring 2013 - bbcdownloads.bbc.co.uk/schoolradio/pdfs/together_spring_2013.pdf · unit 1:...

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School Radio © BBC 2013www.bbc.co.uk/learning/schoolradio

School Radio

Together Spring 2013

Presenter: Gemma Hunt

Age: 7-11

CDs: These programmes are available to order (for UK schools only) on pre-recorded CDs from:

BBC Schools’ Broadcast RecordingsTel: 0370 977 2727 Monday to Friday 0800 to 1800

Or visit the Order CD page of the BBC School Radio website:

www.bbc.co.uk/learning/schoolradio/ordercd

Downloads/Podcasts: These programmes are available as downloads or podcasts for 30 days following transmission. Further information at the Podcasts page of the website:

www.bbc.co.uk/learning/schoolradio/podcasts

Audio on demand: These programmes are also available as audio on demand for 7 days following transmission from the BBC iplayer.

Refer to the transmission dates below to find out when programmes are available as podcasts and audio on demand.

Together on bbc.co.uk/learning/schoolradio

These Teacher’s Notes are primarily intended for print. The content - with additional features - can also be found on the Together pages of the School Radio website.

The website pages include details of all programmes for the coming year as well as online versions of focus images, which can be displayed on your IWB or computer while listening. Go to:

www.bbc.co.uk/programmes/b03g64pp

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

www.bbc.co.uk/schoolradio/ordercd/

www.bbc.co.uk/schoolradio/podcasts/

bbc.co.uk/learning/schoolradio

bbc.co.uk/learning/schoolradio


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www.bbc.co.uk/programmes/b03g64ppTogether - Spring 2013

Contents

Teacher’s Notes written by Dave Hill.

These programmes are available as podcasts (30 days) and audio on demand (7 days) from the School Radio website following transmission. Refer to dates below to find out when each one is available.

T

Introduction 3

Unit 1: New Year, New You! 5

1. Resolutions 5Podcast / AOD begins 11/01/2013

2. Identity 6TPodcast / AOD begins 18/01/2013

Unit 2: Heroes 7

3. Freedom of race 7Podcast / AOD begins 25/01/2013

4. Freedom of women 9Podcast / AOD begins 01/02/2013

5. Freedom of thought 10Podcast / AOD begins 08/02/2013

6. Freedom of choice 11 TPodcast / AOD begins 22/02/2013

Unit 3: Journeys 12

7. Journey of a dream 12Podcast / AOD begins 01/03/2013

8. Short journeys 13Podcast / AOD begins 08/03/2013

9. Long journeys 14Podcast / AOD begins 15/03/2013

10. Journey to the cross 155

Podcast / AOD begins 22/03/2013


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IntroductionTogether 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/learning/schoolradio/ordercd

Programmes are also available as downloads or podcasts for 30 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.

The podcast service is a perfectly suitable alternative to acquiring the programmes on pre-recorded CDs, provided you are happy not to use a CD player for playback. More information here:


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 via the BBC iplayer.

However, we would 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 images:

Focus objects have been a key resource provided by the Together Teacher’s Notes. In these notes we have provided focus images which you can display be clicking on the link underneath each picture.

The images come direct from the BBC and appear as individual photographs without any additional page information - so you do not need to worry about displaying any distracting or unsuitable information.

We assume that many teachers will continue to wish to provide their own focus objects and 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.


http://www.bbc.co.uk/schoolradio/howtoorder.shtml

http://www.bbc.co.uk/schoolradio/podcasts.shtml

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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 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.

• CD. There is a double 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 BBC Active.

Podcasts:

These programmes are available to download for 30 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 School Radio website:


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 website:

www.bbc.co.uk/schoolradio/contactusform


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Unit 1: New Year, New You!U1: Resolutions

Themes: Exploring the freedom we have to change our mind and actions

Preparation for the programme:

FOCUS IMAGE: Making a list of New Year’s resolutions

Click on the image to display a larger version

Programme content:

VOX POPS: Children talk about the New Year’s resolutions that they’ve made in the past and share their thoughts on how useful they are.

STORY: Zac Rap by Dave Hill

SONG: All about our school, no 2 - ‘Back in school again’

REFLECTION: …children are asked to consider whether they’d like to make a resolution. Time is given for them to consider what resolution, if any, they may wish to make and what they can do to help them keep that resolution.

Pre-programme questions:

• What are some of the ways that we celebrate New Year?

• What is a New Year Resolution?• Have any of the children ever made a New

Year resolution before? (Take responses, asking them to share the resolutions that they’ve made.)

• Ask the children to consider whether there any changes that they can make to create a better future for themselves or someone else?

Story synopsis: Zac Rap by Dave Hill

A quirky telling of the story of Zacchaeus meeting Jesus from the Bible. Zacchaeus is an unpopular tax collector, due to him collecting more than he should and pocketing the change. He’s also very short, so when Jesus visits his hometown he climbs a tree to enable him to see.

Jesus has lunch at Zacchaeus’ house and during the conversation Zacchaeus has a paradigm shift. He emerges a different man and ends up paying back the money that he’s stolen...plus a little compensation besides.

After the programme:

STORY QUESTIONS:

• Why do you think Zacchaeus stole from people? And how did he feel about it?

• What do you think Jesus said to Zacchaeus that made him change his mind about money?

• What do you think would have been the biggest challenge to Zacchaeus: giving four times the amount of money back to people or never stealing again?

ACTIVITIES:

• Give each child a post-it note and ask them to write or draw a picture of something that they want to achieve in the next year. Once they’ve done that ask them to turn the post-it note over and write on the other side what they can do today to begin to make that happen.


http://www.bbc.co.uk/learning/schoolradio/img/Tog_Spr13_01.jpg

http://www.bbc.co.uk/learning/schoolradio-assets/img/Tog_Spr13_01.jpg

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• Separate the children into groups of 5/6 and get them to act out the story of Zacchaeus (The story is found in the Bible in the Book of Luke, Chapter 19, verses 1 - 10). Afterwards challenge the children to devise and act out what they think life would be like for Zacchaeus one year on.

• Arrange the children in groups at their tables and hand out some magazines and newspapers. Ask them to cut out images and/or text that inspires them and, in some way symbolises something they’d like to achieve or someone they’d like to be like. Get them to stick the images and/or text onto a sheet of paper. Encourage them to think about a resolution in light of what they have created and to put that resolution into a clear and simple sentence. Get them to write that sentence in a pen across the collage.


2: Identity

Themes: Celebrating the uniqueness of every person, including ourselves.


FOCUS IMAGE: Everyone is different


Programme content:

VOX POPS: Children discuss things that make them similar to members of their families and other traits that make them unique.

STORY: Power Boy by Rob John

SONG: Come and Praise, Beginning, no 31 - ‘Every colour under the sun’

REFLECTION: …children are given time to consider what makes them different. They are also encouraged to reflect and enjoy the unique qualities of their friends.


• Get the children to arrange themselves in order of shoe size; then by birthday date and finally by hair colour. Make the point that we’re all different.

• Ask: who has the right colour hair, the right shoe size, the right birthday? Make the point that no one colour, size or date is right or wrong - variety is to be celebrated.


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• Ask the children to consider (but not share their answer) whether there are things about themselves that they find hard to accept, or wish were different in some way?

• If variety is good, does that mean we should enjoy or regret the way that we are all unique?

Story synopsis: Power Boy by Rob John

The story follows Christopher Mullins, a regular looking 10-year-old boy with a fantastic capacity for day dreaming. It often gets him in trouble and frequently causes his mother to despair. But, one day, an opportunity comes his way. Will he be able to put into practice all the rehearsing that he’s done in his head...


STORY QUESTIONS:

• What was it about Christopher Mullins that got him into trouble?

• What are some problems with daydreaming?• What are some good things about

daydreaming?• How did Christopher’s daydreaming come in

useful?

ACTIVITIES:

• Write every child’s name on top of a piece of paper. Either in groups or as a whole class, get children to write something positive about the child whose name is at the top. You may want to assess and veto each sheet before giving them out. This should affirm each child’s individual qualities.

• Arrange the children in pairs and give each pair: a piece of paper, a cardboard roll, 1 pencil, 5 paperclips, 3 balls of cotton wool and glue and paint. If possible give every pair the same items and of course add any of your own. The challenge is to see what each couple can make in 10 minutes. Everyone will make something different and each pair will learn the value of each other’s opinions.

• Give every child a piece of paper and ask them to write the ‘top 10 voices’ in their lives - ie the people that have greatest influence on them. Beside each name write one word that you admire about them. Get them to put their own name on the list and one word that they admire about themselves.

Unit 2: HeroesU

3: Freedom of race

Themes: Focusing on the rights of all people, regardless of race.


FOCUS IMAGE: Nelson Mandela casting his vote in the South Afriacan elections of 1994.


Programme content:

HISTORICAL INFORMATION: A brief guide to the life of Nelson Mandela - his imprisonment, release and election to the position of President of South Africa.

STORY: Walter’s whistle by Abiola Johnson

SONG: Come and Praise, no 71 - ‘If I had a hammer’

REFLECTION: …children are asked to consider how they might feel if they were a second class



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citizen and how they might create change. They are given time to ponder on whether injustice should ever go unchallenged and what they can do to create equality.


• Have you ever been a victim of an injustice? If so, how did it make you feel?

• Do you think it’s possible to resolve an unjust situation well?

• What do you know about Nelson Mandela?

Story synopsis: Walter’s whistle by Abiola Johnson

A moving story of the friendship that grows between a boy, Stevie and an old man, Walter. Stevie’s on his school holidays and has time to get to know Walter - an exile from South Africa - and hear his story and enjoy the music that he plays on his tin whistle. As Walter’s story unfolds, Stevie hears about the history of South Africa and also learns how to play the whistle. But it’s not all about the past, both are given a challenge for the future.


STORY QUESTIONS:

• Why did Walter leave from South Africa? • What do you think it was that made Walter

return to his homeland?• What difference did Walter make in Stevie’s

life?

ACTIVITIES:

• Divide the children into groups of 4-6 and get them to devise a situation that is unfair. After each group has done this, get them to create three possible outcomes: one that makes matters worse, one that doesn’t create change (and probably allows negative feelings to fester) and one that creates a positive outcome. Ask each group to share their scenarios and consider asking the children to act them out.

• Arrange the children in pairs, one as the ‘listener’ and the other as the ‘talker’. Have the ‘talker’ tell the ‘listener’ something that

happened to them that was unfair. The ‘listener’ has to keep quiet until the ‘talker’ has finished. If the situation is unresolved they can work together to create a good solution. When finished, swap roles.

• Give the children the challenge of writing a news paper piece on Nelson Mandela’s life and the contribution that he has made.

Weblinks:

Further BBC Schools resouces on Nelson Mandela:

www.bbc.co.uk/schools/primaryhistory/famouspeople/nelson_mandela/

The Nelson Mandela Foundation:

www.nelsonmandela.org

The BBC is not responsible for the content of external websites.

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/nelson_mandela/

http://www.bbc.co.uk/schools/primaryhistory/famouspeople/nelson_mandela/

http://www.nelsonmandela.org

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4: Freedom of women

Themes: Focusing on the equality of the sexes by considering the life of Emmeline Pankhurst and the suffragette movement.


FOCUS IMAGE: A suffragette


Programme content:

VOX POPS: Children share what they know about suffragettes.

STORY: A suffragette’s story by Sue Reid

SONG: Come and Praise, no 43 - ‘Give me oil in my lamp’

REFLECTION: …children are encouraged to think about injustice and the suffragette expression, ‘deeds not words’ and how it might apply to their lives.


• What do you know about the suffragettes? • Do you think that women should have the

same rights as men? • Would you say that both sexes have equal

rights today in this country...and in your school?

Story synopsis: A suffragette’s story by Sue Reid

The story is told by a young suffragette recounting how she has come to be in prison. She recalls a protest during which she and her comrades chained themselves to bars outside Buckingham Palace and how they are removed by the police. It highlights some the entrenched attitudes of the day and the struggle that these brave women fought to obtain their goal.


STORY QUESTIONS:

• If you experienced what the suffragette in the story did what would you find hardest / scariest?

• What was it that made the suffragettes willing to experience all the difficulties and challenges that they did? What was it that kept them going?

• Is there anything that you feel strongly about? Enough to go through battles like the suffragettes?

ACTIVITIES:

• Organise the children into pairs and assign one person the role of reporter and another the role of suffragette. Get them to imagine that they are meeting 100 years ago before equality was established. Set them the challenge of rehearsing an interview. Plan the questions and answers and then, if possible, record the interviews using a microphone and computer.

• Arrange a debate in which two people are arguing for equality for women and two people are arguing against. Have someone be chairperson of the debate. You could do this as a whole class with everyone else watching or do it as group work.

• In groups get the children to design a poster of thanks to the suffragettes, using the word ‘suffragette‘ as an acrostic.


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5: Freedom of thought

Themes: Focusing on the freedom that we have to hold our own opinions.


FOCUS IMAGE: A picture of someone thinking.


Programme content:

VOX POPS: Children respond to some of the hot topics of the day - e.g. who they think is the best Doctor in Dr Who. The emphasis is that the children are free to hold their own opinions.

STORY: The final stone by Rachel Boxer

SONG: Come and Praise, no 87 - ‘Give us hope Lord’

REFLECTION: …listeners are encouraged to consider whether they value other people’s beliefs as well as their own. They’re reminded of the freedom that we have to change our mind and are asked to think about how they express their thoughts.


• Play a game of ‘Would you rather..?’ Ask the children what they would rather do on a variety of questions - eg ‘would you rather eat an egg or a cheese sandwich?’ The children must choose one or the other.

• Are any of the responses to the last question wrong?

• Just because someone believes something does it mean that they’re necessarily right?

Story synopsis: The final stone by Rachel Boxer

The story of Stephen’s final few hours is told by Saul, who was partly responsible for his death. Stephen was killed for refusing to deny his faith and Saul tells of his bravery and courage in holding firm to what he believed. Years later Saul, the narrator - later to become St Paul - shares his regret at his involvement and also shares that he now has the same faith that Stephen died for.


STORY QUESTIONS:

• Why was Stephen killed? • How else could the people who killed him

have responded? (Even if they didn’t agree with him).

• What are some emotions that Saul / Paul experienced as a result of Stephen’s unnecessary death.

ACTIVITIES:

• Arrange the children in groups of 5/6 and get them to devise a drama with two children having an argument in the playground. Get them to devise and rehearse contrasting endings, one with people acting against freedom of speech and one where the people are for freedom of speech.

• Arrange the children in pairs and give each pair a piece of paper and ask them to write a word in the middle of it. Then ask them to choose a word that is important to them but also something that people have differing opinions about. The aim is to illustrate and mind map a variety of opinions relating to the word that they can think of - e.g. music; too loud, X Factor, Dads’ music...


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6: Freedom of choice

Themes: Exploring the lack of choice that many people living in poverty experience.


FOCUS IMAGE: A well with fresh running water


Programme content:

INTERVIEW: Gemma interviews Anna Rickards, a Manchester police officer, who visited Uganda as part of a project organised by the charity Retrak to help impoverished street children.

STORY: Story of a slum worker by Dave Hill

SONG: All about our school, no 14 - ‘Chain of love’

REFLECTION: …children are challenged to think about how they might respond to hearing about the lack of choice that many people in the world are faced with.


• What does the word ‘poverty’ mean? • One definition of poverty is ‘lack of choice.’

What do you think that means? • What are some choices that you made this

morning?• How would you feel if you couldn’t make any

choices? What would you miss the most?

Story synopsis: Story of a slum worker by Dave Hill

The story follows a charity worker as he walks through Kisenyi, a large slum in Kampala, Uganda. He reflects on a recent visit and encounters many of the children who she works with there, all of whom have a story. Emmanuel, one of the children, has a happy chapter in her story that is just beginning.


STORY QUESTIONS:

• What do you think a Tuk Tuk is? (A motorbike taxi).

• What do you think a slum is?• Why do children end up living in the slum?• What are some things that the Retrak charity

does to help street children?

ACTIVITIES:

• Street children in Kampala and other cities sometimes travel from homes that are very far away in search for work and money to provide for their families. But when they arrive at their destination they often discover that there is no work and they are stuck and forced to live on the streets. In groups, design a poster that advertises for children not to leave home in search for work.

• Give each child a piece of paper and ask them to draw a picture of all the choices that they make in a day. Highlighting some of the things they are grateful for. On the other side of the paper draw a picture of some of the decisions that a street child might make in a day.

• Discuss in groups what are some things that you could do in light of what you’ve heard to help those less fortunate than yourselves.


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Unit 3: Journeys7: Journey of a dream

Themes: Thinking about dreams.


FOCUS IMAGE: The moon


Programme content:

VOX POPS: Children share some examples of their dreams.

INTERVIEW: With a dream expert who sheds a little light on the peculiar and fascinating world of dreams.

STORY: Dog story by Rob John

SONG: All about our school, no 7 - ‘God is watching over you’

REFLECTION: …listeners are given some time to listen to the music, consider their dreams and reflect on what they might mean.


• Can anyone remember a dream that they’ve had?

• Do you think it meant anything? • Why do you think we dream?

Story synopsis: Dog story by Rob John

A heart-warming story about a boy and his dog called Bob. It explores the similarity and differences between dream and reality and the fine line between the two.


STORY QUESTIONS:

• How did the boy feel when he woke up?• Why was he disappointed?• Dreams are often so realistic that we believe

them. Have you ever felt disappointed or relieved after a dream?

• Did the dream come true?

ACTIVITIES:

• Give each child a small booklet for them to keep. Explain that these are dream journals and give them time to decorate it as they wish. If they’ve had any dreams recently they can start it off by recording them either by writing up or drawing a picture.

• Get the whole class to make a large poster on the theme of the ‘Top 5 dreams’ (flying, feeling stuck, falling, teeth, being chased). You may want to use a long roll of paper so that everyone can get round it.

• Either with silence or playing quiet music in the background allow the children five minutes to daydream and then reflect on their dreams. Allow these to be recorded in their dream journals.



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8: Short journeys

Themes: Considering an extraordinary journey - the first train journey underground, made exactly 150 years ago.


FOCUS IMAGE: An underground train


Programme content:

INTERVIEW: Gemma talks to the director of the London Transport Museum and learns about the London Underground train network.

STORY: Albert Pond’s underground diary by Rob John

SONG: Come and Praise, no 47 - ‘One more step’

REFLECTION: …children are asked to think about whether they’re willing to try out new things like Albert Pond or whether they’re more cautious. There is also time given for children to consider all the inventions that make their day-to-day lives easier.


• Have you ever travelled on the London Underground? What did you think?

• What other forms of public transport can you name?

• What are some inventions that you use in your day-to-day life and what would you have to do if they didn’t exist?

Story synopsis: Albert Pond’s underground diary by Rob John

The story follows diary entries from a Londoner called Albert Pond writing in the 1860s and provides a wonderful snapshot of the history and creation of the London Underground. The first section of line was part of the current Metropolitan Line, running between Baker Street and Farringdon. The story highlights the extraordinary change the new line brought to transport and the lives of thousands of people.


STORY QUESTIONS:

• Why did Albert Pond want to use the Underground?

• Why do you think his wife, Carrie, felt scared about it?

• Why do people feel scared about new things?• In the end Carrie loved the Underground.

Can you think of a time when you were scared of something but ended up loving it?

ACTIVITIES:

• Split the children into pairs and ask them to tell each other about a time when they felt scared of trying something new and, if possible, how they felt after they had given it a go. Ask them to chose one of the experiences and to work together to create an advert that encourages people to give it a go! Ask each pair to present it to the others.

• In groups ask the children to make a ‘thought shower’ of all the things that they do everyday. Ask them to focus on the tasks that require a lot of work or that are inconvenient.

• Following on from the task above, give each child a piece of paper and ask them to design a new invention that will make their lives easier in some way. Be sure that the purpose of each invention is clear.


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9: Long journeys

Themes: Marking 200 years since Dr David Livingstone’s birth; exploring the courage and determination required by Livingstone to make his long journeys.


FOCUS IMAGE: Dr David Livingstone


Programme content:

VOX POPS: Children recall the longest journey that they’ve been on.

STORY: The smoke that thunders by Jeff Capel

SONG: Come and Praise, no 3 - ‘All things bright and beautiful’

REFLECTION: …listeners are given time to consider the personal qualities that enabled Dr Livingstone to undertake and endure his extraordinary journeys. They are then challenged to consider what journeys they could make, perhaps across the classroom or playground, in order to help someone in need.


• What’s the longest journey you’ve ever been on and why did you make it?

• What country or region would you like to explore and why?

• What do you think makes a good explorer?• Do you think people explore simply out of

interest or is there something else that drives them?

Story synopsis: The smoke that thunders by Jeff Capel

An exciting snapshot of David Livingstone’s journey to Mosi-oa Tunya - or ‘The smoke that thunders’ - the waterfall on the River Zambezi that Livingstone gives the name ‘Victoria Falls’.

The story begins with Livingstone telling his guide about some of the dramas that he’s encountered along the way. It highlights the courage and determination that Livingstone required in order to see the Falls - the first European ever to do so. He is so moved by the sight that he likens the scene to those witnessed by angels in their flight.


STORY QUESTIONS:

• Do you find Dr Livingstone inspiring? Why?• What would you find most challenging if you

were you were on an exploration like that?• Livingstone gave the Falls the name ‘Victoria

Falls’ after Queen Victoria. What does that tell you about what he valued?

ACTIVITIES:

• Put a map of the UK up on a notice board. Ask the children to say where they’ve travelled to and put a drawing pin in each location. You could do the same for a map of the world.

• Ask the children to think about one place that they would like to explore. Ask them to draw a map of it on a sheet of paper. Challenge them to research the country, its language, dangers, leaders, currency...and to fill the map picture with the relevant words and pictures.In pairs ask the children to think about what they would need to pack



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if they were going to explore the middle of the Amazon Rainforest in South America. They are only allowed one rucksack, so there is a limit to what they can take. Ask them to share what they would take with the rest of the class.

• Working alone ask the children to list some journeys that they can take today that would make a difference to someone. Get them to write one of them on a post-it note and challenge them to do that today.

Weblinks:

BBC History David Livingstone factsheet:

www.bbc.co.uk/history/historic_figures/livingstone_david

10: Journey to the cross

Themes: As we approach Easter this programme focuses on the journey that Jesus made to the cross.


FOCUS IMAGE: Roman crucifixes on a hillside


Programme content:

VOX POPS: Children talk about what Easter means to them and share their thoughts on whether it is a sad or happy festival.

STORY: At the foot of the cross by Rachel Boxer

SONG: Come and Praise, no 51 - ‘The Lord’s prayer’

REFLECTION: …children are asked to consider what Easter means to them and to think about how the story of Jesus inspires them. Pre-programme questions:

• What do you like most about Easter? • What do you do at Easter? What family

traditions do you have? What special things do you eat at Easter time?

• What are some images we see at Easter time?

• What do Christians celebrate at Easter? Is is a happy or sad festival?

http://www.bbc.co.uk/history/historic_figures/livingstone_david

http://www.bbc.co.uk/history/historic_figures/livingstone_david


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Story synopsis: At the foot of the cross by Rachel Boxer

The story of Jesus’ crucifixion is told from the point of view of a Roman soldier. The soldier is one of those commanded to remain at the foot of the cross during the crucifixion and it reveals the impact that the last hours of Jesus’ life has on him.


STORY QUESTIONS:

• What do you think about what Jesus said to the thief on the cross next to him?

• What was it about Jesus’ last few hours that most moved the Roman soldier?

ACTIVITIES:

• Working in pairs ask the children to write a newspaper article on the report of Jesus’ death by the Roman soldier. Include quotes or opinions from other key figures in the Easter story.

• Give every child a bright coloured square of paper. Ask them to draw or write what the life of Jesus means for them. On a large piece of paper arrange all the squares into the shape of a cross.

• Set each child the task of creating an Easter questionnaire with questions to ask their parents, family and friends about Easter facts and what they like most about Easter. After they have gathered the responses, ask them to present their findings in a graph or presentation.

Together - Spring 2013


together spring 2013 - bbcdownloads.bbc.co.uk/schoolradio/pdfs/together_spring_2013.pdf · unit 1:...

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