0:00:02 > 0:00:03It's a brand-new term,
0:00:03 > 0:00:06and CBBC has sent these four magicians back to school.
0:00:06 > 0:00:09They're pretending to be supply teachers
0:00:09 > 0:00:14so that they can perform amazing magic on unsuspecting classes.
0:00:14 > 0:00:16But because you know and love them,
0:00:16 > 0:00:18this time we've cunningly disguised them.
0:00:22 > 0:00:25Then, we hid secret cameras all over classrooms
0:00:25 > 0:00:28and watched as they taught spectacular lessons.
0:00:28 > 0:00:31It was flying around like a magic saucer.
0:00:33 > 0:00:34That was sick!
0:00:36 > 0:00:39It's more magic, it's more outrageous.
0:00:39 > 0:00:40I was just flabbergasted.
0:00:40 > 0:00:43But how long will it take before the classes shout...
0:00:50 > 0:00:53Hello! It's me, Iain, and welcome back to school for a new term.
0:00:53 > 0:00:57It's Help! My Supply Teacher Is Still Magic.
0:00:57 > 0:00:59You could say it's...
0:00:59 > 0:01:01DEEP VOICE: Help! My Supply Teacher Is Magic II -
0:01:01 > 0:01:04The Magic's Back, And It Means Business.
0:01:04 > 0:01:08Once again, we've swapped regular teachers with magicians,
0:01:08 > 0:01:11and because you know them, we've disguised them.
0:01:11 > 0:01:14We've filmed the results with special cameras
0:01:14 > 0:01:16hidden in the classrooms.
0:01:16 > 0:01:19Yeah, shiftier than ten shifty characters doing shift work.
0:01:19 > 0:01:22We're also showing you loads of other great tricks.
0:01:22 > 0:01:23Tricks like this.
0:01:24 > 0:01:28Coming up, James has a trick that'll have you doing the robot.
0:01:28 > 0:01:29Boogie.
0:01:30 > 0:01:34Katherine gets up close and magical with these guys.
0:01:34 > 0:01:37She's got a trick that'll push their belief to the limit.
0:01:37 > 0:01:40Plus, you've been sending in clips of all your best magic tricks.
0:01:40 > 0:01:43Later on, I will be picking my favourite.
0:01:43 > 0:01:46Watch out, it's the Wannabe Wizards. But first...
0:01:47 > 0:01:49Do you think you'd be able to tell
0:01:49 > 0:01:52if your teacher started doing magic? Do ya?
0:01:54 > 0:01:55This is James.
0:01:55 > 0:01:58He's a magician with blue steely eyes and lightning-quick hands.
0:02:00 > 0:02:03Disguise on, futuristic props ready -
0:02:03 > 0:02:05affirmative!
0:02:07 > 0:02:08Enter Year Three.
0:02:08 > 0:02:11They don't know it yet but James is about to give them an amazing
0:02:11 > 0:02:15lesson on robotics featuring magic antics.
0:02:15 > 0:02:18None of them have noticed the hidden cameras in their school hall
0:02:18 > 0:02:21or recognised James as our magician.
0:02:21 > 0:02:24Can he keep it up or will his tricks short circuit?
0:02:25 > 0:02:27I am an electrical engineer.
0:02:27 > 0:02:31When a company wants to make a new product like a phone or a car,
0:02:31 > 0:02:35they need someone to design the robots to actually help them
0:02:35 > 0:02:36build that product.
0:02:36 > 0:02:38So, you might have seen the big robotic arms on TV that help
0:02:38 > 0:02:42put all the nuts and bolts together of different objects. Yes?
0:02:42 > 0:02:44They still believe this is a real lesson.
0:02:44 > 0:02:48Because I'm an electrical engineer, I thought I'd make my own robot,
0:02:48 > 0:02:51and I've brought it with me today to show you.
0:02:51 > 0:02:53- Would you like to see? CHILDREN:- Yes.
0:02:53 > 0:02:56Excellent. I was hoping you'd say that.
0:02:56 > 0:03:00Now, it all fits inside this box. There's not really a lot to it.
0:03:00 > 0:03:03It's got a main motherboard here on the front.
0:03:05 > 0:03:09Looks robot-y, looks electrical, but doesn't look real.
0:03:09 > 0:03:11It's the start of James' trick.
0:03:11 > 0:03:14I've also got a back panel on here we can open.
0:03:17 > 0:03:21Excellent, and you can see that the circuit board here, there's not
0:03:21 > 0:03:23really a lot to it.
0:03:23 > 0:03:27Notice there's nothing behind that circuit board. The box is empty.
0:03:27 > 0:03:31This is the main processor, and you can see there's nothing really else
0:03:31 > 0:03:35in the box, it's just more of shell, and designed to take the weight.
0:03:35 > 0:03:39Now, see, if I put this back in, and just make sure that's
0:03:39 > 0:03:45fastened on the connect just there... and there...
0:03:45 > 0:03:51That's perfect. So, the back...
0:03:51 > 0:03:55and we've got the front panel, like so.
0:03:55 > 0:03:59This trick is locked and loaded and ready to go.
0:03:59 > 0:04:02Remember, all there is to the robot so far is a box,
0:04:02 > 0:04:04a board and a load of thin air.
0:04:04 > 0:04:08Now, effectively, what I've made is a big computer system.
0:04:08 > 0:04:10Now, when you use any computer system,
0:04:10 > 0:04:12you have things called peripherals.
0:04:12 > 0:04:16Now, a peripheral is something like a mouse or a keyboard that
0:04:16 > 0:04:18attaches to the machine in order to help it work.
0:04:18 > 0:04:20So, I've got a few of those.
0:04:20 > 0:04:22I've got one of these.
0:04:22 > 0:04:24So, we just stick this just here,
0:04:24 > 0:04:29just make sure that it goes onto the connect, just so.
0:04:30 > 0:04:35James is attaching a foot, but soon he'll be pulling their leg.
0:04:35 > 0:04:38Yep, perfect. And then I've got another one of these,
0:04:38 > 0:04:39which goes onto the other side.
0:04:42 > 0:04:43This is perfect, OK.
0:04:43 > 0:04:47Now, there's a mixture of different metals in these, designed to
0:04:47 > 0:04:50support the weight of the main unit, OK?
0:04:50 > 0:04:53Now, I like to call these legs. Do you think they look like legs?
0:04:53 > 0:04:54- CHILDREN:- Yes.
0:04:54 > 0:04:55They're just supporting an empty box
0:04:55 > 0:04:57and a pretend circuit board, remember.
0:04:58 > 0:05:01I've got some other extensions as well.
0:05:01 > 0:05:07So, we've got this, which fits onto the connect on the side.
0:05:07 > 0:05:08Looks like a large Slinky!
0:05:10 > 0:05:16That's perfect, that's good, OK. I think that's on there.
0:05:16 > 0:05:20And then we've got another one for the other side,
0:05:20 > 0:05:22and these function as arms.
0:05:22 > 0:05:26You just connect that on there. Perfect.
0:05:26 > 0:05:30The class still believe James and his dubious 'droid.
0:05:30 > 0:05:32Now, we're just missing one small part.
0:05:32 > 0:05:38This is my antenna unit, and the antenna unit just sits on top
0:05:38 > 0:05:44like so, and connects with a magnetic structure just at the bottom there.
0:05:45 > 0:05:48Ha ha! Now it looks like a funny robot!
0:05:48 > 0:05:51Maybe the class will work out that all is not as it seems?
0:05:51 > 0:05:53OK, let's see if it's on.
0:05:53 > 0:05:57So, the circuit board now, because we've connected our different
0:05:57 > 0:06:00sections to it, the circuit board should be...
0:06:00 > 0:06:03Ah, yes, now you can see the circuit board is lit up.
0:06:03 > 0:06:05Hang on, how did that happen?
0:06:05 > 0:06:08The lights have come on but there's no wires or electronics in that box.
0:06:09 > 0:06:11Now, here comes the best bit.
0:06:13 > 0:06:15Would you like to see it do its thing?
0:06:15 > 0:06:17- CHILDREN:- Yes.
0:06:18 > 0:06:19Excellent, OK.
0:06:19 > 0:06:22So, I've built in... remote control just here,
0:06:22 > 0:06:24so if I flip this on, this is on as well...
0:06:26 > 0:06:28The magic's about to be activated.
0:06:28 > 0:06:29And lift.
0:06:31 > 0:06:35The robot just stood up! How did that happen? Magic, that's how!
0:06:35 > 0:06:41And then if we could take some steps forward... Forward...
0:06:41 > 0:06:43There was nothing but empty boxes before,
0:06:43 > 0:06:45but now it's a walking robot.
0:06:45 > 0:06:46That's amazing!
0:06:46 > 0:06:48I'll just get rid of the base.
0:06:50 > 0:06:52OK, that's perfect. Now, let's see if we can do this.
0:06:52 > 0:06:55So, we'll take a few more steps forward.
0:06:56 > 0:07:00Excellent, and stop. And then if we wave with one hand...
0:07:00 > 0:07:03It's like a Transformer that turns from thin air to a robot!
0:07:05 > 0:07:07And then we'll wave with both hands.
0:07:07 > 0:07:10This is my favourite bit, this is my favourite bit.
0:07:10 > 0:07:12Watch what happens when I press this. Boogie!
0:07:12 > 0:07:15This robot can also dance the robot.
0:07:15 > 0:07:20And stop. OK, and we'll just turn you off for a second.
0:07:22 > 0:07:24Isn't that great?
0:07:24 > 0:07:26Whoa! That trick was electrifying,
0:07:26 > 0:07:29and James is about to shock them with the truth.
0:07:29 > 0:07:31Not many people know the secret to how it works.
0:07:31 > 0:07:35Because I designed this, the actual mechanism is top secret.
0:07:35 > 0:07:38Because you've all been very, very good, would you like me
0:07:38 > 0:07:39to let you in on the secret?
0:07:39 > 0:07:41- CHILDREN:- Yes.
0:07:41 > 0:07:45Yeah? OK. Well, the secret is this isn't really a robot.
0:07:46 > 0:07:48No, you're not a robot.
0:07:48 > 0:07:53You're not. And I'm not really an electrical engineer,
0:07:53 > 0:07:57because I'm a magician, and you are all being secretly
0:07:57 > 0:08:02filmed on cameras there and there and at the back.
0:08:02 > 0:08:06You're all going to be on Help! My Supply Teacher Is Magic on CBBC!
0:08:06 > 0:08:10I'd give James' robot lesson A plus for effort,
0:08:10 > 0:08:13R2-D2 for interpretation.
0:08:13 > 0:08:16How did it compute with Year C-3PO? I mean, Year Three?
0:08:16 > 0:08:18I felt amazed. I was wowed.
0:08:19 > 0:08:22James started with a bunch of empty boxes.
0:08:22 > 0:08:25It wasn't like any kind of robot I've ever seen.
0:08:27 > 0:08:30He opened the box and we saw the blue lights.
0:08:30 > 0:08:33- Ah, yes...- The lights came on, but there was nobody at home.
0:08:33 > 0:08:36No wiring or electronics either.
0:08:36 > 0:08:40- And lift... - Moments later, the robot came alive!
0:08:40 > 0:08:42And stop.
0:08:42 > 0:08:47The robot moved and then when the robot was waving, I was shocked.
0:08:49 > 0:08:53An incredible trick, and the class had no idea James was a magician.
0:08:53 > 0:08:55How long would it take for you to shout...
0:09:02 > 0:09:06Later on, you'll see what happened when Katherine went undercover at
0:09:06 > 0:09:07another school.
0:09:07 > 0:09:10She's telling a tall tale with a magical ending.
0:09:12 > 0:09:16But first, it's time for Katherine to get Up Close And Magical.
0:09:16 > 0:09:19- Does anyone here know what origami is?- Yeah.
0:09:19 > 0:09:23- You know it's a Japanese art form of folding paper, right?- Yeah.
0:09:23 > 0:09:26Now, I didn't know much about it until I met this guy the other day
0:09:26 > 0:09:29and he taught me a really, really cool paper fold,
0:09:29 > 0:09:34and he called it the Time Machine. For this, he used a playing card,
0:09:34 > 0:09:39just because he said it's the perfect size and it's really easy to fold.
0:09:39 > 0:09:42Like that. So, Adam, you can have a look at that for me.
0:09:42 > 0:09:45Now, the paper he used was actually a note.
0:09:45 > 0:09:48If I can take that back from you, we're just going to use a £5 note,
0:09:48 > 0:09:52and I'm going to show you what the fold looks like.
0:09:52 > 0:09:55So, all you have to do, it's pretty simple,
0:09:55 > 0:09:57just fold the card up like that
0:09:57 > 0:10:02and then you line up the edge of the note with the edge of the card.
0:10:02 > 0:10:08And then, with the other edge of the card, you line the centre up
0:10:08 > 0:10:10with the note and you fold it like this, faced inward.
0:10:13 > 0:10:14So, the face of the card, the jack,
0:10:14 > 0:10:18is now on the inside, and obviously the red back is on the outside.
0:10:18 > 0:10:22Now, the reason he called it the Time Machine was because anything
0:10:22 > 0:10:26that travelled through this piece of paper would travel back in time.
0:10:26 > 0:10:29Now, you remember a few moments ago the card was flipped round
0:10:29 > 0:10:31the other way round.
0:10:31 > 0:10:36- Oh, no! - If I push this all the way through...
0:10:36 > 0:10:39You should see that it begins to travel back in time.
0:10:42 > 0:10:44That's pretty crazy, isn't it?
0:10:44 > 0:10:46Sure is. It turned around, but how?
0:10:47 > 0:10:51As soon as he left, I thought I have to try it myself,
0:10:51 > 0:10:53so I lined up the note and the card
0:10:53 > 0:10:59and I folded it just like that, and I pushed the card through to try
0:10:59 > 0:11:01and make my very own Time Machine,
0:11:01 > 0:11:06but for some reason, I couldn't seem to get the Time Machine to work.
0:11:06 > 0:11:10So I phoned up my friend and I said, "What am I doing wrong?"
0:11:10 > 0:11:13He said, "You need to make sure it's definitely lined up."
0:11:13 > 0:11:15I said, "Well, yeah, it's definitely lined up."
0:11:15 > 0:11:18And he said, "Well, obviously you just don't have the knack."
0:11:18 > 0:11:20So, James, do you want to have a go at this?
0:11:21 > 0:11:23I want you to hold your finger out for me.
0:11:23 > 0:11:25That's it, and just push it very gently
0:11:25 > 0:11:27and slowly through the Time Machine.
0:11:28 > 0:11:31- Oh, James!- He's got the magic touch.
0:11:31 > 0:11:33Here you go. Do it the other way as well.
0:11:33 > 0:11:34Oh, magic fingers!
0:11:34 > 0:11:36Oh, you see that?!
0:11:36 > 0:11:37You do have magic fingers!
0:11:37 > 0:11:43That's pretty cool, and if you watch this, this is even cooler.
0:11:43 > 0:11:46You can actually open the Time Machine up like this
0:11:46 > 0:11:50so you can see the card travel all the way through.
0:11:50 > 0:11:53Whoa! The card is both back and front at the same time!
0:11:55 > 0:11:59Back into the past, and there you go. That's a present for you.
0:11:59 > 0:12:00A present for them from the past.
0:12:03 > 0:12:06How can a card go like that?
0:12:06 > 0:12:08That is just... I can't explain how...
0:12:08 > 0:12:11Can't say another word, so amazing.
0:12:11 > 0:12:13Can't even say in words. I'm speechless.
0:12:14 > 0:12:16Now, James is going to set you a magical mission
0:12:16 > 0:12:18in Tricks Of The Trade.
0:12:18 > 0:12:21If you fancy yourself as a magician, here's a trick you can try on
0:12:21 > 0:12:23your mates.
0:12:23 > 0:12:24James has got a cup,
0:12:24 > 0:12:29a card, a crayon
0:12:29 > 0:12:33and a £1 coin.
0:12:33 > 0:12:37Stacking the cup, card, crayon and £1 coin like this,
0:12:37 > 0:12:41James will show you how to get the £1 into the cup without
0:12:41 > 0:12:42touching anything.
0:12:43 > 0:12:44Can you work it out?
0:12:46 > 0:12:49Keep watching, and you'll find out later in the show.
0:12:51 > 0:12:54Right now, we have something amazing for you.
0:12:54 > 0:12:56This is the Interactive Illusion.
0:12:56 > 0:12:58This is a trick where you can take part at home,
0:12:58 > 0:13:02so come on, you need to pay close attention, so get over here.
0:13:02 > 0:13:04Get really close to the screen.
0:13:04 > 0:13:06See if you can scare me.
0:13:06 > 0:13:11Oh - you're really good at that. Here's John.
0:13:16 > 0:13:19I want to demonstrate how something that seems random can actually
0:13:19 > 0:13:21be predicted.
0:13:21 > 0:13:23I want you to hold your hand in front of you like this,
0:13:23 > 0:13:26with your fingers out straight.
0:13:26 > 0:13:30Now, with your other hand, point to your little finger.
0:13:30 > 0:13:32I want you to start on this finger.
0:13:32 > 0:13:35In a moment, I'm going to ask you to make five moves.
0:13:35 > 0:13:39A move means that you're moving right or left to the finger next to
0:13:39 > 0:13:41the one that you're on.
0:13:41 > 0:13:45You can only move one space and you can only move right or left
0:13:45 > 0:13:47like this - one, two, three, four, five.
0:13:50 > 0:13:56Or like this - one, two, three, four, five. OK, do that with me now.
0:13:56 > 0:13:58Everybody do it together.
0:13:58 > 0:14:06Make one move, now two, three, four, five, good.
0:14:06 > 0:14:09Wherever you've ended up, keep your finger there.
0:14:09 > 0:14:11Since all of you moved in your own way,
0:14:11 > 0:14:13you've chosen a different finger.
0:14:14 > 0:14:17I can tell that you're not back on your little finger
0:14:17 > 0:14:19and you're not on your thumb.
0:14:19 > 0:14:22So, I want you to fold those fingers in like this.
0:14:23 > 0:14:26Now, we'll use these three fingers.
0:14:26 > 0:14:28I want you to move once, just once,
0:14:28 > 0:14:30to the finger next to the one you selected.
0:14:33 > 0:14:37So you'd either move from here to here or here to here or here to here.
0:14:37 > 0:14:40Have you done that? Good.
0:14:40 > 0:14:42I can tell that you're not on the ring finger,
0:14:42 > 0:14:47that's the one next to the little finger, so fold that one in as well.
0:14:47 > 0:14:50That leaves these two fingers, and you're on one of them.
0:14:50 > 0:14:55So, I want you to make one last move, to the finger next to it.
0:14:55 > 0:14:57Do that now. Excellent.
0:14:57 > 0:15:00Focus on that one finger that you're holding up.
0:15:01 > 0:15:04You've stopped on the index finger,
0:15:04 > 0:15:07your first finger, right here, yes?
0:15:07 > 0:15:08Ha-ha, bye!
0:15:10 > 0:15:11Did it work for you?
0:15:11 > 0:15:15Wow! Well, the quantity to the magic is exhausting and the quality has
0:15:15 > 0:15:21been spine-tingling, so much so it's giving me shivers down my back bone.
0:15:21 > 0:15:24Ugh! So, I've definitely earned a sit down,
0:15:24 > 0:15:26but before I do, let's have a look at what's coming up.
0:15:26 > 0:15:28It's all kinds of ridiculousness.
0:15:28 > 0:15:30Fergus brings a trick
0:15:30 > 0:15:32with a ring up close and magical.
0:15:32 > 0:15:35I don't know how that happened, it's so amazing.
0:15:35 > 0:15:37James reveals his secret in Tricks Of The Trade.
0:15:37 > 0:15:39Have you worked it out yet?
0:15:39 > 0:15:41And watch what happens when Katherine goes
0:15:41 > 0:15:43undercover in another school.
0:15:43 > 0:15:47Will she fool the class, or will they realise their supply teacher
0:15:47 > 0:15:48is still magic?
0:15:48 > 0:15:50Each week, I'm bringing you
0:15:50 > 0:15:52another of my new favourite magic movers
0:15:52 > 0:15:56and shakers doing tricks in their own cribs, yards and front rooms.
0:15:56 > 0:15:59We're calling them the Wannabe Wizards,
0:15:59 > 0:16:01so I've got my chair, I've got my computer thing to watch
0:16:01 > 0:16:03the magic on and I've got my drinking hat
0:16:03 > 0:16:05for some light refreshments.
0:16:05 > 0:16:07Let's do this already!
0:16:08 > 0:16:10We asked you to send in clips of yourself
0:16:10 > 0:16:13performing your best magic tricks.
0:16:13 > 0:16:16We received loads of clips from all over the country.
0:16:16 > 0:16:18Each week, I'll be choosing a favourite wannabe wizard and
0:16:18 > 0:16:21showing them to you guys.
0:16:21 > 0:16:24My wannabe wizard this time is Joe from Norwich, but he's no JOE-ker!
0:16:25 > 0:16:30Hello, I'm Joe and this trick consists of four jokers.
0:16:30 > 0:16:31But what I can do is if I give them
0:16:31 > 0:16:36a shake, then one of the jokers turns face-down and if I give them
0:16:36 > 0:16:41another shake then another one of the jokers turns face-down.
0:16:42 > 0:16:45Now, you maybe wondering how I'm doing this,
0:16:45 > 0:16:48but what I'm actually doing is I'm just simply turning them
0:16:48 > 0:16:52over like that, but I'm just doing it so quickly that you can't tell.
0:16:52 > 0:16:54He reckons he's turned them over?!
0:16:54 > 0:16:56He must have lightning quick hands.
0:16:56 > 0:16:59You may be expecting three face-down jokers now,
0:16:59 > 0:17:04but what I've actually got is four face-down jokers.
0:17:04 > 0:17:07Some people say that they don't like this trick because you don't
0:17:07 > 0:17:09get four jokers in a pack and I say,
0:17:09 > 0:17:15"Well, that's exactly why I prefer doing it with the four aces!"
0:17:15 > 0:17:17Aces high!
0:17:17 > 0:17:20That's why he's my wannabe wizard.
0:17:20 > 0:17:24Now it's time for James to reveal the secret in Tricks Of The Trade.
0:17:24 > 0:17:27James will show you how to get this one pound coin
0:17:27 > 0:17:30into the cup without touching anything.
0:17:30 > 0:17:33Come on. Have you worked it out? How many of you got it?
0:17:33 > 0:17:38Have you pretended the table knocked everything over? No, come on.
0:17:38 > 0:17:41All you need to do is blow upwards towards the edge of the
0:17:41 > 0:17:43business card.
0:17:43 > 0:17:47As it flips away, it takes the crayon away and
0:17:47 > 0:17:49the one pound drops straight into the glass.
0:17:49 > 0:17:52Did you get it? Are you amazing already?
0:17:52 > 0:17:56Now you can drop this great trick in front of your mates.
0:17:56 > 0:17:59And now Fergus has found some more friends he can impress
0:17:59 > 0:18:01Up Close And Magical.
0:18:01 > 0:18:04Could you have a look at that for me,
0:18:04 > 0:18:07and could you have a look at that for me?
0:18:07 > 0:18:11Now you've got a piece of lace and you've got a solid ring.
0:18:11 > 0:18:13They don't come apart, do they?
0:18:13 > 0:18:17Or that ring is not soft, not magical in any way, just a normal ring?
0:18:17 > 0:18:19- Yes.- Yes.
0:18:19 > 0:18:21Super. Could I have the ring back?
0:18:21 > 0:18:22And could I have the lace back?
0:18:22 > 0:18:27Now, if I put the lace through the middle of the ring you can see
0:18:27 > 0:18:30that that really is going through the ring, isn't it?
0:18:30 > 0:18:33- NARRATOR:- Yes, he has definitely put the lace through the ring.
0:18:33 > 0:18:34So, now, the only way
0:18:34 > 0:18:39I can get that ring off the lace is to take it off these ends, isn't it?
0:18:39 > 0:18:43If you watch closely - how amazing is this?
0:18:43 > 0:18:46One, two, three...
0:18:46 > 0:18:49and it just melts straight through the bottom of the lace.
0:18:49 > 0:18:52Have a look. Have a look. It's solid, isn't it?
0:18:52 > 0:18:55Whoa! The ring melted through the lace, all right.
0:18:55 > 0:18:57Now some people, they're wrong,
0:18:57 > 0:19:01but some people think that I don't thread it on, but you can see
0:19:01 > 0:19:05that I really have threaded that ring onto the lace, haven't I?
0:19:05 > 0:19:08It's on there. See that?
0:19:08 > 0:19:10Now, what I'm going to do is take the ring
0:19:10 > 0:19:13and bring it to the middle of the lace here.
0:19:13 > 0:19:16If I pull, it comes off again,
0:19:16 > 0:19:19but watch it in my hand and I can throw it.
0:19:19 > 0:19:21Whoa! How did he do that?
0:19:21 > 0:19:23He threw the ring onto the lace.
0:19:23 > 0:19:25Can you see that the lace again is
0:19:25 > 0:19:27running through the ring, isn't it?
0:19:27 > 0:19:29It's attached. Do you want to check?
0:19:32 > 0:19:34When you're happy, just place it
0:19:34 > 0:19:36back on my hand.
0:19:36 > 0:19:37Lovely.
0:19:37 > 0:19:41I'm going to cross the ends over to make it more difficult for myself,
0:19:41 > 0:19:43and Cameron, I'd like you to grab the ends.
0:19:43 > 0:19:47Fantastic. Watch, I'm going to pull and take the ring off the lace.
0:19:47 > 0:19:51Even though the lace was twisted, the ring still melted off.
0:19:51 > 0:19:54Now, I've been holding your wrist the whole time, right?
0:19:54 > 0:19:59So, to make the ring vanish would be pretty difficult,
0:19:59 > 0:20:04but to make it appear back on my finger would be amazing!
0:20:04 > 0:20:06Wow!
0:20:06 > 0:20:08There you go.
0:20:08 > 0:20:11Have a look. It's back on this finger now!
0:20:11 > 0:20:12- Ooohh!- There you go!
0:20:12 > 0:20:14They couldn't believe it!
0:20:15 > 0:20:18Nor could that llama! What was that, mate?
0:20:18 > 0:20:20That trick was awesome!
0:20:20 > 0:20:22It was amazing, cos, like,
0:20:22 > 0:20:25he really threaded it through and everything.
0:20:25 > 0:20:28I don't know how that happened. It's so amazing.
0:20:28 > 0:20:31Fergus has inspired me to do magic.
0:20:31 > 0:20:35In fact he's inspired me so much, I've written a rap about him.
0:20:35 > 0:20:39Stand back while I spit some hot bars. OK, here we go.
0:20:39 > 0:20:41# Not only is Fergus the Lord of the Rings
0:20:41 > 0:20:43# He's also the lord of the strings
0:20:43 > 0:20:50# And other things that he brings, sing, sing...#
0:20:50 > 0:20:52We'd better get back to school
0:20:52 > 0:20:55to see mind and spoon-bending Katherine go undercover.
0:20:57 > 0:20:59The disguise is on.
0:20:59 > 0:21:02Come on, Katherine, on your feet, it's time to fool another class.
0:21:02 > 0:21:05Enter year four.
0:21:05 > 0:21:08They don't know it yet, but they are about to get an incredible
0:21:08 > 0:21:11lesson about story-telling where the tallest tale is Katherine
0:21:11 > 0:21:12being a supply teacher.
0:21:12 > 0:21:15So far, none of them noticed the hidden cameras in their classroom,
0:21:15 > 0:21:18or recognised Katherine, but this will be a novel
0:21:18 > 0:21:22lesson that will turn both pages and heads.
0:21:22 > 0:21:25Today, I'm going to be taking an English lesson
0:21:25 > 0:21:30and we're learning all about creative writing and story writing.
0:21:30 > 0:21:32So, the first thing we need to think about
0:21:32 > 0:21:35when we're going to start writing our story is the idea,
0:21:35 > 0:21:39but we need to break it down into a beginning, a middle and an end.
0:21:39 > 0:21:43Good start, but will this lesson be a thriller?
0:21:43 > 0:21:45Now, you must have seen in a lot of story books
0:21:45 > 0:21:48they have brilliant pictures, don't they? Yeah?
0:21:48 > 0:21:51And in some story books the pictures can even
0:21:51 > 0:21:53be as important as the writing.
0:21:53 > 0:21:56So, we're going to try and write a story, but I want you all to
0:21:56 > 0:22:00imagine in your heads what it would look like in pictures.
0:22:00 > 0:22:06OK? So, what I've got here is our story book...
0:22:06 > 0:22:09but it's filled with blank pages
0:22:11 > 0:22:13..waiting to be written
0:22:13 > 0:22:17and what I want you to do is to fill these pages with all of the pictures
0:22:17 > 0:22:18that you're thinking of.
0:22:18 > 0:22:22So, you might be thinking of a clown or a circus or a princess,
0:22:22 > 0:22:25or whatever it is that you want to have in your story -
0:22:25 > 0:22:27I want you to visualise that in your mind.
0:22:27 > 0:22:29Can you do that for me? Yeah?
0:22:29 > 0:22:32Remember, those pages are blank, but when they
0:22:32 > 0:22:35see what magic's coming, the class will soon become animated.
0:22:35 > 0:22:39So, picture in your mind, and I want you to send all of those thoughts
0:22:39 > 0:22:42towards the book. Can you all do that for me? Brilliant.
0:22:42 > 0:22:45All of those pictures that you have in your mind,
0:22:45 > 0:22:50I want you to imagine them on the blank, white pages.
0:22:50 > 0:22:52They're sending those thoughts through to Katherine.
0:22:52 > 0:22:54- Good. Have you done that? ALL:- Yes!
0:22:54 > 0:22:58Yes? OK. Brilliant. Let's see if it's worked. Have you managed it?
0:22:58 > 0:23:02Wow! Look at that. That's an amazing job, everyone.
0:23:02 > 0:23:04There's some amazing pictures in there.
0:23:04 > 0:23:07Whoa! The book was blank and now it's got pictures.
0:23:07 > 0:23:11It's the incredible self-drawing book, but that's not all.
0:23:11 > 0:23:13So let's have a look and see what you've done.
0:23:13 > 0:23:18You've got the Statue of Liberty, there's a map there and an elephant.
0:23:18 > 0:23:21So, who here's thought of an elephant? You thought of an elephant.
0:23:21 > 0:23:24Well done, you got it in the book. That's a brilliant job.
0:23:24 > 0:23:27Someone had thought of an elephant and now it's in the book,
0:23:27 > 0:23:30but making thoughts become pictures in a book is impossible, right?
0:23:30 > 0:23:32That's not the end!
0:23:32 > 0:23:35So, now all we have to do is to write our story,
0:23:35 > 0:23:38so you know all the pictures that have been drawn in there. Yeah.
0:23:38 > 0:23:41Let all of those pictures guide you through to write your story
0:23:41 > 0:23:46and imagine the words written around the pictures and in the book.
0:23:46 > 0:23:49- So, do you think you can do that? ALL:- Yes.- Yes? OK, good.
0:23:49 > 0:23:52When you're ready, push all your thoughts of the story towards
0:23:52 > 0:23:54the book.
0:23:55 > 0:23:57Brilliant, well done.
0:23:57 > 0:23:58Great.
0:23:58 > 0:24:03OK, so have you all sent your stories towards the book? Yeah? OK.
0:24:03 > 0:24:07So let's have a look and see how well you've done.
0:24:07 > 0:24:09So, before, it just had pictures in it,
0:24:09 > 0:24:15but now - look at that!
0:24:15 > 0:24:17You've got all those words
0:24:17 > 0:24:22and the pictures making up a brilliant story book.
0:24:22 > 0:24:24Well done everyone, that's amazing!
0:24:24 > 0:24:25Now,
0:24:25 > 0:24:29if you know how to write a story it's really, really useful and if you know
0:24:29 > 0:24:33how to break down and organise your story before you write it then you're
0:24:33 > 0:24:36going to be in a great position to write a really interesting story.
0:24:36 > 0:24:39This magical lesson's written itself, but
0:24:39 > 0:24:40it's not all over yet.
0:24:40 > 0:24:42Now, a lot of people, when they don't
0:24:42 > 0:24:45know where they're going and they haven't organised their stories, what
0:24:45 > 0:24:50happens is all the words and pictures will end up coming out of the book.
0:24:50 > 0:24:54All the print is falling out, that is some text book magic.
0:24:54 > 0:24:57You can see that it makes a big mess
0:24:57 > 0:25:00and then you have to start your story all over again
0:25:00 > 0:25:07and you end up with nothing left in your book.
0:25:07 > 0:25:10The pages are blank again, but the class' expressions aren't.
0:25:10 > 0:25:12There's still some writing in there.
0:25:12 > 0:25:14Yeah, there is some writing,
0:25:14 > 0:25:16you're absolutely right.
0:25:16 > 0:25:19There's one page that still has some writing on it.
0:25:19 > 0:25:20Oh, so it does.
0:25:20 > 0:25:23Let me read it to you and tell you what it says.
0:25:23 > 0:25:24The words spilled out of the book and
0:25:24 > 0:25:27now Katherine's about to spill the beans.
0:25:27 > 0:25:31Once upon a time on one Friday morning
0:25:31 > 0:25:35there was a lucky Class Four and they had a very unusual lesson.
0:25:35 > 0:25:41The teacher that they had that day was not a real teacher.
0:25:41 > 0:25:45The lesson was not a real lesson and there is a big secret
0:25:45 > 0:25:52and that is that you are all being filmed right now with hidden cameras.
0:25:52 > 0:25:54There's one over there, and there's one over there
0:25:54 > 0:25:56and there's one over there, because you're going to be on
0:25:56 > 0:25:58Help! My Supply Teacher Is Magic!
0:26:00 > 0:26:03Katherine's story trick had a magical
0:26:03 > 0:26:06ending, but did it leave the class lost for words?
0:26:06 > 0:26:10I thought we were just going to write on paper, a story.
0:26:10 > 0:26:12Yeah.
0:26:12 > 0:26:14Katherine brought her own story book and
0:26:14 > 0:26:17the pages were blank, but not for long.
0:26:17 > 0:26:18So, picture in your mind,
0:26:18 > 0:26:22I want you to send all of those thoughts towards the book.
0:26:22 > 0:26:24Some of the pictures that the people thought of
0:26:24 > 0:26:31came in and then she closed it again and then there was like a story.
0:26:31 > 0:26:34Look at that!
0:26:34 > 0:26:36The story took shape when the words magically
0:26:36 > 0:26:39appeared on the pages.
0:26:39 > 0:26:42- She closed it and then she shaked the book.- Shaked the book.
0:26:42 > 0:26:44And all the words came out of the book.
0:26:44 > 0:26:47The words literally fell out and it was
0:26:47 > 0:26:50time for Katherine to let her real story slip.
0:26:50 > 0:26:53I liked it when she read out the last bit.
0:26:53 > 0:26:59And I liked it when we all started getting a bit crazy.
0:27:01 > 0:27:03An incredible trick, but it took this class
0:27:03 > 0:27:05a few chapters to realise!
0:27:05 > 0:27:10- CHILDREN:- Help! My Supply Teacher Is Still Magic.
0:27:11 > 0:27:16I'm now going to pull a small tree from this recycled maths book.
0:27:16 > 0:27:21Eh! It's a geome-TREE! Huh-hmm!
0:27:21 > 0:27:24See you later, but until next time if you're at school and you think
0:27:24 > 0:27:27something magical is occurring maybe you'll find yourself shouting,
0:27:27 > 0:27:31"Help! My Supply Teacher Is Still Magic!"
0:27:44 > 0:27:47Subtitles by Red Bee Media Ltd