Reception Assembly (long)


Please be aware that this has been written for both Nursery and Reception. Content is adaptable and there is a shorter version for each Year Group within the portal

(Scroll to the bottom of the page for downloadable versions of this assembly)


Stage setup:


Children sat in a semi-circle on chairs – On the left side of stage (when facing audience) should be the palace on earth – on the right side – the palace on the moon. Can have a few stars hanging from the ceiling to create the illusion of the night sky. The semi circle where the children are sitting should in the middle of the stage, as they will be the ‘orchestra’.




Conductor – this is a teacher/adult

2 helpers/assistants/adults in black on each side of the – one either side of the semi-circle.

Orchestra – the children to be seated in a semi-circle – print out each name on the chairs with instrument underneath and name on back of own instrument – will help with name recognition and also personal boundaries.

Cut-outs of instruments should be laminated – cut and stick on card paper before laminating – each group of instruments have their own coloured card e.g. violins red, etc. in order for children to understand different instrument groups – just like musicians are grouped in an orchestra.
Costume – dress to impress! Party wear, dress up – for comfort and magic


When casting the different roles, the adult should give the children the choice of what role they would like to play e.g. King, Queen etc.

As the teacher you should have an idea of your classes confidence levels and who would be comfortable playing each role.


Rest of the actors to be the musicians/orchestra – they will each need to have decorated cut outs of the instruments.

These can be found in lessons 2, 6 & 10 – all of the children should have a decorated flute to ‘play’ (see lesson 12).


NB: untuned instruments will be used in this concert.


Conductor (teacher/adult) should come out at the beginning and address the parents –

Welcoming them, thanking them for coming.

Can say something like –

‘Over the year we have been working on a new musical project, from SymbolSmash, about a piece of music by Jacques Offenbach called “Voyage To The Moon”. The children have been learning musical theory and have been working really hard. We really hope you enjoy the show! You should be very proud of your children who can’t wait to share with you their musical journey.

Throughout the term we have been going on a fabulous musical journey to the moon and back – and your little stars will indeed shine bright.’





Assembly Format:

[The stage is set up with chairs in a semi-circle. The conductor (adult) is standing at the front of the stage ‘welcoming’ the audience. Once finished, the children walk onto stage with on assistant at the front and one at the back. They sit down on their chairs.]


In background Royal Orchestra song when coming on stage


  1. Introducing the Composer: song: ‘Mr. Composer, please!’
    The children will sing about the role of a musical composer.
    [This is a ‘call and response’ song – the children sing the first part and the adult (one assistant dressed up as Jacques Offenbach) responds with the second part.]

    1. Children singing in blue/Adult singing in red:
      ‘Mr Composer, Mr Composer, please tell us what you do’
      ‘I write music, I write music, that is what I do’
      ‘My composter, Mr Composer, please tell us your name?’
      ‘My name is Jacques, Jacques, Jacques, Jacques, I am Jacques Offenbach’
      [Spoken by conductor] – ‘What is the conductor called?’
      [Spoken by children] – ‘Jacques Offenbach!’


  1. Jacques Offenbach and Voyage to the Moon: discussion
    The children will discuss information about the life of Jacques Offenbach, and the background to ‘Voyage to the Moon’, through verbal and visual prompts provided by a teacher whose role is written as the ‘narrator’ (same teacher who is the conductor):

    1. Children should still be seated in a semi-circle
    2. Props to be used, and how to use them:
      1. French flag:
        Narrator: “Once upon a time there was a composer called Mr. Jacques Offenbach. Jacques lived in a country called…”
        [Narrator waves flag]
        Children: “France”
      2. Violin (real or cut-out copy)
        Narrator: “Jacques loved to play musical instruments. He could play the…”
        [Narrator holds up the violin]
        Children: “Violin”
  • Cello (real or cut-out copy)
    Narrator: “And he could also play the…”
    [Narrator holds up the cello]
    Children: “Cello”
  1. Picture of rocket flying to the moon:
    Narrator: “But as a composer, his favourite thing was to write music that could be enjoyed by everyone. One day, Jacques sat down to write a very special piece of music. In French it is called ‘Voyage dans la lune’. In English, it means…”
    [Narrator picks a child and shows that child the picture]
    Child: “Voyage to the Moon”

    1. Decide which child should be picked: one of the eldest, or one who is very confident
  2. Narrator: “Jacques would use his music to tell stories. He decided that he would write a story to the Voyage to the Moon music”
  1. Introducing Prince Caprice, King Vlan, Queen Antoinette: acting
    1. Three children are to be selected to play the roles of the prince, king and queen. They need to be behind teachers so get up from chairs after last one – K and Q needs to be on one side P and P on the other
      1. Prince Caprice – should get up and standing behind an adult on one side of the stage.
      2. King Vlan and Queen Antoinette – will be standing together behind the adult on the other side of the stage
  • The adults should be dressed in black and the children should be completely hidden from the audience while standing behind the adults.
  1. Tips on which child to pick to play Prince Caprice:
    1. What to wear/props:
      1. King: wearing a royal outfit (can be one he has chosen from home) and a crown (either one he has brought in or one that he creates and decorates in class). He can also be holding a staff and medallion. If the child wants/is allowed – face paint a grey beard.
      2. Queen: wearing a royal outfit (can be one she has chosen from home) and a crown/tiara (either one she has brought in or one that he creates and decorates in class). She can also be wearing costume jewellery.
      3. Prince: wearing a royal outfit (can be one he has chosen from home) – can also be wearing a cape and a crown (either one he has brought in or one that he creates and decorates in class).
    2. Introducing Prince Caprice:
      Narrator: “The story begins with a prince”
      [Narrator gestures to where the prince is hidden. Prince Caprice pops his head out around the adult in black and says:]
      Prince Caprice: “Hello, I’m a prince”
      [Pops his head back so he is hidden again]
      Narrator: “Wait! Come back! What is your name, Mr. Prince?”
      [Prince steps around the adult so that the audience can see him]
      Prince Caprice: “My name is Prince Caprice!”
      Narrator: “And where are you going, Prince Caprice?”
      [The narrator holds up a picture of the palace]
      Prince Caprice: “I’m going to the palace”
    3. Introducing King Vlan and Queen Antoinette:
      Narrator: “Oh yes, that’s right! Prince Caprice had been away travelling for a very long time and he was on his way home to the palace to see his mummy and daddy, the king and queen.
      [Narrator gestures to where the king and queen are hidden. King Vlan pops his head out around the adult in black and says:]
      King Vlan: “Hello, I am King Vlan”
      [Pops his head back so he is hidden again. Narrator gestures to where the king and queen are hidden. Queen Antoinette pops her head out around the adult in black and says:]
      Queen Antoinette: “Hello, I am Queen Antoinette”
    4. The characters could perform extra actions, for example:
      1. Prince Caprice: bowing
      2. King Vlan: stamping staff after he says hello.
  • Queen Antoinette: courtesy/twirl




A Party at the Palace:

Same positions everyone
Spoken by Conductor: ‘Here is our royal orchestra; they’ve come to play a tune. Their favourite piece of music is called ‘Voyage to the Moon’. King Vlan and Queen Antoinette [KV and QA step around the teacher and face the audience] have invited them to the palace today. They will pick up their special instruments and for the audience they shall play [musicians pick up their instruments]




Here the first 1/2 of verse 1 will be played.
[The conductor is holding a baton and as the music plays, he waves his baton at the orchestra who start ‘playing’ their instruments]
Orchestra should play their instruments (cut outs from lessons 2, 6 & 10).


[The music stops and the conductor spreads his arms wide and low on either side of his body – this is to direct the musicians to stop moving and sit down. The conductor then turns to face the audience]

Prince caprice entered the ballroom. Everybody stopped and looked at prince caprice with awe. He wanted to tell everybody about the flight he booked – but it was against the king’s law.


[Music plays]


  1. Spoken by Conductor: ‘King Vlan removes his golden crown from the top of his head [King Vlan takes off his crown]. He holds it out towards his son; [King Vlan extends the crown towards Prince Caprice] he wants him to be the king instead!’


[The conductor turns back to the musicians and gasps. The musicians also all gasp in shock. The conductor turns back to the audience]


  1. Spoken by Conductor: ‘Prince Caprice was very scared; this was the last thing he expected.’


  1. Prince Caprice: [Shouts] No, no, no!


  1. Spoken by Conductor: ‘He had come to tell his father about a new life plan he had selected.’


[The conductor turns and beckons to Prince Caprice who starts walking towards King Vlan and stops in front of the conductor. The conductor turns back towards the musicians and holds up the cut out French Horn. The music starts and the conductor speaks the next part timed to the music before the chorus]



  1. French Horn poem – teacher and kids can join in with either words, actions or both:
    1. ‘Im Freddy the French Horn, big and round
      you blow me to make my special sound
      I have 3 gold buttons that can be pressed
      to make brass sounds that I like best!’


  1. Spoken by Conductor: ‘The French Horns got ready to play [anyone who is holding a cut out of a French Horn holds it up] as Prince Caprice revealed his idea. He wanted to go to the moon and it was time for his father to hear.’ [The conductor puts down the cut out and so do the horn players so that everyone can sing and perform the actions of the chorus together. All of the musicians stand up. Prince Caprice and King Vlan turn and face the audience]


  1. Everyone singing: stand up to sing


‘Can you see up in Space?

Twinkling stars are all over the place

Moonlight beams down on me

I will find a Princess there – you’ll see!’

[The music stops. The musicians’ sit down and the conductor turns back to face the audience]


  1. Spoken by Conductor: ‘King Vlan wondered what he should say, and in the end decided to laugh’


  1. Spoken by King Vlan: ‘HA HA HA’


  1. Spoken by Conductor: ‘But our prince refused to let his father tear his dreams apart. The King approached his son [King Vlan walks up to Prince Caprice] and handed him his crown [King Vlan hands Prince Caprice his crown]. The Prince threw it across the floor in anger and made the King stamp his feet and frown.’


[Prince Caprice throws the crown across the stage angrily and the King stamps his feet and frowns. The conductor turns towards the musicians and gasps – they copy him. He picks up the three cut out of the violin and bow and hands two of them to each the Prince and the King. He then returns to face the musicians and holds his cut out in the air. The musicians with violins and bows copy him]


  1. Spoken by Conductor: ‘Such commotion and excitement – we need music to match this din! Let’s play high-pitched, quick sounds – [waving the violin] what’s this instrument?’


Everyone: The violin!

‘I am Violet the Violin, I like to rest under your chin
my sounds are high, my body is small
so pick me up, with bow and all!’

[The music plays and everyone holding a cut-out of the violin and bow ‘play’ along with the conductor. Those without a violin mime the actions with their hands. As the music is about to get louder/crescendo the conductor shouts…]



  1. Spoken by Conductor: ‘The music is getting gradually louder…this is called a…’


  1. Everyone: ‘Crescendo!’


[The music stops and everyone holds their hands high in the air]


  1. Spoken by Conductor: ‘And now we’ll stop our playing to see where the prince and king go.’


[Everyone lowers their arms. The conductor collects the cut outs from the Prince and King and places them on the floor. The King gives Prince Caprice a hug. The conductor turns to face the audience]


  1. Spoken by Conductor: ‘Vlan has now accepted that Caprice is not ready to be king. He wants to hear the plan again, so as the French Horns play we will all sing.’


[The king and prince break apart and face the audience. The conductor turns back to face the musicians and the music plays.]


  1. Everyone: all children to sing the chorus:

‘Can you see up in Space?

Twinkling stars are all over the place

Moonlight beams down on me

I will find a Princess there – you’ll see!’




[The music stops. Prince Caprice and King Vlan move to the far left side of the stage and sit on the floor. The conductor brings two of the musicians to the front and has them stand in the positions of becoming a cellist and a cello facing the audience (see video below for instructions). Everyone freezes as the conductor faces the audience]


  1. Spoken by Conductor: ‘And so it was decided that the Prince would go and explore space. Now all that was needed was to design a mode of travel that was safe. How could they build a rocket, how could they do it so? Look at Cedric Cello who is worriedly playing his cello.


I’m Cedric Cello big and bold

You must be sitting down to hold

SO pull the bow across my strings

To make low sounds and music things


[The music plays and the conductor instructs the musicians to put their fingers on their lips and then conducts the movements of the cello and cellist. The music stops and the cello and cellist return to their place in the orchestra]


  1. Spoken by Conductor: ‘As the cello’s anxious music began to hit a brighter note, we discover that travel methods had been put to a vote. And so the prince was to be shot to the sky in an extremely large shell. We’ll play happy music for Prince Caprice as the busy builders get their tools in tell.’



I’m going to use a triangle

I’m going to use a square

I’m going to use a rectangle

[one come forward] so we can get up in the air!

All the instruments are preparing

To go along with prince caprice

To fly up to the moon

Everybody hold your breath let’s hope they get there in one piece!



[The music plays and teachers come on stage to hand out untuned instruments (and take the cut out ones in) to each of the musicians, the conductor and the Prince and King. As soon as a musician receives an instrument he should start moving around the stage in three beats (can dance) playing it along with the conductor who is shouting the number of beats (1-2-3, 1-2-3), quietly and then with a crescendo as the crescendo plays. As the crescendo finishes and the music quietens to a stop, everyone should freeze. The prince exits the stage]


Blast off!




  1. Spoken by Conductor: ‘Everyone look up at the sky! [Pointing up at the sky and the musicians copy him]. The rocket is on its’ way, let’s wave and shout ‘goodbye’!’


  1. Everyone: [Waving at the sky] ‘goodbye Prince Caprice!’


[The Conductor gets everyone to move to the back of the stage and sit down in a crowd with King Vlan at the front. Teachers come and collect the untuned instruments and give each child and the conductor a rolled up flute. The conductor faces the audience.]



Meanwhile on the moon someone awaits. It’s the royal princess fantasia from the kingdom of Cratergate


All of the other instrumetns have gone with prince caprice – p f plays a different instrument that you are now going to meet!


Her name is olive oboe, her body thin and long. What do you need to play the oboe? We will tell you in our song!


Ten fingers song!

I have ten fingers

Now I’ll count them

1, 2, 3, 4, ,5 6 7 8 9 10

F F F fingers

Let’s have some fun

10 9 8 7 6 5 4 3 2 1


  1. Spoken by Conductor: ‘Prince caprice is in the rocket – he is on his way. Princess Fantasia is on the moon with her oboe, which she will now play”


[Princess get up with a cut-out oboe ]


Play music twice – first time all pretend to play oboe

Second time – sing


  1. Everyone: same tune as the chorus (“can you see up in space”):

    Can you see?

There’s the moon

Prince Caprice will reach there very soon [Enter Prince Caprice]

Adventure starts

This is true

They’ll be best friends

Through and through


[The music stops and the conductor holds up his flute]


  1. Spoken by Conductor: ‘Everyone please hold up your flutes [musicians hold up their flutes] let’s move them to the side, and blow small breaths in the mouthpiece to make our flute sounds glide. For Prince Caprice has landed safely [prince caprice stand up and go over to princess fantasia give her a high five] and Princess Fantasia has become his friend. We’ll play our beautiful music, wishing them a happy end.’


[The music plays and everyone ‘plays’ their flutes whilst the prince and princess dance around the stage. The music stops and everyone stands up and takes a bow]


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