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LI: To identify Shakespeare and George Eliot’s worldviews and use their influence in writing

Today, the children explored Shakespeare and George Eliot’s worldviews. We discussed how authors use poetry to express feelings, ideas and experiences.

Working in pairs, the children wrote their own short poem inspired by either Shakespeare or George Eliot. They focused on creating expressive language and rhythm while sharing ideas with a partner. The children look at both Protestant and Catholic worldviews .

I liked working with my partner because we shared ideas and made our poem even better. Jackson

I chose George Eliot because I wanted my poem to be about being kind. Stanley

Yingshuo, SM4 - I think George Eliot’s worldview is that you should stick to what you believe and want to do, especially because she was a w9man that could not publish her writing but she chose to do it anyway using a man’s name so she clearly believes you should not follow the rules.

Charlie, SM4 - I think Romeo and Juliet shows Shakespeares view on the Protestant vs Catholic religions and that he thinks they should be able to join. I think Romeo  represents Protestant and Juliet is Catholic because the catholic died first to keep the monarch at the time, who was a Protestant, happy.

Ellie, SM4 - I infer that Shakespeare was a Protestant because he was in the Tudor era and the monarch at the time was a Protestant.

Seb, SM4 - I have noticed that Shakespeare often has a conflict in his writing that he chooses to fix. I think this might be because he has experienced conflict in his life and he wants to teach people about it.

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In this lesson, pupils developed their throwing and catching skills through a range of partner activities and games. The focus was on using accurate throwing techniques, moving into position to catch the ball, and working cooperatively with a partner. Pupils were encouraged to reflect on their learning by sharing tips and advice, helping to reinforce the key skills needed for successful fielding in rounders.

Tommy: "I learned that you should throw the ball to another person accurately so they can catch it more easily."

Charlie: "We practised throwing and catching together, and I got better by working with my partner."

Remy: "My advice is not to stop halfway through your throw. Follow through so the ball goes where you want it to."

Amaya: "When you're catching, you're not glued to the spot. Move your feet to get into the best position to catch the ball."

Vinny: "Cup your hands together when you're catching. It helps you keep hold of the ball."

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As part of our geography learning, pupils took part in a local fieldwork investigation around Whitnash, Leamington Spa. During the walk, they observed and discussed the different types of houses in the area, collecting data to help answer our enquiry question. Pupils compared features of the local environment, identified patterns in housing, and worked collaboratively to record their findings. Back in the classroom, they used their data to analyse and discuss the variety of homes within our local community.

"I noticed there were lots of different types of houses, like detached, semi-detached and terraced homes."

"Collecting data helped us find out which type of house was the most common. I think it is the Victorian tyle of house near our school."

"I enjoyed walking around Whitnash because I saw things I'd never really noticed before, like I have never noticed how many Tudor style buildings there are"

"We had to look carefully at each house so we could record the right information."

"I learned that different streets can have different types of houses, because some streets are newer than others and we used our data to compare them."

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1.7.2026 LI: To understand stop motion and plan our own animation.

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1.7.2026 LI: To understand stop motion and plan our own animation.

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Year 4 have been exploring the basics of stop motion animation by bringing everyday classroom objects to life! Using only the stationery from their trays, the children worked creatively to plan and perform short, imaginative “skits.” From glue sticks becoming characters to pens and pencils taking centre stage, pupils experimented with movement, storytelling and adding sound effects to enhance their ideas.

This fun, hands-on activity helped build their understanding of how small movements and creativity can combine to create engaging animations—an exciting first step before creating their own stop motion films!

"I learned that in stop motion you have to move objects really carefully and a tiny bit at a time to make it look real." Aneeka SM6

“Using our voices and classroom objects for sound showed me how important audio is for telling a story in animation." Jaxon SM6

“This activity helped me understand how to plan a scene and use imagination so I can create my own stop motion film.” Callum SM6

“I learned new vocabulary like frame and sequence, which helped me understand how animations are built step by step.” Maisie SM5

“Using words like timeline and sound effects helped me explain how we can make our stop motion films more detailed and interesting.” Eva Sm6

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RE SM5

LI: To understand the religious origins of Coventry and Warwickshire

We could see lots of churches on the maps so we thought Christianity was a religion. Daya

We found Holy Trinity Chruch and Jesus Hall and we thought they were religious places because of their names. Jackson B

The Coventry Cross, we thought it was interesting because it is very tall, intricate and has stained glass. There was different animals sculpted and people of God around it. Nancy, Avleen, Cruz, Jackson B

The Coventry Cross is interesting because it got destroyed but you can still find models of it. Blue table

We chose the Fish symbol, because it is an interesting representation. It could represent Jesus because it says some people call it the Jesus fish. Orange table

We also chose the Jesus fish as we think it is a symbol for heaven and gives a meaning from God. We think this because it looks old like it could be from one of Jesus’ disciples. Silver table

We think the religious roots of Coventry and Warwickshire are Christianity, because most of the maps show many churches and artefacts. A lot of people practise Christianity and celebrate Christian festivals. Green table

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LI: To identify the responsibilities of having a baby

I think the most important reason people might choose to have a baby is because they want a family to continue. Dominic

It might be because they want someone to live and care for in their lives. Ilona

I think the least important reason people might choose to have a baby is because they are cute. Nancy

It might be to keep a marriage together but that’s not what you should do if you are not happy. Mansa

I think the greatest responsibility when having a baby is feeding it and keeping it safe. Tess

I think it is keeping it healthy. Archie

The smallest amount of responsibility might be teaching them how to walk. Avinash

I think people would choose to have a baby because baby’s bring them joy. I think this is a main reason for having a baby because happiness is important in life. - Jesse, SM4

I think it’s a big decision to have a baby because you do not just need to feed yourself but you need to feed your baby and help them grow too.  - Sammy, SM4

I think having a baby is a big responsibility because you don’t just have to look after them but you also teach them and make them into the person they are. You need to teach them their manners and that’s an important job.  - Ayla, SM4

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As part of our final project in our Egyptian topic, SM6 created their own Egyptian-inspired symbols and picture stories on handmade papyrus paper.

During this unit, we learned about the special colours used by Ancient Egyptians and the rules (artistic conventions) they followed when drawing and carving. We were especially interested in how they used size and proportion to show importance, with important people like pharaohs drawn bigger than others.

We also explored the unique Egyptian style of drawing people in 2D, using a side profile for the head but a front-facing eye to show important features clearly.

It has been a fun and creative project where we combined our learning in history and art!

“I used proportion to make the pharaoh bigger because he is the most important person in my picture.” Molly

“The colours are symbolic because they all have meanings, like gold showing something is special or powerful.” Oscar

“I tried to follow the Egyptian style by drawing the head in profile and the eye facing forwards.” Aneeka

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Today in Science, Year SM6 explored food chains. We focused on key vocabulary and ensured we understood important terms such as producer, consumer, predator, and prey.

We also discussed how food chains work and why the arrows point from one organism to the next. The arrows show the direction of energy transfer, helping us understand how energy flows through a food chain.

We explored the role of producers and clarified that plants are primary producers because they make their own food using energy from the sun.

I know that food chains show the connection between how predators eat their prey. - Amaya, SM4

I know that the shark is a predator and the fish is the prey, because the shark eats the fish. - Rocco, SM4

Food chains are made of consumers and producers. Producers are the start of the food chain, because they make their own food. Consumers are all of the other animals that make up the rest of the food chain. - Ellie, SM4

The mistake with that food chain is that the arrows are pointing the wrong way. Arrows in a food chain should point in the direction that energy is being delivered so the arrow should point from the tree to the rhino because the tree gives the rhino energy. - Luna, SM4

💬 “The primary producer is the sun because that is what our plants rely on.” – Jack, SM6

We also had an interesting discussion about scavengers and their role in ecosystems.

💬 “It’s very interesting how there are animals that actually hunt for and eat other dead animals as scavengers.” – Seb, SM6

A great lesson with thoughtful discussions and excellent use of scientific vocabulary!

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Thea - I can see that the railway line has got wider on the map now compared to the 1950’s, although it has slays been there. I know it’s a railway because it looks like a track, compared to the symbols used for the houses.

Emilia - I think the amount of houses in Whitnash has increased because the population has got bigger. Population is the amount of people that live in one place.

Jesse - the new houses that have been built will have taken away the fields and habitats that deers and foxes used to live in, so I think the animals that now live in the area has probably changed too.

Rihan - the last map we looked at is from 2018. I predict that todays map would look ver6 different to that map. I predict that there would be much more houses, because I see them still being built now, and even less fields.

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To explore why prayer is important to Muslims

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To explore why prayer is important to Muslims

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The class has been answering the question do all Muslims pray 5 times a day.

The class worked in teams to work out what could be possible barriers and what would make things easy for Muslims to pray.

Arham SM6 -Not all Muslims pray five times a day because they might have a obstacles like they might need more sleep or they need to work if they have an important job. This does not make them less of a Muslim.

Jack SM6 - I have Learnt today that. Some Muslims pray five times a day and they each have different names for the types of day that they pray one is in the morning one is midday one is at night one is at sunset and one is in the afternoon these are important to Muslims but you do not have to pray five times to be a practising Muslim.

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In RE today the children were exploring why prayer is so important to Muslims and had to reflect on ‘Do all Muslims pray 5 times a day?’

The children worked in groups to discuss different scenario’s, thinking about if the person prays 5 times a day and why or why not, what might help them to pray and what might get in the way and does this mean they are less Muslim?

A Muslim child in a UK school

I think the child does not pray 5 times a day because they will have to wake up very early for the first prayer and then in the middle of lessons they will have to pray. At midnight it means they will be really tired the next day. Cruz

Children have school which means they could be missing school but a solution that could help them is doing their routine quicker and going to sleep earlier so they aren’t tired. You could pray before and after school and do the ones you missed out in during the school day. Mansa

A Muslim who prays once a day but wishes they could do more

We know they don’t pray 5 times a day. Why they don’t is because they are very busy and have lots of things going on. What might help them is if they have different clubs, they could cancel a few so they can focus more on their religion at times. It doesn’t means they are less Muslim, they still believe in the faith and do things that Muslims do. Nancy

An elderly Muslim who finds movement difficult

This person might pray 5 times a day but might find it hard to get into the position. They might get into an easier position and praying on a chair and get into a more comfortable position. It does not mean they are less Muslim as it does make it more difficult for them to do the prayers. Rosa

It doesn’t means they are less Muslim because they could’ve done 5 prayers when they were a younger adult and as they got older it they may have found it harder because that’s what happens in life. Ilona

A Muslim nurse working shifts

We thought a nurse would not be able to pray 5 times a day as they might be busy looking after patients. We thought it would be helpful if they asked the people they worked for, for a room to pray. It does not make them less Muslim, just because they can’t find the time to pray it does not mean they don’t want to. Tess

This person may not pray 5 times a day as they are working shifts and might not have the time. They could have breaks across the shift to help them to pray. It doesn’t mean they are less Muslim as they are still trying to pray. Daya

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8/5/26 SM5 PSHE 
LI: To identify jealousy and suggest strategies to problem solve. 

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8/5/26 SM5 PSHE 
LI: To identify jealousy and suggest strategies to problem solve. 

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In PSHE today the children have been discussing what they think jealousy is and appropriate strategies of how to deal with it and lessen the feeling. The children openly discussed scenarios or situations that can make them feel jealous and strategies they could use to support them. For example, speaking to others about how they feel, mending friendships and knowing that it isn’t always someone else’s fault.

May , SM5- you might feel jealous because your friend has got something you wanted for a while. However, this might make different people react differently.

Nancy , SM5 - Jealousy can be caused by someone having something you really really want and not being able to have it although they don’t really care or want it.

Jacob, SM5- if someone gave something of mine to someone else.

Cruz , SM5- the consequences of being jealous could be, hurting peoples feelings and feeling angry. You might stop talking to them or not want to be close with them anymore.

Ladhushen , SM5 - if you are feeling jealous of your friend you might break your friendship with them. That would make them feel sad.

Ilona, SM5 - the consequences of feeling jealous is lots of other emotions coming out. If you are around your friends they might not want to be around you and you might end up alone. That wouldn’t be very nice.

Aiden ,SM4- jealousy is where you feel envious of someone or something for having something you don’t. I feel like this sometimes when my mum and dad watch a film without me but I know my mum feels it too when there is no space for her on the sofa.

Remy,SM4 - I know to solve problems means to fix something that you feel has gone wrong.

Eva,SM4 - I think if you did not go on holiday you would be quite sad especially when you’re friends are doing it to.

Charlie,SM4 - I think it is small because if you had a friend group and you got along.

Annabelle, SM4 - I think it is big because if you really wanted something and then your siblings got something you wanted you would feel sad and jealous.

Charlotte, SM6 - we have learnt what emotions can come because of jealousy, like anger and sadness, and how to solve jealous feelings.

Zach, SM6 - jealousy can be unhelpful and it is when someone has or is doing something you want. To stop jealousy, you could talk to a trusted adult about your feelings.

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1.5.2026 - LI: To outline and describe how websites are shared and accessed 

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1.5.2026 - LI: To outline and describe how websites are shared and accessed 

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Today, Year 4 developed their understanding of how websites are shared and accessed across the internet. Through interactive discussions and practical activities, children explored how web browsers, servers, and URLs work together to display information on their screens. The lesson helped children to understand what happens “behind the scenes” when a website is opened. By the end of the lesson, pupils were able to outline the journey of a web request and recognise the importance of sharing information safely and responsibly online.

Rihan, SM4 - When you type a web address, it sends a request to find the website and bring it back to your screen.

Frankie, SM4 - I didn’t realise so many things happen behind the scenes when you open a website.

Luna, SM4 - The website has the first letters for 'France' in it, so I think that website was made in France, but does this mean that only people in France can get on it?

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Year 4 Yoga - To develop flexibility and strength in a flow 

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Year 4 Yoga - To develop flexibility and strength in a flow 

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Today, Year 4 explored a dynamic flow designed to build both strength and flexibility. Through a sequence of carefully linked poses, children developed body awareness, balance, and coordination while learning to move with control and confidence. The children developed an understanding of how their bodies grow stronger and more flexible over time, and with lots of practice!

Oliver, SM4 - the boat was the most difficult for me because I could feel myself shaking. This is an area where I need to build m6 strength so that my core can hold my legs up without wobbling or having to put them down.

Amaya, SM4 - It was hard to bend down in the child’s pose because I could feel that my head was not touching the floor like it should. To improve this, I need to improve my flexibility so that I can get down into that position but do it comfortably and safely.

Luna, SM4 - I know that strength is not just physical in yoga but it is mental as well. You cannot think that you can’t do something otherwise you will never get better at it. Practising physical strength comes with practising mental strength too.

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In Year 4 today the children have been using their summarising skills to act out the story of The Egyptian Cinderella. They worked in small groups to act out key points of the story and then performed to one another.

Rhodopis is the servant and treated unfairly by the other servant girls. Jacob

Rhodopis’ rosy red slippers ares taken by Horus the eagle and taken to the Pharaoh who said whoever these shoes are will be my queen. Archie

Just like the traditional Cinderella story, the slipper fits Rhodopis and she married the Pharaoh. Jackson B

Amaya, SM4 - I think Charlie’s group was a good summary because they had 1 person for each of the key characters so they knew who was important. I think he could have included some more information from the start about the slave guys being the bad characters.

Seb, SM4 - I noticed that their group had more comedy than the normal story but I thought it could be more serious because the story isn’t funny so it’s not actually a full summary of what happened.

Emilia, SM4 - what this group could do better, is say some key parts louder so that the audience have more of a sequence of the main events.

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23.4.2026 - LI: To identify features of healthy relationships 

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23.4.2026 - LI: To identify features of healthy relationships 

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In this PSHE lesson, Year 4 explored what makes a healthy friendship. Through discussion and activities, children identified key features such as kindness, trust, honesty, and respect. They learned how good friends listen to each other, include others, and resolve disagreements calmly. The lesson also encouraged pupils to reflect on their own friendships and consider how their actions can positively impact others.

Ayla - I think individual liberty links to our learning intention today because in a healthy friendship you could have the right to make your own decisions. This also links to mutual respect because if your friends are true then they should respect those decisions.

Billy - I think ‘Rule of Law’ links to our learning intention, because in a healthy friendship, you should have rules that you will both follow.

Ellie - I think it’s an unhealthy relationship in the scenario that we’ve read, because Aiden feels scared and you should not feel scared of your friends.

Lazaro - I agree with Ellie that it is an unhealthy friendship because Aiden felt like he couldn’t tell his parents, and if you cannot tell your parents then it probably means you’re doing something you shouldn’t do.

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English 23.4.26

Ll: To make predictions

In year 4 today the children have been making predictions based on the story Egyptian Cinderella. They have been using comparison and summary skills to make accurate predictions based on their knowledge on the traditional Cinderella.

I predict that the master will help Rhodopis in the Egyptian Cinderella as the fairy godmother helps her in the traditional Cinderella. Nancy and Charlie

I predict that the rosy red slipper will fit Rhodopis and they will get married and live happily ever after. Ilona and Nimret

I predict that in the Egyptian Cinderella Rhodopis might to go to the forest and some animals might help her get ready. Maisie and Avinash

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Becoming familiar with pounds and pence 

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Becoming familiar with pounds and pence 

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In this practical maths lesson, Year 4 pupils developed their understanding of money by becoming more familiar with pounds and pence. Through hands-on activities, they explored different coins and notes, practised making amounts, and worked out totals using a range of real-life scenarios.

Eva, SM4 - I have noticed that there are no 3 pounds coins or notes, or 3 pence coins. I think this is because you can make that with the coins that we’ve got like 2 pence and 1 pence.

Charlie, SM4 - I know that you cannot use a note to show £4.58 because the smallest value of note is £5 and £4.58 is smaller than £5 so you need to use coins.

Hallie, SM4 - I’ve noticed that when pounds and pence are written together, it looks like the decimals work we have just been doing! I think this means that the pounds are the whole amounts, and the pence are tenths and hundredths.

Charlie & Avinash, SM5 - you need to learn money in school for your future job, because as an accountant or a banker or a shopkeeper, you need to know the value of money.

Nancy, SM5 - everyone needs to pay for things every day so we need to know the value of things we are paying for.

Armaan, SM6 - you can make £7.35 without any silver coins and just with lots of copper coins, but that would not be the most efficient way because it would take longer to count.

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SM5 had a great day at Mary Arden’s farm. They painted a tapestry, made a Tudor wall using willow and weaving, played Tudor games, learnt about herbs and made a lavender bag. They also had a tour of the farm and saw the animals and the Tudor houses. The children all said they had the best day ever!

It was a great experience because we taught how to make butter and we were talking about what happened in the Tudor life. Jackson B

I enjoyed it when we were playing the games and toys, my favourite was skittles and the helicopters. Niall

I liked when they made the butter they started making it with double cream. I like the way it just made butter so quickly. Jackson McG

I liked going through the Tudor house because we could see what they might’ve done and picture what a Tudor would be doing in their lives there. Ilona

In particular I liked the animals because the pigs were snorting and it was funny. The chickens were also fun to look at. Archie

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In Outdoor PE this week, Year 4 were focusing on developing stamina and understanding speed and pace in relation to distance.

The children practised running at different speeds and learned how to pace themselves over longer distances.

They showed determination and resilience as they challenged themselves to keep going.

Aiden, SM4 - I know that you can build up your stamina and it does not just stay the same forever, this is because if you practise lots then your stamina will get better.

Eva, SM4 - to build stamina when you are running long distance, you have to keep an eye on your heart rate because if your pace is too fast, then you will burn out and you can’t keep that up.

Ellie, SM4 - I find it easy because I do running a lot, so because I have practised lots, I know the right pace for me.

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Year 4 enjoyed their first yoga lesson this week, focusing on the learning intention to connect breath and movement.

The children practised simple poses while learning to move in time with their breathing, helping them to feel calm and focused. They showed great concentration and really embraced the session.

It was a relaxing and positive start to our yoga journey!

Amaya - I know that it’s important not to hold breath when we move because if you’re holding your breath, you are stopping yourself from being able to fold over fully or release your body.

Emilia - I know that when I run, I need to connect my breath to how and when I move, otherwise the running will be harder for me if I’m not breathing properly.

Aiden - I feel a mix of emotions today: red, blue and yellow because I missed my Mum this morning. I feel better now I have shared how I am feeling.

Billy- I thought the yoga flow was hard because I had not stretched in a while, and I know that the more I practise my stretches, the easier they will be because my body will be used to the movement.

Jesse- when I was doing downward dog I felt achy and found it hard to breath because it was a hard position, but when I started breathing at the right times, it was easier to move into that position.

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SM4 had a fantastic trip to Mary Arden’s Farm in Stratford, where we took part in the “Tudors Alive” workshops.

The children stepped back in time, meeting Tudor characters and trying out daily activities like grinding lavender to make lavender bags and Tudor dancing. They also loved seeing the animals and learning how people lived in Tudor times.

It was a fun and engaging day that really brought our history learning to life!

My favourite was making the lavender bag because we got to touch and smell lots of different herbs that they would have used for cooking and medicine in the Tudor times. - Billy

I also enjoyed making the lavender bags because I can’t sleep very well and The Tudors used lavender bags to help them sleep so I’m excited to use it. - Rihan

We painted a sheet that Tudors used to have in their house for decoration, like wallpaper and I also learnt that because the houses were so cold, they would put the painted sheets over the windows to keep in the heat. - Hallie

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Science 15.4.26

LI: To carry out a local environment study.

BQ: What habitat is our school in?

Today, the children carried out an investigation within the school grounds. We explored the playground, hedges, flower beds, field and copse.

Before we went outside, in pairs the children had to think of a hypothesis question about what kind of things they might find during the study. The children then went outside to look for and collect things to support and provide an answer to their hypothesis. Once back inside the children had to decide on a way to record and present their findings.

Our hypothesis was - in our school field I think we will find more bird species than flowers. However, we found more flowers than birds. I do think there is more birds, but we didn’t see them because it was windy and they are very sensitive I noise. Jacob, Ladhushen and Maxi

Our hypothesis was - in our school field is there more plants than vertebrates or invertebrates. As we went around the playground, field and copse, we only saw 3 vertebrates and a lot more plants such as, grass, leaves, trees and flowers. So with all of those plants we can prove that out hypothesis is correct. We presented this using a venn diagram. Ilona and Nimret

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SHAKESPEARE WEEK SM6 LI: To publish and perform a poem

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SHAKESPEARE WEEK SM6 LI: To publish and perform a poem

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Year 4 has been caught in a whirlwind of creativity writing rhyming poems about the legendary storm in The Tempest. We’ve been using powerful adjectives and rhythmic beats to capture the crashing waves and crackling lightning of Shakespeare’s sea. It’s been fantastic to see everyone balancing rhyme and imagery to bring the shipwreck to life on the page. Dive into our work and feel the spray of the salt water!

"Matching the rhymes felt like a puzzle, but it made the storm sound much more exciting to read aloud!" Bailey

"I felt like I was actually on the boat with Prospero when I wrote about the salty sea spray." Rana

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Check out our Year 4 maths journals where we’ve been "cracking the code" between fractions and decimals! We are learning to translate tenths and hundredths into their decimal partners, using our journals to explain the why behind the numbers. It’s been great to see everyone’s "lightbulb moments" as we prove that 1/2 and 0.5 are actually the same thing. Have a look through our work to see how we’re becoming more confident mathematical thinkers!

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Our Year 4 engineers have been busy bringing code to life! Building on their knowledge of inputs and outputs, the children have moved beyond the screen to program their very own handheld computers.

By experimenting with algorithms and refining their logic, they’ve successfully programmed the micro:bits to display scrolling secret messages and compose digital melodies. From button-press triggers to tilt-activated tunes, these photos capture the "lightbulb moments" as our young programmers master the art of physical computing and creative problem-solving.

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Hardware

SM6 enjoyed learning about Hardware and software. They enjoyed seeing how one effects the other and how important parts of a computer are that we cannot even see.

"Computing Hardware are bits of a computer that make a computer work and see" Cole

"Computer Hardware what is on the outside of the computer that is part of the computer" Lily-Rose

"Output is something that the computer gives you - speakers, printer, headphones, monitor" Callum and Seb

"Input is what you put in the computer - keyboard, microphone, mouse" Rana and Bailey

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SM6 LI: To understand how smoking and vaping effects health

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SM6 LI: To understand how smoking and vaping effects health

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SM6 explored what smoking and vaping can do to our health and how people start it. They acted out different scenarios and held in depth discussions about the risk of smoking and its effect on the ones that are around smokers.

I didn't know that smoking can effect your lungs. Smoking can also effect your smell and taste, and become less sensitive to them. Armaan

Smoking makes a person's belonging and clothes smell badly. Many smokers start because of peer pressure.- Joshni

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SM6 LI: To develop changing direction and speed when attacking.

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SM6 LI: To develop changing direction and speed when attacking.

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Today, SM6 enjoyed dribbling the football and passing using different parts of their foot at different speeds.

I learned quite a lot about football. I learned to dribble faster, you use different parts pf your foot when dribbling like the inside and the outside to change the direction of the ball. -Lacey

I learned how to pass the football using the inside of my foot. I can now kick the ball from side to side in a zig zag pattern with one foot while dribbling. - Arham

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SM6 LI: To taste and evaluate breads and dips

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SM6 LI: To taste and evaluate breads and dips

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SM6 loved testing the various bread types and dips for our D&T lessons this term.

I learned that bread is really common, and I didn't know that. I really liked the texture of the bagel, it wasn't chewy. The dips were interesting, but I really liked the aioli. - Molly

I learned that breads and dips can be different. For example soft white bread and sourdough bread are different colours and have different tastes. Bread in Ancient Egypt was a staple food. -Charlotte

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Understanding Christianity week - When Jesus left, what was the impact of Pentecost? 

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Understanding Christianity week - When Jesus left, what was the impact of Pentecost? 

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In Year 4, pupils have been deepening their understanding of Christianity by exploring the meaning of Pentecost in the lead-up to Easter. Focusing on using symbolism to describe the Holy Spirit, children created powerful stained glass window designs that represented symbols such as wind, fire, and the dove, discussing what each one represents and how they help Christians understand something that cannot be seen.

Through thoughtful discussion pupils reflected on the Big Question: When Jesus left, what was the impact of Pentecost?

Children have been encouraged to think deeply, express ideas creatively, and make connections between beliefs and symbols, supporting both their religious understanding and their ability to reflect on big ideas.

I know that when people get baptised, they baptise in holy water to rinse away their sins, so I think water is a symbol for the Holy Spirit because it represents how it washes away sins. - Ayla

A great wind hit the disciples when the Holy Spirit entered so I know wind is a symbol for the Holy Spirit. - Vinny

Clouds can represent the Holy Sprit because Christians believe that clouds are a place on Earth where Jesus and God watch them from and the Holy Spirit is a part of The Trinity with God and The Son, Jesus. - Eva

I think that fire is the main symbol that’s used for the Holy Spirit because the fire above their heads was the first sign that the disciples had that the Holy Spirit was in them. - Rihan

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In this exciting lesson, Year 4 explored how to use inputs on a micro to create simple programs that produce an output. They experimented with buttons, sensors, and basic coding blocks to understand how devices can respond to user actions.

Remy - outputs are the result of an input. You input an instruction to a machine and the output is what you see after.

Rihan - an input is where you put into a computer or a machine, what you want it to do or what you want to happen.

Emilia - an input is like an instruction for a computer but you have to be specific with those instructions, otherwise the computer will not do what you want it to do.

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SHAKESPEARE WEEK - LI: To publish and perform a poem 

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SHAKESPEARE WEEK - LI: To publish and perform a poem 

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During Shakespeare Week, Year 4 wrote, published, and performed poems inspired by Michael Rosen’s Tempest poem. After watching his tips on performing, the children focused on prosody—using rhythm, expression, and intonation to bring their poems to life.

They performed with confidence and enthusiasm, and were also a respectful, supportive audience. We are very proud of their creativity and performance skills!

Aiden - I know that a good audience is  silent and listens to the performance. There might be some parts that are funny for us to laugh at, but a good audience never laughs purposefully at the performers.

Emilia - we chose to read the last line “they were all in danger” together because it was a cliff hanger and with no other sound it left an eerie dark effect.

Ellie - when we perform poems we need good prosody and expression. Prosody is about how clear your voice is and how you change the tone, and you can change your expression by changing your volume and your facial expressions too.

Tommy - I think gestures make performing poems more exciting because you can really emphasise some of the words with the actions that you do

Billy - I really liked Remy’s group because they did actions and they read the words at the same time, and this really showed which words were important because they did actions for those words.

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SM4 LI: To identify animals using a key 

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SM4 LI: To identify animals using a key 

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In this Year 4 Science lesson, we have explored the fascinating world of animal classification by learning how to use classification keys.

Throughout the lesson, children took on the role of young scientists, carefully observing different animals and asking simple yes/no questions about their features.

I know that the enquiry type is grouping and classifying because in the learning intention it says identifying and they are all grouping skills in Science - Charlie

A key in Science is different to a map key. I can see on my knowledge organiser that these keys have yes or no questions and lead to the classification of an animal - Ayla

The questions on a classification key need to be specific to the animal so that the yes or no answer is a fact rather than an opinion or inference - Amaya

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SM4 SHAKESPEARE WEEK - LI: To comprehend a poem 

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SM4 SHAKESPEARE WEEK - LI: To comprehend a poem 

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Luna - I think that the person that is telling the story is Ferdinand because of the evidencing of the text, where it says “me: Ferdinand”.

Tatvick - if it is saying about himself in the text it can not be him to tell the poe, because Ferdinand would not talk about himself in the third person.

Eva- I think fire is seen as very dangerous because if you set fire to a ship you could die in the fire.

Vinny - building on Eva’s answer, it would be extra scary is Ariel set fire to it, especially if it is a wooden ship it would burn down to ash unless you would jump off the boat.

Charlie- I think “trident” is the word in the text that shows the storm was powerful, because a trident is a really great weapon and it holds power.

Sammy-I think that “thunder claps” is a powerful word because thunder is loud and powerful.

Vinny and Jesse- I think that “sulphurous” is the powerful word because it is harmful to human noses so they could because it is also a chemical.

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23.03.2026

This week is Shakespeare week so in English we are looking at The Tempest. Our task for this morning was to unpick a poem written by Michael Rosen to further understand the vocabulary and why it has been chosen to cause affect.

Later on in the week the children will be creating their own poems inspired by Shakespeare story of The Tempest.

Why do you think Shakespeare chose the word flamed instead if burned?

Jacob - I think because it’s more interesting and powerful. It adds more description for the reader.

Isabelle - I think they used flamed because it’s more interesting so allows the reader to keep engaged.

Rosa - I think they used flamed because it makes it more exciting.

Avinash - Flamed amazement might means that it was really big and shocking.

Tess - When you use the word roaring it means that the storm could be very loud. It’s comparing the noise of an animal to a storm.

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LI: To recognise the significance of Howard Carter’s discoveries.

Today in history, SM5 turned into archaeologist’s and went back in time to 1922 in Egypt! Together, with the lead archaeologist, Howard Carter they made an amazing discovery!

Each of the, went inside the tombs and have to describe and draw what they could see but only had 10 seconds each as there were lots of nasty gases that had built up over thousands of years.

In the tomb I saw a few masks and a statue of something which just had a body and a head. I also saw a frame which had a bear head inside. It was really fun! Jacob

We had to work as a team to get in and out as there could’ve been poisonous gases and we saw Anubis’ crosses and a shoulder sculpture of Tutankhamun. Ilona

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LI: To understand how smoking and vaping affects health. 

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LI: To understand how smoking and vaping affects health. 

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Maxi - I’m surprised that smoking can be breathed in or passed to other people and that it is unhealthy.

William S - I’m surprised that when you smoke your lungs turn grey and unhealthy.

Mansa - I already knew that smoking and vaping could have a big impact on your life. Smoking could cause a fire.

Jackson McG - smoking is bad inside for you.

Jacob - I knew smoking made your teeth yellow.

Daya - people smoke and vape because they think and act like they’re cool and better than everyone else.

Rosa - people do it because it’s highly addictive.

Tess - they might do it because people they know do it and they don’t want to be left out.

Aneesa - Jake should say vaping is bad and tell his parents so they can solve the problem.

Nancy - I think Maya’s mum will say it’s untrue and that there are other ways to deal with feeling stressed.

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STEM Week 2026 - 'If I were an engineer...'

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STEM Week 2026 - 'If I were an engineer...'

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STEM Week 2026 was an exciting opportunity for children to step into the shoes of real engineers. Throughout the week, students explored the world of science, technology, engineering, and maths by designing and developing their very own inventions. From identifying everyday problems to brainstorming creative solutions, they followed the same process engineers use in the real world.

My design is very efficient and eco friendly and if the engineers do not pick it there will be less electricity and less plant life in the world. - Seb SM4

We got to draw diagrams of our invention and we got to write a letter about all the details including how it works and what it’s made out of and hopefully an engineer will make it for us. - Cruz SM5

I have found STEM week fun because you can use your imagination to make and create things. If I was an engineer I would like to build and make cars. - Jacob SM5

I have really enjoyed making new inventions to help other people - Isabelle SM5

If I was an engineer I would like to be the tester of new inventions because I would enjoy having fun trying out new things. - May SM6

STEM week has been amazing I love STEM week because it’s a week I can start to believe in my self. - Lacey SM6

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I like that we get to bring in our own books from home on World Book Day and share them with people because we don’t get to show our friends the books we like all the time in school. - Dhiarn SM7

I usually like to read at night time in my pyjamas to relax. I’m reading The Lion King book from the library at the moment. - Annabelle SM4

I like books by Jeff Kinney because he writes books that aren’t that long but are still chapter books so are fun to read. - John SM7

I’ve enjoyed reading with SM7 because I know the friend I was reading with and I don’t normally get to read with him so it was nice to read together. - Rocco SM4

I liked the book that we got gifted in worship, ‘Our Tower’ because it was a book about an adventure and I know that I like adventure books because I like Beast Quest - Billy SM4

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Meet Charlie - Our BFG!

World Book Day in Year 4 has been lots of fun. The children came to school dressed in the clothes they like to read in or as their favourite book characters. They shared their favourite stories with each other and also with Year 5. Everyone enjoyed talking about the books they have loved celebrating reading together. 📚✨

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LI: To sort living things using criteria 

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LI: To sort living things using criteria 

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In science, the children in SM5 have been learning about life processes using the acronym MRS GREN. Each group were given a life process and acted out a freeze frame!

The children then used their knowledge on the life processes to sort their information into an even diagram using their chosen criteria.

We discussed the Eiffel Tower, we know that it is not a living thing because if it moved it would destroy lots of things. Cruz

We chose the panda it is living because it needs air, it grows and it could have babies and excretes it’s waste. Stanley

We chose the panda and said it was living because it eats, reproduces and also grows and is sensitive to its surroundings. Rosa

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In Year 4's first dance lesson, pupils explored how to copy and create actions inspired by a given idea - 'The Spy'. They learnt to adapt and develop their movements by changing the use of space, including direction and level, to make their dances more dynamic and expressive.

Blake SM6 - Bailey tiptoed well and he was silent and sneaky. This was good because we had to be like a spy in our dance.

Joshua SM6  - To improve, Jaidip needs to land quietly so he is more in character of a spy. This will make his dance look better.

Luna SM4 - to copy actions means to do something exactly the same as someone. For example, if I did a high kick, someone would do the same leg and the same height for the same amount of time as me, and to create means to make up your own unique actions that are different to someone else’s.

Jesse SM4 - to adapt to changes of space means to change what you’re doing so that it fits in the space. If you’re in a small space, you will do a small move.

Vinny SM4 - I also know that adapting means getting used to the space that you’ve got, like animals adapt to their habitat so they change as they get used to where they live.

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23.2.26 LI: To understand the term ‘Imago Dei’

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23.2.26 LI: To understand the term ‘Imago Dei’

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Year 4 continued their big question (‘Who or what is God’ and how is the divine understood in theistic worldviews?’) by looking at the Latin phrase Imago Dei.

They learnt this meant ‘in the image of God’ and how the creation story discusses Adam and Eve in likeness/similarity to God.

The classes looked at creative images on this topic and then made posters highlighting important vocabulary about dignity, peacefulness, acceptance, kindness and other words to how God would like Christian’s to behave.

Niall: ‘God wants people to love Him and respect everything on His planet.’

Cruz: ‘I’m a Christian and know that God wants us to behave in a king way.’

Archie: ‘Dignity means behaving in a calm, serious and respectful way, like a member of the royal family.’

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SM4 - To plan and make a mixed media composition 

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SM4 - To plan and make a mixed media composition 

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Proportion is about the size of objects. I can explain proportion with a glass of water and a car. If you were drawing them in proportion together, the car would be much bigger than the glass of water, but if they were not in proportion then you would draw them the same size. - Annabelle

Tone is how light or dark a part of a drawing or picture is. You can change the tone b6 shading parts darker - Jesse

Texture is all about how a picture feels, or how it looks like it feels. You can use mixed media t9 show different texture or use different tones - Lazaro

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SM4 learnt about Pentecost and how this biblical event links to the Christian view of the Holy Spirit. They created freeze frames of the key events, including how the disciples were visited by Jesus as the Holy Spirit and went on to preach the good news about Christianity. Some consider this the birth of Christianity.

Aria: A member of my family who is Christian says that the Holy Spirit is like a sibling of Jesus.

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10.2.26 - SM4 and SM6 gymnastics lesson 6. LI To assess my straddle, barrel, straight and forward rolls 

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10.2.26 - SM4 and SM6 gymnastics lesson 6. LI To assess my straddle, barrel, straight and forward rolls 

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During this lesson, the children were asked to practise the rolls we had introduced during previous lessons and assess themselves against a criteria. The children were then given the opportunity to practise their rolls again, to try and improve on their first attempt.

The children also had the opportunity to combine jumps and ways of travelling with the rolls that they had learnt, by completing a circuit.

Emilia SM4 - assessing is helpful because it tells us what we have learnt, what we do well and what we need to practise more.

Thea SM4 - when you are doing a forward roll, you need speed so that you can actually get over in the roll, but not to much because if you go too quick then you could hurt yourself

Lazaro SM4 -when you finish your forward roll you need to safely get of the mat. Most children are staying sat down, but you need to stand up in a straight position and hold for 5 seconds after.

Billy SM4 - when you are doing a barrel roll, don’t stretch out you need to keep everything together because that means you can control where you roll goes more.

Oscar SM6 - I kept my legs up and my head up as well as my arms, I had to use my core muscles to keep my arms and legs off the ground

Seb SM6 - I need to try and keep my hands from touching the mat at the end of the roll

Cole SM6 - I had enough speed to do the roll and stand back up without my hands touching the mat at the end

Joshni SM6 - the first time I did a barrel roll, I didn’t tuck my arms and legs in properly but the second time I did it, I made sure I tucked my arms and legs in

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SM6, 9.2.26, LI To consider why Pentecost is important to Christians 

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SM6, 9.2.26, LI To consider why Pentecost is important to Christians 

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Jaidip - once the apostles could speak in other languages, they were able to communicate with others when they weren’t able to before

Molly - the apostles told other people about God once they were given the ability to speak other languages

Seb - the apostles spread the stories of God and people understood the word of God

Jack - people were encouraged to get baptised once they understood the word of God

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LI: To explain erosion and deposition.

Today the children in SM5 have been learning about erosion and deposition. We did a small experiment with water to show how erosion and deposition happens with sand. We also went into role play groups and we had to act out water, wind and ice.

The water is eroding the material and it weakens it, changing the shape. Charlie

Erosion can move material to another place, deposition is when soil and rocks are dropped and create features of a river like deltas. Ice is like a giant boulder repeatedly smashing into something, eroding and moving material. Maxi

The wind group were blowing against the land with caused erosion by moving the material back. Ilona

The wind causes the rocks to move, it could change the shape and more bits of material are worn off and moved. Jack

When the ice attaches itself to materials and begins to melt it carries the material moving it to another place. May

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2.2.26 LI. to explain erosion and deposition 

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2.2.26 LI. to explain erosion and deposition 

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Clara - ice causes erosion by collects rocks as it bumps into objects on the way down the glacier. When the ice melts, it deposits the rocks in different places.

Zach - wind causes erosion by blowing against rocks and over time it breaks bits away. It blows the rocks, sand and soil away.

Armaan and Aneeka - water flows against rocks and picks up any that have been eroded. It then deposits them in another place further down the river.

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Year 4 had a fantastic visit from Jason Buck the Storyteller to celebrate storytelling week. Jason told us an amazing, engaging story about our last history topic The Tudors. Children loved everything about the story!

I know why the people were acting crazy in the story because they didn’t want the king to take the forest, even though it didn’t say that in the story - Cole SM6

I liked it when Jason made the trumpet noises because when he was acting it’s out, it made the story feel real - Thea SM4

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Year 4 textiles project - To design and make a puppet 

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Year 4 textiles project - To design and make a puppet 

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This term in Year 4, we have combined our textiles skills with our work on Truth Pixie characters in a fun, creative project. The children have designed and made their very own Truth Pixie puppet!

First, the children created a design plan, choosing fabrics and deciding how to show their character through shape, colour, and decoration.

During the making process, pupils practised key textiles skills such as cutting fabric safely, applique, over stitch, back stitch and running stitch.

Each child has created a unique puppet that reflected their chosen Truth Pixie character and demonstrated their growing confidence in textiles. We were delighted to see their creativity come to life! 🧵🎭

Appliqué is where you attach 2 pieces of fabric together - Tommy

I have appliquéd a jacket onto my troll puppet - Jesse

I know that the purpose of making our puppets is so that they can be sold to children in a toy shop, and children can learn about The Truth Pixie while playing - Ayla

I also think the audience of our puppets would be people who host puppet shows for children - Rihan

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VR EXPERIENCE! Year 4 experience Ancient Egypt 🌅

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VR EXPERIENCE! Year 4 experience Ancient Egypt 🌅

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I know the large cat lady sculpture in Ancient Egypt is called The Sphinx - Remy

I could live in one of the bricks used to build the pyramids because one brick was as big as our classroom! - Rihan

The VR was so cool because we got to see so much stuff exactly like it was in Ancient Egypt, not just what it’s like now - Jovan

I know that the organs, like your stomach and your intestines, go into a jar in the burial chamber and I just saw one! They’re called Canopic Jars which contain the 4 most important organs.  - Aiden

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SM4 - LI: To identify conductors and insulators 

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SM4 - LI: To identify conductors and insulators 

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Year 4 explored electricity this week by investigating conductors and insulators. The children built simple circuits and tested a range of everyday materials to see which allowed electricity to flow. By observing whether the bulb lit up, they identified conductors and insulators and recorded their results. The lesson encouraged careful testing, teamwork, and scientific thinking, and the children were enthusiastic scientists throughout!

When we add foil AND a metal knife to the circuit, the bulb still lights up because they are two metals connecting so it just makes our circuit longer but still connected - Eva

The metal spoon in a conductor. This means the bulb light up because metal is touching metal so the electricity can travel through the circuit - Annabelle

Even the scissors connect the circuit because the end is metal. Metal is a conductor of electricity so it makes the electricity travel to the bulb - Vinny

My rubber is an insulator because it is made from rubber. This means it does not conduct electricity - Seb

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Today in music all of the children had the opportunity to work in groups to practise and perform an ostinato. An ostinato is the musical name for a repeated pattern or phrase. The children confidently performed in front of their peers.

The children were performing an ostinato, which is a repeating pattern. Archie

One of her started and they all joined in as it went on. It sounded really nice. Tess

The children were in sync with each other they had good rhythm which made their performance stand out. Nimret

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In this Year 4 gymnastics lesson, pupils learnt how to control their bodies when jumping, focusing on safe landings and basic rotation. They practised jumping and landing with bent knees, balance, and control, as well as simple turns and shapes in the air.

The lesson helps children improve coordination, body awareness, and confidence while moving safely and smoothly.

When we are landing in a squat position, it’s good to imagine that you want to lay a tray on your lap. This helps your legs stay bent and your body stay straight - Charlie

Landing on your tip toes does not help you land because you’re landing on such a small part of your foot so you come off balance, it also puts pressure on your ankle so you could hurt yourself - Rihan

I know that control means knowing where and how something is going. So if you are controlling your landing, you know how you are going to land safely - Jesse

To do a full turn I need to lean forward to stop and land - Lavishka

I needed to twist my hips to help pivot me around in a full turn - Aidan

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LI: To perform a vocal ostinato

SM4 learn the musical term ‘ostinato’ for their rivers themed lesson today.

Zaro: ‘Ostinato means a repeated musical pattern or loop.’

The class performed different parts of a piece, using their mouths to create different sounds. We created texture by building the vocal layers one by one and then experimented with dynamics to make out river louder or quieter.

Rihan: ‘When we got quieter and everyone kept their rhythm, it actually sounded quite soothing!’

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In today’s science lesson the children were given a challenge to make a switch which would Mabel the lightbulb to turn on and off.

They experimented using 2 different ways and there were many successful groups!

I know that a lightbulb lights with a successful circuit and you use the switch to make or break the electrical flow. Rosa

The paperclip was used as a switch because it is a conductor. Tess

I can draw and label a drawing of my circuit and explain how it works. I know a switch is used to turn on and off lights and it works by the flow of electricity. Maxi

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Today in PSHE the children had to role play scenarios of bullying and why it is so important that you make trusted adults aware. The children understood the implications that take place when peers were to ignore the behaviour and they could explain that if you see something you should tell someone.

If the bystander just watches and does nothing, it means that the bullying will carry on. Tess and Jacob

In Isabelle’s group, I think Isabelle was the victim because Stanley was drawing over Isabelle’s painting and he pushed her over. May

As the bystander I felt sad for them, if I was able to help I would’ve told the teacher. William H

Charlie told Maxi to stop after this Charlie should go and tell a teacher or a trusted adult. Nancy

I think you should go and tell a teacher instead of standing there and doing nothing as it isn’t kind and the bullying would carry on and the victim may get really hurt. Nimret

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LI: To recognise key elements of music.

Is singing in rounds better than singing altogether as a class?

Do you agree or disagree? Explain why.

I think it depends on what song you are singing. Some parts can be sung together and some can be sung alone. Avinash

I disagree because singing in one group is nicer as it helps with confidence. Isabelle

I disagree as in some songs they have 2 parts so you can take turns and if there were more than one group it could sound like a harmony. Ilona

‘The Moldau’ by Bedřich Smetana, each section of the music relates to the different parts of a river.

Dynamics, the source was quite quiet but it gradually gets louder. The waterfall gets louder, the middle course is very loud and a lot stronger than the other sections. The lower course is quiet and calm. May

Tempo, it starts off slow and it gets faster as it goes down the middle course and that increases to the lower course, when it gets to the mouth it slows down a lot. Green table - Stanley, Isabelle, William H, Jackson McG

How did the music make you feel? It made us feel calm at first and then it gets more intense which makes us feel a bit jumpy, it gets our pulses racing because it’s fast and exciting. Towards the end it made us feel calm and relaxed and the tempo started to slow down. Orange table - Aneesa, Ladhushen and Nimret

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13.01.26 LI : To reflect who has the power in a worldview

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13.01.26 LI : To reflect who has the power in a worldview

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Rihan - Today we have learnt about what power and authority means. We had to answer a question of who holds the power in my worldview. I think my parents hold the power in my worldview and my life.

Aria - We have learnt we have the power inside us to change our worldview. You can have the different worldview to others and that is fine as we are all different and have different powers in our life.

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LI: To create a tableaux to re-tell The Tempest.

In Year 4 today, the children have been retelling the story of The Tempest using tableaux’s (freeze-frames). They have to use facial expressions and body language to allow the audience to imagine the scene.

We are doing a tableaux which is a freeze frame of a scene of The Tempest then acting it out. Jacob

We are doing actions to the story of The Tempest, we need to be silent and make facial expressions for our scene.

We are acting out scenes in The Tempest. We are doing a tableaux. We have to show the main parts of the scene whilst being still.

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LI. To create a tableaux to re-tell The Tempest

Jack - Making strong shapes with your body is important, you have to stay still in a freeze frame and not wobble to show the picture effectively.

Armaan - We were doing tableaux’s rather than acting so that we focus on what’s happening in the section we have been given and consider what the characters are thinking/feeling.

Joshni - Our facial expressions are important because they really help the audience understand what’s happening and what our character is thinking or feeling.

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Tableaux is like a freeze frame to tell a story in 1 picture. - Hallie

One of the things that I enjoyed the most about this tableaux was reading the quote because it is not in our normal English, it is Shakespearian English. - Sammy

It is hard sometimes to get into your still position in a tableaux because you need to work out how you're going to position yourself without distracting and blocking others - Rihan

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SM6 LI: To sing in two parts using expression and dynamics. 9.1.26

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SM6 LI: To sing in two parts using expression and dynamics. 9.1.26

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Today in Music, Year 4 explored our new theme: Rivers! We learned a beautiful song called The River is Flowing. First, we listened carefully to the tune and lyrics, then practised singing together. We even tried singing in a round, which means two groups start the same song at different times—tricky but fun! The children worked on singing with expression, using dynamics (loud and quiet parts) to make the performance interesting. To finish, we discussed how to improve our singing and some groups even performed a cappella without music. A fantastic start to our new topic!

“Pitch means how high or low the notes you sing are. In our song The River is Flowing, the notes go up and down gently, which makes the song sound smooth and calm, just like a river.” Oscar

"Dynamics is how loud or quiet the music is when you sing. In our song The River is Flowing, some parts sound softer to make it calm like a gentle river, and other parts are louder to show the river is strong and moving." Bailey

“A cappella means singing without any music playing in the background. You have to know the tune and the notes really well because there’s nothing to guide you except your own voice. When we tried singing The River is Flowing a cappella, it was tricky at first, but it sounded amazing when everyone stayed in time.” Joshni

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Year 4 had a fantastic classroom-based PE lesson today! Due to the wet weather, we couldn’t go outside, but that didn’t stop us from kick-starting our new Outdoor PE topic: Tennis. We watched an informative video about the rules and key skills of the game, learning how matches are played and scored. Afterwards, the children got creative by designing vibrant posters to explain the rules, complete with diagrams and eye-catching colours. It was a great way to begin our tennis journey indoors!

SM4

“I learned that when you serve in tennis, you have to hit the ball into the other player’s box. I didn’t know you get two chances before!” Emilia

“The video showed me how the scoring works. I didn’t know it goes 15, 30, 40 and then game. That was really interesting!” Amaya

“I found out what a fault means. If the ball goes out or you miss twice, the other player gets the point.” Sammy

SM5

“I liked drawing the tennis court because now I know where the baseline and the boxes are. It makes the game easier to understand.” Ilona

“I learned that if the ball hits the net on a serve but still goes in, you do the serve again. That’s called a let.” Charlie

“Making the poster was fun because I could use bright colours and diagrams. It helped me remember the rules better.” Niall

SM6

"I learned how to properly serve in tennis. I didn’t realize before that when serving, your feet can’t step over the line." Bailey

"I learned that tennis is a fun thing, and that if you hit the ball out, the point goes to the other team." Joshua

"I learned how big a tennis court really is. I used to think it was small, but now I know it has lots of sections like the baseline and service boxes, and players need to move fast to cover all that space.” Lavishka

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SM4 - 8.1.2026 LI: To create dramatic tableaux 

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SM4 - 8.1.2026 LI: To create dramatic tableaux 

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Today, Year 4 explored The Tempest by creating dramatic tableaux (freeze frames). Pupils worked in small groups to choose a key moment and show it using body shapes and facial expressions. Groups shared their tableaux. It was a fun, active way to build confidence, teamwork and understanding of the story.

I know that tableaux is a freeze frame. That means that it is like a human photograph of a moment in time. There’s no moving and the goal is to show what you’re acting but completely still and silent. - Luna

The king of Naples helped Antonio kick Prosepro out of the city because him and Prospero were enemies and he was greedy and wanted Milan to himself. -Toby

Prospero’s brother was not a kind man! He was made to do all of the work by his brother Prospero and wanted to rule Milan himself.  - Thea

Laughing makes your acting facial expression change so it makes your scene look different. For me, we’re trying to focus really hard and then the audience doesn’t get the full picture. - Emilia

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8.1.26.  LI: To create dramatic tableaux (freeze-frame)

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8.1.26.  LI: To create dramatic tableaux (freeze-frame)

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SM6 created tableaux to show scenes from the Tempest, including the port, Prospero’s study and the palace gardens.

SM6 knew a successful tableau would include dramatic facial expressions, stillness and silence.

Armando: Creating freeze frames helped to understand these parts of the story better.

Oscar: I enjoyed acting out the frames and I loved being a bookshelf!

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LI: To create a dramatic tableaux (freeze-frame)

A tableaux is a dramatic freeze frame where you use your face and body to describe a story. Isabelle

A tableaux is like a photo but you make an expression alone or with someone else. Aneesa

We created some scenes from The Tempest, for example one where 3 year old Miranda was sitting at her father’s feet whilst her father was reading a magic spell book and stirring a magic potion in a cauldron. Mansa

We acted out Prospero waving to everyone and some of us were Boeing, some of us were waving and the others were whispering to Antonio. Ilona

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LI: To begin to understand the story of The Tempest.

Antonio thinks it is not fair he does all the work because Prospero is not caring about his people and he wants Antonio to do all the work and he just wants to read his book of spells to become really powerful. A in ash

He thinks this because Prospero gets all the credit as he is Duke but Antonio actually does it all. Nancy

I think Prospero is a bad leader since he is the Duke and he should be doing the work and not getting other people to do it for him. Ladushen.

I think Antonio is a villain and Prospero is. A bad leader because Antonio wouldn’t have pushed Prospero if he was a good leader but because he did push him it makes Antonio a villain. Oscar

I think Prospero will crash or the boat breaking and him drowning in the water. Dominic

I think the Prospero will use his skills with magic to fly back. Niall

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SM6 07.01.26 - L.I. To begin to understand the story of The Tempest.
 

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SM6 07.01.26 - L.I. To begin to understand the story of The Tempest.
 

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Today we explored our new English Topic play 'The Tempest' by William Shakespeare. We really enjoyed acting out the parts of the start of the play where Prospero is betrayed and sent off on a boat with his 3-year old daughter Miranda. We are eager to read the rest of the story!

"I found the way they betrayed Prospero was quite interesting. Why didn't Antonio just take over? I am really intrigued to see what happens next!" Seb

"I was really hooked and want to know what will happen next. The actors were impressive how they acted our their parts and showed emotion." Zach

"The acting was really good! I was amazed how Jaidip performed so well using facial expressions, making it funny and interesting and hooking." Jaxon

"It was really interested in the story. There was a lot of action which I was not expecting. I have never read The Tempest before, but heard of it and thought it would be a dark and scary play, so I was surprised." Bailey

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In this gymnastics lesson, Year 4 worked on developing individual and partner balances. Through fun, structured activities, they explored how to create strong, stable shapes using their bodies, focusing on balance, control and teamwork. Pupils practised holding balances with good tension, before collaborating with a partner to perform paired balances safely and creatively.

During the pike stretch, I could feel my core turn on. This happens so that we don’t wobble and so that our body can keep us up right instead of falling backwards.  - Tommy, SM4

When Aiden was pulling my legs apart I felt a pain in my legs start to happen.  I think this is because of the force of the pulling reacting with me tensing so hard so that my legs didn’t move. - Vinny SM4

Our faces were turning red when we were tensing. I think this is because our body was focusing so hard on doing one thing that it forgets to breathe. Breathing is important in gymnastics though so that our pose is strong.  - Amaya SM4

Our balance was falling because we weren’t holding onto each other tight  enough. We need to tense more to be secure in our balance.  - Thea SM4

When we tried one of the balances it was hard because Lacey’s legs were longer than mine so we weren’t equal. - Charlotte and Lacey, SM6

We stayed calm so I wasn’t worried about dropping Callum’s legs and we kept our bodies straight. Blake and Callum, SM6

We had to count down to start leaning at the same time so we didn’t fall. The person sitting on the floor needn’t to pull harder and rely on each other not to let go. - Jack and Seb, SM6

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15.12.25-18.12.25     Year 4 Understanding Christianity - What is The Trinity? DIGGING DEEPER 

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15.12.25-18.12.25     Year 4 Understanding Christianity - What is The Trinity? DIGGING DEEPER 

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This week in our RE lessons, we explored an important Christian belief called the Trinity. Christians believe in one God, but they also believe that God is known in three different ways. We talked about how symbols and paintings help people understand the Trinity, but also how they are not perfect because it is a very difficult concept for Christians to understand.

Children created their own Triptych artwork that represented their beliefs about The Trinity.

I think The Trinity is the connection between God and humans. Without The Trinity God cannot spread his word. I have drawn the sun blocking the moon to represent God because God is the light that takes away the darkness. - Amaya

The Trinity is God in 3 forms. God the father, God the Son is a human and God the Holy Spirit is the light.  - Emilia

God The Father is the word, he spreads the message, god the Son is Jesus so God in flesh and The Holy Spirit is a feeling all around Christians that they get all year round. - Rihan

I have chosen to use the same colours for all 3 of my panels. This is to show The Trinity because it shows that they are three the same, because they’re the same colour, but in 3 different forms. - Vinny

I have chosen to represent a the Holy Spirit with lots of different colours, not just yellow, because in my worldview the light brings warmth and colour into peoples lives. - Annabelle

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One half of the debate team arguing their point 

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The class were split in half and were given the task of having a debate. The class teacher was the judge. The two opposing sides had to give their view on which of Henry VIII wives were the most influential. The teams had chance to ‘argue’ their points telling to other team their thoughts and reasons for their choice.

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SM6 16.12.25 LI To develop skipping with a rope 

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SM6 16.12.25 LI To develop skipping with a rope 

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We thought about good practise when skipping then went out to practise.

Bella - to stay safe, you need to make sure no one is in front or behind you.

Arham - bend you knees and keep on your top toes

Seb - jump just before the rope touches the floor

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In today’s DT lesson, Year 4 children explored and evaluated a range of existing puppets. They examined different materials and design features, discussing what made each puppet effective, appealing, and easy to use. Pupils compared how the puppets were constructed and considered how these choices affected movement. This evaluation will help inform their own puppet designs in the coming weeks.

The Marionette puppet used strong to make it move and I think this makes it hard to control because there is lots going on at once for the person in control. - Luna

The Marionette puppets looked more realistic than the glove and rod puppets because each body part could move on it's own. - Yingshuo

The whole body glove puppet looked very heavy and uncomfortable but I think that's what makes it seem more realistic so I don't think you could change that about those style of puppets - Vinny

I liked the whole body glove puppet because it really brough the characters to life - Charlie

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In today’s computing lesson, SM4 created their own interactive racing car quiz using 'Scratch'. They explored how to combine operations, sensing blocks, and variables to build a game that responds to player input. Pupils programmed their cars to move only when the correct answers were given, using variables to track scores and sensing blocks to detect key presses and answers.

I think if you rename the variables separately when making a variable and then join them to the control separately, then it will work.  - Emilia

I know that you shouldn’t take too long on making your sprite, the coding is the most important part. It’s good to have a goal in mind so you know what you want to achieve - Toby

I know hot to fix it if my classmate doesn’t have any motion blocks! You just need to code your sprite to move, then motion is available because it’s moved already - Tommy

I know the sounds and colours on TTRS make the quiz exciting so maybe putting that in our quiz will make people want to play - Vinny

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Ellie - It was really fun when I learnt how to play water polo together and tread water long enough to be able to play. We had to move our arms and legs around at the same time so that you can stay above water.

Aiden - The experience of being able to swim with my classmates was very fun. I like how I learnt how to do lots of new things like the water safety week! I can take that information wisely into the future and use it, I know I will.

Rihan - I liked it when we had the party at the end of our swimming session because we got to play games. For example, when we were playing with the sinkies, at the start I couldn't dive properly and then at the end I was diving in one breathe.

Annabelle - My favourite part of swimming was learning how to do a mermaid/dolphin swim in the water. We had to use our hips and go up and down to stay moving.

Emilia - My favourite part was swimming in the deep end, because before I couldn't swim for a long distance but now I can swim confidently for a long distance and in the deep end!

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SM4 - 4.12.2025 LI: To compose a rhythmic break 

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SM4 - 4.12.2025 LI: To compose a rhythmic break 

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In Music today, children explored rhythm by creating short “breaks” using only body percussion, focusing on clapping patterns. They worked collaboratively to compose, rehearse, and perform their rhythmic ideas.

A rhythmic break is where an instrument may stop but someone else continues with their beat and then you could swap. - Tommy

When Emilia and Thea were clapping it was clear that they were waiting for each other to do their parts. They were directing each other when to play and when to change. - Amaya

The person at the front of the music directs them. He tells people when to start and stop. You can see when his hands go up some music gets louder and when they go down, some instruments stop.  - Billy

In our rhythm, I  clap the ‘wake up’ rhythm twice, and then Tatvik does a break in his rhythm, and then we both play a part together. There’s a rhythmic break in the ‘wake up’ part because I start and Tatvik stops then there is a silence for 2 beats. - Aiden

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In this lesson, Children researched what Tudor children ate, wore, and what jobs they did, then they used this information to judge whether life as a Tudor child was easier or harder than today.

Jesse - their clothes had lots of detail if they were from wealthy families. I can see pearls and gold.

Eva - I think they are a middle class family because they have to work on a farm but they have a four post bed and last lesson we found out that was a wealthier thing to have.

Thea - children in Tudor times seem to eat lots of fruit and vegetables rather than having the nice food that we eat now, this would be a disadvantage of being a Tudor child.

Charlie - in the picture, I can see they have lots of animals like birds and animals, even a monkey. I think it’s a good thing that they could clearly pay for and get exotic pets.

Luna - I think an advantage of being a Tudor child is that you would get to  spend more time outside, with animals and at home.

Emilia - A disadvantage would be as a child, you’d be very uncomfortable because of the tight and fancy clothes. Our clothes are comfier.

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2.12.25, SM6, LI to develop technique and control when jumping, hopping and landing 

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2.12.25, SM6, LI to develop technique and control when jumping, hopping and landing 

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Today, we discussed how to jump the furthest. We decided what we needed to do with our bodies and tried to beat our personal best jump distance.

Jack ‘we need to swing our arms and bend our legs.’

Arham ‘we should have a straight back’

Jaxon ‘it is harder to jump from standing than it is with a run up and I can jump further.’

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2.12.25 SM6 LI To compose a rhythmic break. 

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2.12.25 SM6 LI To compose a rhythmic break. 

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This lesson, we practised the basic Samba rhythms again and played all four together as a class. Once we were confident, we started to add in breaks for different parts at different times. We listened to how that changed how the music sounded.

‘It changes the parts that we can hear so we can hear other parts more when one is taking a break.’ Blake.

‘It gives the musicians time to have a break as it is tiring.’ Seb.

‘It makes the music sound surprising.’ Arham

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Year 4 learnt about the difference between children’s lives in modern day and Tudor times. We particularly focussed on clothing, jobs and school.

Isabelle - ‘I would rather be a poor Tudor child because I would get to work outside on a farm. I wouldn’t have to go to school or wear jewellery like rich girls. I would also not get the cane if I were to get in trouble.’

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SM6 LI: To understand how to use and compare different types of quizzes 7.11.25

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SM6 LI: To understand how to use and compare different types of quizzes 7.11.25

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Today, we began exploring how to create interactive quizzes using Scratch. First, we researched different ways quizzes can be designed and played, looking at what makes them fun and engaging. Children especially enjoyed playing a Cyber Attack Quiz on the NCSC website to review key facts about staying safe online.

We then discussed the features that made that quiz exciting—like instant feedback and clear scoring—and started planning how to include similar ideas in our own Scratch quizzes.

"I want to add a scoring system like the one we played." Jack

"The cyber quiz showed me how important it is to protect your information online.” Molly

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SM6 L.I. To investigate reasons for food choices 16.10.25

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SM6 L.I. To investigate reasons for food choices 16.10.25

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In today’s RE lesson, children researched how different beliefs influence what and when people eat. They looked at Humanist principles and compared them with dietary rules in Hinduism, Islam, and Judaism.

"Humanists don’t have food rules, but they still think about health and kindness." Jaidip

"I learned that food choices can show respect for beliefs." Aneeka

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SM6 L.I. To recognise the rewards that motivate me 14.11.25

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SM6 L.I. To recognise the rewards that motivate me 14.11.25

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In this PSHE lesson today, children worked in small groups to create freeze frames of real-life classroom scenarios, showing a moment of choice without words or movement. Each group presented their scene while the rest of the class guessed what was happening and discussed possible consequences. This activity helped us explore how our actions affect others, the link between choices, rewards, and consequences, and what truly motivates us. The key insight was clear: rewards aren’t always things—they’re feelings like pride, trust, and friendship, and the choices we make shape those rewards and consequences for everyone.

“Helping makes you feel trusted” Cole

"Finding money is tricky—the reward is doing the right thing" Aidan

“Working well together makes everyone feel happy.” Lavishka

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This week, the children were treated to a visit from Eva Fitzpatrick, a local singer, who came into school to inspire the children and expose them to some excellent signing.

This was an excellent opportunity for the whole school to sit back and listen to Eva’s amazing voice and be inspired to follow dreams and challenge themselves.

‘After listening to the signing, I definitely want to think about being a singer myself.’ Nancy Year 4

‘I loved how her singing tone changed in each song!’ Ilona Year 4

‘Eva’s voice filled the room with calming sounds of her voice. We hope we can listen to her again!’ Darcey Year 5

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SM4 17/11/2025 - LI: To explain why Christians make spiritual journeys

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SM4 17/11/2025 - LI: To explain why Christians make spiritual journeys

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In Year 4 this week, our children took on the role of information detectives in RE!
During our RE lesson, the children explored why Christians make a pilgrimage to Canterbury Cathedral. Working in pairs, they used a range of information sheets to discover key facts for themselves, finding, retrieving, and recording the answers.

I know Christians go to Canterbury because of the story of Thomas Becket being executed and visit his shrine - Annabelle

A shrine is a special place that people decorate to worship a place or thing that is special to them - Toby

The cathedral is an important holy site and pilgrimage helps Christians feel closer to God - Aiden

I know a pilgrimage is where people from lots of different places come together and then the bishop will lead a service praying to God that everyone can take part in - Ayla

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Children had a go at clapping and saying syncopated rhythms. 

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LI: To understand and play syncopated rhythms

I remember that Samba music is from Brazil and it came from there because in the old days, slaves used to be free for one day for a Carnival so Samba music is used to celebrate that - Lazaro

Syncopated rhythm as are a beat that is in between the main beat - Luna

Syncopated beats make the music more interesting and exciting because the beats are fester, otherwise every song would just have a 1,2,3,4 beat - Vinny

I’ve noticed that ‘sync’ is in the word syncopated so I think it must have something to do with being in time because sync means doing something at the say time as something else - Thea

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10.11.25 LI: To understand why Muslim people do charity work

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10.11.25 LI: To understand why Muslim people do charity work

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Year 4 children learnt that ‘Zakat’ (compulsory giving) is one of the Five Pillars of Islam. They looked at the charity ‘Islamic relief’ and learnt how Muslims give a proportion of their wage to charitable projects. They linked this to Christian charitable organisations they had learnt about and ‘Mitzvah Day’ they had seen in Judaism the previous lesson. Their task was to create a multi-faith charity, understanding that giving is a key part of many worldviews.

Names of the charities SM4 thought of included Helping Hands, Home Help, We are stronger together, The Bridge to Light.

Billy: I think giving to others would make you feel happy as a Muslim and you will get good things in return.

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Vinnie: Our charity, Helping Hands, is for those who need love, care and shelter. You’re a human too and wouldn’t want to experience poverty, which is why it’s important to give.

Rihan: Zakat is a pillar, and as important as prayer and pilgrimage, because we all have the feeling of needing to help. Zakat means the help actually happens.

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Today, Year 4 children started their new PE topic: Netball. We practised chest pass, catching and pivoting as 3 main skills of Netball.

When you have the ball in netball, your feet have to stay still apart from being able to pivot - Rihan

We learnt how to pivot with the ball, pivot means to move one foot and your body around - Tatvik

Your landing foot stays still - Annabelle

Netball is an attacking sport because when you throw the ball, it is free for everyone to take so the aim is the get the ball when it is vulnerable - Aiden

When you do a chest pass it has to be aimed at the other persons chest - Avinash

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7.11.25 SM4 - LI: To recognise and identify the main features of Samba music 

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7.11.25 SM4 - LI: To recognise and identify the main features of Samba music 

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In today’s music lesson, children were introduced to Samba music for the first time. We learnt about where Samba music came from and even drew parallels with some of the hymns we sing in school. We watched a video of a Samba band playing at a carnival and described what we saw and heard. We then listening to some of the key instruments and guessed which sound was coming from which instrument.

I know Samba music is designed to make you want to dance because when we sing the Harvest Samba it’s got lots of instruments in that make you want to keep moving -  Ayla

There are lots of drums in Samba music to make it a loud beat. - Luna

Carnivals in Brazil can be really loud and colourful and people dress up. I think this is because they’re celebrating.  - Toby

I think the music goes quiet and then loud again to show that when the slaves were in prison it was quiet and then it was loud and fun when they were let to be free - Luna

When the music is loud I think it’s because it is meant to be joyous - Amaya

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SM6 4.11.25 LI to develop balancing and understand the importance of this skill 

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SM6 4.11.25 LI to develop balancing and understand the importance of this skill 

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We started our new PE topic today, Functional Skills, and took part in some activities to develop one of our functional skills - balance. We talked about when we might need to balance and decided that it was something that we needed a lot.

Lavishka recognised that we used similar muscles to help balance when we were practicing lunges as we would use when we were walking or running.

Arham recognised that when we practiced high knees we needed very good balance when our knee was at its highest point.

Zach said that we use our muscles to help maintain a strong and steady balance.

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SM6 4.11.25 LI To recognise and identify the main features of samba music 

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SM6 4.11.25 LI To recognise and identify the main features of samba music 

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SM6 started their new topic of music this morning and enjoyed learning about samba music. Ask your child which country samba music originates from!

We listened to different types of percussion instruments that were played in samba baticada music. We discussed how some of the instruments had different pitches which helped us differentiate between different types of the same instruments (eg: drums or shakers).

Jaidip - ‘the drums play at the same time and with the same beat but you can hear the different pitches.’

Zach - ‘a surdo drums has a deeper pitch than the others.’

Seb - ‘tambourin has a higher pitch.’

Jack - ‘the chocalho has a quicker tempo but the ganzo has a higher pitch.’

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SM4 21.10.2025 - performing poetry that we have written 

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SM4 21.10.2025 - performing poetry that we have written 

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Yesterday, children wrote poems based on our year group text ‘The Rhythm of the Rain’. Today, children performed those poems using prosody and all children gave feedback on each others performances.

I know that prosody is like expression, it’s reading things in an exciting way - Eva

I know it’s important to project your voice and not shout when performing so that everyone can hear you clearly - Luna

I think practising is one of the most important things you can do before you perform a poem so that you know which words you can say in certain ways and choose actions to do when - Vinny

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Today, we set up an investigating to watch our own mini Water Cycle. We have out three bags of water in three different locations and over the week, we will observe whether they condensate or not and discuss why.

I think it will condensate a little bit because there is still some warmth but not a lot of light so the water won’t evaporate as much as the window - Luna

I predict it will evaporate and condensate a lot on the window because it is open to air and warmth and light - Emilia

I predict, that because the one in the drawer is exposed to light and warmth we will see some condensation but not as much as the window - Toby

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Children were invited to celebrate Diwali by dressing up in colourful clothes or traditional faith attire. It’s a wonderful way to share in the joy, light, and vibrant spirit of the festival!

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Children were invited to celebrate Diwali by dressing up in colourful clothes or traditional faith attire. It’s a wonderful way to share in the joy, light, and vibrant spirit of the festival!

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It was lovely to hear some children share how they are going to celebrate Diwali at home over the weekend.

I go to Sikh temple with my family to celebrate Diwali- Nimrit

I put lights around my house and tidy up my room. My mum draws  rangoli in front of our house- Ladushan

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SM5 16.10.25 - LI: To compare the properties of materials over time 

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SM5 16.10.25 - LI: To compare the properties of materials over time 

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During this lesson, SM5 enjoyed watching and taking part in changing milkshake into ice cream, without a freezer. This links to the learning we have been doing this half term on the three states of matter and changes of state. As a group we were able to predict what might happen, by applying our previous learning.

The children were able to identify that the milkshake was a liquid at first, but that during the process it got colder, helping it to start to freeze. We noticed that the consistency of the milkshake began to thicken.

The milkshake is a liquid, but when we make it colder, it will start to freeze. The particles will lose energy. - Tess

The consistency of the milkshake is thicker now because the ice is making it colder, it's starting to freeze! - Ilona

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SM6 14.10.25 LI To compare the properties of materials over time 

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SM6 14.10.25 LI To compare the properties of materials over time 

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SM6 enjoyed observing the changes in milkshake when we tried to make ice cream. The children observed the milkshake begin to thicken when we mixed a bag of milkshake inside a mag of ice. They noticed that the milkshake began to thicken after about 5 minutes.

The particles are slowing down and have less energy - Clara

To reverse the change we need to heat the milk up - Imogen

We had thicker milkshake at the end because we had ice in the bag and we mixed it together, the temperature of the milk dropped and the particles were getting closer together - Bailey