Moortown Primary is a ‘single-form entry’ school. This means we take only one class each year and so have one class in each year group. Classes are limited to a maximum of 30 children in Reception, Year 1 and 2 (like all schools), and classes in Years 3 to 6 are usually around this size, too.
Key information about the day-to-day running of Moortown Primary School can be found here – everything from the price of a school dinner to important dates in the school year. If there remains something that you still need to know, we’re always happy to answer any questions you may have – call in or contact us.
This section is all about how you can join in and be part of our community.
Moortown Primary is very much an active community. Pupils, parents / carers and staff at school are all important 'stakeholders' and we want everyone to have their say, to express their ideas and to keep on making our learning community a great place to be.
Every pupil at Moortown Primary School is an enthusiastic, positive and expressive learner – but it's not just our children! We are all learners: we can keep on learning new methods, new facts, new points of view.
This section is all about learning and how parents / carers can support or join in the learning process.
Year 4 have been introduced to their new class novel.
Plot summary
A young girl called Lila wants to become a firework-maker, like her father Lalchand. Despite her talents, Lalchand believes this is an unsuitable job for girls. Lila disagrees, and journeys to get Royal Sulphur from Razvani the Fire-Fiend at Mount Merapi, as all aspirant firework-makers must do.
We discussed who’s read the book already, who’s read any other Philip Pullman stories and if anyone has seen The Golden Compass (a film based on one of Philip Pullman books).
Having read the beginning of the story, we examined how Philip Pullman chose to open the adventure. The children went on to think whether they could name any other stories that have similar openings.
Year 4 discussed the writer’s choice of vocabulary for the fireworks and the effective this has on the reader. In English, we looked at some of the names that Philip Pullman gave to the fireworks. Names like `Leaping Monkeys’, `Crackle-Dragons’ and `Tumbling Demons’.
Then, using a verb and a noun, we invented our own firework names and created an ingredients list. This was really exciting -we loved it! Take a look at some of our fireworks.
To add to this learning, the children used coloured chalks to sketch their explosive inventions.
Today, Year 4 learnt that there are drugs (other than medicines) that are common in everyday life. We discussed possible reasons as to why people choose to use them. We shared our thoughts with each other and completed an activity focused around different types of drugs. These included caffeine, alcohol, tobacco and nicotine.
“A drug can be good for you.”“Some drugs are very bad for your body.”
We all added our thoughts to the outline of a person.
Last week the children were asked to get creative and show what they know about the water cycle.
During our homework review, it was clear to see how much the children have remembered about this learning. Lots of our class members had correctly used the scientific vocabulary within their piece of work. Well done Year 4!
Please feel free to pop in and have a look at our ‘Water Cycle” display.
Many thanks to all who came to watch our assembly on Wednesday. The children showcased their learning impressively. Despite a technical hitch, the children remained calm and were able to sing their song without the backing track.
In Science, we’ve been learning more about the water cycle and some tricky scientific vocabulary. To help secure good understanding of the new words, Year 4 created their own glossaries. After putting the words into alphabetical order, the class then added definitions.
Question: How can you make it rain indoors?
This afternoon, we thought about this question and came up with some ideas of how we could go about finding out whether or not we could make it rain inside.
What You Need:
• An empty glass jar with a metal top
• Hot tap water
• Ice cubes
Tip: Be patient. It takes about 15 minutes for water drops to form.
1) First, fill a glass jar with very hot tap water.
2) Then, place a plate over the jar and fill it with ice.
3) Now, wait and watch. In about 15 minutes you will see “rain” fall inside the jar .
What will happen?
“The hot air will rise and cool down.”
“When the water vapor reaches the cold plate, I think we will see droplets of rain.”
“The hot water will turn into steam.”
“The ice will cool the steam and turn it back into a liquid.”
” This process is called condensation.”
Were we correct?
YES!
Inside the bowl, we began to see water droplets falling .
Question your child about these images. Can they tell you what is happening using some scientific vocabulary?
We have a started a Science based mini-topic called ‘What’s the matter?’ The children are learning about different states of matter and their properties. Understanding matter is an important part of science.
We began by discussing how everything is made up of matter. Matter can be in these different states: solid, liquid or gas. If you look around, you can see all sorts of objects, these are solids. Ice is solid water. Drinks are liquids. Air is the invisible matter surrounding us. Air is a mixture of gases – oxygen and carbon dioxide for example. Steam, or water vapour, is water in the form of a gas.
Here, we used marbles to show how the particles in a solid, liquid or gas behave.“The particles have spread out and don’t keep the shape. This how a liquid behaves.”“The marbles are spreading out all over the place! This is how a gas behaves.”As you can see, the children were captivated by this new learning. Some of their questions demonstrated secure understanding and a curiosity to find out more. “If you poured a liquid out of a container, would it just keep on spreading out?” asked Sami.
The children noted that particles in a
gas are well separated with no regular arrangement.
In a liquid, the particles are close together with no regular arrangement and in a solid are tightly packed, usually in a regular pattern. Solids have a fixed shape that is difficult to change.Then, we went on to sort items into groups. Ask your child what type of diagram we were using in the picture.
After grouping items into the 3 types of matter, the children began to ask questions and challenge some of their classification decisions. “Water can be solid.” stated Sami. “Can the shape of some solids be changed?” questioned Kashif.
Throughout our lesson, the children were learning some new, scientific vocabulary. Can your child remember any?
Below, there are a few quiz questions for you to ask your children at home.
1, Which of these is not true of solids?
Solids can be cut or shaped
A solid expands to fill its container
Solids will stay the same shape and size unless acted upon by a force
Solids can be grasped (held on to)
2, Which of these has the least densely
(a closely compacted or crowded manner) packed particles?
Solids
Liquids
Gases
Both liquids and gases
3, Which has the most densely-packed particles?
Solids
Liquids
Gases
Particles are equally dense in solids, liquids and gases
4, Which of these is not true of liquids? The shape of a liquid does not change A liquid takes the shape of its container Liquids are runny and can be poured The volume of a liquid does not change
We’d like to thank you for all the lovely Christmas gifts and cards.
This term is set to be yet another busy one filled with exciting learning.
‘What’s the Matter?’
This will be a Science based topic. Matter makes up our physical universe. The children will learn about the matter on Earth, which exists in one of three states: solid, liquid or gas. We will study how the state of some matter can be changed and reversed.
Reading
A lot of our reading activities will cross over and link to our class novel. On a Friday, the children will have a ‘Reading for Pleasure’ session. Each group will continue to be heard read from a guided book, focusing each week on a different skill necessary to aid comprehension and fluency. It is very important that your child had read to the given target page each week. During this session, we encourage the children to bring in a book from home. They are welcome to keep this in the reading area for others to enjoy should they wish to.
Maths
Multiplication, division and fractions are all on our maths agenda. Alongside this, there will be daily counting and times tables practise. It is an age related expectation, in Year 4, for all children to be able to recall multiplication and division facts for multiplication tables up to 12 × 12. (aim for rapid recall within five seconds) How can you help?
Talk about maths every day! We use our English skills on a daily basis but sometimes maths is confined to school maths lessons. Talk about the time, chant tables and pose challenges that encourage your child to become more fluent in maths.
Living and Learning
Each week we will have a specific focus for our sessions. The lessons are delivered in various different ways. These can range from a circle time or a forum, to a drama based activity. We begin with a focus on ‘Manners.’ (not interrupting)
I don’t interrupt (with my hand or my hand)
Following this, we link the theme with our mini-topic – What’s the matter?Problem solving and showing how we can make things better, being the focus.
Please feel free to pop in should you have any questions or queries relating to your child or their learning.
Physical development is one of the seven areas of the early years foundation stage and is used to develop a child’s movement. Children do this in range of ways including spacial awareness when moving, co-ordination of small and large movements, how to effectively use tools and equipment, saying when they do or don’t need help.
This morning, Reception Class enjoyed their first PE lesson using ‘big apparatus.’ Since starting school in September, the children have developed skills in throwing, catching, balancing, movement and teamwork.
We were very impressed with all the children especially those who took a ‘safe risk‘ and attempted challenges despite not being confident.
PLEASE ENSURE YOUR CHILD HAS A PE KIT IN SCHOOL READY FOR THE LESSON ON A TUESDAY.
When using technology in class, Year 4 are always given a reminder of how to use the equipment safely and appropriately. Alongside these prompts, within other lessons, we also have some dedicated e-safety lessons.
On Wednesday, the children spent some time learning more about how to protect themselves whilst being online. We started by looking at some familiar images. The children were quick to identify these and speak, in detail, about what they were and the purpose they served.
“I remember Lee and Kim. They were playing a game online.”
Following this, the class watched an age appropriate, online film provided by the educational site, Thinkuknow.
Thinkuknow is an education programme from CEOP, a UK organisation which protects children both online and offline. The film, aimed at 8-10 year-olds, explores the risks associated with making friends online and sharing too much personal information. Safety messages include highlighting privacy settings, being careful about sharing personal information, and ensuring that young people know who can help them if they’re worried about somebody they meet online.
The children answered questions from each other with maturity. It was very noticeable to see an improving awareness of the need to keep safe in the online world, just as much as you do in the offline world.
Question your child about this image.
Year 4 created their own acrostic poems linked to e-safety.
As teachers and parents, we’re aware of the ways in which the use of social media, online gaming and the internet have become part of young people’s lives. We embrace the educational and social benefits of these new technologies and encourage responsible internet use. We’re also increasingly aware of the potential dangers and opportunities for misuse these technologies offer. Key to promoting online safety is open and honest discussions about the sites we’re using and the ways we’re using them – keep the dialogue open with your children about their internet use.
Getting create with magnetism was the focus of last week’s homework. During our weekly review, the children shared their work with each other. Around the room, we were amazed by the creativity on show.
Some scientific vocabulary used to decorate buns.
Phoebe began by making a pin magnetic. Then, she placed it on some bubble wrap and floated it on water. The magnetic pin span around as it connected with the Earth’s magnetic field and settled when it was facing North.
Albie made a model of the Earth showing the magnetic fields.
This week, Year 4 have been introduced to their new mini topic – ‘Forces.’ Did you know that without forces our world would be silent and immobile?
The lessons began with the children recognising that everything on Earth is powered by forces, pushes and pulls which act on our bodies and the things around us. Forces make things move and stop moving.
Having discussed pushing and pulling, it was time to demonstrate these forces using our bodies. Working with a partner, the children created their own push and pull forces. Some were easier than others!
Magnetism
Magnetism is an invisible force. A magnet attracts or repels other items.
We discussed that magnets come in different shapes and sizes: horseshoe magnets (the ‘classic’ magnets we see in pictures!), bar magnets and round magnets.
Each magnet has a south pole and a north pole. Opposites attract: this means the north pole of a magnet attracts (pulls towards) the south pole of another magnet. Likes repel: this means that the north pole of a magnet repels (pushes away) the north pole of another magnet and the south pole of a magnet repels (pushes away) the south pole of another magnet. The children were amazed to learn that the Earth is like a giant magnet, and there is a magnetic field all around us. The Earth’s North Pole is also a magnetic north pole: a compass points north towards the North Pole because it is attracted by the Earth’s magnetic field.
Iron is magnetic, so any metal with iron in it will be attracted to a magnet. Most other metals, like aluminium, copper or gold, are not magnetic.
A magnet can move an object without touching it. True or false?
Using iron filings, we tested different magnets to see if this statement was correct.
The iron filings started to move without the magnet touching them!Does it work the same if the magnet is under the table? Yes, you can see the filings starting to move towards the magnet.As the magnet got closer, more and more filings attracted to it.Finally, we had what looked like, a very hairy face all around the magnet. Such fun! Nryan stated; “This is the best learning ever!”
This got us thinking about whether or not the size of the magnet had an impact on it’s strength.
The class were asked to work scientifically to explore this. Using different sizes of magnets and paperclips, the children made predictions, tested magnet, recorded their findings and were then able to decide if size made a difference to strength. One rule was that paperclips were NOT allowed to be joined!
The bigger the magnet, the stronger the force?
Here we have a young scientist in the making.“This ring magnet attracted a lot of paperclips.”Such concentration!
The children were not shown how to carry out the experiment. I was really impressed with how they set about testing the magnets. All around the room it was great to hear some fantastic, scientific conversations taking place. They will be studying their findings in our next lesson.
“Let’s work slowly and add one paperclip at a time.” Devising a systematic approach!
Here are a few magnet activities for at-home learning: Visit the library and look for information books on magnets. Investigate how many paper-clips you can pick up with different magnets. Explore magnets: what do they stick too? What items are magnetic? This could be around the house or outside around your local environment. Do you have any magnets around the house? What are they used for? Can you investigate different uses for magnets? Find out about how electricity and magnetism are linked. Make your own fridge magnets and decorate them in any way you like.
