Year 3- Class Debate- Is it more important to understand the history or the present Black community to celebrate Black History Month?
Today, Archie and Frankie led a class debate focused on the key question: Is it more important to understand the history or the present Black community to celebrate Black History Month? Year 3 showed excellent critical thinking, arguing that it is essential to learn about both the past and the present in equal measure to truly celebrate the Black community's contributions and journey. We also reviewed the previous class meeting, the majority selected listening to calm music or a story to help them feel relaxed. We're putting that into action now: we will play calm music while the children collect their bags and put on their coats, before we move into our class novel reading.
Online Safety: Memes
More than just a meme! This week’s #WakeUpWednesday guide unpacks the risks behind meme culture, from misinformation to mockery and how adults can help young people scroll safely. Download your FREE copy here >> https://vist.ly/4agin
Whole School Worship - Preparing for Harvest Time
This week in worship it has been a time of reflection. We thought about some of the many injustices around the world with the aid of picture and video prompts. The children explored what they saw in the video and explained the injustice of each situation. Mrs Ham then talked about the causes we are supporting this Harvest and we celebrated the charitable efforts made so far by members of our school family. Then it was over to the children as they taught the teachers how to sing a Harvest song in Zulu. We’re all in for a treat at the Harvest service next Thursday.
Year 4 - French: Quelle Heure Est-il?
This week in French, the children used their knowledge of numbers and combined this with new learning about telling the time in order to answer the question, “Quelle heure est-il?” To embed the vocabulary, the children created French clocks and played lots of speaking and listening games before writing down useful phrases.
Year 5 - PSHE
In PSHE, we explored how children can be assertive in their friendships so that they can keep themselves safe. We discussed the difference between being too passive and too aggressive, with assertiveness being a middle ground. We role played how to be assertive by using politeness humour and problem solving to maintain friendships while also establishing clear boundaries.
Year 5 - English
Our new topic in English is narrative poetry and we are starting to learn the poem The Highwayman by Alfred Noyes. We analysed its structure and use of figurative language such as metaphors and repetition before performing the poem with our own physical actions. Such movements help the children memorise the lines and help make English lessons fun and engaging.
Year 6 - LBQ Maths
Today, Year 6 demonstrated excellent focus and determination during their arithmetic practice using LBQ. Pupils worked carefully through a range of challenging questions, applying their calculation strategies with increasing accuracy and confidence. It was fantastic to see such perseverance and enthusiasm.
Year 1 RE: God as a Creator
This afternoon, we started our new topic about Creation. The children had 5 minutes to create anything they could choose, either drawing something or building something. They then thought about how they felt when they are creative, whether they found easy or tricky and if they had an idea straight away or if their idea changed whilst they were making something. Then we learnt about the Creation story in the Bible. It took God 7 days to make our earth and all of the living things. We then sequenced the story to solidify our understanding.
Year 3- PSHE- Understanding good and bad DARES
Today in our PSHE lesson, we talked about dares and what they mean. First, we came up with a definition for a dare and discussed how some dares can be good, while others might not be. The highlight of our lesson was a role-playing activity called "Dan's Dare". We used the Teacher-in-Role strategy, where the teacher acted as a character named Dan who had a tricky situation with a dare. We learned about how Dan's friend, Zak, used persuasive language to try and get him to do things that made him feel uncomfortable. Afterward, we discussed what Dan could have done differently to stand up for himself. We also role-played a few dares to see what they look like in real life. We practiced a "good" dare, like hugging a friend , which is a fun and positive way to be daring. We also discussed and role-modeled a situation that wasn't a good dare, such as daring someone to hit someone, and talked about why that might be a wrong choice. This helped us understand how to recognise what to do if we are ever asked to do something that makes us feel uneasy.
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Year 5 - Art
The children planned and produced their imaginative interaction installations using a wide variety of materials and light sources. The pieces were inspired by a range of real world issues such as plastic pollution, the raw power of volcanic activity and the exploration of space. Children worked together in groups and showed great teamwork, proactively solving problems with conversation and compromise.
Year 5 - Science: Rusting
Year 5 continued learning about chemical reactions by exploring rusting: the reaction between iron, water and oxygen to produce a new substance. The children defined rusting and corrosion before starting an experiment to see how the reaction can be sped up using saltwater or slowed down using painted iron.
Year 6 Learn About the Journey of Hajj with Miss Kachwalla
Today in Year 6, Miss Kachwalla taught an R.E. lesson about Hajj. As someone who has personally experienced Hajj, Miss Kachwalla shared her knowledge and reflections to help the children understand the importance of pilgrimage in Islam. The lesson began with the key question: “Why do people go on a pilgrimage?” The children shared many thoughtful responses, such as: People go to feel closer to God. It’s a way to express gratitude to God for everything He has given us. Pilgrimages help people to forgive others and start again. People go to remember important stories from their religion. It’s a special journey that helps you think about your faith. Year 6 then had an opportunity to ask Miss Kachwalla questions about her own experience. They were curious and engaged, asking things like: Why do people wear white clothes during Hajj? Why do Muslims have to go on Hajj? What happens when you get there? Miss Kachwalla explained that women have the freedom to wear any modest, loose-fitting clothing that is not white, but many still choose white or light colours for comfort and to symbolise purity. Men wear white on Hajj to symbolise equality, as the simple, unstitched cloth called Ihram removes signs of wealth and status, making everyone look the same before God. The white colour also represents purity and cleanliness, reflects the simplicity of life and death, and can offer a practical benefit by keeping the body cool in the heat. After all, it is one of the Five Pillars of Islam, a key act of faith and obedience to God. She described the experience as deeply spiritual, with people from all over the world coming together on the same day to worship, pray, and celebrate their shared faith. The children learned that Hajj is a joyful and humbling experience, a time of unity, reflection, and devotion. It was a truly inspiring lesson that helped the class understand the deeper meaning of pilgrimage and the strength of faith that connects people across the world.