School Radio

TOGETHER - Summer 2017

Age: 7-11 Together on bbc.co.uk/learning/schoolradio

Downloads/podcasts:
These Teacher’s Notes are primarily intended for
These programmes are available to download print. The content - with additional features - can also
following transmission. be found on the Together pages of the School Radio
website.
Refer to the transmission dates below to find out
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for the coming year as well as online versions of
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website: computer while listening. Go to:

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© This publication contains only BBC copyright material: its
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online as steamed audio from the BBC iPlayer and colleges without further
Radio. The programmes remain available online permission.
for 5 years following transmission.

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Contents
These programmes are available as downloads and streamed audio from the BBC iPlayer Radio and the
School Radio website following transmission. Refer to dates below to find out when each one is available.

INTRODUCTION 1

UNIT 1:FAMILY AND FRIENDS

1. Me and my family 3
Download / AOD available from 02/05/2017

2. Me and my new baby brother or sister 4

Download / AOD available from 09/05/2017

3. Me and my pen friend 5

Download / AOD available from 16/05/2017

4. Generations 6
Download / AOD available from 23/05/2017

UNIT 2: HEALTHY BODY AND MIND

5. Healthy mind 7
Download / AOD available from 06/06/2017

6. Healthy body 8
Download / AOD available from 13/06/2017

UNIT 3: THE SEASIDE

7. Seagulls 9
Download / AOD available from 20/06/2017

8. Seaside holidays 10
Download / AOD available from 27/06/2017

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Introduction However, we would recommend that you download

each programme using the podcast service, rather
than use the audio on demand service. Download-
Together and Collective Worship: ing the programme means you can avoid the risk of
‘buffering’ during playback and is the most reliable
Together’s thematic approach and use of material means of acquiring the programmes.
from a wide range of cultural and religious sourc-
es, including Christianity, contributes to the pupils’ Focus images:
spiritual, moral, social and cultural development.
Focus objects have been a key resource provided
What is the value of using Together? by the Together Teacher’s Notes. In these notes we
have provided focus images which you can display
• It is a ready-made resource for Collective be clicking on the image.
Worship that can help your school to fulfill the
statutory requirement for a daily act of Collec- The images are displayed on separate web pages
tive Worship; material is of a ‘broadly Christian without any additional page information, so you do
character’, reflecting the ‘broad traditions of not need to worry about displaying any distracting or
Christian belief’. unsuitable material.
• It encourages individual and community
responses, from a sense of celebration to We assume that many teachers will continue to wish
thoughtful reflection. to provide their own focus objects and the sugges-
• The programmes encourage pupils to think tions for images we’ve provided are often a good
about issues and to share their experiences. starting point when considering which objects to
• It includes the voices of junior age pupils collect.
speaking for themselves.
• It can be used with large or small groups of Programme format:
pupils.
Each 15 minute programme contains:
Is Together suitable for all pupils?
• A story or short drama
Great care has been taken to allow pupils and • One song from either the Come and Praise song
teachers from a range of backgrounds to par- books or our collection All about our school
ticipate in the programmes. A mixture of songs, • Voxpops or a feature involving junior-aged
reflections and prayers allows pupils to respond to children
what they have heard in their own way. • Reflection and/or an opportunity for prayer

Using the programmes and these Teacher’s Preparation for using the programmes:
Notes:
• Create a sense of occasion and exploration by
New programmes from Autumn 2016 onwards setting up a focus picture (either using the online
are available as downloads (‘podcasts’) following resources included here or your own ideas) for
transmission. This means that you can download pupils to think about during the programme. This
each programme (for free) as an mp3 file, for will enhance their listening and concentration
playback either from a computer or from an mp3 and provide further talking points.
player, such as an iPod. If you subscribe to the • Consider ways to make the use of the focus
series your computer will automatically search for image more effective - eg by projecting it or by
each new episode when you connect to the inter- displaying it on an interactive whiteboard.
net, ensuring that you never miss a programme. • Shut out distractions by closing the curtains or
dimming the lights.
Programmes are also available as audio on • Think about the seating arrangements (eg a
demand. The audio on demand is a reliable semi-circle or circle arrangement foster greater
service that allows you to listen to the programme engagement).
‘streamed’ over the internet via the BBC iplayer.
Previous series of Together remain available this
way for a period of 5 years.

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During the programme:

Make the programme an interactive resource:

• Pause the programme to discuss the

issues when you wish.
• 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 require-
ments 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 me-
lodic 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 pro-
vide enjoyable listening or accompaniment
for assemblies where no pianist is avail-
able. 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
Pearson Schools and Colleges.

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.

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Family & friends Story synopsis:

Sky’s school homework is to trace his family

tree, following his dad’s line back as far as he
1. Me and my family can. However, Sky has never known his father,
who was Chinese, had lived in China and had
died when Sky was a baby. Sky lives with his
Click to go to the English mum in London and she explains to him
series download how she’d met his father while she was teaching
page in China. She was living in a village where the
famous philosopher, Confucius, is buried and
the guide, Kong, who showed her the tomb was
descended from the philosopher. She and Kong
fell in love and were married. Sky’s mum tells
him more about Confucius, who lived 2,500
years ago; how he had royal connections, but his
father died when he was three years old and the
family became very poor, but Confucius worked
hard and became an important and inspirational
teacher. Sky is intrigued by the thought that, with
a family tree stretching back for 83 generations,
he must have lots of cousins and aunts and
uncles. He realises that, as a member of such a
large family, he need never feel alone again.

Click on the image to display a large version if you After the story:
are connected to the internet
• Why didn’t Sky want to do his homework?
• How did Sky’s mum meet his father?
Programme content: • Who was Sky’s Chinese ancestor and why
was he famous?
Voxpops: Children talk about what they know about • What comparison did Sky make between
their family tree himself and Confucius?
Song: ‘I am special’ - no 16 in All about our school • What did Sky think was the best thing about
Story: Me and my family by Deborah Nash his family tree?
Interview: with Else Churchill from the National
Society of Genealogists Follow-up activities:
Reflection: on finding out about your ancestors
and learning more about yourself from your family • Draw your own family tree showing as many
connections connections as you can and going back as far
as you can. Sensitivity to different models of
Pre-programme questions: family life will need to be shown.
• Who do you think of as a ‘wise person’?
• What is a family tree? Perhaps someone in your family or someone
• How many relatives can you name and do you you’ve read about or seen on TV, or perhaps
know what relation they are to you - aunt, uncle, someone from history. Write a short paragraph
cousin, grandmother, great grandfather, etc. headed ‘My Wise Hero’. Say why you consider
• Do you know anyone famous or from history with this person to be wise - give an example if you
the same surname as you - do you think you can.
could be related? • As a class, gather on a display board some
• Do you think it is interesting and important to find words of wisdom - from your family, from
out about your ancestors (the people before you teachers at school, from different religious
in your family’s history)? leaders or from other places. What can we
learn from them?

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2. Me and my new baby Story synopsis:

brother or sister Jamie thinks back to the time, four years ago, when
his parents broke the news to him that he was going
to have a baby brother or sister. As an 8-year-old
Click to go to the only child, he’d grown used to having his parents to
series download himself. When his sister, Katie, was born, Jamie’s
page Nan warned him that things at home would be
different - but Jamie didn’t realise just how different!
He was totally unprepared for the way his parents
and Nan were completely absorbed by looking
after the baby and he began to feel left out and to
wish that something would happen to her. When
Katie was suddenly taken ill and rushed to hospital,
Jamie was overcome with guilt at his feelings of
selfishness and thought it was his fault for thinking
bad thoughts about her. Jamie insisted on visiting
Katie in hospital and made a vow to himself that
things would be different from now on and he would
be a good brother.

After the story:

Click on the image to display a large version if you
are connected to the internet • Why was Jamie not excited about the news that
he was going to have a baby sister?
• What advice would you have given to Jamie
Programme content: about having a new sibling?
• How did Jamie feel after Katie was born?
Voxpops: Children talk about what they remember • Why did he feel guilty after Katie was rushed to
when a new baby joined their family hospital?
Song: ‘All together as a family’ - no 15 in All about • How did his feelings change over time and what
our school do you think caused that change?
Story: The business with the baby by Rob John • How does Jamie feel about Katie now?
Reflection: on having a baby brother or sister,
thinking about the changes this might cause to Follow-up activities:
family life and the different feelings and emotions
you might experience. • Write a ‘Guide to being an older brother or
sister’ which will help to prepare children for
Pre-programme questions: the arrival of a baby in the home! Drawing on
your own experience and Jamie’s, give as much
• What is a family - is it just the people who helpful advice as you can. You might consider
share a home or is it bigger? headings such as: ‘Noise’, ‘Smells’, ‘Parent(s)
• Where are you in your family birth order? Are ignoring you’, ‘People going all yucky over the
you the only child or do you have siblings, baby’...and so on.
meaning brothers or sisters? Are you the first • You could produce your guide as a poster or as
born, the last born or in the middle? a ‘Handy cut out and keep’ guide in a magazine.
• There’s an old saying that you can choose • When Jamie is 14, his sister Kate will be 6.
your friends but you can’t choose your family. What do you think she will think of him! Write
In a family, people of different ages have to get a poem called ‘My Big Brother’ in which Katie
along together. What problems can this cause? gives her view of Jamie. And/or write a poem
• What are the good things about living in a called ‘My Little Sister’ where 14 year old Jamie
family? gives his view of his 6 year old sister.

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3. Me and my pen friend at school and doesn’t know how to deal with it. Mosi
has problems of his own in the village as he has to
combine his school studies with looking after the
Click to go to the crops. When there is a risk that the school may
series download need to close he emails Rachel about his solution to
page the problem and asks her what she thinks. Rachel
and Mosi advise and support each other across
the miles and Rachel finds the courage to tell her
parents about the bullying - while Mosi succeeds
with his plan to prevent the village school closing.
And Rachel also suggests a way in which each of
their schools can benefit from their friendship too.

After the story:

• How do Mosi and Rachel know each other?

• How do they keep in touch?
• Both Mosi and Rachel have problems connected
to school. Can you describe what they are?
• What advice do they give each other?
• How do they each resolve their problems?
• How does Rachel think their two schools can
Programme content:
help each other?
Voxpops: Children talking about friends/family they
Follow-up activities:
stay in touch with
Song: ‘Chain of love’ - no 14 in All about our school
• Mosi and Rachel’s story is told through a series
Story: From Africa with love by Kate Stonham
of emails. Write your own story using only
Reflection: thinking about different types of heroes
emails between two people. It can be about
and what it takes to be a hero
anything at all. They might be school friends
who are separated or perhaps they are going to
Pre-programme questions:
meet up after not seeing each other for several
years. Can you convey the different characters
• Do you have any friends that you’ve never met
of the two people by the things they write and
face to face - eg penfriends that you contact
the way that they write them?
by email or letter. How is this type of friendship
• Think about Rachel’s solution to being bullied
different to having friends that you meet at
at school. Working in pairs act out a scene in
school or where you live? Are there any dangers
which one person is being bullied and the other
to be aware of in this type of friendship?
is a friend who helps them to decide what to do
• Have you ever had a close friend who has
about it.
moved away so that you can no longer see
• Mosi becomes a teacher in his school, teach-
them? Do you stay in touch? How has the
ing the younger children. Write two short
friendship changed now that you’re no longer
para-graphs giving his thoughts. Paragraph 1
living near each other?
is just before he teaches for the first time and
• What should you do if you are being bullied
paragraph 2 is just after. What do you think he
at school or if you see someone else being
will be feeling in each case and can you find just
bullied?
the right words to express his thoughts?
• Is your school linked with another school in a
Story synopsis:
different part of the world? How is your school
different from or similar to your twin school?
Rachel is having trouble settling back in to life in
Have you ever had contact with children from
England after living in Africa and she emails her
that school? What did you learn about each
friend, Mosi, in the village where she and her family
other?
used to live. She confides that she is being bullied

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4. Generations Story synopsis:

Ruby is going to Nan’s for a Friday night sleepover

which is something she always looks forward to.
Click to go to the This time Nan tells her that they’ll be going to a tea
series download dance at the village hall on Saturday afternoon,
page which Ruby hopes will be a bit like a disco. Nan
explains that a tea dance was what she went to
when she was young - and about the time she met
and danced with Ruby’s grandfather, to her favourite
song. Nan teaches Ruby all the right steps so that
they can be partners at the tea dance, under the
giant glitter ball.

After the story:

• How do we know that Ruby looked forward to

spending time at Nan’s house?
• Is there someone like Nan in your family whose
house you like to visit? How would you describe
it to others in your class?
Click on the image to display a large version if you • What other things do you think Ruby did at
are connected to the internet Nan’s house?
• Do you think Ruby was disappointed that Nan
wasn’t going to a disco?
Programme content: • From the story, what do we know about Ruby’s
grandfather?
Voxpops: Children talking about what they have • What do you think Ruby enjoyed most about the
learned from older generations tea dance?
Song: ‘While we live we learn’ - no 3 in All About our • What do you think Ruby did when she got to
school school on Monday?
Story: The Dance by Tracey Hammett
Reflection: on learning skills from older people and Follow-up activities:
how new and exciting that can be
• Listen to some Glenn Miller ‘big band’
Pre-programme questions: music - can you identify each of the different
instruments? Then listen to some other music
• Think back to the programme about your - eg a waltz or quickstep. Can you count the
family tree. Which family members are in the number of beats in each bar? Which style of
same generation as you? Which are in older music do you prefer and why?
generations? • Look at how some famous artists portrayed
• Do you get to spend time with people of the people dancing - eg Edgar Degas: ‘Rehearsal
older generation - or maybe someone who lives on stage’; Manet: ‘The Spanish ballet’; or
nearby who is an older person? What do you Oppler: ‘Les Sylphides’. Have a go at painting
like to talk about? dancers yourself - or watch the BBC Big
• Have they ever taught you anything new? Painting Challenge episode ‘Movement’ to see
• Have you ever been to a dance? What did you some artists at work, painting ballerinas.
enjoy most? • If you’re brave enough, have a go at dancing
• What is ballroom dancing? with a partner - Strictly-style! - or maybe invite
some older members of your local community to
demonstrate ballroom dancing for you. Or just
really enjoy the next school disco!

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Healthy body and Story synopsis:

The story is of a girl called Pip who wasn’t keen on

a healthy mind exercise. But with a challenge from Hasty Tracy and
an allotment to keep in shape she discovers the joy
of exercise. The story shows that exercise can be
found in a variety of ways and that winning isn’t the
only reason to keep fit.
5. Healthy body After the story:

Click to go to the • What two things got Pip exercising?

series download • What different forms of exercise did Pip do
page throughout the story?
• Was there anything wrong with Pip’s life before-
hand? (Highlight the idea of a balanced life).
• How has Pip’s life changed since she took on
the allotment?
• What other benefits do you think the allotment
has brought to Pip’s life?
• What lessons could Hasty Tracy learn from Pip’s
life?

Follow-up activities:

• Challenge the children in pairs to come up with

a new game involving a vegetable.
• In groups research the amount of calories
recommended for their age / day and put
Click on the image to display a large version if you together a 5 day week eating plan, including
are connected to the internet pictures, etc. Ask the groups to compare their
plans after completion.
Programme content: • Listen again to the tips from the personal trainer
who was interviewed within the programme.
Voxpops: Children talk about what they do to keep Ask the children to put their own healthy living
healthy plan together. Have it include five realistic goals
Song: ‘We grow’ - no 10 in All about our school including, lifestyle, exercise and food.
Story: Lady of the allotment by Kate Stonham • As a class, really focus on ways that you can
Interview: with Lisa-Jane Holmes, a fitness trainer encourage a healthy lifestyle in school: how
Reflection: children are asked to consider their much PE do you do and how can you make that
lifestyle and whether there’s a new form of exercise time really count? What about lunches? How
that they might like to try healthy are the options that you choose for your
school lunch - or bring from home in a packed
Pre-programme questions: lunch? Check especially salt and sugar content
of pre-packed food items.
• What are some ways in which people can live a • Look at the Change4Life website, which
healthy lifestyle? promotes easy ways of becoming more healthy,
• What healthy foods can you think of? remembering that children’s eating habits are
• What do we mean by ‘unhealthy’ food? often shaped by those of their parents.
• What unusual forms of exercise can you can
think of?
• If you were to mark yourself out of 10 for healthy
living what would you give yourself (not to
answer out loud)? What number would you like
to get to and what could you do to get there?

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6. Healthy mind Story synposis:

Alfie Johnstone is a talented young footballer

who’s just played the biggest football game of his
Click to go to the life. He’s won a penalty for his team and as a result
series download they get through to the final. Alfie’s Grandad will be
page proud...or will he? Stanley, a professional footballer
of old, gives Alfie some much needed wisdom.

After the story:

• What did Alfie do that Stanley, (his Grandad)

disapproved of?
• In what way was Alfie’s thinking unhealthy?
• How did Stanley help Alfie to discover that his
thinking needed to change?
• Does this challenge the way that you think
when playing sport or any other type of game?
• How could some of the ideas that challenged
Alfie help you in other areas of your school or
home life?

Follow-up activities:
Click on the image to display a large version if you
are connected to the internet • On your own, make a poster of today’s pro-
gramme with pictures and phrases that sum
You may find that the issues raised as part of this up what you have heard. Use it as a form of
programme highlight worries that some children highlighting the parts that stood out the most
may have about certain pressures that they feel to and challenged you in your thinking.
achieve, especially for those in Year 6, approaching • In pairs research Pavlov’s dogs and compare
SATs. You should follow up any concerns children the difference between humans and dogs. Use
express and seek to reassure them of their this research project as a form of highlighting
value as an individual, despite what they may be how humans can reflect and take time to think
communicating about the need to perform well. about their thinking.
• In pairs devise a brain workout: a 10 minute
Programme content: daily routine that could serve as a warm up for
the brain to get it ready for the day. Focus it
Voxpops: Children talk about how they encourage especially on developing a positive mental atti-
happy thoughts tude, rather than arithmetic, etc - although that
Song: ‘Together’ - no 13 in All about our school could be part of it. When completed present it
Story: Remembering Corinthians by Rob John to the rest of the class.
Interview: with psychologist Ilona Boniwell • For personal reflection: how is your state of
Reflection: children are given time to think about mind at the moment? How do you deal with
their thinking and to consider whether there are things that worry you? What does it mean to
changes that they could make to develop a positive say that a trouble shared is a trouble halved?
mental attitude? Who do you talk to - and how do they help
you? Who can you turn to at school if things
Pre-programme questions: are worrying you? [NB Make sure that you
know what’s available to you as a school if
• What does having ‘a healthy mind’ mean? children do raise concerns]
• Is it possible to change the way we think?
• What are some examples of a healthy mind over
good mental attitude, perhaps a sports person?
Ask the children to give examples.

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The seaside Story synopsis:

This story is told from the point of view of a seagull,

who is watching a school party having lunch on

7. Seagulls
the beach...and biding his time to swoop in for HIS
lunch! We learn many tricks of the seagull trade
and the school group are no match for him.

Click to go to the After the story:

series download
page • What do we learn about seagulls through this
story?
• How does the author portray the character of
the seagull? Do you like the seagull?
• What silly things did the children on the school
trip do?
• What silly things did the teachers do?!
• How did the seagulls exploit the people on the
beach?
• After hearing the story, what things might you
do differently next time you go to a beach?

Follow-up activities:

• Make a list of dos and don’ts about visiting a

beach, from what you’ve learned about sea-
gulls in this programme.
• Create an information booklet about seagulls -
Click on the image to display a large version if you or any other type of marine life you might find
are connected to the internet at the beach. Divide it into different sections
- eg vital statistics; habitat; food; unusual facts,
Programme content: etc.
• Construct a food chain diagram for life on the
Voxpops: Children talking what they like to do at beach, identifying producers, predators and
the seaside prey. Or, given a list of different species that
Song: ‘All things bright and beautiful’ - no 3 in are found around or in the sea, classify them
Come and Praise according to common observable characteris-
Story: The seagull by Rob John tics and based on similarities and differences,
Interview: with Peter Rock, an expert on seagulls including micro-organisms, plants and animals.
Reflection: on looking ahead to the summer • Complete a geographical study of a coastal
holidays but being aware of safety by the seaside location, comparing it with where you live and
taking account of both physical and human
Pre-programme questions: geographical similarities and differences. What
advantages / disadvantages are there of both
• What differences are there between a beach locations?
• Litter is one of the issues that created the prob-
location and your school?
lem in the story in today’s programme. Go on
• Share stories about visits to the seaside - what a litter-pick around your school: what dangers
you did, what you saw, how it felt, etc. for local wildlife are there in what you found?
• What different types of marine life can you find Create posters or flyers that campaign against
at the seaside? littering either for your school location, or in an-
• What do you know already about seagulls? other environment - eg your local country park,
Has anyone ever had their lunch taken by a the beach, etc.
seagull? Share stories.

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8. Seaside holidays Story synopsis:

This story is written from the point of view of a

10-year-old Victorian girl called Annie who is about
Click to go to the to visit the seaside for the first time. We hear about
series download her experiences through a series of diary entries -
page and find out about her hopes for next year’s holi-
day.

After the story:

• Which things do we learn from the story that

Annie did for the first time?
• Why do you think Mum and Annie had to be at
different ends of the beach from Dad and Joe?
• What happens in a Punch and Judy show?
• What other things do you learn about what peo-
ple enjoyed at the seaside in Victorian times?
• What do you think Annie enjoyed the most - and
why? What would you have enjoyed the most -
and why?
• Have you ever felt like Annie at the end of the
story, when she said ‘I don’t want to go home. I
want to live here at the seaside...for ever.’ What
did you feel this about?
Click on the image to display a large version if you Follow up activities:
are connected to the internet
• Find out more about when people started visit-
Programme content: ing the coast for recreational purposes and how
what people do has changed over time. You
Voxpops: children talking about their favourite could use the song ‘Oh I do like to be beside
seaside places the seaside’ as a starting point: which things
Song: ‘As we go’ - no 18 in All about our school in the song do children need to find out about?
Story: Victorian seaside by Rob John Or use photos of seaside holidays over time as
Interview: with journalist and writer Sarah Freeman a stimulus to create discussion and highlight
who has written about the heritage of the British differences.
seaside • Produce a group holiday brochure for places
Reflection: on looking ahead to the summer holidays that you would like to visit - use your best per-
but being aware of safety by the seaside suasive writing techniques to ensure that peo-
ple choose your brochure over those of other
Pre-programme questions: groups! You could try them out on another class
if time allows. Alternatively, you could launch a
• Where do you like to go on holiday? fantasy brochure that features time travel and
• What do you like to do? can take you to a holiday at the seaside from
• Do you travel far, or stay close to home? What any historical period, past or future.
are the advantages and disadvantages of each? • Write diary entries of Emily’s second family
[NB Keep in mind that some children will be very holiday to the seaside and her doing the things
aware that they will not be able to have ‘big’ that she listed at the end of the story: eating ice
holidays, for all sorts of reasons] cream, riding donkeys and learning to swim. Or
• What’s been your best ever holiday? you could write a story from the point of Annie’s
• What do you know about seaside holidays in the little brother Joe, including the things that he
past? Why do you think people like going to the experienced for the first time.
beach - in the past and now?

10

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