Presenter: Gemma Huntdownloads.bbc.co.uk/schoolradio/pdfs/together_summer...Abdul Quadir tells him he has always been taught the importance of telling the truth. The robber leader

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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 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/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/


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www.bbc.co.uk/programmes/b03g64ppTogether - Summer 2012

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.

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Introduction 3

Unit 1: Market Tales 5

1. The truth is best 5Podcast / AOD begins 03/05/2012

2. What really matters 7TPodcast / AOD begins 10/05/2012

Unit 2: Waste not 9

3. Waste not - in the home 9Podcast / AOD begins 17/05/2012

4. Waste not - in the wider world 10Podcast / AOD begins 24/05/2012

Unit 3: Olympics 2012 13

5. The history of the games 13Podcast / AOD begins 31/05/2012

6. Going for gold 15 T

Podcast / AOD begins 14/06/2012

7. Overcoming the odds 17Podcast / AOD begins 21/06/2012

8. It’s not all about sport 19Podcast / AOD begins 28/06/2012

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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/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:

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

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.

Together - Summer 2012

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/learning/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: Market tales

U1: The truth is best

Themes: Different types of markets and what happens in them; telling the truth

Preparation for the programme:

FOCUS IMAGE: a spice market

To display a larger version click on image

Programme content:

VOX POPS: children talk about the kind of markets they’ve visited and describe the sights, sounds and smells, and what they like about them

STORY: The truthful boy by David Self.

SONG: Come and Praise 1 no 51 - ‘The Lord’s Prayer’

REFLECTION: on how it’s not just merchandise that gets exchanged in a market, and on telling the truth, even under difficult circumstances

Pre-programme questions:

• Have you ever been to a market?• How many different kinds of market can you

think of?• List all the different things that might happen

at a market (buying and selling, exchanging news, greeting people, sharing jokes, eating and drinking etc.)

• Can you think of any reasons why markets might grow up in a particular place? Consider historical significance such as a wool market and factors such as near or between several settlements, good transport links and so on.

Story synopsis: The truthful boy by David Self

We are taken back more than five hundred years to the market place in the Middle Eastern town of Hormuz, where Reuven, a Jewish market trader, meets his Muslim friend, Halim. Before they get down to business, Reuven wants to ask Halim’s advice about another trader who has been arrested for selling false goods and is to be put on trial. Reuven has been asked to stand as a witness against him, but he realizes the man is not really bad, just greedy, and doesn’t know what to do.

Over coffee, Halim tells Reuven a story which might help him to make up his mind. The story is about a boy called Abdul Quadir, who has to make a journey to Baghdad to go to school there. His widowed mother has saved 40 coins for him and has sewed them into the lining of his cloak for safety. On the journey Abdul Quadir joins a caravan of merchants, but one day they are ambushed by robbers, who steal the merchants’ wares.

When the robbers ask Abdul Quadir what he has, he tells them about the 40 coins hidden in his cloak, even though the robbers would not have found them. The leader of the robbers is surprised that he didn’t just keep quiet. Abdul Quadir tells him he has always been taught the importance of telling the truth. The robber leader is impressed by his honesty and goodness and instructs the other robbers to return all they have stolen from the merchants and set them free.

After he finishes his story, Halim advises Reuven to think about the story and consider the benefits of telling the truth, even under difficult circumstances.


http://www.bbc.co.uk/learning/schoolradio-assets/img/collectiveworship/together/together_image_1.jpg

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After the programme:

STORY QUESTIONS:

• There are two stories in one – can you recall the basic outline of the story of the trader who has been arrested; and can you retell the story of Abdul Quadir?

• If you were talking to Reuven about the trader who was arrested, what would your advice be?

• Can you think back to a time when you have not told the whole truth? What happened and why?

• Is it ever right to tell a lie? Can you think of any situations where you might not tell the whole truth?

• Is there a difference between telling a lie and not telling the truth, for example when you withhold information?

ACTIVITIES:

• Write a conversation between a market trader and a customer. Try to include talking about the weather, some local gossip or news, something seen on the TV or heard on the radio or seen on the web, and something about the transaction (sale) that’s taking place.

• In groups create sound pictures of busy markets, full of life and bustle.

• Enact the court case of the trader who was been arrested in the story. One person can speak for the trader (defence lawyer), one against (prosecution lawyer), others can be witnesses, one can be the accused. You’ll need a judge to keep order and ensure fairness and the rest of the class can be the jury.

Weblinks:

Information on Hormuz and the spice trade:

http://en.wikipedia.org/wiki/Ormuswww.bbc.co.uk/radio4/history/empire/episodes/episode_12.shtml

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

http://en.wikipedia.org/wiki/Ormus www.bbc.co.uk/radio4/history/empire/episodes/episode_12.shtml



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2: What really matters

Themes: exchanging views about the important things in life and which ones matter the most


FOCUS IMAGE: a happy couple and a heart

To display a larger version click on the image

Programme content:

VOX POPS: children talk about what really matters to them

SONG: Come and Praise 1 no 59 - ‘The best gift’

STORY: The finest thing in the world by David Self

REFLECTION: on the important things in life and which of the three brothers in the story found the finest thing in the world Pre-programme questions:

• If you were going away on a long journey and could only take three things from home with you, apart from your clothes, what would you take and why?

• Complete this sentence: the most important thing in the world for me is…

• Stand or sit in a circle and play the genie game. You need an object to represent the magic lamp, an ordinary mug will do! You pass the lamp around the circle and only the person holding it may speak. They are granted three wishes, one for themselves, one for the school and one for the world.

Story synopsis: The finest thing in the world by David Self

We re-join market trader, Reuven, in the market of 15th century Hormuz, where he is waiting for Dhanesh, a trader from India. He wants to ask Dhanesh’s advice on a question, posed by the King of Hormuz, to all merchants in the city who wish to carry on trading. The question is: what is the finest thing in the world?

Dhanesh tells Reuven a story to help him make up his mind. Dhanesh explains that for Hindus, like himself, the city of Varanasi, which stands on the holy River Ganges, is very important. His story is about the Rajah of Varanasi who died many years ago and the army seized power and threatened the Rajah’s three sons, who had to flee the city. Once they had reached safety, they discussed how they could win back the holy land around Varanasi. One of the brothers suddenly asked the question that Reuven has been asked: what is the finest thing in the world. One brother thought it was power, another thought it was wealth and the youngest brother, like Reuven, did not know. The next day they all went their separate ways and agreed to meet again in ten years time. When the time came, the two elder brothers returned, having achieved power and wealth. In the meantime the youngest brother had stayed at home with his wife and children. He counted himself a happy and blessed man for he believed that he had found the finest thing in the world – love.


STORY QUESTIONS:

• What is the question that Reuven asks Dhanesh?

• The three brothers had different answers to the question what is the finest thing in the world? What were their three different answers?

• Which of the brothers was happiest with the way that life had turned out?

• Do you agree with the message of the story that love is the finest thing in the world?


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ACTIVITIES:

• Write a ‘pitch’ for what you think is the finest thing in the world. A pitch is a short statement that gets across your main points in a clear and exciting way that you hope will persuade people to your point of view. Decide what you want to pitch as the finest thing in the world. Plan your statement carefully and then deliver it to the rest of the class – see if you can persuade them that your idea is the best one. This works well as a small group activity.

• Create an illustrated version of the words of today’s song, Come and Praise 1 no 59 - ‘The best gift’. Write out the words or use a copy with lots of space around the words for your illustration. You could use ancient illuminated manuscripts for inspiration. See the British Library website at: www.collectbritain.co.uk/collections/illuminated/

• Create a dance or mime based on the story, perhaps using Middle Eastern music. Work in groups of three to represent the three brothers. They begin together, then each goes their own way. One by one they return and, using simple gestures, tell their story.

•

Weblinks:

Information about the city of Varanasi:

www.varanasicity.com/history-of-varanasi.html


www.varanasicity.com/history-of-varanasi.html

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Unit 2: Waste not

3: Waste not - in the home

Themes: Looking after the environment; saving energy at home


FOCUS IMAGE: a running tap


Programme content:

VOX POPS: children talk about ways of saving energy at home

SONG: Come and Praise 1 no. 17 – ‘Think of a world without any flowers’

STORY: Gabi and Gurk, part 1 by Derek Farmer

REFLECTION: on how our need for energy has affected the climate and what we can do to help protect the environment before it’s too late


• Why do we need to save energy in our homes?

• How can we save energy at home?• Have you tried to use less energy at home

and have you come across any difficulties in your efforts? Is it easy to get people to change their behaviour and how can we help ourselves and others to change?

Story synopsis: Gabi and Gurk, part 1 by Derek Farmer

Galactic Ecological Detective Investigator, Gurk, is sent to earth from Planet Glaxon on an assignment to help an ordinary family to save energy in order to protect the environment. Gabi, Mum and Granddad all think he’s a bit strange, but Gabi soon realises he has special powers when he’s able to turn off the tap without touching it.

Granddad and Mum are rather irritated by Gurk’s strange habits, especially when Mum goes to have a bath and discovers that it’s full of the fish from the fish pond. In the interests of saving water, Gurk has been using the water from the fish pond to water the garden and has put the fish in the bath for safe-keeping.

Granddad is keen that Gurk should leave, but after watching a TV programme about the effects of climate change, he realises that Gurk has a point and they must take action.


STORY QUESTIONS:

• Why was Gurk sent to Earth?• Why did Gurk ask Gabi to keep his true

identity secret?• In what ways did Gurk try to get the family to

save energy?• Do you think Gurk’s approach would work in

your home?

ACTIVITIES:

• Draw a picture of Gurk and his commander Overlord Brog before Gurk transforms into human form.

• Write a three point plan for saving energy in your home. Make it clear and simple so that you can display it somewhere at home where everyone can see it and respond to your message.

• Conduct a class poll of the ways that you have all changed your behaviour at home to use less energy; things like, turning down the heating, using more efficient light bulbs, turning off lights when you can, and so on. What is the best way to display the results?


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4: Waste not in the wider world

Themes: Saving energy outside the home and at school


FOCUS IMAGE: recycling bins


Programme content:

SONG: All about our school no. 9 – ‘Our school’. The words are available in these online Notes (see page 11)

VOX POPS: children talk about their ideas on using less energy at school

STORY: Gabi and Gurk, part 2 by Derek Farmer

REFLECTION: on trying to keep our world beautiful by saving energy at home and at school


• How do you try to save energy at school and can you think of any other changes you could make?

• Look around the classroom and see how many things you think could be recycled when they are no longer needed. Do you know how and where to recycle them?

• Can you remember last week’s story: who is Gurk and why has he come to the earth? How did his mission progress? What did Granddad think by the end of the first episode?

Story synopsis: Gabi and Gurk, part 2 by Derek Farmer

In the second part of the story about Galactic Ecological Investigator, Gurk, from Planet Glaxon, Granddad has decided to do something about the current water shortage. He, Gabi and Gurk are searching out people breaking the hosepipe ban. When they try to prevent someone watering his garden, they are met with hostility. They’re about to give up, when Gurk works his magic and manages to turn off the water, just by pointing at the hosepipe.

Granddad then goes on to tackle another environmental problem – packaging and its disposal. He decides they should collect as much packaging as they can and return it to the shop or supermarket that it came from. However, the plan backfires when they are spotted on CCTV and the police turn up to arrest them for blocking the supermarket entrance.

When Mum suggests he could get more done by standing for the local council or parliament, Granddad is enthusiastic and turns to Gurk for help. But Gurk’s assignment is considered to have been successful and he has returned to Planet Glaxon.


STORY QUESTIONS:

• What energy saving ideas did Gurk and the family put into action in today’s story – do you think any of them would work at your school or in your area?

• What did Mum suggest that Granddad should do at the end of the story and what do you think of her idea?

• Why did Gurk disappear at the end of the story?


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ACTIVITIES:

• Gurk’s planet - Glaxon - uses energy sensibly. Can you draw a plan of a typical Glaxonian school, showing all the energy efficient systems?

• Brainstorm all the energy saving and recycling ideas that you have for your school. Collect them together and discuss each one. Which would save the most energy or recycle the most? Which would be easiest to put into practice? Devise a class presentation that explains your ideas – you could use a class assembly to tell the whole school about them.

• Write a poem in two halves. The first half describes the world in ten years time if we don’t use energy more efficiently; the second half gives a more optimistic view, describing a world where energy is not wasted.

Weblinks:

Plastic bags and the environment

www.bbc.co.uk/dna/h2g2/A28808490

Recycling plastic

www.uk-energy-saving.com/plastic_recycling.html


www.bbc.co.uk/dna/h2g2/A28808490



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Our school

In our schoolWe work together,Yes, in our school

We try and help each otherMake our school

A happy place to be

In our schoolWe think of others,Yes, in our school


A happy place to be

In our schoolWe make good friends,

Yes, in our schoolWe try and help each other

Make our schoolA happy place to be

In our schoolWe work together,Yes, in our school


A happy place to beIn our school

A happy place to be!

© Kate Walker


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Unit 3: Olympics 20125: The history of the Games

Themes: the history of the modern Olympic Games; Baron De Coubertin; Olympic values


FOCUS IMAGE: Baron de Coubertin


Programme content:

VOX POPS: children talk about what they know about the Olympic Games

SONG: Come and Praise no. 43 – ‘Give me oil in my lamp’.

STORY: The first Olympics by Sue Reid

REFLECTION: thinking about the Olympic games and the hard work it takes to achieve our goals


• Are you looking forward to the Olympic Games?

• Do you know why they are called the ‘Olympic’ Games?

• Which Olympic sports to do most enjoy watching?

• Are there any that you enjoy playing too?

Story synopsis: The first Olympics by Sue Reid

As a young man, Pierre de Coubertin, had a great desire to inspire others using sport. He dreamed of not only reviving the ancient Olympic Games, but of making them an international event that would bring all the nations of the world together.

It was clearly a enormous task he had set himself and took great determination to convince and inspire world delegates to sign up to it. But, after little interest at an initial conference held in Paris, de Coubertin toured America and Britain spreading the word before returning again to Paris in 1894. He arranged another week of sporting events and gave an inspired speech outlining his dreams for the games. This time he recieved a rousing reception; the delegates were impressed by the idea of an international sporting event.

In 1896, Pierre de Coubertin realised his dream when Athens hosted the first international Olympics - and they have been held every four years since (except during the two world wars).


STORY QUESTIONS:

• Can you remember when and where the first modern Olympics took place?

• Why did the young Baron de Coubertin have such an interest in sport for young people?

• What benefits did he think taking part in sports would bring them?

• Baron de Coubertin thought that reviving the Games could do more than just increase interest in sport. How did he think it could help and even change the world?

• How did he go about convincing people that his idea for a modern Olympics was viable?


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ACTIVITIES:

• Put a volunteer in the ‘Hot Seat’ to be Baron de Coubertin. The rest of the class are a committee of sports’ people from around the world. The Baron has to persuade them that it will be possible to revive the Olympic Games and make a success of them. The committee are sceptical (they don’t think this is possible); how will de Coubertin convince them that this is a good thing and that it is possible to do it?

• Write a short paragraph called ‘My Olympic Dream’. Think about what the Olympics mean to you. Do you dream that one day you will compete in the Games? Perhaps your dream is to get to be a spectator at one of the events at London 2012; or maybe you really are going and can write about that! Or your dream might be around the Olympics but not directly about sport. So you might dream of designing an Olympic kit, or directing a film about the Olympics or even organising the first ‘Space Olympics’ in the future.

• Working in groups, invent a new Olympic sport, your own idea for a new game with new rules. It could be a ball games (but the ‘ball’ doesn’t have to be round!) or a running, jumping or throwing game – or a mixture of different types of sport. Will it be a solo event, like a sprint race, or a team event like basketball? When you have your ideas, organise a try-out to play the game and see how it works. Then take what you discover from the try-out and revise and improve your game before telling the rest of the class about it and why you think it should be a new Olympic sport.

• The Olympic values are: respect, excellence, friendship and the Paralympic values add: courage, determination, inspiration and equality. Create a poster showing these values in words and simple images related to sport and the Olympic and Paralympic Games.

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6: Going for gold

Themes: hard work and determination; achieving our goals; the inspiring story of Emile Zatopek


FOCUS IMAGE: athletes competing in the Olympic velodrome


Programme content:

INTERVIEW: two of Team GB’s cyclists, Jess Varnish and Danni King, talk about what it takes to be an Olympic athlete.

SONG: All about our school no. 12 – ‘Build up’.

STORY: Emile Zatopek by Sue Reid

REFLECTION: thinking about going for our goals and having the determination to keep going


• Do you know what a velodrome is and what it is used for?

• Do you own or use a bike?• Do you like cycling? When and where do you

cycle?• If you were advising a new cyclist, how would

you tell them to keep safe on their bike?• Do you like running?• Have you even been in a running race?• What’s the best way to prepare for a running

race?

Story synopsis: Emile Zatopek by Sue Reid

If it wasn’t for a chance encounter with ‘Mr Lollipop’, Tom would never have heard of his hero, Emile Zatopek. One morning, he was running late for school and decided to sprint across the road as the last kids reached the otherside. Expecting ‘Mr Lollipop’ to tell him off, he was surprised when, after telling him it was dangerous, he told him he ran fast ‘like Zatopek.’

Tom didn’t really understand what he meant, but the name Zatopek stuck with him and when he got home from school he looked him up on his laptop. He discovered that Zatopek was a great Czech athelete from the 1940s and 1950s who broke many Olympic records. As he learnt more about Zatopek, he became more inspired and decided to follow his training regieme.

At the annual sports day Tom decided to put himself down for the 5000 meters against the school’s best runner, Kevin. Everyone thought Kevin would win easily, but Tom knew he didn’t have Zatopek routing for him.

As the race began Kevin pulled away in the lead but, remembering all that he had learnt from Zatopek in his training, Tom doesn’t panic. As the race comes to a conclusion, Tom’s hard work and dedication in training pays off when he overtakes Kevin and wins the race.


STORY QUESTIONS:

• What sport did Emile Zatopek take part in at the Olympic Games?

• Why did the boy in the story run round the park in his boots?

• What other training techniques did he use?• What happened in his race against Kevin?• Why do you think the boy in the story was so

inspired by Emile Zatopek?

ACTIVITIES:

• We heard from Jess Varnish and Dani King are two of team GBs rising stars. Talk together as a class about what they had to say – what did you find most interesting and inspiring?

• Working in groups research the life of Emile Zatopek.


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• Find out: where and when he was born. Which was his first Olympic games – when and where? Which Olympic medals did he win and which records did he break during his career?

• Zatopek said this about the 1948 Olympics coming just after the end of the Second World War: ‘I went into the Olympic Village in 1948 and suddenly there were no more frontiers, no more barriers. Just the people meeting together. It was wonderfully warm. Men and women who had lost five years of life were back again.’ As well as being a great sportsman he is famous for the many inspirational things he said, so you could extend your research to cover his words as well as his deeds.

• Turn your research into a single-page, illustrated, magazine article. You’ll need to think about: writing your information in clear and interesting paragraphs. The layout and design of the page. The number of illustrations and where you will put them. A headline for your page. Short heading for your paragraphs.

• The boy in the story was inspired by Emile Zatopek. Who inspires you? Who would you like to be like and learn from? This could be a sports person (like Jess Varnish and Dani King who we heard from in the programme) or someone who has achieved a great deal in any walk of life. It could be a famous person or someone that you know and find inspirational. Spend a few moments thinking and jotting down your thoughts and then hold a class discussion where you share your ideas about ‘My Emile Zatopek’.

Weblinks:

Zatopek sites:

http://en.wikipedia.org/wiki/Emil_Z%C3%A1topek

http://www.10ktruth.com/the_quotes/emil.htm

http://news.bbc.co.uk/sport1/hi/athletics/1014307.stm









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7: Overcoming the odds

Themes: the Paralympic Games; ‘ability not disability’; Sir Ludwig Guttmann and Stoke Mandeville Hospital


FOCUS IMAGE: archery was one the first paralympic sports


Programme content:

INTERVIEW: Paralympic silver medallist, Libby Clegg, talks about how she got into sport and what drives her to succeed.

STORY: Jimmy Wilson bows and arrows by Rob John

SONG: Come and Praise no. 47 – ‘One more step’.

REFLECTION: thinking about overcoming setbacks; being thankful for our abilities and striving to use them to do good


• What does the word ‘athlete’ mean?• What does the word ‘paralympic’ mean and

what are the Paralympic Games?• What paralympic sports do you know of?• Paralympians will often talk about their

abilities, not their disabilities. Can you explain why they prefer to think in this way?

Story synopsis: Jimmy Wilson bows and arrows by Rob John

Jimmy Wilson was fit, athletic and a promising young footballer, who had trials as a centre forward with Arsenal. When World War 2 broke out, he joined the army and couldn’t wait to get into the action, never thinking he would get hurt.

But, when he was injured in battle on the beaches in France, he was brought back home and told that he would never walk again. Jimmy couldn’t believe it, but the doctor was right, and the thought of never playing sport again made Jimmy angry and frustrated.

One day, he was taken to a new hospital for injured army personelle, Stoke Mandeville. He met doctor Ludwig Guttmann, who said that if he wanted to start living again, he had to use his body, and so he did. Guttmann encouraged them to get involved in sport.

However, Jimmy was sceptical when several archery bows and arrows arrived one day; claiming that they were just children’s toys. But when he had a go, he realised it was more difficult than he thought. The patients at the hospital formed an archery team and when the Olympic Games came to London in 1948, Guttmann arranged an archery games at the hospital. Jimmy was delighted to be competing and felt like he was truly living again.


STORY QUESTIONS:

• How did Jimmy Wilson lose the use of his legs?

• Which hospital was he sent to and why was it special?

• What sport was Jimmy persuaded to try?• What did you find to be the most inspiring

part of Jimmy’s story?

ACTIVITIES:

• We heard from Libby Clegg, one of the 2012 paralympians. Talk together as a class about what you found most interesting in her story.

• Research the Paralympic Games. Work in groups with each group exploring one aspect of the games and then reporting back to the whole class.


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• You could look at: how the games came into existence, famous paralympians, different Paralympic sports (with several groups taking one each) and this year’s Paralympic Games.

• Design your own poster for the Paralympic Games. You’ll need to think about: what image or images you will use. Remember that a poster needs to clearly show what it is about so go for big, bold designs. The words that you will include.

• Fewer words are better than too many as people don’t look at a poster for a long time and will often see it from far away. The colours and typeface (type of lettering) you will use. You can design your poster on paper or on a computer.

• Write a poem about Jimmy Wilson with three short verses telling of his thoughts at different times. Verse one is just after his injury as he lies in his hospital bed. Verse two is after he has tried archery for the first time.Verse three is after taking part in the first Games at Stoke Mandeville hospital. Try to use feeling words in your poem, so start by making a list of the words you will use for each verse. For example in verse one you might use words like, hopeless, dark, sad… and so on.

Weblinks:

London 2012 Paralympic sites:

http://www.london2012.com/paralympic-sport

http://getset.london2012.com/en/get-set-plus/the-paralympic-games


http://www.london2012.com/paralympic-sport



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8: It’s not all about sport

Themes: the various opportunities and changes the Olympic Games bring, both in sport and other areas of life


FOCUS IMAGE: the Olympic stadium and park under contruction


Programme content:

SONG: Come and Praise no. 3 – ‘All things bright and beautiful’

VOX POPS: school children from East London talk about the changes the Olympics have brought to their area

INTERVIEW: 1948 Olympic medalist, Tommy Godwin, talks about his experience of the games

STORY: What’s the point? by Rob John

REFLECTION: thinking about how the Olympics inspire people both in various ways


• What interests or hobbies do you have? • Are there things that you especially like doing

on your own and other things that you enjoy with friends?

• What do you think the Olympic Games and Paralympic Games offer to people who are not especially interested in sport?

• You know where this year’s Games are to be held but do you know when and where the next Olympic and Paralympic games will take place?

Story synopsis: What’s the point? by Rob John

Ellie is less than ethusiastic about the London Olympic Games and can’t see what all the fuss is about. She used to be a good runner, but stopped running when her Dad left. Her Mum was always trying to encourage her to use her talent, but Ellie can’t see the point.

When her Mum gets tickets to the 100m finals at the Olympics, she is excited and buys Ellie a new pair of running shoes, thinking it might encourage her to get back into running. But Ellie isn’t happy and storms out to the park.

She sees the British athlete Sonja McKenzie out training again and smiling as she runs. A few days later she isn’t smiling in the papers though, after failing to make the GB team for the Games. What a waste of time training thinks Ellie.

But the next day she’s surprised to see Sonja McKenzie out training again. Ellie asks her why she’s bothering after failing to make the team. Sonja tells her that she can’t give up and is determined to make the next Games in Rio de Janeiro. Ellie realises that she shouldn’t have been so dismissive of her Mum’s encouragement. She asks her Mum if they can still go to the Games together and sets her sights on Rio 2016.


STORY QUESTIONS:

• What did Ellie reply when her mum said, ‘You’re wasting your talent’?

• Why do you think that Ellie was cross with her Mum for buying the running shoes?

• What did Ellie expect to happen after Sonia McKenzie failed to qualify for the Olympic team and why was Ellie surprised the next day?

• Why do you think that Ellie changed her mind about running?

ACTIVITIES:

• We heard from Tommy Godwin who took part in the 1948 Games in London. Talk together as a class about what you found most interesting in Tommy’s story.

• In today’s story, Ellie used to love running but then she gave it up and then later started again.


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• Have you ever felt like giving something up because it’s too difficult? How can you keep going when you feel like this? Discuss this as a whole class and come up with some suggestions for ‘Keeping on keeping on!’ in the form of advice for anyone who feels like giving up a difficult task.

• Continue Ellie’s story for the next four years until 2016 when she is 18. Choose a few key moments in those years and write a brief paragraph about each in Ellie’s own words, like a diary entry. What happens to her is completely up to you. Does she continue running or do her ideas change? Does she stay friends with Sonia, do either of them make the British Olympic Team for the Games in Rio de Janeiro, Brazil?

• What do you think your life will be like in four years’ time? Talk with a partner about what you hope to achieve and what you think your life will be like then. Imagine that you have a special camera that can see into the future. Draw a frame on a piece of paper and then draw an imaginary photograph showing you in 2018. What will you look like? Remember that fashions will have changed by then. What will you be doing, where will you be and what will that place look like by 2018?

• Design your own poster for the Paralympic Games. You’ll need to think about: what image or images you will use. Remember that a poster needs to show clearly what it’s about - so go for big, bold designs. Fewer words are better than too many as people don’t look at a poster for a long time and will often see it from far away. Think about the colours and typeface (type of lettering) you will use. You can design your poster on paper or on a computer.

Documents

Presenter: Gemma Huntdownloads.bbc.co.uk/schoolradio/pdfs/together_summer...Abdul Quadir tells him he has always been taught the importance of telling the truth. The robber leader