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Intermediate assemblies

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By Zoe Leafreelance education writer

So, you’re more than a beginner but not quite at the advanced stage—yet. Sounds like you need some intermediate assembly plans

Assembly 1


Love your neighbour as yourself.

You will need

Props for telling the story, such as scarves, banners, hats and puppets.

Teacher holding up football scarf


Begin by talking about how we treat each other and how it’s important to be kind and helpful. Discuss the phrase, ‘Love your neighbour.’ What does it mean? We think of neighbours as the people who live next door to us, but our ‘neighbours’ are everywhere. Tell the children that the person sitting next to them right now is their neighbour!


Discuss with the children that although we know how we should treat each other, sometimes it can be difficult. Explain that you are going to tell a story about two football fans: one is a red supporter and one is a blue supporter (the sport can be adapted to suit the children’s interest). Ask the children to listen to the story and think about how the people in it treat each other.

Story script

A big football match was about to take place; one side was blue and the other side was red. Everybody was very excited. The blue football supporters wanted the blue team to win, and the red football supporters wanted the red team to win. The blues didn’t like the reds, and the reds didn’t like the blues – after all, there could only be one winner.

On the way to the match, a blue supporter got lost. He was on his way to the football ground when he realised he was on the wrong side of the stadium! He found himself with all the red supporters who supported the red team. He was a blue supporter and stood out from the crowd in his blue scarf and hat.

‘Get back to your own side,’ jeered one of the red supporters.

The blue supporter started to turn back, but tripped and fell, twisting his ankle.

He tried to get up but his ankle was very painful, so he asked for help. All the red supporters ignored him. He was a blue supporter so they didn’t want to help him – after all, he supported the other team.

When the crowd of red supporters had gone, the referee of the football match walked past. He was in a hurry because he was late for the match. He didn’t stop to help. Neither did a policeman, who also seemed in a hurry. Finally, another red supporter came along and saw the blue supporter on the ground. He stopped. ‘You look hurt, can I help you?’

He bandaged up the blue supporter’s ankle and then took him to the hospital. This meant that they both missed the football match.


Ask the children, How do you think the injured man felt in this story? How did he feel about the red football fans before he sprained his ankle? How might he have felt afterwards? Why do you think the other people didn’t help him?

Tell the children that Jesus told people not to be selfish and to always think of others. He told a story called The Good Samaritan, which is a little like the football story. Invite the children to think of ways that they could be helpful to others, at home and in school.

Assembly 2


Helping each other.

You will need

Six cardboard boxes with the following words written on them: bad mood, upset, angry, unfair, selfish and sulk.


Begin by asking the children about any times when they have been in a bad mood because of something. How did they feel when they were in a bad mood, and how did they act? Explain that when we let ourselves get in a bad mood, we often miss out on other things. We tend to build a wall around ourselves and our bad mood, and don’t see all of the good things.


Tell the following story; you could use a puppet or doll to play the part of Billy.

One day at school, Billy arrived late. It wasn’t Billy’s fault; the traffic was bad and it made him late. When Billy got to school, he was in a bad mood.

[At this point, pick up a cardboard box and stick the word ‘bad mood’ onto it.]

Billy didn’t like being late because it meant that all the other children got to play with his favourite toy first – the bikes. And he was right; as he went into the playground he could see that all the bikes where taken. It made him upset.

[Take another box and place it next to the first one. Stick the word ‘upset’ onto it.]

Billy went to the teacher and asked when he would be able to go on a bike, but the teacher said he had to wait his turn. Even though Billy had only just arrived, he felt it was unfair and that made him angry.

[Take another box with the words ‘unfair’ and ‘angry.’ Start to build a wall with the boxes by placing them on top of each other.]

Jane asked if Billy would play catch with her, but Billy was just thinking about himself and how he wanted to go on the bikes. He didn’t think about Jane wanting to play catch with him, or his other classmates on the bikes. He was just thinking about himself, and being a little bit selfish.

[Add another box, marked with ‘selfish’.]

Billy was so annoyed about not being able to play on a bike, he went and sat in a corner sulking.

[Add another box with the word ‘sulk’.]

By this time, a wall should have been built with the boxes. Can the children see what has happened? Instead of Billy waiting and sharing, or playing with Jane, he built a wall around himself. Ask the children what Billy should do. Prompt for answers that involve Billy sharing the toys, playing with something else, waiting his turn, letting others have a go, thinking of his friends, enjoying playing with different toys and people, and so on. As each suggestion is made, take a box from the wall until all the boxes have gone.


Discuss how we sometimes build invisible walls around us without realising. Talk about how Billy built up his wall, and ask the children what they can do if they see someone building a wall around them. How can we help each other?

Assembly 3


Honesty is the best policy.

You will need

Illustration of a spider’s web; scissors; ball of wool; three children prepared to stand at the front.


Show the illustration of the spider’s web. Explain how the web is made up of lots of short strands, all coming together to create one single web. Discuss how a single line of the web would be useless on its own, but when linked with other lines they become very strong and entangle other insects. Explain that the same thing can happen when we start to tell lies. Little lies can link to big lies, and before we know it, we get in a tangle.


Ask three children to come to the front, and arrange them in a triangle. Explain that you are going to tell a story about Jane, who told some lies and got herself into a tangle. For each lie that Jane tells, you’re going to take the wool and link it from one child’s fingers to the others, much like a web.

Story script

Jane was at home. “Have you done your homework?” her mum asked. Jane hadn’t but she was watching TV and didn’t want to do her homework.

“Yes,” she lied. “All done.”

At school, Mrs Smith asked Jane where her homework was.

“The dog ate it,” lied Jane.

“But you did do your maths homework?” asked Mrs Smith.

“Yes,” lied Jane. “I did it all.”

At playtime, her friends talked about the maths homework; they had found it hard. “I thought it was easy,” lied Jane, “I did it really quickly!”

“Wow!” said her friends. “You must have really understood that!”

Jane smiled; she liked other people thinking she was clever. “Oh yes,” she lied. “I found the homework no problem at all.”

Mrs Smith overheard Jane and smiled.

“Did you enjoy the homework Jane?” she asked.

“Yes,” lied Jane. “Because I understood it all, I liked working on it. It was easy-peasy.”

All of Jane’s friends smiled. They didn’t know that she was lying and hadn’t done the homework at all!

After playtime, Mrs Smith asked Jane to come to the front of the classroom.

“Jane, would you mind helping me?” she asked. “Because you understood the maths homework so well, could you explain it to everyone?” Mrs Smith handed Jane a whiteboard pen and sat back.

“Yes please Jane!” said her friends. “You found it so easy. Would you explain it to us so we can understand it better?”

Jane looked at her friends and at her teacher. All the lies she had told had linked together in a big tangle and she was caught in her own web of lies.


Show the children the tangle of wool and explain that when you first tell a lie, like Jane did, you might think that no one will notice. But those little lies build up into a web of dishonesty. It doesn’t take long for people to find out if you’ve been lying, and it’s hard to keep friends when everyone knows you tell lies. The only thing to do is own up and tell the truth. Take the scissors and cut through the wool. Say, Be honest and you won’t end up in a tangle of lies.