Read your way to a happy and healthy life
Posted on 24 November 2019 by Mr Roundtree
We can all agree that reading is important, but do you realise just how important reading actually is?
The benefits of reading for pleasure for your child (and you!):
- Reading for pleasure is more important for children’s cognitive development – their brain power – than their parents’ level of education.
- Reading for pleasure is a more powerful factor in life achievement than socio-economic background.
- 16-year-olds who choose to read books for pleasure outside of school are more likely to secure managerial or professional jobs in later life.
- Having books in the home is associated with both reading enjoyment and confidence. Of children who report having fewer than 10 books in their homes, 42% say they do not like reading and only 32% say they are ‘very confident’ readers. For children who report having over 200 books at home, only 12% say they do not like reading and 73% consider themselves ‘very confident’ readers.
- Children who read books often at age 10, and more than once a week at age 16, gain higher results in maths, vocabulary and spelling tests at age 16 than those who read less regularly.
- Reading extensively and for pleasure at home can increase literacy skills at a greater rate than through formal lessons at school.
- Incomes are higher in countries where more adults reach the highest levels of literacy proficiency and fewer adults are at the lowest levels of literacy.
- An online poll reveals that regular readers for pleasure report fewer feelings of stress and depression than non-readers, and stronger feelings of relaxation from reading than from watching television or engaging with technology intensive activities.
- Studies have shown that those who read for pleasure have higher levels of self-esteem and a greater ability to cope with difficult situations.
- Reading for pleasure is associated with better sleeping patterns.
- Adults who read for just 30 minutes a week are 20% more likely to report greater life satisfaction.
We’re often asked how you can support your child more at home. We think one of the best ways to help is to make sure you build into the daily routine some time for reading. For many families, this is a bedtime story every night just before lights out.
Fortnite - staying safe
Posted on 21 November 2019 by Mr Roundtree
As you know, we like to keep you updated as much as possible with how you can keep your child safe when they’re online. This is an ever-changing world and, unfortunately, it’s impossible to keep up with all current issues but there are some ways we can help. Over this year, we’ll communicate to you some factsheets about popular games and apps with some hints and tips about how you can support your child in staying safe.
The first one is some guidance around the game, Fortnite.
As always, if you’ve any questions, comments or concerns, please chat to someone in school.
Living and Learning: My Community
Posted on 20 November 2019 by Mrs Taylor
We’re looking forward to lots of learning about identity, diversity and our community in our next whole school themed week, My Community.
Here are some key events taking place next week.
Living and learning in our happy and healthy school
Posted on 19 November 2019 by Mr Roundtree
Although it’s not yet in primary schools’ National Curriculum, most primaries provide pupils with learning around aspects of Personal, Social, Health Education (PSHE), and also citizenship (in fact, sometimes, you might see or hear the abbreviation PSHCE) and financial education (I’ve even spotted the abbreviation PSHEE – Personal, Social, Health and Economic Education). Sex and relationships education (SRE, although sometimes the terms are swapped around: Relationships and Sex Education – RSE) also falls under this PSHE umbrella term. As you can see, all these abbreviations can get really confusing!
At Moortown Primary, we cover all this in a weekly subject which is popular with both pupils and their teachers: Living and Learning.
Read more about Living and Learning on our Health page and in our age-related expectations. You can also check out the weekly Living and Learning theme in our calendar – they show for each Monday during term-time.
Where in the world am I?
Posted on 19 November 2019 by Mr Roundtree
This half-term, all children in Key Stage 1 (that’s Years 1-2) and Key Stage 2 (Years 3-6) are enjoying a topic called Where in the world am I?
The topic is based around geography. Your child will be learning lots of skills and knowledge…
Years 1 and 2 skills:
- I can use maps, atlases and globes to identify places (must include places in the Knowledge section).
- I can identify features of countries and cities in the UK and its surrounding seas (referring to physical and human geography in the Knowledge section).
- I can compare and contrast a small area of the United Kingdom and a small area of a contrasting non-European country (referring to physical and human geography in the Knowledge section).
- I can use simple compass directions (North, South, East, West) and locational / directional language (eg near and far, left and right) to describe the location of features and routes on a map.
- I can use simple fieldwork and observational skills to study the geography of my school and its surrounding environment (including physical and human features).
- I can use aerial photographs and plan perspectives to recognise landmarks and basic physical and human features.
- I can devise a simple map, using and constructing basic symbols in a key.
Years 1 and 2 knowledge and other learning:
- I know the world’s seven continents.
- I know the world’s five oceans.
- I know the four countries and capital cities of the UK.
- I know some key geographical vocabulary relating to physical features (beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season, weather).
- I know some key geographical vocabulary relating to human features (city, town, village, factory, farm, house, office, port, harbour, shops).
- I know weather patterns in the UK (seasonal and daily).
- I know where the world’s hot and cold areas are in relation to the Equator and the North and South Poles.
Years 3 and 4 skills:
- I can use maps, atlases, globes and digital / computer mapping to locate places (must include places detailed in the Knowledge section).
- I can describe features of the UK (referring to physical and human geography in the Knowledge section).
- I can compare and contrast a region of the UK and a region within Europe, showing some understanding of the similarities and differences (referring to physical and human geography in the Knowledge section).
- I can use the eight points of a compass, four figure grid references and can identify some map symbols (including through the use of Ordnance Survey maps).
- I can use fieldwork to observe, measure, record and present the human and physical features in the local area (eg collect data, take photographs, use and annotate maps).
Years 3 and 4 knowledge and other learning:
- I know the main cities of the UK (the four capitals and at least four more).
- I know some of the counties in the UK.
- I know some of the main rivers and mountains in the UK (at least three of each).
- I know some European countries and their capital cities (at least four, not including those in the UK).
- I know some of the main rivers and mountains in Europe.
- I know some key vocabulary relating to physical geography (all of the Year 1/2 vocabulary plus volcanoes and earthquakes).
- I know some key vocabulary relating to human geography (all of the Year 1/2 plus types of settlement and land use).
- I know the position of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle.
- I know that latitude tells us how north or south a place is (the Equator is 0° latitude) and the causal link to world climates.
- I know that longitude tells us how east or west a place is (the Prime Meridian or Greenwich Meridian is 0°) and the link to time zones.
Years 5 and 6 skills:
- I can use maps, atlases, globes and digital / computer mapping to locate places efficiently (must include places detailed in the Knowledge section).
- I can describe features of the UK (referring to physical and human geography in the Knowledge section).
- I can describe counties in the UK (referring to physical and human geography in the Knowledge section).
- I can compare and contrast a region of the UK and a region within North or South America, showing understanding of the similarities and differences (and referring to physical and human geography in the Knowledge section).
- I can identify the position and significance of latitude, longitude, the Prime / Greenwich Meridian and time zones (including day and night).
- I can use the eight points of a compass, six figure grid references and can identify a wider range of map symbols (including through the use of Ordnance Survey maps).
- I can use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods (including sketching maps, creating plans and graphs and using digital technologies).
Years 5 and 6 knowledge and other learning:
- I know some European countries and their capital cities (at least six, not including those in the UK).
- I know some world-wide countries and some of their major cities.
- I know some of the main rivers, mountains and regions (eg the Yorkshire Dales, the Lake District, the Highlands of Scotland) in the UK (at least three of each).
- I know some of the main rivers and mountains in Europe and the rest of the world.
- I know some key vocabulary relating to physical geography (all of the Year 1/2 and Year 3/4 vocabulary plus climate zones, biomes and vegetation belts).
- I know some key vocabulary relating to human geography (all of the Year 1/2 and Year 3/4 vocabulary plus economic activity, trade links and the distribution of natural resources such as energy, food, minerals and water).
- I know how some physical and human features of the UK have changed over time (eg expansion of cities, travel networks, coastal erosion).
Watching us while we work
Posted on 18 November 2019 by Mrs Weekes
Last Tuesday, you were given the opportunity to come and ‘Watch us while we work’. Thank you to those parents who came along, we hope that you found it beneficial and got an insight into what your child learns in school, how they learn it and how they are taught. This was the first time that we have placed parents in their own child’s class and the feedback was positive. If you couldn’t make it this time, there is another opportunity in January.
“It was interesting to see how the teacher approached times table learning; the children learnt patterns to help them remember more effectively.”
“It was good to see a mix of learning styles being used; whiteboards and written activities.”
“Thank you for giving us the opportunity to observe the teachers; it keeps us updated on what they are learning so we can practise at home.”
Christmas themed menu
Posted on 18 November 2019 by Mrs Taylor
Catering Agency, our school meal provider, will be running a special themed menu on Thursday 12 December. Please contact the office, before 28 November, if your child would like a school dinner on this day (no action needed if your child normally has a school meal on this day).
Living and Learning: My Community themed week
Posted on 17 November 2019 by Mrs Taylor
Themed week – My Community
Our next whole school themed week, based around identity, diversity and community, will be taking place from Monday 25 November 2019. A variety of events and visitors are planned to help us deliver this key aspect of education.
Events and learning during the week will include looking at our own identity including belonging and self-esteem, diversity of people around us including race, age, religion, disability and gender. Classes will also be getting out into the community working with local organisations and taking pride in the local area for example by litter picking.
We encourage children to get out in the community in an active way on their way to and from school, with prizes available as part of the themed week. By walking/scooting/biking to school, families will be keeping our community safer and healthier by reducing congestion at the school gate. Maybe even pick up a piece of litter on the way. Even by parking further away from school your child could then to do the final part of their journey by foot, bike or scooter. Bike and scooter storage facilities are available beside the Year 3 and 4 classrooms.
Email us ([email protected]) a picture of your active travel, maybe by a landmark on your route to school, for the chance to win one of five £10 shopping vouchers. Entries to be submitted by Friday 29 November 2019.
New school charity
During the themed week, children will be researching local, national and international charities and a new school charity will be chosen at the end of the week to replace our current charity, WWF. Children will have chance to consider and suggest charities in the upcoming whole school homework (Friday 22 November 2019).
Friday 29 November 2019 will be a non-uniform identity day. Children are invited to dress in clothing that represents part of their identity, for example uniform from a club they attend, a team they are part of or support or traditional dress to represent their heritage. We invite a donation for the PTA Christmas fair.
SAVE THE DATE Community coffee morning Monday 25 November 2019 9-10am
As part of the week, we welcome parents and carers to an informal coffee morning to meet other members of our school community including representatives from the PTA, our governing body, Moortown Community Group and Friends of Moortown Park. There will be chance to hear about proposed plans for the new land to the rear of school. A whole school community Wake up Shake up will follow at 10am in the main playground.
Can you help?
Pupil feedback from our previous My Community themed week was to ‘learn more languages that other people speak’. Do you speak another language and would you be happy to speak to children about this? If so, please contact the office to pass on your details. Also, do you have any local community links that may support our week?
Our website and Twitter continue to keep you up to date with key community events as well as our community noticeboard with lots of information about the themed week too. It’s going to be a busy week!
Living and Learning: STOP bullying
Posted on 16 November 2019 by Mrs Taylor
This week, all classes have been learning about different aspects of bullying during national Anti-Bullying Week.
Thank you to those families who supported our Odd Socks Day on Tuesday, celebrating that we are all unique.
Classes have been considering the following during this week.
- Our school definition of bullying.
‘Bullying is when you hurt someone, physically or emotionally, several times on purpose.’
- Types of bullying – cyber-bullying and prejudice-based bullying related to gender, sexual orientation, race, religion and belief, special educational need and disability
- What to do if children experience or witness bullying. The key message is to tell someone (start telling other people)
STOP can stand for two key messages: the definition (Several Times On Purpose) and the solution (Start Telling Other People).
Our new child friendly anti-bullying policy has been launched this week and this was shared, by the four Year 6 authors, in assembly.
All classes have access to their class Living and Learning box or the whole school worry box where they can tell an adult any concerns about bullying or any other issues.
Please discuss this important learning at home (our whole school homework this week).
For further support, here are some resources and advice that can be found at…
How active is your child?
Posted on 15 November 2019 by Mr Roundtree
New research suggests a worrying decline in active lifestyles as children get older:
There is a significant drop in children’s physical activity levels by the time they finish primary school, a study has found.
Children lose on average more than an hour of exercise per week between the ages of 6 and 11, with a greater fall at the weekends, the research showed.
Researchers monitored the activity of more than 2,000 children from 57 schools across the South West of England during their primary years. They found children became 17 minutes less active per week each year.
We’re a happy and healthy school and we pack in lots of physical activity. What might you do at the weekend to promote a happy and healthy weekend for your child?