SM11 enjoyed a variety of team building activities to develop communication and trust. They used their skills to discuss strategy and to evaluate and improve their results.

It was really difficult to stand up with my partner at first but we learned that if we talked to each other and bent our legs at the same time, we could do it. -Harlow

Communication is really important in team sports like football. You can use words but also signs to help your team mates - Oscar

Good communication needs listening as well as talking, then you can work together as a team - Finnley

Trust is really important, you need to know that you can rely on your team mates and you are going to be there for each other -Grace

L.I. To understand and describe the main aspects of climate change and how it affects the planet.

Year 6 have been learning about Climate Change through our September text, ‘Dear Earth’ by Isabel Otter. The children created their Scrapbook Science’ to share the information in their own creative way.

‘Climate change is causing glaciers to melt which makes the sea level rise, which then causes flooding and extinction of animals living on ice such as polar bears.’ (Hetansh)

‘To help reverse climate change, humans can get an electric car instead of petrol as they use fossil fuels which give off the greenhouse gas, Carbon Dioxide.’ (Isla S)

‘Plastic pollution can harm animals because they can choke or get trapped in plastics. Humans need to reduce use of single use plastics fast!’ (Jack)

“There are 3 main parts the foreground, the middle ground and the background.” Lara

“I really enjoyed our art lesson. We learnt about perspective and how we can make things that are further away look smaller in the background.” Laila

“I really enjoyed having inspiration for my artwork from the illustrator of Dear Earth, Clara Anganuzzi. Our text, Dear Earth, has helped to shape my art and make it into a better piece.” Arjun

‘Even if you’re small, you can succeed.’ (Harry)

‘If you have God with you, no matter how small you are, or how big your enemy is, you always win.’ (Hetansh)

"Body percussion is using your body to make sounds for music." Mahdia

"Our group thought carefully about the tempo and dynamics of our soundscape. It told the story of a stampede of animals." Abbie

"I really enjoyed exploring different body percussion techniques. Each technique in our group represented a different animal in a stampede such as stomping for elephants, chest tapping for wildebeasts and finger clicking for zebras." Corin

To work as a successful team, the children in SM10 needed to look after and trust each other, contribute ideas and reflect on what they did well as well as how they could improve.

‘In the ‘Row the boat race’ we worked as a team using our feet and communication skills to collaborate in getting across the hall.’ (Harry)

‘Hang it up’ was really fun and my team reflected after each go and came up with different strategies to use and improve. We won the final round!’ (Betsy)

In PE today, SM12 worked in teams playing games which required them to solve problems together. They had to strategise, communicate and focus on working together.

“I really enjoyed the boat race game because we worked well as a team. We had to think as one.” Arjun

“I enjoyed the pass the parcel game. We communicated well as a team to pass the objects from one end of the line to the other.” Violet

SM12 were introduced to IP addresses and how detailed addresses are important to communicate data between computers. They also recapped some key Online Safety messages.

An IP address is like a identifying code for that website: Riley

I have learnt that IP addresses are how computers communicate through websites: Arjun

I know that IP stands for Internet Protocol and protocol means a set of rules: Jacob

‘I have learnt that when you text or use the internet computers communicate to each other to understand or deliver the message.’ (Aria)

‘I learn that computers talk to each other by Internet Protocol and DNS stands for Domain Name Server.’ (Loki)

‘I have learnt what an Internet Protocol (IP) and Domain Name Server (DNS) and how a DNS helps find an IP address.’ (Ella-Rose)

Despite the wind, SM11 had a great session developing their hockey skills from last week. The class did a great job in remembering how to hold and control their sticks safely, as well as developing new skills.

It was tricky but after practising with my partner, I really improved my control of the ball when changing direction. Leo

When you're moving forward in hockey you are either dribbling, passing or shooting' - Issy

I really enjoyed using my skills to direct the ball and shoot. The games at the end were the best part, I scored quite a few goals! - Luca

You have to make sure that the hockey stick never goes above waist height. This is to be safe and also so you can control the ball more carefully. Finley

Year 6 have enjoyed looking at some optical illusions and watching some 3D films to understand how our eyes work.

The children developed their recording skills by drawing detailed diagrams of the eye and learning the vital function that each part has.

The iris is a muscle that works with the pupil to control how much light can get into your eye. When it is bright your pupil is small and it is bigger when it is darker outside to let in more light - Grace

Binocular vision is where your two eyes see slightly different images and your brain overlays them so that you can tell how far away something is - Lara

The retina is at the back of your eye and it reacts to light to create an image. What is unusual is that the image is upside down but your brain turns it the right way up. - Luca

In today’s PE lesson, children needed to be inclusive of other; have the confidence to share their own ideas; use planning and problem solving skills.

‘To play Floating Hoops successfully, we needed to balance as a team to hold the hoops off the ground.’ (Isla)

‘My team was successful because we remembered to communicate kindly.’ (Ovi)

‘When we played Hot Coals, we had to think of our own ideas and communicate well with the rest of the team.’ (Harry)

“I have learnt that many Christians believe in more than just the Creation Story as science gives further understanding of the natural world.” Avani

“I think that just because you’re Christian, you don’t have to disregard scientific evidence and it doesn’t make you any less religious to believe in more than one thing.” Arjun

"I really enjoyed our PE lesson today. It was great learning how to push the ball towards my partner." Ella

"I learnt that it is important to bend my knees to get the hockey stick down low to cushion the hockey ball." Jack

"I learnt that you keep the hockey stick on the ground to keep control when using a push pass. I found that I improved as I practised." Laila

“I really enjoyed meeting my buddy. I’ll show him how to be a good student at St Margaret’s Junior School’ (Randhir)

“I think we’ve got an important job. We need to show our buddies what they are capable of.” (Lily)

“We can show our buddies how to live out the school values so we can have a really happy year.’ (Lara)

“We can be good role models by walking through school sensibly so our buddies can follow our example.” (Laila)

“We can show our buddies how to sit smartly, especially in worship and at church” (Olivia)

In computing this week, SM10 found out how messages are sent from one IP address to another via packets. They are able to explain the main parts of a packet, such as the Header and the Data Payload.

“We wrote messages on strips of paper that represented the packets. We put how many packets there were in the Header.” (Parker)

“Messages travel in pieces as Packets which are put back together when they reach their destination.” (Adrian)

‘We learnt the ‘push pass’ where you need to step forward to push the ball forward.’ (Hetansh)

You use the flat side of your stick and point your stick in the direction you want it to go.’ (Valentina)

‘To receive the ball well, you lower your hockey stick to the floor which makes a barrier and stops the ball.’ (Theo)

‘The woman reminds me of Queen Elizabeth II and man reminds me of a butler. I like David Hockney’s vibrant colours in his landscapes and portraits.’ (Millie)

‘I would describe this painting as a calm and happy picture. I think Hockney has made his parents look calm and proud.’ (Adrian)

‘We learned about the artist ‘David Hockney’. I like the way he adapted to using technology like iPads to make his art in his eighties.’ (Kabir)

“Light sources include: the sun, light bulbs and flames. Reflectors of light include mirrors and the moon.” Violet

“We see things because light rays from a light source bounce or reflect off an object and the travels into our eyes. Light travels in a straight line.” Corin

“Light enters our eyes, goes through the pupil, gets focused by the lens and an image is created on the retina. The optic nerve then sends a message to the brain.” Jacob

Year 6 got in role in English today, thinking like someone who had been an eye-witness to the Coventry Blitz. The children thought about how it would have felt to hear the air-raid sirens and have to hide out in shelters for the night.

“When I entered our air-raid shelter, I felt really responsible for everyone in my group, telling them to settle down and not make too much noise.” Arjun

“I could tell that people in the air-raid shelters would have felt very lonely if they weren’t with their family and friends.” Jacob

“An eye-witness statement is a statement from someone who was there at the time of an event.” Corin

‘I liked the chain relay best today. To be successful you had to be fast and talk to each other on the team.’ (Matilda)

‘Miko and Jacob were really good at the hoop tennis game because they got a really high score with their method. So were Bobbi and Parker.’ (Taio)

“It was really important to communicate well with the other people we were working with so that our strategies worked.” Eva

“I enjoyed the hoop game best. Our team had a good strategy and collaborated well. We won a few times.” Violet

“To cooperate with my team, I had to listen carefully to others and I also had to be confident in sharing my own ideas.” Tanvi

‘Lynn White Jr’s ideas are not reasonable because nature is not our servant. We should be looking after our world.’ (Oliver)

‘His ideas are reasonable because God gave us most of the responsibility and we have failed to take proper care of our Earth.’ (Aria)

‘His ideas are unreasonable because all animals are important and we would not have certain foods without some animals.’ (Betsy)

‘Lynn White Jr’s thoughts on climate change are reasonable because as a Christian, he is respecting the world that God has made.’ (Millie)

‘It made me feel in pain and worried. The soldiers had to hold each other to guide each other and there would be groans of pain.’ (Oliver)

‘There would be shouting, crying and whimpering. I hope that these soldiers’ future is healthy, happy and safe.’ (Betsy)

‘I felt sad for those who were in World War 1 because they didn’t know what would happen to them. I think they would hear gunshots and the wounded soldiers screaming in pain.’ (Ella-Rose)

They found out who invented them, the materials used to build the shelters, the size of each type of shelter, the cost and how many were built during the war.

At the end of the lesson, the children discussed which shelter would have been most effective at keeping people safe and empathised with those who had to use them.

“I think that the Anderson Shelter would have been the best at keeping people safe during the Blitz because it was made from strong metal.” Laila

“I think that the Public Shelters underground would have helped to keep people safe because in London they were so deep underground.” Freddie

“It would have felt quite cramped using the shelters. People would have been scared having to hide in them during the air-raids.” Joel

The children then wrote about the event from one character’s perspective. They wrote in first person, used shine sentences and “Show not Tell” to enhance their storytelling. Tomorrow, they will write about the same event from a different perspective.

“Eyes peeled, ears pricked, I weaved in and out of the crowd searching for Train D and clutched tightly to Cliff’s hand.” Laila (from Olive’s perspective)

“We waved to Mum while my lip quivered and tears streamed down my face.” Logan (from Cliff’s perspective)

A shadow is always the same shape as the object that casts it. This is because when an object is in the path of light travelling from a light source, it will block the light rays that hit it, while the rest of the light can continue travelling. -Lara

Shadows can also be elongated or shortened depending on the angle of the light source - Ollie

We had to make sure our puppets did not have features or detail as our audience would only see their shadows in the performance. We had to create silhouettes so the shadows would be clear - Poppy

“We had to find space to pass the ball to someone on our team.” Logan

“We dribbled and used the push pass to move around the pitch.” Harrison

“The opposition could intercept us. It was quite tricky to pass to someone on our team when this happened.” Violet

“ ‘Fake News’ can come in two different forms: disinformation and misinformation. I learnt that disinformation is when someone deliberately shares incorrect information online and misinformation is when someone mistakenly shares some incorrect information. It’s important to check things we are unsure about so that we don’t start to believe things that are untrue.” Arjun

“When we see something we are unsure about online, we can ask 3 questions: Who posted it?, What has been posted? Why has it been posted?” Olivia

“I really enjoyed the workshop and performance. I think it will help me to remember my online safety. If I don’t feel safe online, I know to speak to a trusted adult.” Mohsin

“It’s important that our adults at home know what we are doing online. We could sit down with them to put some rules in place and set up some parental controls to help to keep us safe online.” Violet

‘I have improved doing the push pass because the first time I hit the ball on week 1 it just rolled away, but now I can pass it in a straight line.’ (Ella-Rose)

‘I have improved at dribbling because now the ball stays by my stick.’ (Poppy)

‘I have got better at stopping the ball Gaby getting down low with my hockey stick. I enjoyed the matches because they are competitive and collaborative.’ (Oliver)

‘I enjoyed playing hockey matches and I have got better at turning with the ball because I now know how to turn using only the flat side of the hockey stick.’ (Parker)

‘I have improved my control of the hockey ball. I enjoyed the games because I like working as part of a team.’ (Hetansh)

'Wearing these clothes give me a chance to remember the meories of celebrating Diwali in India' (Hetansh)

'This is a dress that means a lot to me because these are my culture's traditional clothes. I'm glad that the school celebrates Diwali.' (Ovi)

'It was fun to wear bright clothes today to remember and celebrate Diwali' (Laila)

'I am looking forward to hearing how some children have celebrated Diwali next week.' (Logan)

‘Coventry Cathedral is a symbol of reconciliation because it was broken and rebuilt just like hope. Peace and reconciliation are important because after conflict we always want to start a new life.’ (Aria)

‘Coventry Cathedral is a symbol of reconciliation because it forgave Germany even after the Blitz. Peace and reconciliation are important because if we did not have them, we would fight all the time and never be happy.’ (Valentina)

‘Coventry Cathedral is a symbol of reconciliation because it has sculptures that show peace. I think peace and reconciliation are important because otherwise people would always be arguing and it would never end.’ (Matilda)

‘Coventry Cathedral is a symbol of reconciliation and gives people hope.’ (Loki)

Schools in Bo do not get the luxury of having learning necessities like handwriting pens, rulers, pencils or even books. To help the children in Bo we raised awareness and hopefully funds to support our friends - Tegan

The colours are blue to represent the ocean, green to think about the land and farming, and white is the colour of peace - Randhir

We wore the national colours of Sierra Leon to remember our friends in Bo. In the past we have helped raised money to make a well, gates and a wall to keep the children safe in school- Lara

“To accurately place fractions on a number line, we have to count the number of intervals between each whole number. That tells us what fraction the number line is going up in. For example, quarters of fifths.” Archie

“Once we know the intervals on the number line, we can work out and label each interval or work out the missing amounts.” Laila

“Sometimes, we need to find an equivalent fraction for a fraction we have been given to place on the number line. We can work these out by finding common factors, if we need to simplify the fraction, or common multiples.” Eva

The Senior Students did a wonderful and professional job of leading worship, speaking with suitable tone and sensitivity through excellent prosody. Well done to all involved.

“It is important that we celebrate Remembrance Day to remember all those who fought in any war as well as the thousands who died in World War I” (Theo)

“Leading our Remembrance worship today made me feel proud that the allies won the war, but also upset about all the people who died in wars.” (Ella-Rose)

“Guides and Scouts wear their uniforms on Remembrance Day because Guides and Scouts helped out with the war effort on the Home Front in the two World Wars.” (Isla)

Stephen Hawking says that the Universe can be explained without a creator. This means that he thinks science is a better teacher than religion which relies heavily on beliefs and history - Lara

Muslims believe that there is nothing in Islam that is against science so you can believe in both - Grace

I think yes, you can believe in science and God. God tell us why things happen but science tells us how things happen- Ollie

Children enjoyed a variety of workshops and were commended by leaders working at the cathedral for the excellent behaviour, thoughtful questioning and deep subject knowledge held by St Margaret's pupils.

As we approach the 85th anniversary of the Coventry Blitz on November 14th, the trip was perfectly timed. St Margaret's visit really enriched Year 6 children's knowledge of both world and local history; truly a day to remember.

Grace: This would have been very unsettling for the indigenous people of that country.

Jovun: It would have been confusing to have to follow a new religion and lifestyle.

Hulu: The arrival of the Europeans meant nature was no longer the religion of native Americans but instead they learnt about Christianity and one god.

The teachers are all extremely proud of the hard work the children put into their performances; the rousing singing and their commitment to collaborating as a whole year group to perform with real confidence.

Well done, Year 6!

‘“From doing the production it has helped me to understand what life was like in World War 2.” (Arjun)

“Doing this play boosted my confidence a lot and has helped me to speak more loudly and clearly.” (Yusuf)

“I learnt that if I play along with what’s happening I can get over stage fright.” (Eliza)

“I was able to speak a bit louder than previous years.” (Angie)

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

SM12 concluded that the top 3 most important things to consider when communicating online are:

1. Whether the method is private or public

2. That the method is age-appropriate

3. What is being shared

“If you want to wish someone Happy Birthday, you could use video call or message them because both are private apps so nobody else can see them.” Logan

“If you needed to make family plans for Christmas, you could make a group chat, making sure everyone agrees to it but everyone gets the same message at the same time.” Ella

“If someone wanted to share a photo with as many people as possible, they could put it on social media - you can set your account to private instead of public if you need to limit the people who see your posts. There are age restrictions for using social media.” Abbie

In SM10’s first yoga lesson, the children were able to practise some yoga poses as well as put several together to learn a yoga flow. The class concentrated really well and managed to keep their minds focused whilst being respectful of others in the room. They practised focused breathing and were able to move fluidly from one pose to another. At the end we used the word ‘namaste’ to close the lesson respectfully.

“I feel calm when doing yoga. It calms the mind and stretches muscles.” (Loki)

“Yoga is calming and relaxing and gets you back into the green zone.” (Jack)

“I liked how peaceful the whole lesson was. I feel like my muscles and mind are stretched and exercised.” (Betsy)

“Yoga is very calming. You can use it to stretch out your muscles. I am going to use it before my football match.” (Ayva)

“The yoga flow was a thrilling experience. We did multiple poses, but my favourite was the child pose because it was the most calming.” (Poppy)

“Yoga is a calming exercise for the brain and it releases anger and negative thoughts.” (Hetansh)

In this first session, the children developed their skills learning about four types of passing: chest, shoulder, overhead and bounce. We worked on correct hand and foot positions for both throwing and catching the ball. In netball, throwing is an attacking skill as a team invades another's space. The children worked well in small groups, attacking and defending.

A bounce pass is good of a defender has their arms out in front of you - Luca

Shoulder passes are the most powerful as you can push from your foot, all the way through your leg, shoulder and arm - Ollie

For short distances, chest passes are best. When you catch the ball you need to pull it right into your body to stop the other team from knocking it out of your hands - Grace

“The purpose of yoga is to stretch your muscles, it can help you to be calm and mindful. It makes us strong and helps us to be flexible.” Avani

“I enjoyed doing the sun salutation and I particularly liked the stretch that the cobra pose gave my body.” Ella

“I liked the different stretches that the poses gave me and it helped me to feel calm.” Yusuf

“Netball is a fun invasion game. Attackers aim to score goals and defenders aim to prevent the opposition from scoring a goal.” Abbie

“The three passes in netball are the shoulder pass, the bounce pass and the chest pass. The bounce pass is the best pass to keep possession of the ball when a defender is in front of you because you can get the ball under the defender’s arms and to your team mate.” Archie

“I found the shoulder pass the hardest today because it can be tricky to get the distance right.” Yusuf

“I found the bounce pass hard to get the power right so I am going to practise this one.” Eliza

“Music can be a morale booster as it can make you feel happier.” Abbie

“Music is important people were worried and upset about family during the wars and music was a sign of hope.” Jacob & Joel

“Music would have been a distraction so they wouldn’t think about the war.” Avani

“Music during WWI was morale boosting and upbeat. In WWII it was more slow and sentimental.” Violet

“Pack Up your Troubles is allegro (quick tempo) and was sung in WWI.” Noah & Yusuf

“We’ll Meet Again, as song sung by Vera Lynn during WWII, is delicato and adagio (delicate and slow).” Eva

“When music is slow (adagio) like in WW2 it makes me feel relaxed. When it is fast (allegro) like in WW1 it makes me want to dance.” (Betsy)

“Vera Lynn sang ‘White Cliffs Of Dover’ and ‘We’ll Meet Again’ to soldiers and for factory workers, like those in Coventry, as well during World War Two.” (Harry)

“The song ‘It’s a Long Way to Tipperary’ is an up beat song with a good tempo for marching (marziale), so it’s from World War One.” (Matilda)

“I think the hardest pass was the shoulder pass, but it’s good for throwing a long distance.” (Finlay)

“The bounce pass can be used to outsmart a defender so you can get the ball past them.” (Harry)

“You use the chest pass to pass the ball short distances to a team mate and it was easy to get better at during the lesson.” (Bobbi)

“Trousers in French is ‘un pantalon’. It has the masculine determiner ‘un’.” (Jacob)

“An item of clothing that uses the feminine ‘une’ is a skirt - ‘une jupe’. (Isla)

“Qu’est-ce que tu portes? means What are you wearing?and we can answer the question with Je portes…” (Hetansh)

“Je porte un pull vert et des chaussures marron means I am wearing a green jumper and brown shoes.” (Millie)

“In French the colour adjective goes after the noun to describe it. In English we put the colour adjective before the noun.” (Theo)

“You can use internet instant messaging like WhatApp when you are over 13 to send text, video, audio and images in two-way conversations either one-to-one or in a group chat: one-to-many.” (Jacob)

“Padlet is public communication where we can share images, videos and text to the public like our families. There are no adverts and it schools can use it without an age limit.” (Aria)

“I would send a birthday message to some using a video call or internet instant messaging like WhatsApp” (Adrian)

The music from WWI makes you want to march so we can use the words allegro and marziale, which means military style, to describe it. - Jake

In WWII people were really missing their families, many had already lost brothers, sons and husbands in WWI; because of this the music was very sentimental -Poppy

The word amoroso means loving, we can use this to describe music from WWII - Tegan

“A conductor is a material which allows electricity to flow through it. Metals are good conductors.” Harrison

“An insulator does not allow electricity to flow through it and could be rubber.” Reilly

“A circuit is complete when the wires (or equivalent such as tin foil) are touching the cell or battery and another component such as a lightbulb and it works/lights up.” Violet

Yoga looks easy but you have to really concentrate to hold the stretch in the right way. Leah

Yoga can help you get better in any sport because it increases strength, stamina and suppleness - Finn

Completing the side-plank was extremely challenging - you have to engage all your core muscles - Ruhanni

‘We made a circuit by using a cell, switch and a component (a motor, bulb or buzzer). We made the switch from a peg with foil on the ends. When we pinched the peg, the foil conductors joined turning the component on.’ (Harry)

‘The switch completes the circuit when it is closed and breaks the circuit when it is open.’ (Matilda)

‘A food blender has a switch to turn the power on and off.’ (Hetansh)

‘A lamp has a switch and is used to turn the light on or off.’ (Isla)

In pairs, the children then created their own short yoga flows using a variety of poses of their choosing. They had to choose poses that flowed into one another and focus on control and balance.

“The breathing practice helped me to feel calm and relaxed before moving into the yoga flows. It helped me to feel mindful.” Jacob

“I liked the butterfly pose because it felt like a good stretch for my legs.” Imogen

In our pair, we chose the fox pose because it flowed well into the high plank.” Yusuf and Archie

“Creating a yoga flow with a partner was really fun. We challenged ourselves by adding more poses to our flow.” Arrietty and Tanvi

“It is important to find space in a game of netball because it makes it harder for the opposition to intercept the ball.” Harrison

“It is important to find space in a netball game because it gives you more room to pass to your team.”

“I enjoyed playing a game of netball at the end of the lesson because it was fun to put the skills we have been learning into a game.” Jack

“I enjoyed playing a game because I learnt more about teamwork and how we can work together.” Ella

“Circuit 4 wouldn’t work because the wires weren’t connected from the cell to the switch” (Taio)

“The circuit worked because the battery and bulbs were connected correctly with wires to make it complete” (Millie)

“Circuit 2 didn’t work because the battery wasn’t fully connected to the motor” (Miko)

“Number 3 did work because all components in the circuit were all properly connected by wires to the cell” (Aria)

“Circuit 5 won’t work because there is no cell to act as a power source” (Hetansh)

“”The sprouts were spheres and fad some flavour but I didn’t like it. I’ll give it 2/10.” (Ayva)

“The green peas were sweet and soft - I gave them a score of 7/10.” (Parker)

“The broccoli was my favourite. It was green and looked like a tiny tree! Its texture was nice and crunchy.” (Sophie)

“I gave the butternut squash 7/10. It was a light orange colour and tasted like a mixture of carrot and pumpkin. It had a very squishy texture.” (Valentina)

“We had to use the bridge technique to cut the onion in half and then the claw technique. The onion was probably the easiest to cut because without the skin it cut really nicely into little pieces.” (Aria)

“We used bridge and claw cutting techniques. The onion was the easiest to cut.” (James)

“After cutting the onion in half with the bridge technique the half sat firm and steady on the chopping board so we could chop it up using the claw technique.” (Theo)

“Onion appeared in every soup we evaluated.” (Kabir)

“The ingredients vary for the different soups so that they don’t all taste the same and there are lots of options for different people.” (Loki)

There are different ways that people gain power over others and that they can only use this power if you let them- Issy

An adult might have power over a child but they can use this to help a child or keep them safe - Ollie

Sometimes a group of children may have power over one person, it's really important we stick up for what is right - Poppy

It's harder for other children to have power over you if you stick up for yourself- Lara

When we were cooking we had to think about three things to be safe; making sure our hands and cooking area were clean, chopping the vegetables safely and being really carefully by the hob and kettle - Harlow

We need to keep our food hygienic by washing our hands using soap and hot water to kill any bacteria. We have to do the same when we wash up and wipe down our work areas - Grace

When I chopped up my onion I used the bridge method to stop the onion rolling around and make sure I didn't chop anything but the onion - Jake

I'm really proud of our group's soup, it looks super tasty! Ayush

“First we added the cooking oil to the pan and fried the onion. Next we put in the carrots and the potato. Last of all we added the peas and vegetable stock. It boiled for about t minutes before we blended it.” (Sophie)

“I think the easiest vegetable to cut was the carrot and the onion was the hardest. We used the bridge and claw cuts.” (Chloe)

“My group made cauliflower and carrot soup. It tasted mostly like cauliflower and not really liked carrot. I enjoyed making and eating the soup.” (Loki)

“The soup tasted great! Cauliflower, carrot and onion is an amazing mix. I’d want it eat it and make it all over again!” (Miko)

“My mum really liked the soup. She said it had that rich smell and taste!” (Melek)

“The countries who were on Britain’s side were called Allies, The countries that fought with Germany were called Axis.” (Theo)

“To find the countries we had to use the index in the back of the atlas and then search the page to find it. Then we had to identify and colour our own sheets with the Allies in green and the Axis in red.” (Isla H)

“Britain fought with its Allies like France, USA, South Africa, Russia and Australia.” (Matilda)

“The Axis powers included Germany, Italy and Japan.” (Adrian)

“In netball when you land, you can’t move with the ball, but can only pivot on the spot.” (Loki)

“Each player had to pass the ball within 3 seconds. This is hard when your team mates can’t get around the defenders who are blocking their way.” (Harry)

“To be able to score a goal, we had to move into a space where the defenders weren’t and pass the ball like a chain. We could use chest pass, bounce pass and shoulder pass. We got better as we practised.” (Ayva)

“I really enjoyed tasting my soup. It was very smooth after being blended and it was full of flavour. I could taste the peas and carrots.” Violet

“I liked the sprouts flavour of my soup. The potatoes helped to thicken the soup nicely.” Jacob

“I could really taste the sprouts in my soup and the broccoli gave it an interesting texture.” Laila

“For this computing lesson, we learned how to make scores for a game different. We were asked to name our variables but weren’t allowed to use spaces, so we used underscores (_) instead. We made our own flags from different countries for our sprites on Scratch.” (Valentina)

“We used the full extent of a variable, naming them and making them change. Furthermore, I tried to make mine as realistic as possible by adding speech as a live commentary of a football match!” (Hetansh)

“An octave has eight notes. This word has the same root (oct-) as octopus which has eight legs!” (Adrian)

“When the line on the graphic score goes up the pitch is higher but when the line goes down, the pitch is lower.” (Betsy)

“As well as annotating my score with the SOLFA pitches, I was able to add the names of some of the notes on the stave too.” (Valentina)

“I quickly identified all the different pitches on the score for ‘The White Cliffs of Dover’. The highest pitch was Do*” (Taio)

"It was really fun working with my partner and using my fractions knowledge." Reilly

" It was a challenge solving some of the clues but I enjoyed combining fractions with some festive fun!" Lara

" I have had to simplify fractions and find equivalent fractions to solve some of the clues." Archie

After listening to the parable of The Tenants in the Vineyard, we discussed how this could apply to people in the world. I think that moral of the story is that Christians should listen to God as he is always trying to help people, even if it might not feel like it. Grace

I thing Jesus was a teacher-King. He tried to teach people gently through stories rather than just telling them what to do - Tegan

Jesus wanted to make peace - the Kingdom of God should be peaceful. Lucy

I think Jesus would want us to look after nature - that is the Kingdom of God - Katarina

After reflection and discussion, Year 6 created some beautiful artwork to represent their interpretation of the Kingdom of God.

“I really enjoyed exploring the Advent Trail because it really helped me to reflect on the real meaning of Christmas.” Arjun

“Christmas is about the birth of Jesus and the Advent Trail reminded me of that.” Tanvi

“It was nice to go out and do some learning in an active way. Going round the Advent Trail helped to remind me of the Christmas Story and why it is so important to Christians.” Archie

“I enjoyed creating a yoga flow with my partner. Yoga helps me to feel relaxed and focus on my breathing.” Jacob

“We used the candy cane pose, the Christmas tree pose, the Mrs Claus’ cat pose, the Christmas pudding pose and the Christmas present pose.” Abbie

“We really enjoyed making our own WWII radio broadcasts as they would have boosted morale because they were so enthusiastic and merry.” (Ella and Avani)

“The wartime radio broadcasts we made spoke about hope and peace. This should be remembered every Christmas - not just in wartime.” (Lara)

“The singalong made us all feel so positive. It helped us understand how it would have boosted energy and morale in World War Two.” (Luca)

“My favourite activity was the make do and mend Christmas decorations because it showed us the struggle people had with lack of materials during wartime.” (Charlie)

“I feel real empathy with the evacuees because they were separated from their families during Christmas. I can’t imagine not having my family with me.” (Tegan)

“I learnt how evacuees and their host families might have shared food rations at Christmas.” (Ella)

“We really enjoyed making our own WWII radio broadcasts as they would have boosted morale because they were so enthusiastic and merry.” (Ella and Avani)

“The wartime radio broadcasts we made spoke about hope and peace. This should be remembered every Christmas - not just in wartime.” (Lara)

“The singalong made us all feel so positive. It helped us understand how it would have boosted energy and morale in World War Two.” (Luca)

“Our broadcast included the Jingle Singers performing ‘We’ll meet again’ as well as encouraging messages to the brave troops from evacuee children here in Britain. It was lots of fun to plan, rehearse and perform to the class.” (Melek, Aria and Betsy)

The experience was designed to help pupils think carefully about vocabulary choices so that they evoked a feeling and made descriptions precise.

The Liquorice tea had a very fresh and sharp flavour -Issy

It's really important to choose your words carefully when you describe the tea; if you just say it's 'nice' it doesn't explain how it tastes or looks - Leah

Although the Cranberry and Orange tea had a sweet aroma, the aftertaste was rather bitter - Tegan

“When I encouraged my partner in the sprinting challenge, they moved faster.” Tanvi, SM12

“I want to try to improve my stamina for running.” Avani, SM12

“I found that the exercises where I needed to use my legs told me that my legs are strong.” Lara, SM12

"I enjoyed the running in our lesson; it will help me get fitter." Luca, SM11

"We stretched first to make sure that our bodies were ready to do the exercises." Ameliah, SM11

"I enjoyed the T-shape running because I think it will help with my agility." Oscar, SM11

"At the first station, I was really slow but each time I got quicker and better at it." Betsy, SM10

"The more I ran, and the faster I ran, made my heart beat faster." Miko, SM10

“I had to tuck my chin in to do the forward roll. I need to improve on my momentum to try and stand up at the end.” (Harrison)

“For the straddle roll, you have to keep your legs very straight and you need lots of core strength.” (Valentina)

“I had to tuck down and pull my chin into my chest to do the forward roll. To get better at the straddle roll, I need to roll onto one shoulder to my back and then over to the other shoulder quicker.l (Freddie)

“For the front roll you need to stand straight, bend your legs, hands on the floor, tuck your head between your legs and then roll quickly to be able to stand up at the end.” (Sophie)

“The lesson was really fun and kept us energetic. I liked the straddle roll more because it was fun to do and I could see my friends were good at it too. I think I could improve on it by keeping my legs straighter.” (Ella-Rose)

“Counter balance is when you and your partner work together to balance in a position; you have to push against each other.” Logan, SM12

“Counter tension is when is when you are pulling away from your partner to hold a balance. Pulling away creates tension.” Mahdia, SM12

“I think that me and my partner had good teamwork so we were able to use different balances in a sequence using counter balance and counter tension.” Ella, SM12

“I would like to improve on my partner balances because I found some easier than others but some were a bit tricky.” Eliza, SM12

“One of the balances we did was the dish balance. I found it tricky at the start to hold the shape but I started improving and could hold it longer.” Betsy, SM10

“I think counter balances were ok. The tricky but was trusting your partner and knowing when to go into the balance and to coordinate with each other.” Ayva, SM10

“I have improved in holding the dish balance. Me and my partner had a really good counter balance.” Oliver, SM10

"I enjoyed try new balances with my partner. We worked on trust and partnership." Tegan, SM11

"I enjoyed doing all of the balances but I particularly like the counter tension balances because they were more challenging." Lara, SM11

"I like the stretches that we do at the start of our Indoor PE lessons as it helps my body to prepare for the lesson." Oscar, SM11

This time, the story was linked to our India topic in Geography. There were also links to RE as the story was from the Hindu tradition: How Ganesha got his head.

“I liked how Jason had good prosody, his actions and invisible props; he made them seem to real!" Aria (SM10)

"I liked how he talked about other parts of mythology as he told the story. It was good how Jason got the audience interacting." Finlay (SM10)

"The tips I picked up are: be imaginative and speak in different tones." Jack (SM10)

"I think that the storyteller's actions and his expression really helped to tell the story." Simrit (SM11)

"I really enjoyed how Jason did actions, the realism and how he changed the volume of his voice during the story." Hukum (SM11)

"I liked the story Jason told because it was mythical and linked to our topic at school." Ameliah (SM11)

"A good storyteller uses actions to help tell the story, just like Jason did today with the trident." Corin (SM12)

"I enjoyed that Jason put so much feeling into the story." Angie L (SM12)

"I enjoyed the fact that Jason did lots of cool and funny sound effects which really made the audience feel as though they were living in the story." Mahdia (SM12)

“Sequences are interesting when you do them in sync.” Taio, SM10

“I got better at the sequences when I was practising them. Practising helped the sequence to flow well.” Aria, SM10

“Sequences are interesting when they have a good flow and it is calm and concentrated.” Betsy, SM10

“We were in groups of 4. We included synchronisation and canon in our sequence.” Grace, SM11

“We put synchronisation and canon into our sequence to make it an interesting performance.” Thomas, SM11

“It was really fun performing our synchronised routine with jumps and performance elements. It was fun to choreograph it in groups.” Lara, SM11

“In my group we worked as a team to create the best sequence using different performance tools.” Ella, SM12

“The performance pathways made our sequence more interesting but also more challenging to put together.” Arjun, SM12

“The groups working in synchronisation had practised well so that they carried out their moves at the same time.” Lara, SM12

“We used direction to develop our dance.” Ella, SM12

“We were confident in our dance sequence performance because we used big gestures and we were energetic.” Violet, SM12

“Practising our dance phrases helped us to keep the rhythm and work in time with our partners.” Yusuf, SM12

“I enjoyed when we were doing the different types of canons. Making our own sequences was lots of fun.” Poppy, SM10

“When we were in a circle and we all did the canon, it was the best. I would try to improve on my timings next time.” Betsy, SM10

“I enjoyed how we made dances using different moves. Trying to be in sync with our partners was fun too.” Kabir, SM10

“PE was fun because the body percussion was something different. The stomps and claps sounded and looked good when you did them in time with each other.” Jovun, SM11

“I enjoyed making our own dances with body percussion in groups because there were so many phrases we could use to make our dance unique.” Lara, SM11

“Learning to dance the phrases in unison was really fun.” SM11

“I felt very proud of my talk on jigsaws. I would interact with my audience a bit more next time.” Ovi

“I really enjoyed getting to know people more and what they enjoy through their talks. Everyone spoke clearly and with prosody.” Laila

“I felt nervous about my talk on snakes but was happy doing it to a small group. Next time I would do it in front of the whole class.” Millie

“I really enjoyed watching my friend’s Shine in the Spotlight because she is really passionate about Stagecoach performing arts and now I really want to do it too! She used good prosody and was really enthusiastic.” Lara

I felt proud and confident about my speech on football because I kept eye contact and I spoke with prosody. Next time, I would add a PowerPoint and some extra facts to improve my speech further.” Harry

I felt nervous when I did my Shine in the Spotlight because I’m not used to talking in front of people, but afterwards, I felt really good!” Corbin

“I felt nervous at first talking about my hobby: squash! But I overcame my fear. Another time, I would try to engage more with my audience.” Jacob

"I really enjoyed listening to my buddy tell me about their book and read to me as she was very enthusiastic. I also found it really nice to read back to her and I think she enjoyed listening as well." Eva

"I really liked being able to explore a new book as a class, which we were given in Worship. I enjoyed it because we all sat together and listened to a really good story." Lara

"I really enjoyed sharing my book with my buddy. They were excellent readers and very good to listen to." Laila

"I dressed up as Lottie Brooks from the book series. It was really fun to see everyone's costumes and what they find comfy to read in." Violet

“I liked helping my buddy with words they didn’t know. This helps improve their vocabulary.” (Theo)

“I enjoyed listening to my buddy read and we would like to do it again. We can show the value of service at school this way.” (Valentina)

“We discussed books that we both like as well as reading. I discovered that my buddy likes comic books.” (James)

“I was surprised and impressed that a book of 500 pages was being read by my buddy. That’s amazing!” (Aria)

“When we went to church today, we had a fun murder mystery to complete. I enjoyed this very much because we used detective skills to find out who got killed and who did it. We learnt that Jesus died to help humans.” (Avani)

“At the Easter murder mystery I liked how interactive it was. I learnt that everyone contributed to Jesus’ death.” (Lara)

“I enjoyed that the experience showed the message while being really fun and turning our brains on to use our detective skills.” (Yusuf)

“The benefits of not being impulsive are safety, health, financial and academic. For safety it’s about staying safe near roads and making the right choices.” (Betsy)

“Make sure you are paying attention to the road because if you are on your phone, you might not see what is on the road. This could mean you (and others) get hurt.” (Sophie)

“Whatever you do on the roads can be dangerous. Not paying attention and being impulsive might lead to an accident which has a ripple effect on you, your family, friends and others in the community.” (Isla)

“I think the most important message was not to have your phone out all the time. Put it in your pocket when crossing roads and don’t get distracted by it.” (Farhana)

“The main motivators of impulsivity are: mobile phones, time, travel, emotion, fear of missing out and headphones.” (Hetansh)

“Safety is a benefit of not being impulsive because if you were listening on headphones or getting distracted by your phone, that is being impulsive and isn’t safe. Being safe is concentrating on what you are doing and not being impulsive.” (Harry)

“I learnt that some people are born impulsive and some people aren’t. You are most impulsive when you are in Year 6, 7 and 8 because of hormone changes in puberty!” (Matilda)

“The most important thing is to get home safely every day!” Bobbi

“Believing in the resurrection helps Christians to live a better life.” (Millie)

“The resurrection of Jesus gives Christians hope of a life in heaven alongside God and Jesus after death. It shows Christians that Jesus was special and we wouldn’t celebrate Easter if the resurrection didn’t happen.” (Harry)

“Christians have hope that life doesn’t end after death due to the resurrection.” (Hetansh)

“The resurrection helps Christians lead a better life while alive, as they have the chance to go to heaven when they die of they live well.” (Oliver)

“Shakespeare invented a lot of words that we still use today such as: gloomy, glow, hint droplet.” Lara, SM12

“Shakespeare coined compound words including ladybird.” Harrison, SM12

“Shakespeare used lots of amusing and funny words including compound words and onomatopoeia.” Theo, SM10

“Shakespeare made up a lot of words. I enjoyed using compound words and found some of them amusing,” Isla S, SM10

“In Maths, we displayed the data we had about deaths from the plague in Stratford-upon-Avon using a bar chart.” Finley H, SM1a

“There was too much data to start with so we used a tally chart to group information. We used the data from the tally chart to draw a bar chart.” Anaiya, SM11

“We made sure our bar charts had titles, labels and that our scales were drawn with even intervals. Our charts showed us that in total, 30 people in Stratford died from the plague in September 1564.” Leo, SM11

The children worked in groups using phrases that were specific to the style and collaborated to prepare for a performance.

“My favourite style was 70s. The disco finger and grapevines were two moves from that style.” Laila, SM12

“I enjoyed working in a group to choreograph a dance. We had fun and worked well together. Some of our dance phrases were done in unison and some were in canon. To improve, we need to practise to perfect our routine.” Olivia, SM12

“Dance was really fun because it gives you an opportunity to express yourself and find the rhythm of the music.” Lara, SM11

“The dances were all really different. It was joyful and that makes me want to do it again.” Jovun, SM11

“I enjoyed the contemporary dance because we could make up our own moves. This way we were able to express ourselves.” Theo, SM10

“I really enjoyed the Banghra dancing because the moves flowed well together.” Miko, SM10

“In France the tradition is that all the church bells fly to Rome on the day before Good Friday and then return full of chocolate eggs on Easter Sunday.”

“Easter in France is called Pâques. To say happy Easter, it’s Joyeuses Pâques.”

“Some traditions are the same as in the UK, such as going to church, a Palm Sunday service and Easter egg hunts, but the chocolate eggs are left by the church bells returning from Rome, not the Easter bunny.”

“We needed to catch the ball above our heads with fingers and thumbs making a triangle underneath the volleyball.” (Miko SM10)

“To be ready at all times, I needed to keep my feet moving, on my toes to be successful in making sure the ball didn’t bounce.” (Oliver SM10)

“PE was fun because of the different throws and catches like high point (catch above the head) and the fast catch volley. I also enjoyed the team work, but sadly I lost!” (Jovun SM11)

“PE was fun because we did lots of different activities and at the end we did matches with high point catches with partners. I got better at this during the lesson.” (Lara SM11)

“We had to be in the ready position to be able to move so that we could be under the ball to catch it high above our heads.” (Logan SM12)

“A fast catch volley is when you catch the ball up high and volley (push) it straight back.” (Abbie SM12)

“I need to focus on where I place the ball to improve at volleyball. You direct your arms where you want the ball to go.” (Reilly SM12)

“To create an explosive movement when sprinting you have to take a big first stride, pump your arms, drive with a high knee and lean forwards.” Avani, SM12

“I noticed that your heart pumps faster the faster you run. This is because your body is working hard to move faster and it is using more energy.” Logan, SM12

“I found it useful working with my PE partner because they gave feedback on what I was doing well and what I needed to do to improve. I need to focus on running in a straight line to improve my sprinting.” Reilly, SM12

“The sprinting was fun because I liked racing my classmates. The pace change was good because it reminded me of training at football. I cannot wait for my next PE lesson.” Jovun, SM11

“I’m PE, we did lots of running and we learned that doing certain things to make you run quicker. I really enjoyed it because I could see how I improved during the lesson.” Ollie, SM11

“Outdoor PE really helped everyone with their form and technique when sprinting. The stamina for training was helpful too.” Lara, SM11

“To change from jogging to sprinting you have to move your legs faster, lean forward and pump your arms back and forth.” Adrian, SM10

“It’s important to warm up before any exercise so you don’t pull a muscle and hurt yourself.” Chloe, SM10

This week, the classes had a chance to demonstrate their knowledge and understanding by creating their own classification keys to group sweets.

You have to begin by thinking of a 'yes or no' question to classify the sweets into two groups, we split our sweets into wrapped or unwrapped. Randhir

As the classification key grows, your questions have to become more precise; for example, you can't just ask 'Is it small?' because that is not very scientific. You would have to ask a question like, 'Is it smaller than 1cm?' Ollie

Using a branch diagram is useful for organising all kinds of information. We talked about how we could use this system to organise information in other subjects such as Computing or Geography. Tegan

I noticed that books are classified in the library and we could create a classification key; for example is it a fiction book? Does it have diagrams? Whenever you are grouping or organising you can create a classification key. Leo

“We had to use a protractor to accurately measure the angle we wanted to aim at and that our opponent aimed at.” Corin

“We used the inner scale and carefully lined up the axis on our panels to make sure the measurement was correct.” Avani

“When we aimed, we had to draw a line on our attacking panel so that we knew which angles we had already tried.” Archie

“It was a fun way to revise angles ready for SATs. The winner was the person who sunk all of their opponent’s ships first!” Violet

“I have improved at the dig and set because I could not pass the ball to my partner using those skills at first but now I can.” Ovi, SM10

“I improved with my set because I kept moving my hands out of position but now I can do it.” Oliver, SM10

“I have improved by being able to do a rally and listening to advice from my friends.” Matilda, SM10

“We used teamwork when passing the ball using the dig method. It was hard but we persevered.” Poppy, SM11

“In PE today we learned about teamwork and resilience. We practised our dig and set shots in rallies.” Finn, SM11

“To improve, I had to practise watching the ball carefully to time my shots right.” Avani, SM12

“We have had to practise getting the ball up high with our dig and set shots to get the ball over the net for a rally.” Olivia, SM12

“To get power in our swing for a discus throw, we learnt back on our back leg and then moved our weight forward to the front leg.” Olivia

“To get the quoit flying a good distance, we had to have a side-on stance and feet apart.” Logan

“We had to swing our arms, in a controlled way, to get a good distance with our throws.” Corin

“Caribbean culture has brought different foods to Britain such as jerk chicken, rice and peas and curried goat! All of these foods can be found at Notting Hill Carnival.” Harrison, SM12

“Instruments such as steel pans came to Britain from the Caribbean. These are played at the Notting Hill Carnival and many children now learn to play them too.” Logan, SM12

“If I went to Notting Hill Carnival (started by Claudia Jones in 1959), I would see people wearing vibrant outfits and costumes, often with feathers, as part of their celebrations of the Caribbean culture.” Jacob, SM12

“If I went to the Notting Hill Carnival, I would see colourful people with amazing costumes hear lots of Caribbean music like samba and steel pans and smell amazing food.” Sophie, SM10

“I would love to go to Notting Hill Carnival because I love to see people’s true energy, taste the food and admire the dance, music and costumes.” Melee, SM10

“I would love to go to the carnival because I would like to hear Caribbean music and see the wonderful costumes. I would also like to dance and have a laugh with friends as well as trying all the different foods.” Alva, SM10

“The Notting Hill Carnival is influenced by the Windrush Generation. The festival brings the community together with its music and is a good example of the Caribbean culture,” Grace, SM11

“The Notting Hill Carnival is a great way of expressing culture in the community.” Ruhanni, SM11

“This amazing and diverse carnival is still running 65 years after it started. Despite the Windrush Generation’s challenges when they arrived in Britain, this ongoing festival shows that their culture has had a big impact on Britain.” Tegan, SM11

I loved the yeast experiment. We put yeast in two bottles. One bottle just had cold water, the other had warm water and sugar. We then put a balloon over the mouth of each bottle. The yeast that had warm water and sugar grew which created a gas and inflated the balloon. It was fascinating. Charlie

I really enjoyed looking at all the photos of microbes - the shapes and sizes were so varied and it was really interesting making our own models with clay . It made me develop my skill of creativity. Tegan

I enjoyed the way Dr Morris ran around the room with post-it notes to see just how quickly we can spread germs - Dylan

I enjoyed learning about bacteria and the conditions needed for growth through the balloon experiment.....it was a fun and creative way to learn. Lara

Dr Morris was inspirational because she told us what each type of scientist does and she made it sound fun and interesting. Loki and Poppy

She showed us how bacteria can spread and we can help prevent that by washing our hands and using tissues if we need to sneeze. Millie and Adrian

Bacteria abd viruses can only be seen under a microscope as they are microscopic. Some are good but some are bad and could make us ill. Valentina

Today, the children were given an ordnance map of the local area and tried to recognise different symbols found on a map. The children also learnt about contour lines which explain how steep a piece of land is.

THEO : I have learnt that the closer the contour lines the steeper the hill is. I have also learnt many symbols on a map that I didn’t know before.

MATILDA : The different places of worship are marked by different symbols as to what they are. Some have towers (with a box under a cross) and some have a dome or spire (marked with a circle under the cross instead)

“The Gideon and Jericho zone taught us that God will give us bravery in the most unexpected times and ways.” Finley

“In the story about Barnabas and Saul, we learnt that Saul went through a big change when God found him. I learnt that even though people might be bad, God can help them through a change.” Ovi

“The story of Moses and the burning bush, shows us that change can be wonderful if we listen to God.” Arjun

“The experience was really fun and it eased of all the pressure of going to Secondary School. It made us realise that change is a good thing that helps you grow and learn new things with God’s help.” Avani

“It was really exciting and interactive and it made me realise that changes aren’t scary and more of a fun experience. We are all very lucky to have the chance to talk about change and how God can help.” Lara

“At church today, I learnt that change isn’t just something different happening, but it can also help you grow as a person.” Finlay

At the end, the children told Mrs Jones that change is good and not something to be scared of. They also said that the change would get easier and God would be with her.

With all this advice the children reflected on things they are looking forward to in the future, like making new friends, subjects with specialist rooms like art and DT, extra-curricular clubs and trips!

“I learnt about a new genre of music called calypso and that it originated in the Caribbean.” (Adrian)

“Calypso music came from the Caribbean and was made to spread news and tell stories around the different islands.” (Matilda)

“In this lesson, I learned what calypso is and I built on my prior music knowledge about the names of some of the notes, such as a quaver.” (Valentina)

“I learned that the quaver is 1/2 of a beaten a crotchet is a whole beat; a minim is two beats and a semi-breve is four beats.” (Farhana)

“I learnt about calypso music and its Caribbean history. I also learnt how to read music and how there are four beats to each bar in this song which can be made from notes of different lengths.” (Ovi)

“I know that online sometimes people can pretend they know you but are actually strangers. We shouldn’t speak to people we don’t know.” Grace

“Anti-social behaviour (ASB) is rude, bad manners.” Ovi

“Vandalism, including graffiti, and breaking things is ASB.” Finley

“We should be respectful for example on trains there’s quiet zones and we should respect that by being quiet.” Lara B

“If you see ASB you should tell an adult if you can’t see a police officer.” Lara M

“If I feel unsafe online, I’ll talk to my parents or a trusted adult who can block the person.” Olivia