Excellent Remote Learning

Remote Learning: Spring 2021

Remote Learning in Music: Spring 2021

Students have been working really hard over the last 6 weeks, developing their Bandlab skills and making music online. We have a selection of the pieces of music to listen to on the Music Gallery.

Remote Learning in Art: Spring 2021

More art work:

Remote Learning: Spring/Summer 2020

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Some of our KS3 pupils have entered the art competition. The theme was “what has been important to you during lockdown”. It was so hard to choose the winner, as each one is so unique. Well done to the amazing Teanna who has worked very hard with her family portrait painting. All pupils that entered will receive a certificate for there admirable work”

Teanna has also been engaging in a lot of the tasks and has brought her passion from art in school into her home, which is really nice to see. 

Ms Di Maria


Check out the highlights so far of the fantastic lockdown music projects being completed by students at AMSI. 

We asked YR7 to work out the notes (from the sheet music) for the beginning of Billie Eillish’ “Bury a Friend”.
Teanna created this in Google’s musiclab:
Teanna Music Lab

We also have a link to Xenye’s latest submission created in Tik Tok and loaded into Instagram:

Xeniye Instagram


Excellent presentation Alliah, I am impressed! I love your confidence while speaking French! This is lovely! It is a great pleasure to see how your expression improves. 

Mme Chignac


Ms Ali is proud to share these beautiful pictures of results from a home science experiment carried out by Olivia Year 7.

Amazing results Olivia Well done!

A great example of chemistry and art coming together at AMSI! 

Excellent scientific understanding and brilliant presentation from Borislava YR9

Ms Taqvi


Ms Dattani thought Yazmin’s Y9 extra work on expanding brackets was great especially as she self assessed her work in red and and made improvements. This is great learning – well done Yazmin!

Ms Dattani was impressed with Ayyun’s inspirational piece of work celebrating ‘National Numeracy Day’. 

Well done Ayyun!

“Ayyun has also done really well with his response to the maths challenge on the newsletter. Using real matchsticks was a great idea”

Mr Chowdhury


I come from
by Nathalia, Year 9

I come from a puzzle with missing pieces
I come from healed stitches 
I come from a place full of blessings

I come from stories that appear made up
I come from surroundings of confidence but yet I am timid 
I come from shallow doubts

I come from unlimited imagination
I come from hope and faith 
I come from blurriness when looking forward 
Fear and yet strength

The following series of poems exploring identity are inspired by Dean Atta’s poem, ‘I Come From’.

Each student has used the original poem’s structure to create something honest, beautiful and completely unique!

Well done Teanna, Harrison, Dylan and Safaa.

Ms Zipfel

I come from a home of happy memories
I come from a home of comfort and welcome
I come from a home of freshly fried chicken and flavorsome rice and peas
I come from a home of sunday dinner that’s been cooking from 9

I come from a family of loveable personalities 
I come from a family that is jolly and accepting
I come from a family that is 100% jamacian in the heart

I come from a mind that is informed
I come from a head of knowledge
And I come from a body of independence
I come from a mind of fear that makes me, me

Teanna Y7

I come from the ocean and rainforest 
Calm waves and heavy weather 
I come from my mystery of who i am

I come from a home called broken
I come from the puppet of many people 
Just to get played again and again

I come from sushi bar 
I come from a culture of colour and inspiration 
I come from somewhere

I come from a broken line of perfect
I come from something that has shattered like glass
I come from a rainy place 

I come from a broken bloodline that was never supposed to happen 
I come from a ripped up teddy bear
I come from somewhere 

I don’t know where 
But for all intents and purposes 
I am invisible 

Harrison Y8

I come from being scared of the night.
I come from being burnt by the sunlight.
I come from a place with a lot of wealth.
I come from working a lot.
I come from Pasta and chocolate.

I come from boredom and sleep.
I come from my friends and family.
I come from watching the day go by.
I come from stargazing and watching stars and comets.

I come from playing games all day.
I come from Mario Kart and Smash Bros.
I come from Chess.
I come from Monopoly.

I come from an unfinished childhood.
I come from watching birds fly to their nests.
I come from watching a plant grow leaf by leaf.
I come from becoming a poet laureate.

I come from a lot of things.
I come from finishing that assignment on the last day. 
I come from finishing that last level.
I come from day.
I come from night.

I come from second chances.
I come from maybe even third.
I come from isolation.
I come from dozing off in my imagination.

I come from new ideas.
I come from making new things.
I come from restarting new things.

I come from Islington and that’s where I want to be.
I come from staying with my family.
I come from being scared of the night.
I come from my fears, my happiness, my verity.
I come from the truth, the lies, the white ones too.

I come from the moon and back, to share my poem with you.

Dylan Y7

My own poem:’Where i came from’

I come from rice and banana
I come from following cultures but loving where I live
I come from a house some would call rich

I come from waiting to be myself around others
I come from being the kid that was known as silence
I come from being known as the quiet, shy kid

I come from the red, white, black flag but also blue and white star
I come from a British passport but also a blue and white background
I come from colourful gowns, rice and banana

I come from cutting people to be able to express thoughts
I come from a fear of what people think of me
I come from a quiet, shy childhood

I come from limited vocabulary but unstoppable imagination
I come from a well education and amazing family
I come from being given opportunities to speak but choosing to stay silent

I come from thoughts that stayed in my head
I come from unanswered thoughts and opinions 
Unnoticed progression and unappreciated kindness and respect

I come from who i trust and trust forever
I come from past years and this year i notice a difference
I come from looking in the mirror and not being happy with who i was 

I come from stories, rumours and fairy tales
I come from rap, hip hop, pop songs and drawings
I come from stories being passed down generations

I come from shoulder shrugs and slight grins
I come from my own pencil but till today I see people cut up like paper
Each a message or story that never entered a poem!


Tyler, who is one of the best footballers for AMSI, wrote his own spin on the poem ‘I’m not de problem’ by Benjamin Zephaniah. The defiant tone which Tyler uses captures the emotion of frustration but refusing to back down. I am very proud of his work.

Ms Shukla

Im not de problem.

I play good I get subbed 
I’m not the problem 
I score a goal I get subbed 
I’m not the the problem 
I score the winning goal I get subbed 
I’m not the problem 
I play for a better club 
I’m not the problem 
I win the Ballon D’or
I’m not the problem 
The problem is…
I was in a Sunday league team the whole time!

Almer in Year 7 wrote his own stanza in the style of John Agard’s poem ‘Checking Out Me History’. The narrator speaks about how he is going to Check Out his own sidelined heritage and history. Thoroughly impressed!

Ms Shukla






I’m impressed with Oliver’s (Year 9) analysis of Maya Angelou’s poem Still I Rise. You can hear her reading the poem below.

Ms Shukla

FeatureNumber of times usedWhy did Angelou choose to include this? Which tone might she be trying to convey?
Repetition of the phrase ‘I rise’10She wants to let people know pushing down change and equality will ultimately prove useless
Line ending with ‘ise’ sound20To emphasize the lines with “rise”, and make the thought more prevalent over the entire poem
15 line stanza with irregular structure1To end the poem with a fast few lines to dig the message in deeper by changing the flow
Rhyming couplet12To keep a basic flow parallel to the poem, and make the poem recogniseable
Imagery connected to wealth and money3To say “I’m not rich, but I know what I’m saying”
Lines referring to the enslavement of black people5To reference back to history and the origin of the injustice we see today
Repetition of the phrase ‘I rise’ at the end of the poem5To sum up the meaning of the poem

A truly amazing poem from Caelib Year 7 who, along with other students, was asked to write his own poem after studying a poem by the poet and musician Akala.

Ms Monjardino

My Poem about Discrimination by Caelib

Yet others pass undetected
But I am rejected

I come from a family
Where there is no discrimination

We feel, we see, all the same
We hurt, we cry, all the same
We talk the same
We walk the same

Sad and scared as they are mean,
but we are keen to learn.

Male or female,
boy or girl,
young or old
We are all the same.

Anti-racism poems written by some of my Year 8 English class students
Ms McMenemin


The house of pain, nor pains of laughter ,
To defend our rights equal rights that’s what we’re after.
Our ancestors enslaved fighting their master 
To get us out of this pain it couldn’t be harder.
The darker the berry the sweeter the juice, 
It’s like the blacker the killer the sweeter the news.
Race invented by Johann Blumenbach 
Because of him we have to fight to get our justice back.
Our pain is forever here 
To this happen it always brings a tear.


Hands hold solid, sure of shape
Longing for change of this landscape
Where voices heard, cries of change
This dismal world we rearrange

Are you rich? Are you poor?
Doesn’t matter, you can be cure
This world we live, hostile
Won’t you break this vicious circle?

They say don’t make a fuss
Will you pacify prejudice?
Let us share this foresight
Before this ends in a gunfight

Raise your voice way up high
Turn hate into a joyous cry
Of love and compassion
That lights a life like shining sun


The silenced whispers

The house of pain, nor pains of laughter
The clean streets where darkness lies beneath 
Can you hear me?
The whispers of those who have passed
The silence of the darker skins
Can you hear me?

Stopped and searched
Battered and hurt
What have we done?
You stand there looking at me
As if Ii had put shame to the country
What have we done?

Silenced scars in society
Youth of children has been broken
Was it because of me?
Animals locked in cages
Yet my people faced the same
Was it because of me?

Enough was enough
My heritage could never change
But would the people feel the same?
Lost in wounds 
Forced to loose their words
What have we done?


What is real?
We only see colour because of the reflection of light 
So is it real?
think about that


What is real?
Is it anger we’re supposed to feel?
Are you frightened of a lack of dominance?

Making everyone prominence,
never to feel despised
never to identify demoralized
never to become malevolence
never to define irrelevance.

My voice is transparent
I’m a vexation and errant
Rage seasoning my tongue
Impulsive and high-strung

My opinion isn’t violent
It’s the conclusion of the silent
Not the bitterness of dill herbs
But the emotions secluded in these simple words.

Ms Shukla is proud to share this example of a well-structured letter with a sophisticated use of linguistic devices from Porshia in Year 9

Dear Georgie,

I thought of you whilst listening to this song because you were ranting to me about how you need a new playlist. There is no such thing as ‘the best song’ but the song ‘Arcade’ by Duncan Laurence may just be it. Like other songs, this track is specific but can be interpreted in several ways- the special thing about this song is that we go through this feeling every day but don’t realise it. Loving anything or anyone could be a losing game.

The video itself seems quite vague but really powerful with the use of the ocean and other people’s silhouettes. I think you will like this song because it can help anyone be honest with their feelings. After watching a Duncan Laurence interview, he stated that the song was behind a sad story. A friend he had growing up passed away before she could get back together with the love of her life; he also used his other life experiences to the song. The lyrics, ‘small town boy’ refer to his childhood of growing up in a small town. The lyric that stood out to me; ‘silence ringing inside my head’. This is because it reminded me how silence can be louder than anything at times, especially when something important to you is letting you down.

Earlier I mentioned that we go through this feeling every day; it is the simple things such as addictions to chocolate and TV, loving a sport that gets you injured all the time e.g gymnastics or even just not being good at something you love. When you listen to the song please be very creative and imaginative- you might like it even more.

I hope you love it as much as I do and feel free to ask me for more songs. 

Best Regards, Porshia

The task was for students to write a letter about their favourite song and persuade someone to listen to it.

Harrison in Y8 wrote this powerful piece in response to Langston Hughes’ poem ‘Harlem’. 


  • The use of questioning – a technique also used by Hughes.
  • The use of contrast between light and dark to represent emotions.
  • The metaphor describing reality as a thieving monster.
  • The hopeful ending.

Ms Zipfel