Applying for secondary school
Please remember that the deadline for secondary school applications (September 2016 intake) closes on the 31 October 2015. Please ensure you’ve submitted your application by this date.
You can either apply online by visiting the Leeds City Council website or submit a paper form and return to:
Leeds City Council, PO Box 837, School Admissions, Leeds, LS1 9PZ
Leeds Children’s Mayor update
Unfortunately Ahmed, our entry for the Leeds Children’s Mayor competition, wasn’t successful in reaching the final twelve. With a record number of entries this year, thirty six, all entrants were congratulated on their efforts. Well done, Ahmed.
‘We really appreciate you taking the time to enable your Year 6 children to take part and that having your Year 6 think “big” about changing the city and their local community was an interesting citizenship activity for them.’
The Leeds Children’s Mayor project provides pupils with the opportunity to develop their knowledge and understanding about democratic processes and being an active citizen, promoting this aspect of ‘British Values’. All pupils are encouraged to take part in the election itself by reading the manifestos of the final twelve and casting a vote for their choice of the next Leeds Children’s Mayor.
Please note that voting goes live at 12pm on Tuesday 13 October and closes at 12pm on Thursday 05 November. The winner of the election will be announced on 9th November by the Lord Mayor of Leeds, Councillor Judith Chapman.
Leeds Children’s Mayor
Every year, year six pupils in primary schools are invited to enter the Leeds Children’s Mayor programme. Pupils write a short manifesto saying how they would improve Leeds if they were the Children’s Mayor. The manifesto must be based on one of the 12 wishes for a more child friendly Leeds.
Our entry this year, titled safe and independent, is by Ahmed. Here’s his manifesto. Good luck Ahmed!
If I was Children’s Mayor of Leeds, I would like to create a system which would mean certain shops have a poster on their window that shows the child walking past that it is safe in there. This means that if the child is scared about someone following them or doesn’t want to be out alone they can go in there and know that they are safe. This also follows one of the ‘12 Wishes for a more child friendly Leeds.’ This wish says that all Children and young people can make safe journeys and easily travel around the city.’ This is what would happen if I was Children’s Mayor.
To continue this manifesto, I would like to highlight that I am a strong leader and, as an observant member of year 6, I can listen and see problems. Furthermore, I can use my supportive fellow students, friends, and family to find solutions to problems. Plus, I would like to think I am a kind and caring person. Also, my older brother is part of a group for children and young people who deal with issues regarding children for the whole of England so I have learnt a lot from him and have gained experience about how to deal with problems like child poverty and unhappy children.
I would also like to put in place a special council made up completely by children and chosen by children. I think this is important because, as kids, we know what is best for us and what we really need. We should be able to make or at least have a say in the important decisions that concern us. Like my other point, this also supports the statement, ‘Children and young people express their views, feel heard and are actively involved in decisions that affect their lives’ and the fact that we will be allowed to participate and shape our lives according to decisions that we as children have made agrees with this wish. It also would mean the wish ‘Children and young people are treated fairly and respected’ is also fulfilled.
I hope I have the chance to become a candidate for Children’s Mayor for Leeds and I hope I am able to make a difference.
Breaking news from Y6 PE lessons
As you know, we are learning PE and basketball in PE with a twist. Here, two of the six journalists explain how their teams are doing so far.
Linda explains:
In recent PE lessons, we have learnt lots which makes it difficult for me to know where to start. Ah, I believe I need to do some explaining so I guess I will start from the beginning when Mr Catherall put us in groups…
It was just a normal day of working hard at school. We had done everything planned: maths, English, reading and break time. After all that work, we were heading out for lunch when Mr Catherall explained that we were going to be put in groups and would be teaching ourselves PE (basketball and rugby). We’re learning rugby because the Rugby World Cup is happening in England at the moment. Don’t panic though – of course we still have support from our teacher regularly.
Another journalist, Ravinder, wrote:
In PE we are doing rugby. However, we are in charge of our own lessons. We are in teams of five people. Our team is made up of: a skills coach (Zack), a physio (Lanas), a captain (Oliver), an equipment manager (Simran) and a journalist (Ravi). Last lesson, Zack did especially well as the skills coach. He was teaching our group and came up with some good games. Lanas also did a great warm up which included a pulse-raiser and stretches.
Ask your child how their team is getting in. Do they think their teamwork skills are improving? Why?
PE!
In PE this half-term, we’re learning rugby and basketball skills through a model for teaching called Sport Education.
Each child is placed in a team and has a specific role. Ask your child if they are the journalist, the skills coach, the physio, the captain or the equipment manager.
Also, ask them how learning PE in this way differs to the way they might’ve been taught previously.
First News
We all enjoyed reading the First News newspapers this afternoon. We read them before having a discussion as a class. You could do this at home, too! 
Newsletters
This term’s newsletters have been emailed and paper copies will be sent home later this week.
This year, we’ll publish the newsletters on the website, too. Here are the first half-term’s…
- Year 1 and Year 2 newsletter
- Year 3 and Year 4 newsletter
- Year 5 and Year 6 newsletter
- The whole school newsletter
Reception provide their own newsletters and lots of photos, top tips and news on their class news page.
Rugby world cup activities
As the Rugby World Cup approaches, Roundhegians are organising activities for both children and adults at their local facilities.
Leeds Children’s mayor
Could you be the next Leeds children’s mayor? Year 6 are invited to take part in this annual programme. Pupils write a short manifesto (400 words maximum) saying how they would improve Leeds if they were the Children’s Mayor. The manifesto must be based on one of the 12 Wishes for a more child friendly Leeds.
What would you do to make Leeds a better city for other children and young people?
If you’d like to take part then please complete your manifesto by 23.09.15 and the class will vote for the entry that will be submitted. Only one entrant can be submitted per school.
SEAL New beginnings
As we start the new school year, our SEAL (Social and Emotional Aspects of Learning) theme focuses on New Beginnings.
We have three new members of staff making a new beginning at Moortown, Mrs Wells, Mr McKeon and Mr Lawton, alongside new children joining our school and our new Reception class.
‘I make someone feel welcome‘ is the first SEAL statement to launch the theme.
New beginnings allows children the opportunity to discuss and reflect on how they or others may feel in a new situation or setting. This SEAL theme offers children the opportunity to see themselves as valued individuals within a community, and to contribute to shaping a welcoming, safe and fair learning community for all.
During the theme, the key areas of learning are empathy, self-awareness, social skills and motivation.
Through discrete SEAL lessons, circle times and across the curriculum, children will explore feelings of happiness and excitement, sadness, anxiety and fearfulness, while learning (and putting into practice) shared models for calming down and problem-solving.
New Beginnings supports the development of a learning community in each classroom where all members feel that they belong. Class contracts, produced at the start of the year, allow children to contribute to how they feel they can achieve a safe and fair learning community.