Something to Think About - Autumn 2011 - BBC

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Paul Ewing - presenter

Age: 5-7

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 7 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 7 days following transmission.

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

Something to Think About 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 Something to Think About 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/b03g64pf

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

Something to Think About Autumn 2011

School Radio © BBC 2011www.bbc.co.uk/schoolradio

School Radio

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



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Contents

Teacher’s Notes by Rachel Boxer.

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

T

Introduction 3

Planning chart 5

Unit 1: My Feelings 6

1. Feeling...happy 6Podcast / AOD begins 20/09/11

2. Felling...envy 8Podcast / AOD begins 27/09/11

3. Feeling...hopeful 10Podcast / AOD begins 04/10/11

4. Feeling...angry 12Podcast / AOD begins 11/10/11

5. Feeling...worried 14Podcast / AOD begins 18/10/11

Unit 2: Amazing animals 16

6. A very unusual animal 16Podcast / AOD begins 01/11/11

7. A very brave animal 18Podcast / AOD begins 08/11/11

8. A very generous animal 20Podcast / AOD begins 15/11/11

Unit 3: Christmas 22

9. Christmas around the world 22Podcast / AOD begins 22/11/11

10. Let it snow! 24Podcast / AOD begins 29/11/11

Something to Think About - Autumn 2011

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Before the programme:

Creating the right listening conditions:

It’s important that the children can all hear comfortably. Make sure that the loud speakers are at the right height facing the children (preferably a child’s ear height), and that the volume is comfortable for them all. Arrange the seating so that none of the children are too far away from the speakers and any child with a hearing problem (or has a heavy cold) is in a good position. You may find that sitting in a semi-circle or in short lines facing one another with the speakers in the middle is best. Experiment and find the formation that works best for you and your class.

Creating the right atmosphere:

It will help everyone to concentrate if you prepare a visual focus. A focus object has been suggested for each programme in these notes. Some suggestions for images from the web have also been included. This can be used for discussion and preparation - particularly important if you feel some aspect of the story is going to be unfamiliar to your group.

You may want to create a special atmosphere by playing music or altering seating and lighting to let the children know that this is a different type of activity and prepare them to listen and take part.

During the programme:

Getting ready to listen:

Show the children the visual focus. Can they guess what the programme is about? You may also like to use the ‘Before the programme’ section in these notes to encourage the children to think about the theme.

Thinking about the story:

All the stories provide opportunities for discussion. You may wish to talk further about the issues raised during the session, at a later time or even through the week.

Introduction

These Teacher’s Notes include:

• a planning grid with details of the songs

• a suggested object for visual focus including weblinks to images

• pre-programme preparation ideas

• programme content breakdown

• related activities

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

Where to listen:

These programmes are suitable to use as part of either school or class assembly.

Using the series:

You may like to listen straight through, with discussion at the beginning and end or listen in sections, pausing for discussion as you go. Alternatively you may choose to use only one section of the programme at a time and spread the material out over several sessions in a week. For example you may wish to revisit the story and reflection or sing the song a second time or at the end of the day.

Participation:

Make sure you join in yourself with the listening and the singing. The children will observe your response and it will influence the way they perceive the programme. Stop the programme if the children seem to want to respond or become restless. Encourage the children to sing the songs, which have been chosen to be easy to sing and learn. During the programme the presenter will help the children join in. If they have difficulty, join in with part of the song (for example the chorus or refrain) and listen or tap hands or toes to the rest!


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After the programme:

There are some ideas for optional related activities for following up the programme content.

Podcasts:

These programmes are available to download for 7 days following transmission or subscribe to as a podcast. This means that you can download each programme (for free) as an mp3 file, for playback either from a computer or from an mp3 player, such as an iPod.

If you subscribe to the series your computer will automatically search for each new episode when you connect to the internet, ensuring that you never miss a programme. It is a perfectly suitable alternative to acquiring the programme on pre-recorded CDs, provided you are happy not to use a CD player for playback. More information at the Podcast page of the School Radio website:

www.bbc.co.uk/schoolradio/podcasts

Programmes are also available as audio on demand, ‘streamed’ from the School Radio website. While the service is reliable, it is not as flexible as acquiring the programme content from pre-recorded CD or by download.

Feedback:

Your feedback is important to us and helps to shape the series. Letters, drawings and poems from the children are particularly welcome.

Please use the Contact us link from the website:

www.bbc.co.uk/schoolradio/contactusform

A time to reflect:

Using this part of the programme ensures that the legal requirements for Collective Worship are met. Encourage the children to stop and be still during the reflection / prayer times of the programmes. If at first they are not sure how to respond, stop the programme and settle them down. They may like to shut their eyes or look at the focus object. You might like to light a candle for this special time, which will gradually become a visual cue that the reflection part of the programme is happening.

Allow the children time to get used to the quiet and then turn the programme on again. Sitting quietly and thinking may be a very unfamiliar concept to some children. Allow them time to become accustomed to this, maybe over a period of weeks. Meanwhile encourage them to sit quietly and respect the people around them who would like to listen / reflect / pray.

It is important that children are given the choice to join in with the prayer by saying ‘Amen’ at the end (which signifies their agreement with the prayer) or just to sit quietly and reflect on what they have heard. This is clearly signalled in the programmes.

Songs:

The songs for this term are split between the collection Come and Praise Beginning and All about our school. Due to programme lengths, it is not always possible to teach the songs during the programmes, so you may wish to prepare these beforehand. The places where Paul teaches parts of the songs in individual programmes are indicated within each programme’s chart of contents. Where the songs are from All about our school or are less familiar songs from Come and Praise we have included the lyrics within these Notes. You may like to replay the recording and learn more of the song after the programme.

Thinking about what’s been heard:

Go through the main points of the programme again at the end (the programme contents section of theses notes may help). There are some suggested questions you may like to ask the children. What do they remember? What are their ideas? There are further ideas to help with this on the programme pages of these notes.



www.bbc.co.uk/schoolradio/contactusform/

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Planning grid showing the songs in each programme

Title Song Themes

Unit 1: My feelings...

1 Feeling...happy Joy is the flagCome & Praise: Beginning no. 6

Being happy – the different things that make us happy.‘A cheerful heart is good medicine’.

2 Feeling...envy Build upAll about our school, no. 12

The feelings of envy and jealousy – what causes them, and ways to counteract them.Being content with what we already have.

3 Feeling...hopeful It’s a new dayCome and Praise no. 106

Things we hope for. Hope as something that we can’t be certain of.

4 Feeling...angry Peace be in our wakingCome and Praise: Beginning no. 25

The feeling of anger – and the things that make us angry. Bullying as something that should make us angry, but also be willing to take action.

5 Feeling...worried TogetherAll about our school, no. 13

What makes us worried and what we can do about it.‘A problem shared is a problem halved.’

Unit 2: Amazing animals

6 A very unusual animal Wiggly waggly songCome & Praise: Beginning no. 34

Fascinating facts about animals‘Just So’ stories as ways of imagining how animals might be as they are.Feature on training guide dogs

7 A very brave animal Chain of loveAll about our school no. 14

Animals being heroes in wartime – PDSA Dickin Medal award winners.Link with Remembrance Day

8 A very generous animal

Let’s sing and danceCome & Praise: Beginning no. 58

Link to Buddhist festival of Bodhi Day. The story of the Monkey King and what it teaches about self-sacrifice.

Unit 3: Christmas

9 Christmas around the world

Mary had a babyCome & Praise no. 123

Christmas traditions around the world and their link with the Nativity storyRussian story of Baboushka.

10 Let it snow! He’s got the whole world in his handsCome & Praise: Beginning no. 36

100th anniversary of Roald Amundsen reaching the South Pole.Interview with Katie Walter, who in 2009 was the youngest person to reach the South Pole.


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CD/Track

Content

CD1Track 1

Welcome and introduction.Some children tell us about different feelings.Paul is spinning the ‘Wheel of how we feel’ to find out what today’s programme is about.

CD1Track 2

Vox pops. Children tell us about the things that make them happy.

CD1Track 3

Song: Song: Joy is the flag(Come & Praise: Beginning no. 6) Encourage the children to join in with as much as they can.

CD1Track 4

Story: The Greatest Treasure. An original story by Sharri McGarry

Peggotty Pete is Red Jake’s best friend. When Red Jake retires from pirating to return home to his family, he leaves Pete all his pirate treasure and tells him ‘There’s no greater treasure than happiness’. Peggoty Pete misses Red Jake and with all his gold, sets out to buy happiness…but it’s not as easy as he thinks.

CD1Track 5

Reflection: on the things that make us feel happy, and making others happy. Ensure everyone is listening carefully.

CD1Track 6

Prayer: thanking God for our feelings and asking for help to spread happiness wherever we go today. Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

Unit 1: My feelings...

1: Feeling...happy

Themes: being happy – the different things that make us happy. ‘A cheerful heart is good medicine’.

Focus image: a smiling face:

Click picture to display as a focus picture


• Look at the smiling face together. Why might the person be smiling?

• How do you feel looking at the smiling face? Why?

• What are the things that make you smile? Are they the same things that make others smile? Why?

• What other different feelings can you think of? When do you feel these emotions?


http://www.bbc.co.uk/learning/schoolradio-assets/img/stta_aut11_01.jpg

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Talk about the story: • Why do you think Red Jake gave up being a

pirate?• What would you have spent the treasure

on?• What did Red Jake mean when he

said ‘There’s no greater treasure than happiness’?

• Which of the things that Peggoty Pete did do you think he enjoyed the most?

• If you were a pirate, what would you like to do? What adventures might you have?

• What do you think the pirate who took Peggoty Pete’s money did next?

• What do you think Peggoty did when he got to Red Jake’s little cottage by the sea?

Follow-up activities:• Make an interactive class display called ‘The

Greatest Treasure’, with a large treasure chest as the centrepiece. Children draw or write on large ‘coin’ shapes the thing that makes them most happy. Accompany this with Red Jake’s quote – ‘There’s no greater treasure than happiness’.

OR• Write a class poem ‘Happiness is...’ with each

child finishing the line with the thing that makes them happiest.

• Write pirate adventure stories.• Draw Red Jake and his family, Peggoty

Pete and Polly the parrot, based on their descriptions in the story or draw Peggoty Pete’s treasure map.

• Take photos of children showing different emotions – can other children guess what emotion they are feeling? How do we know?


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CD/Track

Content

CD1Track 7

Welcome and introduction. Paul is out running in his old but favourite trainers when he is passed by someone with new, flashy (and faster!) trainers…We spin the ‘Wheel of how we feel’ to find out that today’s programme is about the feelings of envy and jealousy

CD1Track 8

Vox pops: Children tell us about times when they have been envious of others

CD1Track 9

Song: Build up(All about our school no. 12)Encourage the children to join in with as much as they can

CD1Track 10

Story: Ant-I-Climax. An original story by Nicky Grischotti

Ant is the smallest ant in his family and is often teased by others who are able to do much more than he can. He looks around him at the other creatures he passes and wishes he could be like them, but in the midst of his pondering, a storm rises and as danger comes his way, he realises how lucky he is to be a part of a family that looks out for each other…

CD1Track 11

Reflection: on ways to turn negative feelings into positive ones. Ensure everyone is listening carefully.

CD1Track 12

Prayer: asking God for help to turn feelings of envy into something positive, to build others up. Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

2: Feeling...envy

Themes: the feelings of envy and jealousy – what causes them, and ways to counteract them. Being content with what we already have.

Focus image: a wrapped present

Click picture to display as a focus image


• Show the children the present, and ask them to imagine that inside is something that they really, really, really want. What might it be?

• How would you feel if the present wasn’t for you, but for someone else?

• Have you ever felt jealous or envious? What about?

• Is jealousy / envy a positive feeling or a negative feeling?



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late every night.’ On the other side, think of a positive angle e.g. ‘...but if I stay up late every night, I’d be really tired all the time.’ You may need to model this with children to give them some ideas.• Find out about ants and how they live.


Talk about the story: • Talk about how Ant feels at different points

in the story e.g. when his brothers tease him; when he sees the bird, squirrel & bee; when he finds he’s on his own; as the rain starts; when his brothers return etc. What clues in the story help you to understand how he was feeling?

• Why do you think Ant wanted to be like the bird, squirrel & bee?

• Bird, Squirrel & Bee didn’t really help Ant not to be envious of them – they told him all the things he couldn’t do because he was small. Think of what they should have said to show him that being an ant is not all bad!

• What other creatures might Ant wish to be like and why?

• If you could be another creature, what would you choose to be and why?

• Have you ever said ‘It’s not fair!’ like Ant did? What about?

• When they returned to find Ant, his brothers said ‘We work as a team and we play as a team – that’s what FAMILY is all about!’ What did they mean? What other examples can you think of where this is true?

•Follow-up activities:• In the story, Ant wished to be anything other

than himself. Think of what you might say to Ant to show him that being small like an ant is fun – e.g. think of things he can do as an ant that he couldn’t do if he was bigger. Write your ideas in speech bubbles and display them alongside a picture of Ant.

• One of the Ten Commandments says [paraphrased]: ‘Be happy with what you have’. Think of all the things you have. How might thinking about these things make a difference next time you’re envious of someone else?

• Make large coin shapes out of card. On one side write a phrase starting ‘It’s not fair that….’, and on the other side, another phrase starting ‘…but if…..’ considering the other, less envious, side of the argument e.g. you might write ‘It’s not fair that...I can’t stay up


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3: Feeling...hopeful

Themes: things we hope for. Hope as something that we can’t be certain of.

Focus image: a genie emerging from a lamp



• Look at the picture of the genie. What stories do you know that have genies in them? Are there other stories you know where wishes come true?

• If you had a genie what would you wish for? If you could wish for something for someone else, what would you wish for? What about wishes for our world? Which wishes are better?

• Is there a difference between a wish and something you ‘hope’ for? In the programme Paul says that ‘we hope for something when we can’t actually be certain that we’ll get it.’ What ‘hopes’ do you have?

• What do you hope to be when you are older? Why?

CD/Track

Content

CD1Track 13

Introduction and welcome.As we spin the wheel today, and find that the programme is on the theme of hope, we meet Paul’s own personal genie, who grants him the customary 3 wishes…

CD1Track 14

Song: It’s a new day(Come and Praise no. 106)Encourage the children to join in with as much as they can.

CD1Track 15

Vox pops: Children tell us about their hopes, dreams & ambitions.

CD1Track 16

Story: What do you want to be? An original story by Nicky Grischotti

Hannah’s class is taking part in an event for their school Open Evening, thinking about what they want to be when they grow up. The only trouble is that Hannah really has no idea…

CD1Track 17

Reflection: on hopes and dreams for the future. Ensure everyone is listening carefully.

CD1Track 18

Prayer: thanking God for the fact that each new day brings hope.Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.



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• After the programme:

Talk about the story: • Think back to the last time that you

dressed up to be someone else or played in your class role play area. What did you do?

• How many different occupations did the children choose? If you were in Miss Brocklebank’s class, who would you have pretended to be?

• Why do you think Hannah found it so difficult to decide what she wanted to be?

• In the story it said that Hannah’s ‘lip began to wobble and her eyes began to prick’. What do you think Hannah was feeling at this point?

• Which of the things that Miss Brocklebank said do you think made Hannah feel better?

• Which of the things do you think the adults most enjoyed looking at when they came to the school Open Day?

• What other things could Hannah have put on her table?

Follow-up activities:• Arrange for your class to have a ‘What I hope

to be’ day, when they can come dressed as someone they’d like to become one day. Encourage children to be as imaginative as possible. If you don’t want to dress up, you could draw portraits and display them instead.

• Write ‘job descriptions’ for different occupations – include something about the skills people will need for each job, or the type of person they need to be.

• Invite parents or grandparents in to talk to children about their job, or what they wanted to be when they were the children’s age.

• Write a story about finding a magic lamp or bottle with a genie inside, and the things that you wish for.


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CD/Track

Content

CD1Track 19

Introduction and welcome. The ‘Wheel of how we feel’ spins again, and lands on ‘angry’. Paul tells us as about some of the things that make him angry…

CD1Track 20

Vox pops: Some children tell us about the things that make them angry

CD1Track 21

Story: Sleeping on it. An original story by Gordon Lamont

Vicky and Joey are school hamsters at Cherrytree Primary School. When Vicky’s classroom is decorated, her cage moves in with Joey every night & she discovers that becoming Joey’s friend is a bit harder than she thought it would be…

CD1Track 22

Reflection: on feeling angry, and dealing with anger in a positive way.Ensure everyone is listening carefully.

CD1Track 23

Prayer: thanking God for our feelings and emotions and asking for his help to choose our words and actions carefully when we are angryChildren can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

CD1Track 24

Song: Peace be in our waking(Come and Praise: Beginning no. 25)Encourage the children to join in with as much as they can

4: Feeling...angry

Themes: feeling angry – and the things that make us angry. Bullying as something that should make us angry, but also be willing to take action.

Focus image: a picture of an angry face



• Show the children the picture of the angry person. What is this person feeling? What might’ve made them angry?

• What makes you angry? Is being angry a positive feeling or a negative feeling?

• What should you do when you’re angry?• Are there things that it’s right to be angry

about - e.g. hunger in the developing world, bullying etc.? Talk about how being angry can sometimes make people take action.



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Talk about the story: • How do you think Vicky felt when she

found out she was going to move out of her classroom? Have you ever felt like that? When?

• How do you think Joey felt when he knew that Vicky was going to move into his classroom? How you ever felt like that? When?

• Joey said some really unkind things to Vicky each night when she came to Mrs. Carter’s classroom. Why do you think he said what he did?

• Has anyone ever said those sorts of things to you? What did you do about it?

• What do you think made Joey change his mind about having Vicky as a friend?

• What anti-bullying ideas do you think the two hamsters came up with at the end of the story?

Follow-up activities:• Talk about your school’s anti-bullying policy

and the ways that it encourages everyone to get along. As a class, are there any things that you think could be added? Talk about the different things that children feel are bullying – this can be quite different depending on children’s personalities. Make and sign a class agreement to work together against bullying of any kind.

• Design and make posters to promote anti-bullying strategies.

• Write a story about how Joey and Vicky’s friendship developed, and the adventures they might have had at Cherrytree Primary School once the children had gone home.

• Read together stories that deal with the subject of bullying and talk about the issues raised by each e.g. ‘Don’t be a bully, Billy!’ by Phil Roxbee Cox and Jan McCafferty (ISBN-10: 0746096348) or ‘Who’s Next?’ by Sally Grindley (ISBN-10: 1860394086) You probably have a selection of books already!


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CD/Track

Content

CD1Track 25 Welcome and introduction.

In the final programme of unit 1, the wheel spins and lands on ‘worried’. Paul reflects on the many things that he’s worried about already today….

CD1Track 26 Vox pops: Children tell us about

the things that make them worry

CD1Track 27 Story: Worrying William. An

original story by Sharri McGarry

William is always worrying – about things that have happened, are happening, or might happen. One day, when Uncle Harry takes him to school, he uses some of his own ‘What if….?’ questions that get William thinking another way…

CD1Track 28 Together

(All about our school no. 13)Encourage the children to join in with as much as they can.

CD1Track 29 Reflection: on dealing with

worry and remembering that ‘a problem shared is a problem halved.’Ensure everyone is listening carefully.

CD1Track 30 Prayer: thanking God for the

people we can turn to when we are worried.Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

5: Feeling...worried

Themes: what makes us worried and what we can do about it. ‘A problem shared is a problem halved.’

Focus image: a South American worry doll



• Show the children the picture and explain that these are worry dolls that are traditionally used in South American countries to help people with their worries. The idea is that you tell your worries to a little doll each night before you sleep and it’s supposed to help the worries go away.

• What might people talk to the worry dolls about?

• Do the dolls actually help, or is it just the fact that the worry isn’t stuck inside any more? Who do you talk to when you’re worried?

• Talk about the proverb ‘A problem shared is a problem halved’.



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Talk about the story: • Do you worry about any of the things that

William worried about? Which things? Which of William’s worries weren’t things you would worry about?

• What other things do you think William worried about?

• Do you think William enjoyed Uncle Harry’s visit? Why?

• What was it about Uncle Harry’s ‘What if…?’ questions that made William stop worrying?

• What do you think most surprised William’s mum about his suggestion when she was worried about not having enough milk?

• At the end of the story, Paul says these words:

• ‘There’s no use in worrying, William – what will be will be. There’s no use in worrying, William – you might as well wait and see’. What does Paul mean? Is this good advice for someone who worries a lot?

Follow-up activities:• Make a ‘worry box’ (or bag) in your

classroom. Children (anonymously) write their biggest worry on a slip of paper then post it inside the box. Each day, take a few worries out, and ask the class to give advice that would help with the worry. Each worry will need to be treated seriously and may need sensitive handling.

• Make your own ‘worry dolls’ using old-fashioned wooden clothes pegs, and dressing them with scraps of material.

• Play your own ‘What if….?’ game like Uncle Harry did with William.

• Read the story ‘The Huge Bag of Worries’ by Virginia Ironside and Frank Rodgers (ISBN-10: 0340903171) together, and talk about how it shows that ‘a problem shared is a problem halved’.

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CD/Track

Content

CD2Track 1

Welcome and introduction.Paul invites us to the Amazing Animal Extravaganza…

CD2Track 2

Song: Wiggly waggly song(Come & Praise: Beginning no. 34).Encourage the children to join in with as much as they can.

CD2Track 3

Story: The sing-song of Old Man Kangaroo. An adaptation by Jan Payne of Rudyard Kipling’s ‘Just So’ story

Kangaroo wants to be different from the other animals, and visits the god Ngong to present his request. Ngong sets Yellow Dog-Dingo on the case, and a chase across Australia ensues….with some interesting results!

CD2Track 4

Feature: We hear from Sam and his mum, Donna, who tell us about how they train guide dog puppies

CD2Track 5

Reflection: on the amazing range of animals in our world and how they help us. Ensure everyone is listening carefully.

CD2Track 6

Prayer: thanking God for the amazing animals in our worldChildren can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

Unit 2: Amazing animals6: A very unusual animal

Themes: fascinating facts about animals; the extraordinary things animals are capable of; training guide dogs.

Focus image: a picture of a guide dog



• Look together at the picture of the guide dog. What sort of dog is this? How do you know?

• What special job does it have? How does it help its owner?

• Why do you think dogs are used to help blind or partially sighted people? (and deaf people too). Why not cats or rabbits?!

• Do you know any other animals that have special jobs?



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Talk about the story: • Do you think this is a true story? Why?• How is this story different from any other

creation stories you know of?• Why do you think the little kangaroo

wanted to be different from the other animals?

• Why was God Ngong cross with Kangaroo’s request? What would you have said to Kangaroo?

• Why did God Ngong change his mind and help Kangaroo with his request?

• What was Yellow Dog-Dingo planning when he agreed to help make Kangaroo different from the other animals?

• Why do you think Ngong didn’t grant Yellow Dog-Dingo’s request?

Follow-up activities:• Find out fascinating facts to add to make your

own ‘Amazing Animal Extravaganza’. Display these facts with pictures of the animals. What makes each special and unique?

• Visit www.guidedogs.org.uk/ to find out more about the charity or invite a blind or partially sighted visitor to talk to the children about their guide dog and the ways he/she helps them in everyday life.

• Listen again to the feature interview with Sam and his mum Donna. What do you think they most enjoy about having a guide dog puppy at home?

• Read some of Rudyard Kipling’s other ‘Just So’ stories during story times this week.

• Write your own ideas about how different animals might have got their unusual features - e.g. elephant’s trunk; camel’s hump etc.


http://www.guidedogs.org.uk/

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CD/Track

Content

CD2Track 7

Welcome and introduction.Paul introduces the theme of today’s programme – animals who’ve helped humans in times of war

CD2Track 8

Story: White Vision War Pigeon. An adaptation by Tracey Hammett of a true story

This is a story set during World War II. White Vision is one of many ordinary homing pigeons who live on an RAF base. She regularly goes out on patrol in the ‘flying boats’, as a back-up plan should radio contact not be possible. When a storm brings her patrol plane down in northern seas, White Vision saves the day…

CD2Track 9

Feature: Isabelle George is an author who writes stories about animals in wartime. She tells us about some of the amazing animals who’ve won the PDSA ‘Dickin’ medal for bravery.

CD2Track 10

Reflection: on Remembrance Day and those who have been affected by war. Ensure everyone is listening carefully

CD2Track 11

Prayer: thanking God for those who made sacrifices to keep us safe and for help to build a peaceful future.Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.

CD2Track 12

Song: Song: Chain of Love(All about our school no. 14).Encourage the children to join in with as much as they can.

7. A very brave animal

Themes: Animals being heroes in wartime – PDSA Dickin Medal award winners. Link with Remembrance Day.

Focus image: the Dickin medal



• Show the children the picture and ask the children to tell you what it is and what it might be for.

• Who gets awarded medals and why?• Do you know anyone who’s been given a

medal for something? What?• What happens on Remembrance Day? Why

do we still remember?• Do you know any stories about animals who

have been heroic in some way?



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Talk about the story: • Why do you think pigeons were used during

wartime?• Why were the pigeons fed good seed and

never went hungry?• Talk together about how White Vision might

have felt at different points in the story - e.g. in her loft at the RAF base; in the flying boat; when the plane landed; during the storm; when she arrived back at the air base; when she was given her medal etc.

• What sorts of messages do you think other homing pigeons carried?

• What was the worst moment for the men in the Catalina?

Follow-up activities:• Visit the PDSA website to find out about

other animals who’ve won Dickin awards for bravery – especially those during the children’s lifetimes.

• Make a ‘chain of love’ (as in the song!) using strips of red paper. Write a wish for peace on each, or something you could do to bring peace to your classroom / school / family / community. Join all the strips together to make a long paper chain and display in your classroom or assembly hall.

• Find out what happens near your school on Remembrance Day – or invite a veteran in to talk to children about their experiences.

• If you were a writer, which of the animals on the PDSA Dickin medal list would you write a story about?

• Read some of Isabel George’s stories about animals’ acts of bravery during times of war in ‘The Dog That Saved My Life’ (ISBN-10: 0007339208) or ‘Beyond the Call of Duty’ (ISBN-10: 0007371519).


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8: A very generous animal

Themes: the Buddhist festival of Bodhi Day; the story of the Monkey King’s sacrifice and what we can learn from it

Focus image: picture of Buddah meditating



• What festivals do children in your class celebrate? What are celebrations for?

• Look together at the picture of Buddha. Do any children know who this is?

• What do they think Buddha is feeling?• What might Buddha be thinking?• When you are quiet and still, what do you like

to think about?• Spend a few moments in peace and quiet,

enjoying the stillness before you start the programme.

CD/Track

Content

CD2Track 13

Welcome and introduction.Paul is having a few calm, quiet moments to himself as he introduces the programme. He tells us a little about Buddhism and the celebration of Bodhi Day

CD2Track 14

Song: Let’s sing and dance(Come & Praise: Beginning no. 58). Encourage the children to join in with as much as they can

CD2Track 15

Vox pops: Children tell us about times when they have made a sacrifice

CD2Track 16

Reflection: The Monkey King’s Sacrifice. An adaptation by Jan Payne of a Buddhist story

The Monkey King rules over the kingdom of the monkeys and is a wise and courageous ruler. One day, a delicious mango from their favourite mango tree falls into the river and ends up in the Kingdom of Humans where the greedy king finds it. His desire for more would have devastated the Monkey Kingdom, were it not for the Monkey King’s sacrifice…

CD2Track 17

Reflection: on self-sacrifice and helping others. Ensure everyone is listening carefully.

CD2Track 18

Prayer: thanking God for those who make sacrifices to help us. Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.



21



Talk about the story:• What do you think made the Monkey King a

good ruler?• How was he different from the King of the

Humans?• Why did the Monkey King not want the

mangoes to fall into the Land of Humans?• Do you like mangoes? What fruit do you like

best?• What do you think is the most important

moment in this story? Why?• How did the King of the Humans change after

this story?• Why do you think this story is important to

Buddhists? What might we all learn from it?

Follow-up activities:• Find out about what Buddhists believe and

what they do to celebrate Bodhi Day.• Have an ‘Others First’ day at school, where

everyone tries to practice self-sacrifice. Make a list as a class of things they can do to put someone else first. After the day has finished, talk about how everyone felt. Was it easy to do? Are there things that you learnt that you might want to put into practice every day?

• Draw what you think the Monkey King looked like.

• Taste mangoes to see if you agree with the kings in the story!


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Unit 3: Christmas9: Christmas around the world

Themes: Christmas traditions around the world; the many different ways of celebrating Christmas, incuding the Russian traditional story of Baboushka

Focus image: a Christmas pudding



• Show children the picture of the Christmas pudding? Does anyone know what goes into it?

• What do children think ‘Stir Up Sunday’ might be about?

• What other Christmas foods to children like to eat?

• Are there other Christmas traditions they enjoy?

• Talk together about what a ‘tradition’ is. Do you have any as a class that you take part in during the run-up to Christmas?

CD/Track

Content

CD1Track 19

Welcome and introduction.Paul is getting ready for Christmas and reflects on the different ways that people celebrate Christmas, including Stir Up Sunday…

CD2Track 20

Vox pops: ‘Paul’s little helpers’ take a whistle-stop tour to find out how Christmas is celebrated around the world

CD2Track 21

Story: Baboushka. An adaptation by Tracey Hammett of the traditional Russian tale

Baboushka is very house-proud, and one day, she has a visit from some very important royal guests who are seeking a place to stay on their way to Bethlehem, following a special star. They invite Baboushka to join them, but will she be able to leave her cleaning to journey in search of the new king?...

CD2Track 22

Song: Mary had a baby(Come & Praise no. 123).Encourage the children to join in with as much as they can

CD2Track 23

Reflection: on celebrating Christmas, and what makes it special. Ensure everyone is listening carefully.

CD2Track 24

Prayer: thanking God for the excitement of Christmas.Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.



23



Talk about the story…• Why do you think Baboushka was so house-

proud?• What do you think happened when she tried

to dust Boris?!• Why do you think the three kings chose to

visit Baboushka’s house?• What do you think she cooked for them?• Why did the kings leave at night time and not

stay until morning?• What toys might Baboushka have had in her

wooden chest?• How did Baboushka feel when she realised

that she had missed visiting Jesus?• Do you think Baboushka is still delivering

presents to children?

Follow-up activities…• Research traditions familiar to the UK,

especially ‘Stir Up Sunday’ – traditionally 5 weeks before Christmas.

• Find out more about some of the Christmas traditions mentioned by the children in the ‘Spin the Christmas Globe’ feature, especially about any connections that the traditions have with the Nativity story. You could also research other places that you have connections with through children in your class, or invite parents in to talk to children about Christmas in their home country.

• Listen to the song again, and find out which parts of the Nativity story are missing.

• Make a photo gallery of ‘Christmas Traditions’, with children bringing in photos of how they celebrate Christmas at home.

• Make a Christmas pudding (or cake) to stir on the Monday after Stir Up Sunday!

• Create your own menu of food that you like to eat at Christmas time


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10: Let it snow!

Themes: 100th anniversary of Roald Amundsen reaching the South Pole. Interview with Katie Walter, who in 2009 was the youngest person to reach the South Pole

Focus image: a photo of the South Pole



• Look together at the photo. What’s the weather like there? How is it different from the UK?

• What do children think it would be like to visit the South Pole? Would they like to go there? What would they most like to do at the South Pole if they did visit?

• Find the South Pole on a globe and look together at other pictures of it – during the winter, and during the summer. What are the differences?

• Look at pictures of husky dogs. What makes them perfectly suited to snowy weather?

CD/Track

Content

CD2Track 25

Welcome and introduction.Paul is remarking on how chilly the weather is.

CD2Track 25

Vox pops: Some STTA listeners think of lots of different types of Winter weather.

CD2Track 26

Song: He’s got the whole world in his hands (Come & Praise: Beginning no. 36). Encourage the children to join in with as much as they can.

CD2Track 27

Story: Journey to the South Pole. An adaptation by Deborah Nash of the true story of Roald Amundsen’s South Pole expedition

Taku is the lead dog in Roald Amundsen’s husky team, pulling sledges towards the South Pole. We see the adventure through his eyes as the Norwegian team strives to beat the British team, led by Captain Scott, to the southernmost tip of the world.

CD2Track 28

Feature: Interview with Katie Walter, who tells us of her experiences (including Christmas!) in 2009, when she became the youngest person ever to reach the South Pole

CD2Track 29

Reflection: on being determined and overcoming adversity. Ensure everyone is listening carefully.

CD2Track 30

Prayer: thanking God for people who inspire us and for opportunities to make our dreams come true. Children can listen or join in with ‘Amen’ at the end if they wish to make the prayer their own.



25



Talk about the story:• Why do you think that Roald Amundsen chose

husky dogs to help with the expedition?• Why do you think Taku was the leader of the

husky team? What made him such a ‘great dog’?

• What do you think Taku and the other dogs thought when they were on the ship sailing to Antarctica?

• Why do you think Anu wanted to be the leader of the pack?

• What do you think was the hardest part of the expedition for Taku?

• Why do you think the Norwegian team reached the South Pole first? How did they feel? How did the British team feel?

Follow-up activities:• Write short pieces entitled ‘What I would do

at the South Pole’.• Find out about the history of the South

Pole expedition in 1911. There is some information for teachers at:

• www.antarcticconnection.com/antarctic/history/pole-race2.shtml • Compare what the explorers wore in 1911

with how Antarctic explorers are equipped now. There are some pictures at www.coolantarctica.com/Antarctica%20fact%20file/History/roald_amundsen_pictures.htm

• Find out more about Katie Walter’s 2009 expedition at http://celebrityangels.co.uk/celebrity/katie_walter

• What do you think would have been the hardest part of her trip? What about the best? What would you have enjoyed?


http://www.antarcticconnection.com/antarctic/history/pole-race2.shtml

http://www.antarcticconnection.com/antarctic/history/pole-race2.shtml

http://www.coolantarctica.com/Antarctica%20fact%20file/History/roald_amundsen_pictures.htm



http://http://celebrityangels.co.uk/celebrity/katie_walter

http://http://celebrityangels.co.uk/celebrity/katie_walter

Something to Think About - Autumn 2011 - BBC

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Transcript of Something to Think About - Autumn 2011 - BBC