Episode 7 Help! My Supply Teacher Is Magic


Episode 7

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Transcript


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It's a new term

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and CBBC has sent these four magicians back to school.

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They're pretending to be supply teachers

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so that they can perform amazing magic on unsuspecting classes.

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But because you know and love them,

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this time we've cunningly disguised them.

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Then we hid secret cameras all over the classrooms

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and watched as they taught spectacular lessons.

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Went flying around like a magic saucer.

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That was sick!

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It's more magic, it's more outrageous.

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I was just flabbergasted.

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But how long will it take before the classes shout...

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Hello, it's me, Iain!

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We're back to school for a new term.

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It's "Help! My Supply Teacher Is STILL Magic". You could say it's...

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-IN BOOMING VOICE:

-Help! My Supply Teacher Is Magic 2:

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The Classroom Of Secrets.

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Once again we've swapped regular teachers with magicians.

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And because you know them, we've disguised them.

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We've filmed the results with special cameras

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hidden in the classrooms.

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Yes, we're smarter than a freshly ironed smartphone.

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We'll also show you loads of other great tricks.

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Tricks like this. It's my snake-charming trick.

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Watch this.

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What did you do THAT for?!

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Just watch the clips.

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James is undercover in this class of Year 4s.

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He's doing a trick using this antenna,

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but will the class be on his wavelength?

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Fergus gets up close and magical to tie your brain in knots.

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Plus, you've been sending in clips of all your best magic tricks.

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And later on, I will be picking my favourite.

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It's the Wannabe Wizards, and you're going to be wowed.

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But first...

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Do you think you'd be able to tell if your teacher started doing magic?

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Do you?

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This is James.

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His magical skills are enough to do your head in.

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The disguise is in place, the hidden cameras are set.

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Keep your hair on, James.

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That's better.

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Enter Year 4. They don't know it yet,

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but James is about to give them a magical lesson about navigation

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that will make them lose their minds.

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None of them have noticed the hidden cameras or recognised James.

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But how long will it be before they place him as a magician?

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Now, I am from a local university.

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And my students have been working on a really, really exciting project

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for the last three years - a long, long time.

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It's a GPS device which enables you

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to track all of your possessions all the time.

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James is making this all up,

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but they still believe he's from the university.

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We've been using something called nanotechnology,

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which is really, really small.

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Eventually it'll fit into a smartphone, like this.

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It'll fit into the phone.

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Unfortunately, we haven't quite got it that small yet.

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It's a bit bigger than first intended, but this is it.

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-Would you like to see a demonstration?

-Yeah!

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OK, excellent.

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Then, we must put our phone in the dock, like that,

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and then just turn it on.

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Excellent, the light's on there. And this is the most important bit.

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We've got an antenna which picks up the items that we've lost.

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-Now, could you help me? What's your name?

-Alfie.

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Alfie, would you like to come up and help me?

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If you could just stand here, that would be great.

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In a minute I need you to do a very, very important job.

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In this box I have a number of items that I've brought from home.

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There's a globe in there, there's a dinosaur, a car.

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What I'd like you to do is, I'm going to turn my back, OK?

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When I turn my back, I would like you to open the box,

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take out any object, hold it up for everybody to see,

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and then put the object behind your back

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and put the lid back on the box so I don't know what's missing.

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-Does that make sense?

-Yes.

-Great, OK. So, if you open the box...

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Remember, James can't see what he's choosing

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and the GPS app is not real.

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He's got the red plastic strawberry -

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only you, me and the class know that.

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And then if you put the lid back on the box

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-and put the item behind your back. Have you done that?

-Yes.

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Is it safe for me to turn around, everybody?

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Yes.

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OK, now you have an item behind your back

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-and you all know what it is?

-Yeah.

-Well, nobody tell me.

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Now, we need to calibrate it,

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which means we need to set the device to the items in the box.

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So we do this...

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That... Yeah.

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James is pretending that the device can read the box.

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But if this is not real, how's he going to know what Alfie's chosen?

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OK, and then I need to calibrate it.

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-Yeah.

-You've just...

-OK, OK, I think I got it! I think it's...

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I think the object... First of all, it comes up very blurry at first.

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But I think... I think the object is red. Is it red?

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-Yes!

-I'm getting a reading of red.

-It is red. Has he read his mind?

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The class are impressed, but don't suspect a thing.

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This is quite a hard object. Is this the red strawberry?

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-Yes!

-The red strawberry. Isn't that amazing? Shall we try this again?

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-Yeah.

-OK, but this time why don't we make it a little bit more difficult?

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-Yes.

-Yeah? So what I would like to do this time is, Alfie...

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You can put that back in the box.

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This time I want you to give it to anybody in the class.

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Don't choose them yet, choose them later. Does that make sense?

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And then you can take your seat again.

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Everybody else, what I need you to do is,

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when I turn round, everybody has their hands underneath the desk.

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-Does everybody know what they have to do?

-Yeah!

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-Alfie, do you know what you have to do?

-Yes.

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OK, so I turn my back, you open the box.

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Take an item.

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Show everybody in the class what it is, make sure that everybody sees.

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He's got the bracelet, and James can't see it.

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And then put the lid back on the box.

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And then go and give it to anybody in the room, anybody you want.

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OK, have we all got our hands underneath the table?

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-Yeah.

-OK, can I turn round?

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-Yeah.

-All right, so first of all I need to find out where...the...

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..object...

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Excellent, so...

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One of the class is holding the object.

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The rest are holding their breath.

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Yeah.

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BUZZING, LAUGHTER

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No, no, no, no, no, no.

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Now I'm getting a read... Oh, wait.

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This... No, no, it's not.

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Your name begins with M, the person who has this doesn't.

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ALL: Ooh!

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Is your... Your name is...Marlon?

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-THEY GASP

-It IS Marlon! How did he know his name?!

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That's amazing, James.

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It's not you, you don't have the object.

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But who has the bracelet and where?

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Ah, it's very, very strong over here.

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Very, very strong in this side of the room.

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You don't have it. Ah...

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Your name begins with a Z. THEY GASP AND SHOUT

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And you have the object - you're Zana?

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And wait, wait, wait, don't tell me what it is.

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This is the best bit.

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Your name is Zana, you have a bracelet. Can you show everybody?

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He's right. But how did that happen without the app?!

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I can't work it out.

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So, now can I see the bracelet?

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My supply teacher is magic!

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Oh, I heard someone say it then. They're starting to work it out.

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Now, class...

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Would you like me to tell you how it works?

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Yes.

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OK, well, we didn't actually make this three years ago.

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We actually made this about three weeks ago,

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and this...

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This does nothing, because you are all being filmed

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for Help! My Supply Teacher Is Magic!

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James's navigation trick has sent the class round the bend.

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But did it warp their minds?

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I actually believed it

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and then I thought it was going to be really good.

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I didn't think it was going to be a magic trick.

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I really believed him, from the whole thing.

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The device was quite incredible.

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It WAS incredible. It seemed like it could even locate people.

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Is your... Your name is...

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Marlon?

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I was quite amazed how he knew everyone's names.

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And then James found a hidden object using magic.

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You have a bracelet.

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Can you show everybody?

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The best trick ever.

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The class were "GPS-stounded" and it took them a while

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to realise James was a magician.

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How long will it take for YOU to shout...

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Later on you'll see what happened

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when John went undercover in another school.

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-Will his percussion lesson leave them shaking?

-Look at this.

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ALL: Whoa!

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Right now, rock-steady Fergus is getting up close and magical.

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I've got two rubber bands

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that I'd like you to have a look at.

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So, you have a look at that one,

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and you have a look at that one.

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Make sure they're normal, they don't come apart.

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And, Nina, do you have a note on you, like a £5, £10, £20 note?

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-Doesn't really matter.

-£20 note.

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Lovely, if you just hold on to that for a second.

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Could you pop that rubber band back on that finger there?

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Forefinger, lovely. And could you put that one on my ring finger?

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Fantastic.

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And if you watch closely, Daniel, if I put this hand through

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and stretch out, can you see

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I've now got four little steps of rubber band, right?

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-Yeah.

-Yeah, good.

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Could you take that £20 note and could you fold it lengthways?

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-That's it, yeah.

-Yeah.

-And then in half again, perfect.

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And could you thread it onto the very bottom band?

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-Like that?

-That's it, brilliant.

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Could you do me a favour, can you hold onto that £20 note, Daniel?

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Watch very carefully.

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The £20 is on the bottom of the ladder of rubber bands.

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Now, to get that £20 note up to this band,

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Daniel would have to let go of the £20 note,

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we'd have to unthread it and then thread it onto this one, right?

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-Yeah.

-But watch. By magic, one, two, three.

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-We can move it up...

-Cor!

-..one of the bands.

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Keep holding on tight. Watch the middle of this band.

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One, two, three, and it goes up again.

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-That's cool.

-Watch it go through...

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Your note melt through to the top on the final band.

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One, two, three...

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and it goes right to the top. How cool is that?

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Have a look at the note, make sure that's normal.

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Have a look at the rubber bands.

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The £20 note went all the way from the bottom to the top.

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Great trick, Fergus.

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I thought that trick was fantastic.

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I've never seen anything like that before.

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'He used the £20 note

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'and it melted onto the next rubber band. It was amazing.

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'I could never do that.'

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That was the best trick I've ever seen so far.

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Amazing.

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Fantastico.

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Now Katherine is going to set you a magical challenge

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in Tricks Of The Trade.

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If you fancy yourself as a magician,

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here's a trick you can try on your mates.

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Katherine has got a plastic bottle and a pen lid.

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After placing the pen lid in the bottle,

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she's going to show you how to get the lid out

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without touching anything.

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Can you work out how to do it?

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Keep watching and you'll find out later in the show.

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It's going to be incredible.

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Right now, we have something amazing for you.

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This is the interactive illusion.

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This is a trick where you could take part at home.

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So, come on, you've to pay close attention.

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Get up over here if you want to join in.

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But leave the monkey in the basket.

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That's your baby brother?! Sorry.

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Clasp your hands together in front of you, like this.

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Thumbs crossed on the top, and push your palms together nice and tight.

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Now, extend your first fingers,

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but keep them apart, like I am.

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Keep pushing your palms together. Excellent.

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Whilst you're doing that,

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I'm going to take this invisible string

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and start to wrap it around your fingertips.

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As I wrap the string around your fingertips,

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they'll start to get closer together

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as the invisible string gets tighter and tighter.

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Keep pushing your palms together.

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See? Your fingers are moving.

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I'll keep winding, and your fingers will get closer together

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until eventually...they touch.

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I'll take off the invisible string,

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and your fingers are back to normal.

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How incredible's that?

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Did it work for you?

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Wow, well, the quantity of the magic is exhausting

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and the quality has been out of this world.

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In fact, it's been SO out of this world

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I'm feeling a little bit weightless.

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But before I float away, I should probably sit down.

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No, but quickly, let's have a look at what's coming up.

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It's all kinds of ridiculousness.

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Fergus will make sure you're not at a loose end

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when he gets up close and magical.

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Katherine will reveal the secret in Tricks Of The Trade.

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Have you worked it out yet?

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And watch what happens when John goes undercover in another school.

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Will he fool the class or will they realise

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the supply teacher is still magic?

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HE SIGHS

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Each week I'm bringing you

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another of our new favourite magic movers and shakers

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doing tricks in their own cribs, yards and front rooms.

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We call them the Wannabe Wizards.

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It's time for my favourite bit of the show.

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I've got my comfy chair.

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I've got my hat with a rabbit in it. Innit?

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It isn't.

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And I've got my computer thingy to watch the magic. Let's DO this!

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We asked you to send in clips of yourself

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performing your best magic tricks.

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We received loads of clips from all over the country.

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Each week I'll be choosing a favourite Wannabe Wizard

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and showing them to you guys.

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My Wannabe Wizard this time is Greg from Aberdeenshire,

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and he's enlisted his brother for this trick.

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-Right, would you please say stop at any point?

-Stop.

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Take the card, show it to the camera and tell me when you're done.

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There's Greg's brother, and he's chosen the king of diamonds.

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OK, now slide it into the deck.

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Right there.

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Now, I'm going to try and find your card using the sense of touch,

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-which is pretty difficult, so will you give me three goes?

-Yep.

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OK. Attempt number one.

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Greg didn't see the card,

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but he's trying to pick it out of the deck behind his back.

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I think I've got it, but I can't be sure.

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Is that it?

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-No.

-Is that it?

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-No.

-No? What was your card?

-King of diamonds.

-Oh, I was close.

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I got a king and a diamond. But watch the deck here.

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The rest of the deck vanishes, leaving the king of diamonds.

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King Greg, you're my Wannabe Wizard!

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It's time for Katherine to reveal the secret in Tricks Of The Trade.

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Katherine will show you how to get the lid out of this bottle

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without touching it. Come on, have you worked it out yet?

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How many of you got it?

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Do you shake the bottle?

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Nah, you can't touch it.

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Do you tap the end of the bottle?

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You can't touch it, remember - are you not listening?!

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The trick is to place the bottle on the table

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with its neck facing outwards.

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Next, get down on the same level as the table,

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then place the pen cap into the neck of the bottle

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so the top of the cap is facing you, like this.

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Now, when you blow into it,

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the airflow inside will force the cap out of the bottle.

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The cap is out without you touching it.

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Now you've all got something to blow your friends' minds.

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Next, Fergus has got a rope trick

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and he's about to get tied up close and magical.

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-Do you want to see some magic?

-Oh, yes!

-Yes!

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Super, right. We have got a piece of rope.

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What I'd like you to do is have a look at it.

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Stretch it, make sure it doesn't come apart.

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Feel along the rope

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and make sure there's no magnets or there's nothing in the rope at all.

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And when you're happy, you can give it back to me.

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-Mmm, yep.

-Yeah.

0:17:440:17:45

Hmm, very suspicious, brilliant.

0:17:450:17:48

So I want you to say stop...

0:17:480:17:51

When you think I get to the middle of the rope, say stop.

0:17:510:17:55

-Stop!

-There? Very good.

0:17:550:17:59

So I'm going to take where you said, and I'm going to cut the rope.

0:17:590:18:05

And what that will do is give me two pieces equal in length...

0:18:050:18:11

Oh, not quite. Not quite equal. Oh, no.

0:18:110:18:17

-When you boys had it, did it stretch at all?

-No.

0:18:170:18:20

Watch what happens if I take the short piece against the long piece.

0:18:200:18:23

-Watch, one, two, three. See it stretch?

-Yeah!

0:18:230:18:28

So now I've got two pieces exactly the same length.

0:18:280:18:32

But do you know what, this trick works better with just one piece.

0:18:320:18:35

Keep your eye on the ends, right? Keep your eye on the ends.

0:18:350:18:40

Keep your eye on there.

0:18:400:18:41

So if you watch very closely, you'll see the moment they come off,

0:18:410:18:45

and then I'm left with a loop and ends, and ends and a loop.

0:18:450:18:49

But don't worry, I worked out exactly how to correct this.

0:18:490:18:52

I just take the ends, and on the count of three,

0:18:520:18:55

I throw them straight back on the rope. One, two, three,

0:18:550:18:57

and they go back on. It's simple, really.

0:18:570:19:00

Keep your eye on the middle, though, don't take your eyes off the middle.

0:19:000:19:03

-Can you see it there?

-I can see that.

-And it's firmly on, right?

0:19:030:19:07

-Yeah.

-Wrong. You see, that comes off.

0:19:070:19:10

The loop's off and so far this trick's been absolutely loopy.

0:19:100:19:13

But just like before, when I threw them back on the rope,

0:19:130:19:16

I've learnt with these exactly how to place them

0:19:160:19:19

back onto the middle of the rope.

0:19:190:19:22

Did you see them land on?

0:19:220:19:24

Do you know, the hardest thing to do is to actually make the ends travel.

0:19:240:19:28

It's to make them travel. But not just travel, travel invisibly.

0:19:280:19:31

So watch the ends get into my pocket, ready?

0:19:310:19:34

The ends go into my pocket, and on the count of one, two...

0:19:340:19:39

Three. Did you see the ends jump to the top?

0:19:420:19:45

Yeah, he just made the ends of the rope

0:19:450:19:47

jump from his pocket to his hand!

0:19:470:19:50

And look, now in my pocket is the middle.

0:19:500:19:52

Have a look at it, it doesn't stretch at all. Isn't that amazing?

0:19:520:19:56

That trick WAS amazing, and it's how Fergus makes ends meet.

0:19:560:20:00

He made the ends come off and then he somehow put them back on.

0:20:000:20:04

One, two, three, and they go back on.

0:20:040:20:08

And then he put the ends in his pocket

0:20:080:20:10

-and then the trick was up there. It just swapped.

-Yeah.

0:20:100:20:13

Did you see the ends jump to the top?

0:20:130:20:16

-I really don't know.

-It's amazing. It's amazing how he did it.

0:20:160:20:21

Because we've just seen a rope trick, here's me pulling a rope.

0:20:210:20:24

It's pretty powerful stuff.

0:20:240:20:26

Yeah? Here's me walking against the wind.

0:20:280:20:31

And then I can also do stuck-in-a-box.

0:20:340:20:37

This is inconvenient.

0:20:370:20:39

And if you close your eyes, that's turning out the lights.

0:20:390:20:42

Right, open them now.

0:20:420:20:44

OK, it's time for more school magic,

0:20:440:20:46

and now it's John pretending to be a supply teacher

0:20:460:20:49

and trying to fool another class.

0:20:490:20:52

The hidden cameras are set, the disguise is on.

0:20:520:20:56

But will John's face ring a bell?

0:20:560:20:59

BELL RINGS

0:20:590:21:01

Enter Year 3. They don't know it yet,

0:21:010:21:03

but they're about to get an amazing lesson about percussion

0:21:030:21:06

that will leave them shaken.

0:21:060:21:08

So far, none of them have noticed the hidden cameras in their hall

0:21:080:21:12

or recognised John as our magician.

0:21:120:21:14

But they're about to have a musical lesson that will be a real hit.

0:21:140:21:19

I'm going to give you a lesson today, a music lesson.

0:21:190:21:22

I haven't always been a teacher. I've just recently become a teacher.

0:21:220:21:25

I used to be a professional orchestra leader.

0:21:250:21:28

But I still love music.

0:21:280:21:30

John DOES love music. That may be true. But what's coming up is magic.

0:21:300:21:34

I thought I'd teach you about something called rhythm.

0:21:340:21:37

And rhythm is made up of two things - sound and silence.

0:21:370:21:41

For example, if I've got a drum beat and it goes boom...boom...boom,

0:21:410:21:47

The thing that makes that rhythm isn't just the boom,

0:21:470:21:50

it's the gaps in between. It's the boom...boom...you see?

0:21:500:21:53

And if you don't have the... all you've got is booooom,

0:21:530:21:56

and that's not a rhythm. Now, I've written a song.

0:21:560:21:59

I thought I would sing you the song in a moment, and I thought

0:21:590:22:01

it'd be great if we could all do the rhythm for that song.

0:22:010:22:04

I've brought some percussion instruments with me

0:22:040:22:08

and they're all in this... They're all in this... Ah.

0:22:080:22:11

Ah, that's... That's a shame cos there's only, um...

0:22:110:22:13

There's only one instrument in here.

0:22:130:22:16

Uh-oh, it looks like the box is empty. There's not enough.

0:22:160:22:19

I must have forgot to pack them all when I was at the last school.

0:22:190:22:22

But this instrument makes a lovely noise. You go like this, listen.

0:22:220:22:26

SCRATCHING

0:22:260:22:27

And we can get a nice rhythm going.

0:22:270:22:30

You don't have to dance, but you can have a try of that for me,

0:22:300:22:33

just have a little go.

0:22:330:22:34

It's a fun lesson, but it won't last long

0:22:340:22:36

if there's only one instrument! But don't worry - John's a magician!

0:22:360:22:40

Oh, hang on a minute, there is...

0:22:400:22:43

There was this one hidden in the corner, a little shaker.

0:22:430:22:47

The magic's started. The box looked empty

0:22:470:22:50

but John's found another instrument. Two's still not enough, though.

0:22:500:22:53

Do you want to give it a go for me?

0:22:530:22:55

Brilliant, OK. So we've nearly got a rhythm.

0:22:550:22:57

Unfortunately we haven't got any more instruments in the box.

0:22:570:23:01

The box still appears empty.

0:23:010:23:03

So we... We can't do it...

0:23:030:23:06

Hang on a minute.

0:23:060:23:07

Oh, there is... There is... There's this.

0:23:080:23:10

Another instrument, and it appeared from out of nowhere!

0:23:100:23:13

You can have that one. There we are, give it a shake.

0:23:130:23:16

OK, and a shake with that.

0:23:170:23:19

And a little shukka-shukka.

0:23:190:23:21

Brilliant, stop. Excellent. So we've got...

0:23:210:23:24

Oh, there's some more, look.

0:23:240:23:27

I didn't see these in there.

0:23:270:23:29

These are sandy-wandys, It's like sandpaper -

0:23:290:23:32

they go like this, listen. SCRAPING

0:23:320:23:34

It made me want to wiggle my hips when I do that, like...

0:23:350:23:40

The class like the sound of this lesson.

0:23:400:23:43

But despite that magical box of instruments,

0:23:430:23:45

they still haven't found the key to John's identity.

0:23:450:23:48

OK, everybody, stop.

0:23:480:23:51

Hang on a minute, there's some more in here.

0:23:510:23:53

There's a tambourine, look.

0:23:530:23:55

And there's... There was another shaker.

0:23:550:23:58

Here, you have the shaker.

0:23:580:24:00

That's it, and you have the tambourine.

0:24:000:24:02

OK, all together, everybody, give me some noise.

0:24:020:24:05

Brilliant, stop. That's good.

0:24:070:24:09

Unfortunately...

0:24:090:24:11

Once again the box looks empty.

0:24:110:24:13

No instruments in there, and nothing hidden behind the box.

0:24:130:24:17

Hang on.

0:24:170:24:20

Got one of these, look.

0:24:200:24:21

Yes, you can have that. Give it a little go for me.

0:24:250:24:29

Brilliant, very good. Oh, and I got another couple of these shakers.

0:24:300:24:34

Yes, you can have that. And you can have that.

0:24:340:24:37

That's it, give them a shake.

0:24:370:24:39

That's good, stop! And... Oh, I've got another two tambourines, look.

0:24:390:24:45

Yes, you can have that, wonderful. And you can have that one.

0:24:470:24:50

Give them a shake. All right. And everybody now, all together.

0:24:500:24:55

Oh, brilliant, and stop! Very good.

0:24:580:25:01

Oh, look, I've got another shaker, shukka-shukka, shakka-shakka.

0:25:010:25:04

It looks like there's enough for everyone. But how?

0:25:040:25:07

There's no end to John's magic, and it seems there's no end to that box.

0:25:070:25:10

We can't do any more. We've got no more.

0:25:100:25:13

That's all of the instruments in the box.

0:25:130:25:15

We'll try one last time.

0:25:150:25:17

Everybody doing a rhythm on my count.

0:25:170:25:21

One, two, three.

0:25:220:25:24

Virtuoso performance from our conjuring conductor.

0:25:260:25:30

But it's time for his solo.

0:25:300:25:32

Unfortunately, boys and girls, that is the last of the instruments.

0:25:320:25:36

We've got nothing else in there, no more percussion instruments.

0:25:360:25:39

So we need to do a song and...

0:25:390:25:42

Hang on.

0:25:420:25:44

Look at this.

0:25:460:25:47

THEY GASP AND SHOUT OUT

0:25:500:25:51

I think I'm going to have this. Hands down.

0:25:510:25:54

I'll tell you what I'm going to do. I'm going to play a little song

0:25:540:25:57

that I've written, and you all listen to it.

0:25:570:25:59

At the end, we might be able to do a rhythm for it. Is that all right?

0:25:590:26:02

-Yeah.

-OK, everybody listen.

0:26:020:26:04

# Thank you, kids For helping with my mission

0:26:070:26:11

# Cos I'm not a teacher No, I'm really a magician

0:26:110:26:14

# So please forgive me Though my tactics have been tragic

0:26:140:26:17

# Cos you've all been filmed on Help! My Supply Teacher Is Magic! #

0:26:170:26:23

No wonder they're excited!

0:26:270:26:29

That was both a drum-beating and world-beating trick.

0:26:290:26:32

The class are going to be banging on about this one for ages.

0:26:320:26:35

-He opened the box...

-THEY ALL TALK AT ONCE

0:26:380:26:41

Eh?! One at a time!

0:26:410:26:43

THEY ALL TALK AT ONCE

0:26:430:26:45

Did you get that? It definitely was magic

0:26:450:26:49

when instruments kept emerging from this seemingly empty box.

0:26:490:26:53

He said that there's no more, and then he looked again

0:26:530:26:56

and then he said, "Oh, look, there's actually one more."

0:26:560:26:59

It was, like, really exciting.

0:26:590:27:01

An amazing trick, and this class didn't realise.

0:27:010:27:06

See you later, but until then, if you're at school

0:27:120:27:14

and you think something magical's occurring,

0:27:140:27:17

maybe you'll find yourselves shouting,

0:27:170:27:19

"Help! My supply teacher is still magic!"

0:27:190:27:22

Subtitles by Red Bee Media Ltd

0:27:300:27:32

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