He huffed and he puffed and was boiled alive…

Try to find time in independent learning to read and comment on the newspaper articles by Faisal, Patrick and Daisy.  Have they achieved the style and tone of a newspaper article? Can you spot use of the passive tense?


He huffed and he puffed and was boiled alive

by our crime reporter Faisal Amin

Yesterday, three little pigs were arrested for the murder of Mr B B Wolf, who was found dead in a cooking pot in the brick house belonging to the eldest little piggy.

It is understood that at 3:00 in the afternoon, Mr B B Wolf tried to enter the straw property, crafted by the smallest brother, Charles Pig.  When refused entry, Mr Wolf blew down the house leaving nothing standing.  Managing to escape, Charlie Pig ran off to the second brother (Alfred Pig), seeking refuge in his home.  

But not far behind, the wolf had followed the trail to his brother’s home,trying again to obtain access into the abode.  When they refused, he blew down this house too, again leaving nothing standing.

Neighbours report that they had then seen the two pigs escape to their eldest brother, Thomas’s house. They said that a wolf was chasing after the pigs, knocking on their door and demanding access.  Mr Wolf was then seen climbing into a chimney and, shortly afterwards, witnesses heard the disorientated howl of a wolf in pain and contacted the police to make sure no harm had been done.

We have spoken to the eldest pig, Alfred, who told us that Mr Wolf had been threatening them all day and that the boiling water was not put there on purpose.  “We were simply cooking dinner; it’s not our fault if he fell in,” they insisted.  

Mrs Wolf pleaded: “My husband would never harm anyone, nor blow up a house.”  She added: “He was a vegetarian and those unworthy pigs should receive nothing but a life sentence.”

Since the accident, people have been moved into brick houses to protect them and their family from danger.  Police are also rumoured to have taken a final look through Mr Wolf’s house and unexpectedly found three pieces of meat in his bins.  Police expect the trial to begin next week


The Death of Big Bad Wolf

by our crime correspondent Patrick Solis

Yesterday afternoon, three pigs were accused of the murder of Mr B B Wolf, who was found dead in a cooking pot at the house belonging to the eldest pig.  

It is understood that yesterday morning Mr B B Wolf visited a straw house that belonged to the youngest pig.  Witnesses report that the wolf threatened the pig with a huff and a puff and then blew the weak house down.  He ran next door to his brother’s house which was made of sticks but was followed by Mr Wolf. Once again, he huffed then he puffed and then he blew the house into a pile of rubble.

At this point, two pigs were seen fleeing from Mr B B Wolf so they could take refuge at their oldest brother’s house, which was made of bricks – but they were again followed by Mr Wolf.  He was again heard to be demanding to be let in but was again refused.  Unable to blow down the sturdy house of bricks, Mr Wolf was then seen climbing up the drain pipe and down the chimney.  The police were contacted by the neighbours when they heard a disturbing howl.

Five minutes later, an armoured police car arrived at the scene.  The police entered the house and they came out with a bag containing the body of Mr B B Wolf and were followed by the three Pig brothers in handcuffs.  

We spoke to the oldest pig brother who said he was sorry for boiling Mr Wolf alive but that it had been an accident.  “We were only making dinner when something fell into the pot,” he claimed.

Mrs B B Wolf was shocked when she found out about the death of her husband.  “He would never eat the pigs because he’s a vegetarian – and he isn’t that strong to blow a house down,” she affirmed.

The trial of the three pigs is set for two weeks’ time in London.  Meanwhile, relations between pigs and wolves are at an all-time low.


All a misunderstanding

by crime features editor Daisy Hogan

Yesterday afternoon, three pigs (Chase, 22; Jack, 24; and Jonathan, 28) were arrested for the murder of Mr B B Wolf.  

It is known that in the early afternoon of May 12, Mr Wolf visited Chase’s home.  Demanding to come in, but being refused, he blew the house down.  The young pig ran to his elder brother’s house where he stayed until he thought he was safe.  When he was shooed out by his sibling, horrible scowling was to be heard outside the small house.  Thinking he could gain access, Mr Wolf blew this house down too.

Neighbours report seeing the two pigs fleeing to Jonathan’s house.  However, Mr B B Wolf is reported to have turned up yet again to attempt blowing down the last of the pigs’ abodes.  When he was unable to do so, he apparently climbed down the chimney and found himself in a large cooking pot.

Within two minutes, armed police and police dogs were at the house.  A large body bag was taken out of the building with dripping contents.  Following were the three pigs, all in hand-cuffs.  

We spoke to the youngest pig and he claims that boiling Mrs Wolf was all a misunderstanding.  “We were simply making stew (other mother’s recipe) when he shot down our chimney!” he said.  “It was like he thought there was going to be a swimming pool at the bottom,” he added.  Mrs Wolf told us that her husband had asthma and could hardly blow up a balloon let alone a house.  “He has three pups on the way – I am sure he wouldn’t throw himself down a chimney!” she wailed.

The worst part is that small children had to witness the awful scene.  “I walked past my favourite neighbour’s house so he could help me plant my garden, only to see him taken out in handcuffs,” a six-year-old girl told us.

Most local pigs are moving out of Carosbury village because of the wolves.  After further investigation, it has been said that old bones have been disposed of in bins at Mr Wolf’s house.  


CCTV should be installed in schools

Here’s the case made by Temmyyaa and Daisy.  What do you think of the tone they achieve in their writing?  Pick out some things you like about their work.


For the past decade, closed circuit TV (CCTV) cameras have been widely introduced to public spaces – shops, airports, streets and more.  This is in order to stop crime: graffiti, theft, speeding and violence.  In the United Kingdom, there are an estimated four million cameras in use – more than any other country in the world!  Despite the billions of pounds that have been spent on this technology, the general public believes it provides value-for-money and that it’s a clear benefit to society: it makes people feel safe, makes people feel comfortable, and most of the time solves the problem.  

Not only are CCTV cameras on every corner or in every shop, but they have now been introduced to schools.  This stops bullying, helps prevent vandalism and theft, and it helps make children feel safer.  Children will feel safer when there are cameras where teachers are not present because they know that the threatening or bullying behaviour will decrease.

In summary, it has been shown that CCTV has helped children to feel safer in their environment.  Cameras should be installed in classrooms and in playgrounds to stop bullying, vandalism and theft.



Over the past fifteen years, CCTV (closed circuit TV) has been introduced all around the world – around 25 million cameras world-wide.  With the UK owning 10% of them, the average adult can be seen on camera up to 300 times a day!  Airports have lots of cameras for security reasons: Singapore airport has 3000 (and counting).  Most people feel safer with CCTV installed.  It has been shown to reduce a wide range of crimes and anti-social behaviour.

Moving to secondary schools, most already have quite a few “hidden eyes” so teachers can see what children are doing when they’re not around.  Although primary schools don’t have any cameras in classrooms, they should have cameras to catch culprits of vandalism.  In this way, when a child breaks or damages something, teachers know who needs to replace it.  The money that schools save can be used on equipment for PE.

A further consideration is the use of cameras to ensure people feel safe.  It is every child’s right to feel secure when on school grounds.  It is believed that if CCTV were to be introduced, no child would be tempted to even try to bully anyone.  The cameras could be placed where not so many teachers would be but in places where there would be children.

In summary, CCTV has proven itself to be effective enough for school use:  it prevents bullying, reduces theft and, best of all, makes children feel safer and happier when on school grounds.  CCTV should be installed in every school in the country.


Iraq and Gulf wars – Daisy’s family history

Daisy’s dad and grandad, John and Joe Hogan, spoke to the class about two of the most recent wars that the British army has been involved in.  John fought in the war in Iraq (2003) and Joe the Gulf War in Kuwait and Iraq (1990/91).  Both vividly remember the date and the moment that they left their families to travel to the war zone.  For both John and Joe, leaving beloved families for an unknown amount of time (possibly, even, never to return) was the hardest part of their experience of war.  Receiving mail, with news from home, was what they looked forward to more than anything.  Joe also spoke about how much he had enjoyed receiving letters at Christmas time, sent by school children to the British forces.


John and Joe served in the Royal Engineers.  John helped to lay roads across the desert to enable the army to move equipment and Joe constructed improvised air raid shelters from oil drums, concrete, sheet metal and sand bags, and helped with the water supply, including building a very popular desert shower.   

There were frightening periods of fighting, of course, sometimes lasting minutes, sometimes hours.  Colleagues were killed.   But they said their time at war was not all bad.  There was excitement and adventure and camaraderie between the soldiers.  John told us about lizard races in the desert.  He also told us how to solve the practical problem of cooling drinks in one of the hottest places on Earth.  What you can do is put your water bottle inside an old sock, pee over the sock,  and then tie the sock to the wing mirror of a vehicle and drive across the desert.  As the liquid on the sock evaporates into the hot and dry desert air, heat energy flows out of the bottle and the water cools.  

John and Joe answered lots of insightful questions from the class, openly and honestly, and we were all left with a deeper understanding of the experience of soldiers in wartime and in the conflicts in Iraq and Kuwait in particular.   The experience of soldiers in war obviously changes over time.  When asked about one thing that they would change about their experiences (other than the wars not starting in the first place), John’s response was that he would have liked to have had the ‘face time’ technology that soldiers can use to keep in touch with loved ones from conflict zones today.

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World War II

We’ve begun by discussing the lead up to the Second World War.  We used this video as a prompt: Lead up to World War II  (a little wordy, and might not be everyone’s cup of tea, but worth a look).  We also watched  footage of Neville Chamberlain’s ‘peace in our time’ speech and listened to his subsequent Declaration of war


Then we asked the children to write a little about what they already know about World War II and, more importantly, what they want to know.  They came up with extraordinarily deep questions, some of which we will try to explore in subsequent weeks.

On understanding war and the morality of war

  • Why did a species turn on itself? (Daisy) 
  • I want to know why people wanted to kill each other when they could have a world of peace.    Why were people OK to “accidentally” bomb houses of innocent people? (Olivia)
  • Why do we have to be so cruel to our own kind?  How could we be so stupid to kill countries for six years? (Sarafina)
  • What was the point of fighting.  Do we get anything out of it?  (Nathan)
  • Why was it so inhuman? (Wayne)
  • Why we couldn’t sort things out another way? (Nina)
  • How did the war spread around the world? Why? (Myah)
  • Will there be a World War III (Emily)

On Hitler, the Nazi Party and Germany

  • What triggered [some] Germans to be extremely cruel, killing machines?  (Archie)
  • Why did so many die just because of one person? (Sylvie)
  • And some very black humour from Sylvie: how many trees were used as death certificates?
  • If Hitler hadn’t died [and had won the war] what would he have done next?   (Tanya and Caspar)
  • We are all human.  Why did Hitler think Jews were so bad?  (Emily)
  • Which country killed more people: England or Germany?  (Archie)

On what life was like during the war, how the war affected the local area, and the role of women in wartime

  • How did families cope during the world war?  Where did families live and what did they eat?  (Nathan)
  • Why couldn’t women fight in war? (Olivia)   
  • What kinds of things did the women do? (Sylvie)
  • Was the local area bombed?  
  • What was our primary school doing in WW2.  (Sylvie)  
  • When did Rosendale Road get hit by a V2 rocket? (Faith)

Science in Year 6

Science in Year 6 is going to be all about understanding how science works, and what it means to be a scientist, and doing experiments where we don’t know the answer before we start.  

We’ve begun by asking ‘What is science?’  Here’s what some of the class said.

Image result for science

What is science?

“Science is a way to study the world,” said Olivia and Patrick.  “Not the only way,” according to Nell, “but it’s certainly a good one.”   “You ask yourself what happens if…., said Nina, “and then test out your theories.”  And science is fun, several of the class pointed out.

Daisy and Nell got a little poetic.  “Science is like our world’s own magic,” said Daisy.  It’s when you explore the world, learning about it, and answer the unanswered questions in extraordinary ways” – Nell

Science and technology

Emily says, “Science gives humans extreme power over the world.”  Reaiah, “Science gives people the power to destroy and to understand the world.”

“Because of science, some of us live in luxury.  We have medicine, communications and all the stuff in our every day world.   Without science we would have nothing – literally nothing” – Jim.  (Is that true?)   Eleanor says that without science “we would still be jousting in castles or building pyramids!”