let-s move - summer 2010downloads.bbc.co.uk/schoolradio/pdfs/together_spring_2012.pdf · 2 contents...

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School Radio © BBC 2012www.bbc.co.uk/schoolradio

School Radio

Together Spring 2012

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/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/schoolradio/podcasts

Audio on demand: These programmes are also available as audio on demand for 30 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/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.

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Contents

Teacher’s Notes written by Gordon Lamont.

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 beginnings 5

1. Chinese New Year 5Podcast / AOD begins 13/01/2012

2. Robinson Crusoe 6TPodcast / AOD begins 20/01/2012

Unit 2: Special days 8

3. Diamond Jubilee 8Podcast / AOD begins 27/01/2012

4. Happy Birthday, Charles Dickens 9Podcast / AOD begins 03/02/2012

5. Celebrating Lent and Mardi Gras 11Podcast / AOD begins 10/02/2012

Unit 3: I am special 12

6. Born on 29th February 12 TPodcast / AOD begins 24/02/2012

7. One language, many voices 14Podcast / AOD begins 02/03/2012

Unit 4: A century since Titanic 15

8. The steward’s story 15Podcast / AOD begins 09/03/2012

9. The passenger’s story 17Podcast / AOD begins 16/03/2012

10. The servant’s story 18Podcast / AOD begins 23/03/2012


School Radio

Together - Spring 2012

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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/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:

HTUwww.bbc.co.uk/schoolradio/podcastsUT

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.


School Radio


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:

www.bbc.co.uk/schoolradio/podcasts

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 Beginnings

1: Chinese New Year

Themes: Chinese New Year; different traditions and cultures; looking forward to the year ahead.

Preparation for the programme:

FOCUS IMAGE:

2012 is the Year of the Dragon

Go to the School Radio website to display a large copy as a fous image

Programme content:

VOX POPS: children talk about the many ways Chinese New Year is celebrated

SONG: Come & Praise, no 80 – ‘All the animals’ (whole song)

STORY: The Swimming Race by Jan Payne REFLECTION: … on thinking about special celebrations and festivals, spending time with our families and looking to the future and hoping for good things.

Pre-programme questions:

• What are you looking forward to in 2012?• What do you hope to achieve this year in

your school work and with your friends and family?

• What do you know about the Chinese New Year and how it is celebrated?

• Do you know how to say ‘Happy New Year’ in Mandarin (the main language in China)? If not, listen out near the start of the programme.

• Do you know which imaginary animal is remembered this Chinese New Year?

• Do you like any kinds of Chinese food?

Story synopsis: The Swimming Race by Jan Payne. Read by Adjoa Andoh.

Long ago, in China, the Emperor wanted a new way of measuring time - a different sort of New Year, named after the animals.

He decided to hold a swimming race across the river, with the first 12 animals to cross getting a year named after them.

A dramatic race unfolds, with the animals employing different tactics to cross to the other side. The race reaches its conclusion and a cunning winner is crowned.

After the programme:

STORY QUESTIONS:

• Why did the Emperor decide to hold a race and what sort of race was it?

• Who won the race?• Do you think it was a fair race? Why – or why

not?• Which of the animals were helpful and

which were only interested in winning for themselves?

• Which animals do you think were the most cunning?

• Who did the dragon help at the end of the story and how?

• What would you call this type of story? It’s not something you’d see on the television news or read about in the newspapers. Do you have a name for this kind of story?


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ACTIVITIES:

• Set yourself some aims for this New Year. Think about three things that you’d like to achieve by the end of 2012. Try to think of things in different categories such as: i) something I want to achieve at school (perhaps improving spelling ability); ii)something I want to achieve in sport or a hobby (for example, join a team or learn to play an instrument); iii) something I want to improve or change about myself (for example, make some new friends).

• When you’ve decided on your three aims, break each one down into achievable goals – steps you can take to achieve your aim. You might set aside half an hour once a week to practice your spelling or decide to say hello to someone you haven’t been friends with before. Find a secret place to write down your aims and goals so that you can look at them every day.

• Think about what you hope for other people: your friends, your family, people around you and people in the wider world. Write a poem or prayer with each line covering a different group of people. For example: For my friends in this New Year I hope for… (or I pray for).For my family in this New Year I hope for… (or I pray for) …and so on. End your poem or prayer with a final line that sums up all your thoughts.

• Imagine that you are one of the animals from today’s story. Write the story from that animal’s point of view, starting off with: ‘I am (rat/dragon/horse etc)…’ and finishing with the end of the race. Make your story exciting by including your thoughts and feelings at each stage as if the race is happening now.

Weblinks:

The BBC’s Chinese New Year food site:

www.bbc.co.uk/food/occasions/chinese_new_year

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

2: Robinson Crusoe

Themes: Friendship, helping those who feel lonely; appreciating the things we have


FOCUS IMAGE:

A hut on a desert island


Programme content:

STORY: Robinson Crusoe by Deborah Nash

REFLECTION: … on being thankful for the company of our friends and family, offering care and friendship to those to feel lonely.

SONG: Come and Praise, no 69 – ‘The family of man’ (verses 1 & 2)


• What do you think of when you hear the phrase ‘desert island’? What pictures, sounds and smells come to your mind?

• If you were marooned on a desert island which music and which book would you most like to have with you and why?

• What skills would you need to live from day to day all alone on an island? How good do you think you would be at surviving?

• Have you heard of Robinson Crusoe? What do you know about this story?


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http://www.bbc.co.uk/food/occasions/chinese_new_year

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• Do you like being on your own for a short time? Can you think of a time and a situation when you felt lonely? Is there a difference between being alone and being lonely?

• Story synopsis: Robinson Crusoe by Deborah Nash, based on events in the novel by Daniel Defoe

Robinson Crusoe is the only survivor when a big storm shipwrecks him on a beautiful desert island. Despite the island’s obvious beauty, he names it his ‘island of despair’ and feels very lonely and desolate.

As the years pass, he learns many new skills, but remains desperately lonely. One day he makes a momentous discovery - a footprint in the sand. Soon he helps to rescue the owner of the footprint from captors and 25 years of desolation come to an end. Crusoe and his new companion quickly forge a friendship and plan their escape from the island.


STORY QUESTIONS:

• How did Robinson Crusoe come to be on his island?

• Can you remember what he called his island and why he gave it that name?

• What did Crusoe see on the beach that led him to realise that he was not alone on the island and how did he react?

• What name did Crusoe give his new friend?• How did Crusoe and Friday escape?• How long was Crusoe away from home?

ACTIVITIES:

• What different feelings or emotions did Robinson Crusoe experience on the island? Write the main events of the story down the left hand side of a sheet of paper. Your list might look like this:- On the boat- The storm- Waking on the island

- Exploring- Learning to survive by hunting, fishing etc.- Finding a footprint- Meeting Friday- Planning to escape- Escaping- Reaching home after twenty-eight years

On the right hand side write down the feeling words that you think apply to each event. Words such as: happy, sad, worried, frightened, hopeful, joyous, angry, curious…

• Imagine that the story of Robison Crusoe has been made into a new film. Design the poster for the film thinking about: the main image you will show on the poster; the words you will include to give people an idea of what it’s about and make them want to see it – this is called a ‘tagline’ or ‘strapline’ - short and interesting phrases are best, words that people will remember.

• If you were the guest on the radio programme ‘Desert Island discs’ which eight music tracks would you choose and which book. You are also allowed one luxury on the island – what will you take?

• Have you heard the phrase ‘Lonely in a crowd’? What do you think this could mean since a crowd is a lot of people and being lonely is about being on your own? Talk about this as a class then work in groups to create short drama scenes showing people who seem to all be enjoying themselves. Pause the action every so often to create a freeze-frame and allow individual characters to speak their thoughts. Is anyone lonely in this crowd and why?

Weblinks:

BBC Desert Island discs site:

www.bbc.co.uk/radio4/features/desert-island-discs


School Radio


http://http://www.bbc.co.uk/radio4/features/desert-island-discs

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Unit 2: Special days

3: Diamond Jubilee

Themes: The Queen’s Diamond Jubilee; special celebrations; how life has changed in the last 60 years.


FOCUS IMAGE:

The Queen at her corronation in 1952


Programme content:

SONG: Come & Praise, no 47 – ‘One more step’

STORY: Exactly a lifetime by Rob John

REFLECTION: … on being thankful for our Queen and those who do important work for us, remembering the important things that have happened over the past 60 years and looking forward to the next 60 years.


• Do you know what special event the Queen and the country will be celebrating in the first week of June this year?

• What do you know about what life in the

United Kingdom was like in the 1950s – just a few years after the end of the Second World War?

• What do you think have been the biggest changes in how people in the United Kingdom live over the past 60 years? Can you think of three things that are part of everyday life now that weren’t around or were very different then, (e.g. mobile phones, computers, digital cameras, pop music, many more cars, air travel is common…)?

Story synopsis: Exactly a lifetime by Rob John. Read by James Lailey.

There are days in your life when everything changes; days when the world turns upside down and nothing ever seems the same again.

February 6 1952 was one of those days for Lenny Bates. The day started like any other school day for 10-year-old Lenny, but as the day unfolds his life changes profoundly when he learns that not only does the country have a new queen, but he also has a new sister, Lizzie.


STORY QUESTIONS:

• How old will Lenny be next birthday?• How old was he in 1952?• What job did Lenny’s dad have?• Lenny said ‘I’d take a tanner…’ What is a

‘tanner’ (6 old pence or 21/2p in today’s money’)?

• What do you think of Lenny’s schooldays?• What else did you notice that was different

about how Lenny lived then compared to how you live now?

• What two special things did Lenny remember happening on 6 February 1952 - one that affected the whole country and one that was special for Lenny and his family?

• Why did Lenny’s dad come to the school?• Why do you think his dad started crying?• What name did his parents give his new sister

and why?


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ACTIVITIES:

• Imagine yourself in 60 years time telling a group of school children how you remember the Queen’s Diamond Jubilee in 2012. What will you tell them about life in 2012 and how do you think life will have changed by then? Discuss your ideas as a class before writing your own short report called ‘I remember 2012 - 60 years ago’.

• Design a greetings card for the Queen to celebrate her Diamond Jubilee. Give the card a ‘Then and Now’ theme with illustrations showing life in 1952 and life now in 2012. What changes and developments will you show and what will you write inside the card? You could all work together on one big class card and send it to Her Majesty.

• The next sixty years belong to you. What would you like to achieve in that time when you’ll become a teenager, an adult, then older than your parents are now!? Talk about your ideas with a partner and each give each other ideas about how you can start working towards your goals now?

Weblinks:

Further details on the Queen’s diamond jubilee celebration and events:

The British Monarchy

Directgov site

BBC archive of Princess Elizabeth’s journey to the throne:

www.bbc.co.uk/archive/princesselizabeth/


4: Happy Birthday, Charles Dickens!

Themes: Charles Dickens; the power of good stories; inspirational writers.


FOCUS IMAGE:

The Victorian writer Charles Dickens


Programme content:

VOX POPS: children name some of Charles Dicken’s most well-known stories

SONG: Come and Praise, no 101 – ‘In the bustle of the city’ (verses 1 & 2)

INTERVIEW: Author, Andrew Billen, talks about the work of Charles Dickens.

STORY: The Child’s Story - by Tracey Hammett, based on a short story by Charles Dickens


School Radio


http://www.royal.gov.uk/HMTheQueenTheQueenandspecialanniversaries/TheQueensDiamondJubilee2012/TheQueensDiamondJubilee2012.aspx

http://www.direct.gov.uk/en/Nl1/Newsroom/DG_197517

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REFLECTION: … on being thankful for great and inspiring writers like Charles Dickens, the pleasure good stories give us and using our talents to inspire others.Pre-programme questions:

• Have you heard of Charles Dickens? What is he famous for and when did he live?

• Do you know the titles of any books and stories that Dickens wrote?

• Do you think a story can be a force for good, changing things in the ‘real world’?

Story synopsis: The Child’s Story by Tracey Hammett, based on a short story by Charles Dickens. Read by Gerard McDermott.

Once upon a time a traveller goes on a long journey through a wood. For a while he doesn’t meet anyone...but as he continues his travels he meets various different people, making new friends, experiencing and learning new things along the way.

When he reaches the end of the wood he is alone; but as he sits down to ‘remember’ his journey all the people he has met along the way return to him and he is glad.


STORY QUESTIONS:

• Who did the traveller meet on his journey?• How did he spend his time with the young

child and then with the boy, the young man, and each of the other people he met?

• What do you think the traveller’s journey on ‘a path that led through a wood’ represents?

• Everyone exept the last person the traveller met left him. Yet Dickens, the writer, says at the end of the story, ‘...they were are there, he had lost nothing. He loved them all and they loved him.’ What doesthe writer mean by saying ‘they were all there’?

ACTIVITIES:

• Talk together about stories that you like.

Think of one book or short story that you’ve particularly enjoyed reading. Can you say why you liked it so much?

• The Child’s Story has a simple repeating structure:- The traveller walks through the wood- He meets people- They spend time together- They go away- The traveller walks on through the woodWrite your own story using a simple repeating structure like this. It could be something like:- When I open the breakfast cereal packet out jumped…- When I opened my packed lunch out jumped…- … and so on.

• Dickens’ books helped to change attitudes to the poor in Victorian England, especially in London. One of his most famous books is A Christmas Carol about a mean man called Ebenezer Scrooge who is visited at Christmas by ghosts. They show him how badly he has behaved towards people less fortunate than he is and how he will be forgotten after his death if he doesn’t change his ways. Find out as much as you can about the story and, working in groups, act out your own modern version about a mean school pupil who is shown how to be a better person after a visit from ghosts!

• Find out as much as you can about Dickens’ early life when he was separated from his family and had to work in a blacking (polish) factory. Write a short diary extract as if the young Dickens is setting down his thoughts about his hard life at work and how he misses his family. You could write a further extract about the day he sees his first short story published in a magazine.

Weblinks:

More information about Dickens’ birthday:

www.dickens2012.org/



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http://http://www.dickens2012.org

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5: Celebrating Lent and Mardi Gras

Themes: Lent; Mardi Gras; doing things differently; making changes.


FOCUS IMAGE:

A colourful carnival costume


Programme content:

SONG: Come and Praise, no 68 – ‘Kum Ba Yah’ (whole song)

STORY: Mardi Gras Carnival Story by Nicky Grischotti

REFLECTION: … on thinking about the themes of Lent; making changes for the better and considering how we help others by doing things differently.


• What do you know about the Christian season of Lent? Which festival in the Christian calendar does it lead up to?

• Why do people eat pancakes on Shrove Tuesday?

• Why do people sometimes give up something that they like for a short period, as Christians do during Lent?

• Have you ever given something up for Lent or at any other time? If so, what and why?

Story synopsis: Mardi Gras Carnival Story by Nicky Grischotti. Read by Alex Rivers.

Leila is excited about the Rio Carnival because this year, for the first time, she will be part of the parade marching alongside her brother - Diego - and others from their Samba School. At a hectic dress rehearsal the night before Carnival Leila realises that she has lost part of her costume. Knowing that you can only be part of the parade with the whole costume, she is inconsolable. With no shops open to get more material before the parade her brother, who knows how much it means to her, gives his beloved Brazil football shirt to make Leila a new costume.


STORY QUESTIONS:

• The story takes place in the run up to Mardi Gras. What is Mardi Gras and what happens during the festival in Rio De Janeiro in Brazil?

• What costume was Leila planning to wear for the carnival and what were the different parts needed to make it?

• What happened to Leila’s costume and how did her brother Diego help her?

ACTIVITIES:

• Have you ever been to a carnival with a parade, costumes and music? Perhaps you’ve even been in one. Share your carnival experiences as a class and say what you most like about them. Create a Word Bank of Carnival words, thinking about the event itself and what happens, but also feeling words, sound words and smell words!

• Use the words from the Word Bank in a poem called ‘Carnival’. Try to give a sense of the rhythm, atmosphere and feelings of a big lively carnival. Think of the music you might hear at the carnival and use this to set the rhythm of your poem as if you’re writing words to fit the beat.


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

• Some people use the season of Lent to give up something or start to do something that helps other people. Think about something that you could give up or take up during Lent. You don’t have to tell anyone, it can be your secret. If it’s something hard to do, take it just one day at a time. You could make a star or tick chart and reward yourself with a good mark for every successful day.

Weblinks:

BBC recipe ideas (use the search box to find pancake suggestions):

www.bbc.co.uk/food/recipes/search

6: Born on 29th February

Themes: Leap years; special days; what makes us special.


FOCUS IMAGE:

29 February only comes every four years


Programme content:

STORY: A day to leap about by Kate Stonham

INTERVIEW: An interview with triplets India, Alicia and Savannah about what is is like all being born on 29 February

REFLECTION: … on thinking about what makes us special, thinking about what makes our friends and family special, enjoying being who were are.

SONG: Come & Praise, no 15 – ‘God knows me’


• What is a leap year and do you know why we have them?


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http://http://www.bbc.co.uk/food/recipes/search?keywords=pancakes&x=0&y=0

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• Do you know anyone who has a birthday on 29 February? What do you think they feel about having their birthday come around only once every four years? Would you like to have this special date as your birthday? Can you say why or why not?

• What would you say makes you special? What gifts, talents or interests do you have that make you stand out from other people?

Story synopsis: A day to leap about by Kate Stonham. Read by Sue Brodie.

It’s Tom’s birthday and his family are throwing a very special party for him. Tom was born on a leap year and this year he is celebrating his third ‘official’ birthday.

At the party Tom meets Sandra, a fellow ‘leapling’ who helps him realise that being born on a leap year is actually ‘pretty cool’ and makes him special.


STORY QUESTIONS:

• What did Tom feel about being a ‘leapling’? Can you remember some of the things he said about having his birthday on 29 February?

• How did Sandra help him to see things differently? Why did she think, ‘It’s a pretty cool day for everyone, not just us lucky leapers’?

• Sandra explained that ‘leaplings’ like Tom and herself had their own club. What do you think Tom felt about that? Do you think he’d like to join the club and why?

ACTIVITIES:

• Divide a sheet of plain paper lengthways with line down the middle. On the left side write ‘Tom’ as a heading and put ‘Sandra’ as a heading on the right hand side. Think of the sheet of paper as the story with the beginning at the top and the end at the bottom. Using colours, track the feeling of Tom and Sandra through the story. Choose different colours

for different moods such as red for angry, yellow for happy, orange for hopeful, blue for sad and so on. Make up whatever colour scheme you want and fill the page with colour and patterns. So if you think that Tom is sad and angry at the start of the story but also hopeful (after all it is his birthday!) you’ll need to make a pattern using your sad, angry and hopeful colours.

• Sandra seems mostly happy throughout the story but she becomes more excited when talking about her birthday adventures so you’ll need some colours for those too. Change the colours for each character as you work through the story, reflecting their moods.

• Write a short poem or prayer about why everyone is special. Think about the kind of things that Gemma says in the ‘reflection’ towards the end of each programme and write your own version for her. You could use the letters S P E C I A L to start each line. For example:

- S is for someone I know, someone special to me- P is for people around me, my friends and family- E is for everyone, special people wherever you go…and so on.

• Collect data on all the birthday dates in your class and create a chart to display and show clearly the spread of birthdays. Use dots to show each date against a list of months along the bottom of your page. Or you could create a large whole class chart using drawing pins to show the dates. Then using your chart analyse the data. Can you find out: - Which month has the most birthdays?- Which has the fewest?- Are there any months with no birthdays?- In which half of the year does most birthdays fall?- Are there any days with more than one birthday – are these due to twins in the class?


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7: One language, many voices

Themes: Different dialects and meanings; sharing language and building communities; the power of words.


FOCUS IMAGE:

There are many different ways of saying ‘hello’


Programme content:

SONG: Come & Praise, no 18 – ‘He made me’ (whole song)

FEATURE: interview with the poet Michael Rosen, an expert on language, about how our use of language varies around the country and from community to community.

STORY: ‘Ow Do! by Tony Payne.

REFLECTION: … thinking about the amazing variety of ways in which we use language, how shared language is a powerful way of bringing people together and building a community.Pre-programme questions:

• How many different languages are spoken in your school?

• How many different ways of saying ‘hello’ do you know?

• Do you know the difference between a language and an accent, and an accent and a dialect?

• Do you use any words or phrases in your family that no one else seems to use?

• Have you heard of Michael Rosen? Have you read any of his books or poems?

Story synopsis: ‘Ow Do! by Tony Payne. Read by James Lailey.

The story goes back to World War II where a young lad named Ben is evacuated from London to the Yorkshire countryside when war breaks out.

At first Ben finds it tricky to understand what people are saying to him and feels isolated because he doesn’t understand their dialect. As time passes though, Ben learns more and more of their different phrases and realises they are quite the same.


STORY QUESTIONS:

• During which period in history did today’s story take place and what do you know about those times?

• Why was Ben sent to Yorkshire?• Do you remember any ‘local’ or ‘dialect’

words from the story such ‘tube’, ‘‘ow do’, ‘watcha’, ‘tintintin’ and ‘at ‘ome’.

• Which animal did Ben see for the first time in Yorkshire?

• Whose dialect and accent did you find easiest to understand in the story? Were there any words or phrases that you didn’t understand until they were explained?


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ACTIVITIES:

• Have a go at making up your own dialect words. Working with a partner make up and practice five or six new everyday words. So you might call a pen an inker, and a whiteboard a show-er. Get used to your words and then join up with another pair to have a conversation without explaining your new words first. How quickly do you all get used to each other’s words?

• In today’s story Ben and Tom and his family soon got used to each other’s way of speaking and managed to communicate well. Write a short story called ‘The misunderstanding’ in which two people don’t understand each other so well. Your story could be about friends falling out because of what they think they hear, or it could be a space adventure where an important message becomes confused sending astronauts into danger. Your story might be a comedy: perhaps someone gets mistaken for the Prime Minister because of a phone number mix up and gives everyone the day off school by mistake…

Unit 4: 100 years since Titanic8: The steward’s story

Themes: The Titanic disaster; courage in desperate circumstances; remembering those involved in the disaster.


FOCUS IMAGE:

A service bell


Programme content:

SONG: Come & Praise, no 48 – ‘Father hear the prayer we offer’ (whole song)

STORY: Walter Petch’s story by Rob John

REFLECTION: … today’s reflection includes listening to the memories of Titanic survivor, Eva Hart, talking about the sinking of the ship (from the BBC Sound Archive)


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• What does the word ‘Titanic’ mean and what do you know about the ship of that name?

• Do you know in which part of United Kingdom the Titanic was built?

• Where was the Titanic heading on its maiden (first) voyage?

• Why did the Titanic sink?

Story synopsis: Walter Petch’s story by Rob John. Read by James Hasler

Walter Petch is delighted when he gets a job working as a Bedroom steward on the maiden voyage of Titanic. Despite the hardwork - serving all the rich people in the staterooms and first class cabins - he is looking forward to reaching New York where he intends to spend all his hard-earned tips.

However, things take a turn for the worse, when the ‘unsinkable’ ship hits an iceberg and Walter’s focus turns to helping his passengers get off the boat safely - as well as escaping himself.


STORY QUESTIONS:

• What was Walter Petch’s job on the Titanic and what did it involve?

• Can you remember some of the things he had to fetch for the rich guests at any time of the day or night?

• What was Walter looking forward to in New York and why did he think he’d have money to spend?

• How did Walter survive the disaster?• Why do you think there were not enough

lifeboats for all the passengers and crew?

ACTIVITIES:

• Find out as much as you can about the Titanic to create a fact file including such information as:- Where she was built- When she began her first voyage and where from- The reason that she was thought to be unsinkable- Where she was heading

- The number of people on board- The different jobs there were on board- How the accident happened- How many survivedYou could illustrate your fact-file with diagrams and maps.

• Write your own fictional version of a Titanic survivor’s story, someone who has a different experience from Walter Petch; a passenger your own age. Write your version in three short sections:- Part one – the excitement of hearing about and preparing for the voyage.- Part two – life on board the huge and impressive ship.- Part three – the disaster and your survival.

Weblinks:

The BBC Titanic audio archive collection and information site:

www.bbc.co.uk/archive/titanic/

www.bbc.co.uk/northernireland/titanic/

Merseyside maritime museum’s Titanic collection:

www.liverpoolmuseums.org.uk/maritime/collections/liners/



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http://www.bbc.co.uk/archive/titanic/

http://www.bbc.co.uk/northernireland/titanic/

http://www.liverpoolmuseums.org.uk/maritime/collections/liners/


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• Do you think it’s important to remember tragic event like the sinking of the Titanic so long ago and if so, why?

• The ship carried people from many different walks of life. Some of the richest were travelling for the fun and experience but many others, including some much poorer people, had other reasons for being on Titanic. What reasons can you think of for people of all backgrounds taking the journey across the Atlantic Ocean to America?

Story synopsis: Mary Fitzatrick’s story by Rob John. Read by Adjoa Andoh.

Mary Fitzpatrick is blown away when she sees the great SS Titanic and can’t believe she will be traveling on it, albeit in 3rd class, or ‘steerage.’

On the second day of her trip, while wandering around the ship, she finds herself on the promenade deck for First Class passengers. It is a very different world to where she has come from and she is mesmerised by the gradeur and elegance.

Laying in her bunk later on thinking about what she has seen that day, she feels the ship give a sudden judder, so gets up to investigate. Soon, she realises that the ship has hit an iceberg and is sinking. All the lifeboats have gone, but Mary is given a life jacket from a kind steward and makes her escape.


STORY QUESTIONS:

• What ‘class’ did Mary travel in and what was it also known as?

• Why was Mary travelling to America – who was she going to join there?

• Who did Mary share her cabin with?• What differences did Mary notice when she

found herself on the First Class deck?• When the disaster struck why did Mary go

back down to the 3rd class deck instead of getting into a lifeboat at once?

• What happened when Mary and the Belgian girls arrived on deck to get in a lifeboat?

9: The passenger’s storyThemes: The Titanic disaster; courage in desperate circumstances; remembering those involved in the disaster.


FOCUS IMAGE:

The Titanic was supposed to be ‘unsinkable’


Programme content:

SONG: Come & Praise, no 144 – ‘Peace is flowing’ (whole song)

STORY: Mary Fitzpatrick’s story by Rob John

FEATURE: Rebecca Watkin from the Merseyside Maritime Museum in Liverpool talks about the Titanic

REFLECTION: … remembering the lives of those involved in the Titanic disaster.


• Recap what you heard last time and what you’ve learned since about the Titanic – the ocean-going liner that sank on her maiden (first) voyage in April 1912, a hundred years ago.


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• Mary couldn’t swim so how did she survive the shipwreck?

ACTIVITIES:

• Working in a small group imagine that you, like Mary and the Belgian sisters, are a group of Third Class passengers. Create a short drama scene showing what happens when one of you realises that something is wrong and tries to wake the others but they only want to sleep. The one who realises the danger has to describe what they’ve seen on deck until the others finally wake up and take notice. How will you end your scene?

• Working in pairs or a small group, act out a scene, like the one in the story, where a Third Class passenger in ‘steerage’ finds his or her way to the First Class deck and meets a First Class passenger. How do they react to each other and how does the meeting end? Or you could write your scene as a short play script.

• Design your own ship. First decide what it will be for and who will travel on it. Is it for a long and leisurely cruise or a fast and efficient crossing for example? Titanic had seven decks. How many decks will your ship have and what facilities will be on board? Show what it will look like from the side and from above with a labelled diagram indicating all the features – and don’t forget to give your ship a name!

Weblinks:







10: The maid’s story

Themes: The Titanic disaster; courage in desperate circumstances; remembering those involved in the disaster.


FOCUS IMAGE:

The grand staircase for First Class passengers


Programme content:

SONG: Come & Praise, no 51 – ‘The Lord’s prayer’ (whole song)

FEATURE: Rebecca Watkin from the Merseyside Maritime Museum in Liverpool talks about what life was like on the ship for those in first class

STORY: Ellen Kyle’s story by Rob John.

REFLECTION: … today’s reflection includes listening to the memories of Titanic survivor, Commander Lightoller, describing how he felt as he escaped the sinking ship


• Recap your knowledge of the Titanic disaster 100 years ago and the last two programmes about it.


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• What have been the most memorable and moving parts of the programmes about the Titanic so far for you: perhaps the stories of Walter and Mary or something from the visits to the museum?

Story synopsis: Ellen Kyle’s story by Rob John. Read by Alex Rivers.

Ellen Kyle is a maid for the extremely rich Mr and Mrs Unwin travelling in First Class. Ellen is worked very hard and spends her days looking after every wish of Mrs Unwin.

When the ship hits an iceberg and starts sinking Mrs Unwin is quickly evacuated and given a place on one of the lifeboats. However, she refuses to get on the boat without her husband - who is refused a place - and then insists Ellen should take her place. As the boat lowers to safety Ellen wonders if she will ever see the Unwins again.


STORY QUESTIONS:

• Who did Ellen Kyle work for and what was her job?

• Why did Ellen enjoy the voyage so much and can you remember how she described her employers’ room and her own room?

• What event was Ellen talking about when she said, ‘I think at that moment I started to hate her.’

• What happened to Mr and Mrs Unwin and why do you think that Mrs Unwin behaved as she did at the end of the story?

ACTIVITIES:

• Think about everything that you learned about Mrs Unwin in the story. As a class, discuss what sort of person you think she is. Did any of her actions surprise you? Why did Ellen say, ‘I thought I knew that woman but it turned out I didn’t know her at all.’

• Write a short story called ‘I thought I knew…’ about someone who surprises you by behaving in a way that you don’t expect. It could be that they surprise you by doing a good thing in the way that Mrs Unwin did by staying with her husband; but it may be that they behave in a bad way that you don’t expect. You could set your story in school or sports team for example. In each case you get the wrong idea about someone and they behave in a way that you don’t expect.

• Imagine that you are the designer of a book all about the Titanic and what happened to it. Design the cover of your book. If you open out a book while looking at the cover you’ll see the front cover on the right, then a thin strip which is the side of the book (called the spine), then the back cover on the left. Divide a sheet of plain paper into these three areas so that when you’re finished you can fold it like a book cover. You’ll need to think about:- The title of your book- Any extra words on the front (don’t forget to add the name of the author)- The picture and design on the front- The words and any small picture on the spine (usually the title or short version of it, the author’s name and the publisher’s logo)- The words on the back – the ‘blurb’ or ‘back cover copy’: a short piece of writing that gives an idea of what the book’s about in an exciting way- The design on the back

Weblinks:








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