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As part of our Diverse Britain learning this half term, the children have been learning all about activism, and what it means to be an activist.

In lesson 1, the class were introduced to British-born Nigerian actor, John Boyega. They learned all about his role as an activist during the rise of the Black Lives Matter movement. The children discussed the importance of raising social awareness of issues, like racism, and came to the conclusion that John Boyega was brave for standing up for what he believes in. The children then used what they learned about activism to create placards to promote a positive change.

In lesson 2, the class learned about the works and life of Olive Morris. She travelled to the UK shortly after WW2 with her family, and went on to spend 27 years fighting back against racism. Inspired by her legacy, the children wrote letters to Prime Minister, Keir Starmer, urging that he uses some of Olive's ideas to make a change.

In our final Diverse Britain lesson, the children reflected on everything that they had learned about activism, and planned to become an activist themselves! They discussed ideas about a change that they would like to see in Hackney, some of which included:

No littering

Being kind

Loving your neighbour

Respecting differences

Less driving, more cycling

In partners, the children worked together to brainstorm their ideas about the change they wanted to make and how they would go about enforcing it, and then created posters to begin their campaign journey!

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In our Diverse Britain lesson the children were introduced to the meaning of activism and explored why people choose to become activists. They discussed how individuals and groups can campaign for change, considering different ways people can make their voices heard, such as protests, petitions, fundraising and raising awareness.

The children reflected on issues that are important to them and thought about causes they would like to support in their own communities or around the world.

In our 2nd lesson the children learnt about the artist and activist Ai Weiwei and explored how he has used his artwork to express his beliefs and stand up for equality and human rights.

They explored how art can be a powerful way to communicate ideas, raise awareness and inspire change, recognising that creative expression can encourage people to think differently about important issues.

In our last lesson, we considered issues within their local community that they would like to improve. We discussed how activists use creativity to inspire change before choosing a cause that was meaningful to them.

The children created their own persuasive piece of artwork to promote positive change, carefully selecting colours, symbols and messages to communicate their ideas. They then explained the significance of their artwork, justifying how it could encourage others to think, act or support the cause they had chosen.

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Year 4 have been exploring the theme of Activism as part of our Diverse Britain lessons, learning about how people can make a positive difference in their communities and beyond. We began by discussing what an activist is and the many different causes that activists support, from protecting the environment to promoting equality and helping those in need. The children enjoyed thinking about the issues that matter most to them and decided what kind of activist they would like to be, sharing their thoughtful ideas with confidence and respect.

In our second lesson, we learned about Marcus Rashford and how he uses his online platform to campaign against food poverty. The children were inspired by how Marcus has used his voice to create real change and discussed the importance of using the internet in a positive and responsible way. Together, we explored how social media can be a powerful tool for spreading kindness, raising awareness and encouraging others to take action, while also recognising the importance of staying safe and respectful online.

To finish the lesson, the children became online activists themselves by writing their own tweets about causes they feel passionate about. It was wonderful to see the wide range of topics they chose, from caring for the environment and protecting animals to ensuring everyone is treated fairly. We were incredibly proud of the thoughtful discussions, empathy and enthusiasm shown throughout these lessons as the children discovered that every voice, no matter how small, has the power to make a difference.

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As part of our Diverse Britain Week, Year 5 explored the theme of activism. We began by defining some key vocabulary, including activism, activist and campaigning. The children then discussed the many ways people can be activists, such as writing songs or poetry, taking part in peaceful protests, writing to the government, or starting a petition.

In our second lesson, we learned about the life of Malala Yousafzai, a young activist from Pakistan. We discovered how she bravely spoke out against the Taliban and campaigned for equal rights for women and girls, particularly the right to education. At the time, many girls in her region were not allowed to attend school. Through further research, the children were shocked to learn that Malala received death threats because of her activism. Despite these threats, she continued to speak out. This eventually led to her being shot by the Taliban. Miraculously, she survived the attack and was brought to Birmingham to receive specialist medical treatment. There, she continued her education and has gone on to campaign around the world for every girl's right to a free, safe and quality education. The children used their research to create informative posters, which can be seen in the photos above.

In our third lesson, the children discussed how they could become activists within their own local communities. They shared ideas about issues they care about and explored positive ways they could make a difference, demonstrating that everyone has the power to create change, no matter their age.

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With our amazing Popup books completed we took time to evaluate our successes and reflect on what we would do differently if we did this project again. Children wrote post it notes about their favourite aspects of their projects which were overwhelmingly the split pin sliders! They used their oracy skills to reflect their self evaluations. Children also were proud of the 'bounce' feature that made some objects seem to lift of the page. Most children wished they had added more mechanism and were eager to attempt similar projects at home.

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This half term, Year 4 became real engineers as they designed and built their own STEAM buzz wire games. Working collaboratively in teams, the children showed fantastic enthusiasm, creativity and determination throughout the project. They explored how to build a complete electrical circuit, carefully testing and adapting their ideas until they successfully created a game where the light bulb lit up when the handle touched the wire. It was wonderful to see the excitement on their faces as their circuits worked for the first time!

As well as developing their scientific understanding of electricity, the children demonstrated excellent teamwork, communication and problem-solving skills. Together, they designed and constructed the base for their game, discussing ideas and making thoughtful decisions about how challenging they wanted their buzz wire course to be. They supported one another, celebrated successes and persevered when things did not work first time. We are incredibly proud of the resilience, collaboration and creativity they showed, and the finished games were a fantastic reflection of all their hard work.

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Year 2: Activism and The Bristol Bus Boycott

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Year 2: Activism and The Bristol Bus Boycott

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In this Diverse Britain unit, Year 2 learnt about activism and the significance of the Bristol Bus Boycott.

In the first lesson, we discussed what activism was, why someone might become an activist and different forms of activism. We also learnt about the story of Olive Morris and her significance in Brixton. We discussed qualities activists possess and constructed a map to demonstrate key features of an activist.

In the second lesson, we learnt about the Bristol Bus Boycott. We discussed the key events which led to the Bristol Bus Boycott and the power it had. We constructed a story map to show key events of the boycott and the changes in society as a result of it.

For our final lesson, we thought about ourselves as activists and what we'd like to change in Hackney. Given the recent extreme weather, lots of us decided we needed more spaces to cool down, such as swimming pools and water features. We also thought more green spaces would be great to promote healthy lifestyles and exercising!

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In this lesson, Year 2 started creating their STEAM vehicle project. They made sure to carefully assemble their vehicle and construct the axel and wheel system to move seamlessly.

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Summer 2 Lesson 4: Making groups with changing features

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Summer 2 Lesson 4: Making groups with changing features

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In this lesson for Computing we developed our skills with grouping data. We reviewed why grouping data makes it easier to understand what we have in our sets. We then looked at 2D shapes and began to explore the different ways that these could be grouped. At first children mentioned only colours or the type of shape as ways to group the shapes, but as they practiced moving the shapes into different sets they were able to add other features for grouping such as having straight or curved sides. Children had opportunities at their tables to make as many different groups as possible using the 2d shapes they had in their collections.

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Summer 2 Lesson 3: Making Groups Using One Fixed Feature

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Summer 2 Lesson 3: Making Groups Using One Fixed Feature

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This week in Computing we continued to explore how grouping data can help us to understand and quantify collections. We explored how using different groups can change how objects are sorted and then had a go at making our own groups based on colour. Children had to find objects in the room that fit in the colour category that they had been assigned. They then made their own. Children then observed and reviewed the collections that their friends had made. For this lesson we only focused on making collections for one group characteristic.

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We have made excellent progress with our Popup books having now added in our lift the flap, bounce and folding mechanisms. The final mechanism using the split pins was the trickiest of all so we needed to be very careful as we prepared. Knowing that we had to make a cut in our papers we measured exactly 4 cm using our rulers. It could not be larger as the mechanism would turn too much and it could not be smaller as we needed to fit the slider, make the holes and use the split pins. Children had to choose carefully where their lines would go to also ensure that none of the other mechanisms would get in the way. After we cut the 4cm slots we were able to use the hole punches and fit our split pins! Children then added in a range of images onto the split pin slider including fish, bouncing balls, seagulls and even mermaids!

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Year 3 - Ensemble Skills 1 - Call & Response (Recorder) 03.07.26

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Year 3 - Ensemble Skills 1 - Call & Response (Recorder) 03.07.26

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In this unit we are developing our ensemble skills by learning how to play together using call and response songs and learning to play them on the Recorder. We are reading music from a stave and continuing to develop our sense of pitch, rhythm and pulse. We will be preparing for the Year 6 Leavers assembly.

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In this lesson the children designed how they wanted their phonematic system to look like. The created two different designs one of which they will create with their partner. They looked at the components that they would need to make their design, they also labelled their design explaining how it would work.

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Year 5 - Year 5 - Arrangements and Improvisation (Glockenspiel and Ukulele) 03.07.26

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Year 5 - Year 5 - Arrangements and Improvisation (Glockenspiel and Ukulele) 03.07.26

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In this unit we are, developing our instrumental performance skills by playing arrangements of pop songs on the glockenspiel as part of an ensemble. We will be learning about different genres of pop music and using stave notation and rhythm notation to read music from a stave. We will be preparing for the Year 6 Leavers assembly.

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Year 1 - Understanding Rhythm and Pitch (Percussion) 01.07.26

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Year 1 - Understanding Rhythm and Pitch (Percussion) 01.07.26

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In this unit we will be working on rhythm skills, how to play, read and write rhythms, and how to notice patterns, and Pitch, matching pitch, singing with good pitching and noticing when music goes higher or lower. We will be preparing for the Year 6 Leavers assembly.

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In STEAM this half term, our brief is to design a playground shelter for KS1 to ensure the children can still play outside when it is raining.

We started by looking at our design brief and selecting three design criteria that MUST be included in our final product. This will be used to assess our final pieces.

We then looked at some example of existing playground shelters and assessed them against our design criteria, as well as discussing properties of materials and their suitability. The children worked in pairs to write, beside each shelter picture, ways in which it does meet our design criteria and ways in which it does not meet our criteria.

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Year 4 - Ensemble Skills 2 - Melody and Accompaniment (Recorder) 19.06.26

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Year 4 - Ensemble Skills 2 - Melody and Accompaniment (Recorder) 19.06.26

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In this unit we are developing our ensemble skills, learning to play melodies and accompaniments using the recorder and learning to read music from a stave. We are using our key terms singing names, rhythm names and structure. We will be preparing for the Year 6 Leavers assembly.

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Year 3 - Ensemble Skills 1 - Call & Response (Recorder) 19.06.26

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Year 3 - Ensemble Skills 1 - Call & Response (Recorder) 19.06.26

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In this unit we are developing our ensemble skills by learning how to play together using call and response songs and learning to play them on the Recorder. We are reading music from a stave and continuing to develop our sense of pitch, rhythm and pulse. We will be preparing for the Year 6 Leavers assembly.

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In today's lesson, Year 5 continued their learning on databases.

We started our lesson with our E-safety question discussing the dangers of file sharing websites. We defined the term malware and found out how malware can be inadvertently downloaded from these site. The children suggested asking an adult before downloading anything.

The children were given physical data cards and asked to write an animal on each card. We then checked the boxes that were applicable to said animal, e.g. pigeon, we would tick, can fly. We then stacked our data and I asked some questions, such as, how many of your animals can fly? We discussed how we could group and sort our data to make it easier to find.

We then looked at an online database. The children were asked several questions about countries and had to use the database to find the answer. Children quickly spotted that it was helpful to group the countries together using the search bar, then selecting one of the fields to organise their data.

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This week in Computing, we explored the exciting world of data logging. We began by discussing our senses and how they help us gather information about the world around us. We thought about how our bodies communicate this information to help us respond to different situations, making links between our senses and the way technology can collect data.

We then examined a data logger and analysed its different features. We explored how sensors, such as temperature and light sensors, can automatically collect and input data. We discussed how people can record information manually, but how data loggers make this process much more efficient and accurate. It was fantastic to see everyone making connections between everyday experiences and the technology used to gather data.

To put our learning into practice, we used iPads to explore a data logging app. We investigated the different types of data that could be collected, including movement and sound, and considered who might use this information and why. We also shared creative ideas about how data logging could be used around our school, helping us to understand the many real-world applications of this technology. We were impressed by the thoughtful discussions and enthusiasm shown throughout the lesson.

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Today in Computing, Year 3 continued their work on databases and explored different ways of organising and classifying information. We began by recapping the difference between open and closed questions and discussing how these types of questions can help us sort and categorise objects. The children demonstrated a good understanding of how closed questions have specific answers, making them useful for identifying and grouping items based on particular characteristics.

The class then applied this knowledge by using closed questions to investigate the attributes of different dinosaurs. They carefully examined features such as size and physical characteristics to help distinguish between them. Following this, the children used a branching tree to categorise the dinosaurs further, making decisions based on their answers to each question. This activity helped develop their logical thinking and understanding of how databases use attributes and categories to organise information effectively.

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Year 5 - Arrangements and Improvisation (Glockenspiel) 

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Year 5 - Arrangements and Improvisation (Glockenspiel) 

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In this unit we are, developing our instrumental performance skills by playing arrangements of pop songs on the glockenspiel as part of an ensemble. We will be learning about different genres of pop music and using stave notation and rhythm notation to read music from a stave. We will be preparing for the Year 6 Leavers assembly.

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This week in STEAM (Maths), Year 3 have been learning how to measure the length and height of 3-D objects accurately using centimetres and millimetres. The children explored the difference between length and height before selecting ten different objects from around the classroom to measure. They used a variety of measuring tools, including rulers, metre rulers and tape measures, and carefully recorded their findings.

The children also developed their critical thinking and problem-solving skills when faced with objects that were longer than the measuring equipment they were using. They discussed different strategies, such as measuring in sections and combining measurements, to ensure their results were as accurate as possible. Throughout the lesson, the children demonstrated excellent teamwork, mathematical reasoning and attention to detail as they compared measurements and reflected on the most effective tools for each task.

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Thursday 4th June 2026 Research and science

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Thursday 4th June 2026 Research and science

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We explored how pneumatic systems use air pressure to create movement and make things work. We identified everyday objects that use pneumatics, learned about the different components, and constructed our own simple pneumatic systems.

We consolidated our prior learning about forces by revisiting different types of contact and non-contact forces and discussing how they are used in everyday life. We then explored how forces are used in pneumatic systems and created a simple pneumatic system of our own.

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This week in STEAM, we recapped what a circuit is and explored why circuits are so important in our everyday lives. We discussed how circuits allow electricity to flow and power different devices, helping us understand the role each part plays. We then looked closely at the symbols used to represent different components of a circuit, building our confidence in identifying and understanding circuit diagrams.

We explored how we will be using circuits to create our very own electrical games and began thinking like real engineers by planning our designs. We practised drawing a simple circuit diagram before putting our ideas into action and creating our own circuits. It was wonderful to see our curiosity, creativity and problem-solving skills shine as we began bringing our electrical game ideas to life.

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Nursery - Exploring Musical Sounds 17.06.26

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Nursery - Exploring Musical Sounds 17.06.26

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In this unit we will be focusing on songs that let us enjoy singing, playing, and moving together. We will be exploring lots of different instruments that make interesting and curious sounds. We will be preparing for the Year 6 Leavers assembly.

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Year 1 - Understanding Rhythm and Pitch (Percussion) 17.06.26

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Year 1 - Understanding Rhythm and Pitch (Percussion) 17.06.26

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In this unit we will be working on rhythm skills, how to play, read and write rhythms, and how to notice patterns, and Pitch, matching pitch, singing with good pitching and noticing when music goes higher or lower. We will be preparing for the Year 6 Leavers assembly.

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Year 6 - Pop Music 2 - Chords and Bass Lines(Glockenspiel and Ukulele) 11.06.26

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Year 6 - Pop Music 2 - Chords and Bass Lines(Glockenspiel and Ukulele) 11.06.26

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In this unit we are learning to play chords and bass lines along to pop songs using the ukulele and glockenspiel, learning to play as an ensemble and learning about different pop genres. We will be using stave notation and rhythm notation to read music from a stave and focussing on some key musical terms. We will be preparing for the Year 6 Leavers assembly.

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Year 2 - Hackney Music and Dance festival 10.06.26

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Year 2 - Hackney Music and Dance festival 10.06.26

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This half term we are preparing for Hackney Music and Dance festival and Learning a variety of songs in languages from around the world and using makaton actions. We will be preparing for the Year 6 Leavers assembly.

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Year 1 - Understanding Rhythm and Pitch (Percussion) 10.06.26

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Year 1 - Understanding Rhythm and Pitch (Percussion) 10.06.26

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In this unit we will be working on rhythm skills, how to play, read and write rhythms, and how to notice patterns, and Pitch, matching pitch, singing with good pitching and noticing when music goes higher or lower. We will be preparing for the Year 6 Leavers assembly.

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Nursery - Exploring Musical Sounds 10.06.26

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Nursery - Exploring Musical Sounds 10.06.26

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In this unit we will be focusing on songs that let us enjoy singing, playing, and moving together. We will be exploring lots of different instruments that make interesting and curious sounds. We will be preparing for the Year 6 Leavers assembly.

In this video we are using shaking instruments such as Maracas, Egg shakers and shakers!

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This week in Spanish, Year 4 began their brand new unit - Las Pescadoras Valencianas.

Throughout the unit of work, the children will be exploring the artistic creations of Spanish artists, inlcuding Pablo Picasso, Frida Kahlo, Joaquin Sorolla and Wilfred Lam.

In today's lesson, the children explored some samples of artwork and discussed what they liked and dislikes about them.

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In Spanish this week, the children in Year 5 used familiar words and phrases to make predictions about the meaning of a range of sentences.

In their new unit, the children have been exploring vocabulary on the topic of hobbies, from playing football to making cupcakes. They were able to identify familiar parts of the sentence (i.e. Me gusta, No me gusta) and then use their knowledge of root words to make sensible guesses about the rest of the sentence. They then used a Spanish glossary to check and edit their translations.

At the end of the lesson, the class took part in a matching game, assessing their reading skills and key vocabulary.

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In our first data logging lesson, we became data detectives as we explored how information is collected and used in the world around us. We started by looking at school registers and discovered how much useful information can be recorded, such as attendance and punctuality, and how this data helps us understand patterns. We then investigated a range of data tables, discussing how the way information is organised can change what we can find out and the questions we can ask.

We worked brilliantly together to explore our own data logging table, sharing creative ideas and coming up with questions we could answer from the information collected. It was fantastic to see our curiosity and problem-solving skills shine as we began to understand how data can help us discover new information and make sense of the world around us.

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This week in computing, year 3 began this half terms topic on databases. They began by discussing what time they had breakfast, how they get to school, whether the sky is blue and if the classroom is pink. They then were able to recognise which questions are open ended and which ones are closed question and the way we can use this data to put into a table.

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Summer 2 Lesson 2:  Exploring Different Ways to Group Data

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Summer 2 Lesson 2:  Exploring Different Ways to Group Data

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This week in computing we developed our understanding of grouping. We had a range of objects that children grouped and then discussed how their made their groups and other ways they might have been combined. We also explored how being clear about the groupings ensures that something only fits into one category. This important because when using data we want to only use each item once. We did an activity where children had to count the number of pencils in a pot without touching or moving them. This was tricky! When we grouped them into colours we were more able to see how many there were of each. In our SMART rules we talked about what we would do if we wanted to message a person on line. We learned that messaging is a wonderful way to stay connected to the people we know, but that we must always check with adults before we send messages, even if we think we know who we are messaging.

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This week in STEAM we were finally able to begin our own Pop Up Books! After reviewing the brief to ensure we were still on track we could start. The first part was creating the sand on the bottom of the seaside scene. Children needed to cut the sand pieces evenly and overlay them on the bottom of their pages to crate the first mechanism: 'lift the flap'. We discussed what types of things might be hiding in sand and then added these under the flap created by the overlapping paper. Crabs, treasure and mermaids featured a lot! We then began the 'bounce' mechanism which involved alternating folding strips of paper and adding their chosen bouncing object. Many children did clouds, beach balls or even fish. It was particularly heart warming how children helped each other with difficult bits and shared their ideas effectively.

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This week in Steam we reviewed the different Mechanisms that we needed to include in our pop up books and explored how each mechanism was made. We then began our final designs for our project. We had to ensure that each mechanism was placed correctly in the design, eg the fold mechanism has to be in the centre of the page and the lift the flap has to be where the clued papers join. Some children found it challenging sizing their design correctly and had to adjust if what they had made was too large or too small. Each child included in their plan at least one of each mechanism; lift the flap, bounce, fold and split pin slider. The excitement to begin our actual projects was almost uncontainable!

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This week in STEAM, we explored money as part of our exciting electrical games project. We discussed the different materials we might need to create our games and considered why it is important to check prices before making decisions. We learned that working within a budget helps us to plan carefully and make sensible choices.

We then took on the challenge of working with a budget of £4 and investigated which materials we could afford to buy. We compared prices, added amounts together and thought carefully about the best value for money. It was wonderful to see us using our maths skills in a real-life context while developing our problem-solving and decision-making skills.

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Year 4 - Composition Skills 2:Sequences and Pentatonic Phrases

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Year 4 - Composition Skills 2:Sequences and Pentatonic Phrases

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In this unit we are developing our composition skills: learning to create music ourselves using singing names and rhythm names that we have already learnt about We are discovering a new composer every week by learning key facts about them, along with listening to one of their famous compositions, learning two new rhythm patterns: ti-tiki and tiki-ti and understanding the Pentatonic scale

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In our second STEAM lesson, we started by reviewing the brief and our design criteria. We discussed key vocabulary terms and what key elements our moving vehicles need to have, including wheels, an axle system and chassis.

We worked independently to design our moving vehicles. We drew our design, annotated with the key components and checked our criteria to ensure we had everything we needed. We also thought about what materials would be best to create our moving vehicles. We also discussed how we can make our vehicles sustainable.

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Today's lesson was the first in our new computing topic, 'Flat file databases'.

We started the lesson by discussing E-Safety, posing the scenario, You are gaming and it asks you to download a link before playing, what should you do? Children discussed their option as pairs and as a class we decided it would be best to ask an adult to see if it is safe.

We then clarified some key vocabulary we will be using this half term, including, data, databases, record and field. In pair we created our very own database. The children wrote an animal on each card. They were then asked to tick the fields that applied to that animal. Afterwards we experimented with way to organise our database, by field, alphabetically and times how quickly we could organise it. The children then practiced asking and answering questions based on their database.

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Y1's brief for our STEAM project is to create a pop up book to support our learning on the seaside. We began our lesson by researching pop up books. We looked at a range of real books that had pop features and began to identify different ways that books can 'pop'. Children were then shown 4 different ways to create pop up books which included 'lift the flap', 'bounce', 'split pin' and 'special folds' How to make these were modelled so that children could see the amazing effect of having all three mechanisms in one piece. Children made plans for their own pieces, specifically including all for 4 mechanisms and all wished their could make their pop up books straight away!

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Summer 2 Lesson 1: Introduction To Grouping

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Summer 2 Lesson 1: Introduction To Grouping

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This week in Computing we began our unit by learning about grouping. We connected this with work we have done before in maths making sets, or in our play in Reception. We learned that groups can change depending on the categories that you use. We sorted a range of toys into our resources beginning with obvious groups like 'dinosaurs' or 'bugs' and then changed the grouping to be 4 legged or 2 legged creatures. Children then worked in partners to create their own collections that fit into pre-set groups such as 'Things we write with.' or 'Things we eat with'. We compared these groups and discussed whether there were any items that could fit into multiple groups. We also discussed our SMART rules and how to check with adults before we ever make contact with people on line, even if we think we know who they are already.

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We began our lesson by discussing what our SMART rules stand for. We then discussed personal information, what it is, examples of personal information and how to ensure our personal information is protected online.

For the main part of the lesson, we learnt about the importance of organising and recording data to help us understand data. We learnt that a tally chart is a great way to record and count data.

For our main activity, we had data about different animals, and used a table and tally chart to record the information.

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This week in STEAM, we began researching electronic games as part of our new design project. To inspire our ideas, we explored a range of buzz wire games, discussing the features that made them fun, engaging and enjoyable to play. We then created our own surveys to gather opinions from others, helping us understand what features and challenges people might like to see included in a game.

Next, we took a deeper look at a variety of electronic games, analysing what made them appealing and identifying their target audiences. We thought carefully about the different designs, themes and game mechanics before creating bubble maps to compare and contrast a selection of games. This helped us recognise similarities and differences between products while developing our skills as thoughtful designers and researchers.

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In today's research lesson, Year 2 started the lesson by reading through the brief of their final STEAM project of the academic year. From the brief, we understood that we need to create a sustainable moving vehicle that has a wheel and axel system.

We discussed what different moving vehicles we know and how they move. We then looked at a range of moving vehicles we were familiar with and annotated them with their properties and functions. We discussed what parts of the vehicle helped the vehicle to move.

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Year 6 - Composition Project 2: Notation, Expression and Performance 22.05.26 Partner 2s

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Year 6 - Composition Project 2: Notation, Expression and Performance 22.05.26 Partner 2s

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In this unit we are continuing to work on our composition skills this half term by developing last half term’s composition project, now focusing on notation, expression and performance. We are using a well known piece of classical music to help us create our own music, developing this into different parts in a musical ensemble, using different musical elements to perform with expression and listening to recorded music to see examples of orchestras and musical ensembles, to help us with our performance skills.

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Year 6 - Composition Project 2: Notation, Expression and Performance 22.05.26 Partner 1s

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Year 6 - Composition Project 2: Notation, Expression and Performance 22.05.26 Partner 1s

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In this unit we are continuing to work on our composition skills this half term by developing last half term’s composition project, now focusing on notation, expression and performance. We are using a well known piece of classical music to help us create our own music, developing this into different parts in a musical ensemble, using different musical elements to perform with expression and listening to recorded music to see examples of orchestras and musical ensembles, to help us with our performance skills.

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 22.05.26

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 22.05.26

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In this unit we are finding out about the different music used for TV and film, and discussing why it is effective at creating atmosphere and environment, or portraying character. We are creating our own jingles and TV theme tunes, learning about foley and composing our own foley and film music.

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 05.05.26

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 05.05.26

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In this unit we are developing our composition skills, learning to create music ourselves and to use music to paint a sound picture and focussing on the key words: pitch, rhythm and structure.

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 15.05.26

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 15.05.26

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In this unit we are finding out about the different music used for TV and film, and discussing why it is effective at creating atmosphere and environment, or portraying character. We are creating our own jingles and TV theme tunes, learning about foley and composing our own foley and film music.

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In our final lesson of this unit Children were able to apply all of the skills they have developed this term with programming. They were given a garden and a Sprite who wants to explore the garden. Children could create complicated changes of events using commands like simple directions, diagonals and leaving marks. They learned to reset the program each time they added new commands and increase its complexity to be able to visit each plant or even circle them completely. In e-safety we discussed what we should do if a pop up is displayed our computer saying we had won money. Children were reminded to never click on anything without asking adults.

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Lesson 4 of this unit was another exciting challenge for the children. They are now all confident on signing in and choosing tasks and are getting much better at 'debugging' their routes when they make mistakes.

Children were now introduced to different 'Sprites' that needed to accomplish challenges. They had to complete a command and organise the 'events' afterwards in the correct order. In earlier lessons children could only command Left, Right, Forward and Backwards. This lesson added other directions and actions like diagonals and leaving tracks.

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For Lesson 3 of Computing we raised the challenge level through Hour of Code. Children continued to develop their ability to log in, click through the site and choose their first challenge for the lesson. This week they were beginning to drag directional code into orders to instruct their 'Scrat' how to navigate a simple map and retrieve and acorn. Because the maps had variations partners to challenge themselves to choose and code a different route each time. As they progressed through the challenges the mazes gained complexity. In E safety we discussed why we do not share personal information with strangers online.

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In Spanish this week, the children in Year 4 used their new vocabulary, relating to foods and drinks, to write simple sentences expressing their opinions.

The class were provided with the following sentence stems and used them to share the food and drink items that they liked and disliked:

Me gusta comer/beber... (I like to eat/drink)

No me gusta comer/beber... (I don't like to eat/drink)

Me encanta comer/beber... (I love to eat/drink)

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Using their new knowledge of the Spanish-speaking world, the children in Year 5 continued to carry out some independent research in their Spanish lesson this week.

They used secondary sources of information to conduct research about one Spanish-speaking country or place, and then used a desktop publishing software to create a presentation of their facts.

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Year 1 - Creating Music 1:Sound Effects and Storytelling 13.05.26

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Year 1 - Creating Music 1:Sound Effects and Storytelling 13.05.26

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In this unit we are focussing on on creating music with various sound and sound effects and exploring the possibilities of story telling through this creative work and improvisation.

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Year 6 - Composition Project 2: Notation, Expression and Performance 08.05.26

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Year 6 - Composition Project 2: Notation, Expression and Performance 08.05.26

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Year 6 chose a hip-hop backing for their Ode to Joy composition. The first section is the original Ode to Joy, the middle section is the verse that they have composed and it ends with another chorus of Ode to Joy.

In this unit we are continuing to work on our composition skills this half term by developing last half term’s composition project, now focusing on notation, expression and performance. We are using a well known piece of classical music to help us create our own music, developing this into different parts in a musical ensemble, using different musical elements to perform with expression and listening to recorded music to see examples of orchestras and musical ensembles, to help us with our performance skills.

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Year 3 - Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 08.05.26

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Year 3 - Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 08.05.26

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In this unit we are developing our composition skills, learning to create music ourselves and to use music to paint a sound picture and focussing on the key words: pitch, rhythm and structure.

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Year 2 - Hackney Music and Dance festival 06.05.26

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Year 2 - Hackney Music and Dance festival 06.05.26

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This half term we are preparing for Hackney Music and Dance festival and Learning a variety of songs in languages from around the world and using Makaton actions.

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Year 1 - Creating Music 1:Sound Effects and Storytelling - 06.05.26

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Year 1 - Creating Music 1:Sound Effects and Storytelling - 06.05.26

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In this unit we are focussing on on creating music with various sound and sound effects and exploring the possibilities of story telling through this creative work and improvisation.

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Reception - Hackney Music and Dance festival 08.05.26

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Reception - Hackney Music and Dance festival 08.05.26

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This half term we are Preparing for Hackney Music and Dance festival and learning a variety of songs in languages from around the world and using makaton actions.

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Year 4 -Composition Skills 2: Sequences and Pentatonic Phrases 01.05.26

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Year 4 -Composition Skills 2: Sequences and Pentatonic Phrases 01.05.26

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In this unit we are developing our composition skills: learning to create music ourselves using singing names and rhythm names that we have already learnt about We are discovering a new composer every week by learning key facts about them, along with listening to one of their famous compositions, learning two new rhythm patterns: ti-tiki and tiki-ti and understanding the Pentatonic scale

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 01.05.26

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 01.05.26

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In this unit we are developing our composition skills, learning to create music ourselves and to use music to paint a sound picture and focussing on the key words: pitch, rhythm and structure.

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This week in computing Year 3 continued hour of Code. They picked up from their last session and completed more complicated codes. They worked together as a team to debug their code when it did not work, working well with their partners they adjusted their code by using their critical thinking skills. The children did come up against some challenge which they worked through with determination.

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Year 6 - Composition Project 2: Notation, Expression and Performance 01.05.26

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Year 6 - Composition Project 2: Notation, Expression and Performance 01.05.26

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In this unit we are:

Continuing to work on our composition skills this half term.

Developing last half term’s composition project, now focusing on notation, expression and performance.

Using a well known piece of classical music to help us create our own music, developing this into different parts in a musical ensemble

Using different musical elements to perform with expression.

Listening to recorded music to see examples of orchestras and musical ensembles, to help us with our performance skills.

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We began our lesson by reviewing out SMART rules, with a particular focus on T (Tell). We discussed the people we would talk to if we felt uncomfortable online and why.

For the main part of our lesson, we planned our eBooks. The aim of the lesson was to create a front page for an eBook all about ourselves. To do this, we had to think carefully about facts we wanted to include about ourselves and how our front covers would be a great hook to entice people to read our eBook biographies. Based on our prior learning, we planned to use a range of media tools to create eye-catching covers and information eBooks.

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This week in Spanish, Year 3 were introduced to los colores (the colours).

They were able to recognise and name a range of colours, and use their new knowledge to join in with a song:

https://www.youtube.com/watch?v=ZiNFXntWOJw&list=RDZiNFXntWOJw&start_radio=1

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Colores y números. Song to learn Numbers and colors in Spanish for kids and children

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This week, Year 5 continued our learning on the topic Selection in Quizzes.

We started by recapping our SMART rules, which help keep us safe online. We held a whole class discussion based around the question, 'Is everything you see online fact?'

This prompted some deep discussion around primary and and secondary sources, linking back to our history topics and around how people use social media.

We then learnt how to set selections in our algorithms. These selections will occur after a condition is met. The children were tasked with debugging an algorithm and discussing what they could change to run the program. We then looked at branching our selections e.g. If answer yes, say well done, however we also entered a branch which would react differently to an incorrect answer.

Children were then tasked with creating their own program with their own quiz questions and responses.

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Year 1 - Creating Music 1:Sound Effects and Storytelling 29.04.26

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Year 1 - Creating Music 1:Sound Effects and Storytelling 29.04.26

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In this unit we are…

Focussing on on creating music with various sound and sound effects.

Exploring the possibilities of story telling through this creative work and improvisation.

Here the children were listening to different sound effects and using graphic notation to to show what they sound like.

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In this unit we will be focusing on:

learning to feel the music through using instruments, singing, and moving in ways that match how we feel when we perform each song.

We will discuss our moods and how we think the characters feel in each song.

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Year 2 - Hackney music and Dance festival 29.04.26

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Year 2 - Hackney music and Dance festival 29.04.26

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This half term we are…

Preparing for Hackney Music and Dance festival.

Learning a variety of songs in languages from around the world and using Makaton actions.

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This week in Spanish, the children in Year 5 focused their learning around the Spanish-speaking world.

They started by using a song to help them name and locate the 21 Spanish-speaking countries in the world (https://rockalingua.com/videos/spanish-speaking-countries).

The children then went on to carry out some research with their peers to find out some interesting facts about Spanish-speaking countries, including:

Chile is the southernmost country in the world - Nagawa.

Panama was founded on August 15th, 1519 - Matthew & Kenzo.

Argentina is the 8th largest country in the world - Anoushka & Umut.

Venezuela is home to a range of animals, like capybaras, pink dolphins and jaguars - Maya.

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In Spanish this half term, the children are learning all about how to engage in conversations about themselves.

They began today by recalling their prior learning on los meses del ano (the months of the year) and using this to rehearse and perform short conversations around the topic of birthdays. The children worked in pairs to ask and answer: ¿Cuándo es tu cumpleaños? (When is your birthday?).

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Year 6 - Composition Project 2: Notation, Expression and Performance 24.04.26

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Year 6 - Composition Project 2: Notation, Expression and Performance 24.04.26

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In this unit we are:

Continuing to work on our composition skills this half term.

Developing last half term’s composition project, now focusing on notation, expression and performance.

Using a well known piece of classical music to help us create our own music, developing this into different parts in a musical ensemble

Using different musical elements to perform with expression.

Listening to recorded music to see examples of orchestras and musical ensembles, to help us with our performance skills.

Here you can see how the children have been writing their own composition and everyone has been having a go at notating using staff notation.

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Today we took part in an engaging computing lesson focused on developing their image editing skills. We explored how to manipulate pictures by carefully removing selected areas and rotating different elements to change the overall composition. We had lots of fun using these digital tools, showing creativity as we experimented with how small changes could transform an image.

Throughout the session, we remained focused and enthusiastic, supporting one another and sharing ideas. We showed good problem-solving skills when deciding which parts of the image to adjust and how best to position them. By the end of the lesson, all children had produced thoughtful and imaginative edits, reflecting both their technical understanding and their ability to make creative choices.

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 17.04.26

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Year 5 - Creating Music for Film and TV: Character, Atmosphere and Environment 17.04.26

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In this unit we are:

finding out about the different music used for TV and film, and discussing why it is effective at creating atmosphere and environment, or portraying character.

creating our own jingles and TV theme tunes.

learning about foley and composing our own foley and film music.

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In Spanish this half term, Year 4 are moving onto their next unit of learning - la comida sana (healthy food).

The children were introduced to some key vocabulary, including:

el pan - bread

la ensalada - salad

el pescado - fish

la carne - meat

Through key vocabulary, the class were also exposed the use of articles in highlighting whether words in Spanish are written in masculine or feminine form, for example:

la ensalada - feminine (a)

el pescado - masculine (o)

The children then applied some of the new vocabulary to ask and answer a question:

¿Que te gusta comer? (What do you like to eat?).

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In today's computing lesson, we started by recalling all of our safer internet SMART rules and using our own definitions for each one.

For the main lesson, we looked at different eBooks and discussed which ones we liked and why, looking at the features of each eBook.

We then discussed different media that we could insert into our own eBooks. We also used the 'My Books' app to practice inserting different types of media.

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 17.04.26

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Year 3 - Composition Skills 1: Pitch, Rhythm and Structure 17.04.26

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In this unit we are:

developing our composition skills

learning to create music ourselves and to use music to paint a sound picture.

focusing on the key words: pitch, rhythm and structure.

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Year 4 - Composition Skills 2:Sequences and Pentatonic 17.04.26 

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Year 4 - Composition Skills 2:Sequences and Pentatonic 17.04.26 

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In this unit we are:

developing our composition skills: learning to create music ourselves using singing names and rhythm names that we have already learnt about

discovering a new composer every week by learning key facts about them, along with listening to one of their famous compositions.

learning two new rhythm patterns: ti-tiki and tiki-ti

understanding the Pentatonic scale

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In Lesson 2 of this half term we began working through the first challenges in Hour of Code. Children had to again navigate using a browser and mouse to log into their accounts. They learned how to read simple instructions and click correct buttons to move onto the next puzzle. Children had to drag and drop different images to make them complete. This progressed to ordering, which is a precursor to actual coding. We had a discussion about how to be safe on the internet following these 3 rules: Always ask your parent, only talk to people you know, and only visit places that are right for your age.

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In Lesson 1 of this half term we reviewed our learning from last half term about programming. We reminded ourselves of key vocabulary like 'coding' and 'commands' and then were introduced to our new unit 'Hour of Code'. We had to control the mouse and navigate to a browser, opeing up the correct webpage. Each child then had to identify their log in details and secret picture to access the resources. We discussed our SMART rules and explored the S = Safe thread as it relates to online bullying. Next week we will begin going through the different Hour of Code challenges!

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In this unit we will be focusing on:

learning to feel the music through using instruments, singing, and moving in ways that match how we feel when we perform each song.

We will discuss our moods and how we think the characters feel in each song.

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Nursery Listening feelings Su1Wk1 -22 04 2026, 15 35-compressed

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Year 1  - Creating Music 1: Sound Effects and Storytelling 14.04.26

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Year 1  - Creating Music 1: Sound Effects and Storytelling 14.04.26

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In this unit we are…

Focussing on on creating music with various sound and sound effects.

Exploring the possibilities of story telling through this creative work and improvisation.

Here the children are performing sound effects that imitate the sounds they might hear before they come to school. They are using different instruments and their voices to create sound effects.

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Year 1 Sound effects Su1Wk1 1-20 04 2026, 08 24-compressed

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This week, year 3 were reintroduced to the Hour of Code and continue to develop key computing skills. They recalled prior knowledge, learn how to open a browser and search for a website, and practise logging in using their username and password. They navigated the 'Hour of Code site. They also recalled what SMART stands for and how to keep themselves safe online.

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This week, we started our lesson with our SMART rules scenario, looking at what is reliable and how can we tell if something online is reliable. The class discussed reputable websites and the importance of cross checking websites. We then discussed the importance of checking for evidences and other sources, such as reports and reviews e.g. if we see something medical related, we can check the NHS or a medical journal. As always we mentioned the importance of discussing such topics with a trusted adult.

We then continued our learning on 'selection in quizzes'. This week children had to identify conditions and selections within code. We were then given some examples of code to build, and through discussion debug any errors. The children also had an opportunity to predict what the outcome to certain conditions would be. Lastly, children had a chance to build some of their own code and explain the conditions and selection.

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This week, we started our new computing topic for the half term, ' Selection in quizzes'. Throughout the half term, the children will be working towards building their own game-based quiz, using the coding software Scratch.

As always, we started with a recap of are SMART rules, which help keep us safe online. The children were able to explain the definition of online bullying and give examples, as well as informing of us of the dangers. They also identified some of the things we could do if we face online bullying.

Lesson 1 was built around the concept of conditions and selection in an algorithms. We defined a condition as a statement that can be true or false. We learnt how we can apply condition to our code e.g. if up arrow is pressed. We then had to select an action that would occur if the condition was met e,g, if up arrow pressed, sprite moves forward ten spaces.

By the end of the lesson, the children were able to recall how conditions can be met in selection, identify conditions in a programme and modify and debug a condition in a programme.

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In lesson 1, Year 3 explored the question “Why did people migrate to London?”

They activated their prior knowledge regarding the Windrush Generation, by discussing:

- Who the Windrush Generation are

- Why they came to Britain

- The important contributions they made to society

The children also reflected on the experiences and emotions of those who migrated, building empathy and a deeper appreciation of diversity among our nation.

In lesson 2, the children learnt about Brixton Market and its role within the local community in South London. They explored what a market is and how Brixton Market has changed over time. They looked at maps and used their geography skills to recognise symbols and give simple directions.

In lesson 3,the class explored the impact of migration on Brixton Market, developing an understanding of diversity and how it shapes communities. The children learnt that Brixton Market is home to a wide range of cultures, and they took part in lots of rich discussions about how diversity has influenced the food, goods and experiences that all contribute to the make up of Brixton Market.

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In Spanish this half term, Year 5 are moving onto their next unit of learning - mi ciudad.

The children began by reviewing their prior learning through short conversations with their peers. They took it in turns to ask and answer the following questions:

¿Cómo te llamas? (What is your name?)

¿Cómo se escribe? (How do you spell it?)

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The day was finally here. After week of research and preparation, we were finally making our savoury muffins.

In order to measure and weigh our ingredients we had to ensure we knew how to calculate mass. We learnt that there are 1000 grams in 1kg and practiced converting between grams and kilograms. After this, we were ready to measure out our ingredients using scales and measuring jugs.

Before beginning, we discussed the importance of safety in the kitchen, we discussed the potential hazard of each station and the importance of concentrating at all times. We also discussed the importance of hygiene and ensured all hands were washed prior to our food preparation.

The children were able to practice lots of different culinary skills. We grated courgette and squeezed out the moisture. We had a chopping station, where we chopped spring onions and roasted red pepper. We measured out and sieved flour. Cracked and beat eggs, among other techniques. The class worked incredibly hard and were very excited about their creation and their final product.

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In Year 5, our diverse Britain topic was ‘Immigration into Whitechapel.’ We started off by defining key words, refugee, migrant, immigrant and asylum seeker and discussed the push and pull factors which may cause people to migrate.

Next, we were looking at where Whitechapel is in relation to London. We then used our map skills to identify symbols and things to do in Whitechapel.

Finally, we used primary and secondary sources to research the history of immigration into Whitechapel, including the Victorian era, which saw an influx of Irish immigrations escaping the potato famine and Jewish people from Russia who came to Whitechapel to escape discrimination.

We then discovered that in the early 1900’s many socialist and communist revolutionaries and activists immigrated to the area, including George Bernard Shaw and Vladimir Lenin. Finally, we looked at 1950’s to modern day, where we have seen a rise Bangladeshi immigration to Whitechapel.

Lastly, we learned about Manzila Mala Uddin, a Bangladeshi woman, who moved to Whitechapel and became a politician and rallies for women’s right and empowerment of women. In pair, we took turns asking open ended questions to Manzila and recorded the answers given.

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In this unit we will be:

developing our vocal and musicianship skills.

singing more complex songs, including 3 or 4 part rounds,

thinking about different genres of music

using our sight-reading and notation skills to help us think about different musical elements whilst we sing

performing songs with dynamics, articulation and expression.

Preparing for our Easter Performance

Here children are practicing their knowledge of rhythm names and dynamics. The children chose the dynamics of each rhythmic phrase and performed it as a class using instruments.

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Year 3 - Exploring Musical Theatre: Forte and Piano 18.03.26

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Year 3 - Exploring Musical Theatre: Forte and Piano 18.03.26

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In this unit:

We will be learning all about Musical Theatre – what it involves, the jobs of different people who make musicals, and learning songs from different musicals.

We will be learning more about dynamics, and using dynamics to add emotion and meaning to our musical performance.

Preparing for our Easter performance!

Here the children are using dynamics (loud and soft) to perform Supercalifragilisticexpialidocious. They chose where to put the Crescendo (gradually getting louder) and the Decrecendo (gradually getting softer) to help to express the emotion and story of the song.

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Year 2 - Exploring Pitch 2:Dot Notation 20.03.26

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Year 2 - Exploring Pitch 2:Dot Notation 20.03.26

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In this unit we are:

focusing on our understanding of pitch - high and low, up and down, in music.

using dot notation, which is simple musical notation made up of dots to show us the shape of the melody - where it goes up and where it goes down.

continue to learn more about rhythm and rhythm names

listening to and moving to a range of different music.

Preparing for our Easter performance

Here the children are reading dot notation whilst singing Peas Pudding Hot. They have been learning about how dot notation helps us to see the pitch and helps us to decide which singing names to use.

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Our theme for Diverse Britain this half term was celebrating the impact of immigration in Hackney.

For our first lesson, we explored the meaning of immigration and why people might immigrate. We then looked at Floella Benjamin's story and her experience of moving to Britain. We created postcards, pretending to be Floella, informing our family and friends back home of what Britain is like.

For the second lesson, we focused on Hackney and used maps and compass points to locate key areas in Hackney. Firstly, we looked at the number of train stations, parks and key places in Hackney. Then, we explored key symbols on a map and what they represent. Lastly, we used compass points to locate areas around Hackney, including overground stations, town halls and churches.

In the final lesson, we celebrated the diversity within Hackney. We explored restaurants, hairdressers, festivals and many more aspects of Hackney that make it diverse and a celebration of culture. We designed festival outfits, market stalls and shops that we'd love to have in Hackney.

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Nursery - Rhymes, Poems and Songs Old and New 18.03.26

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Nursery - Rhymes, Poems and Songs Old and New 18.03.26

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This half term we are…

learning to tell stories through music.

using our imaginations whilst we perform songs, rhymes and instruments to create the sounds and feelings we need to tell these stories.

Preparing songs for our Easter performance!

Here the children are telling the story of driving a tractor by making animal sounds and using instruments to represent them.

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Immigration, Identity and Activism

This term in Diverse Britain, Year 6 have been exploring the history and impact of immigration and migration in the United Kingdom since 1948.

The children developed a strong understanding of how migration has shaped modern Britain, discussing how communities have grown and changed over time. They explored key push and pull factors, helping them to understand why people move between countries and the challenges and opportunities this can bring.

A particular focus was the Empire Windrush generation, where children learned about the important contributions they made to British society. They also explored the experiences many faced when arriving in the UK, including both opportunities and the discrimination and challenges they encountered.

As part of their learning, the children studied the Notting Hill area, exploring its rich and diverse culture. They learned about the significance of Notting Hill Carnival as a celebration of Caribbean culture and community, and how it has become an important part of British cultural life.

The children also explored the history of the Mangrove Restaurant, understanding its importance as a safe and welcoming space for the Black community. They then examined the racism and police discrimination it faced, leading to the events involving the Mangrove Nine. Through this, children discussed the power of activism and how individuals and communities can stand up for justice and equality.

Year 6 have shown great maturity, respect and thoughtfulness throughout this unit. They engaged in meaningful discussions, asked important questions and reflected deeply on the impact of these historical events on society today.

We are incredibly proud of their learning and the way they have approached these important topics with empathy and curiosity.