News

Latest news from around the school

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 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 Scholes (Elmet) 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).

Children in Need

Posted on 15 November 2019 by Miss Hague

Well done everyone.

By coming in over-sized clothes, we managed to raise an impressive  £318.11 for Children in Need.

Thanks for your generosity.

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.

Read more about this news story from the tes website.

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?

Have you a child starting Reception in September 2020?

Posted on 09 November 2019 by Mr Roundtree

The admission round for children wishing to start Reception in September 2020 opened on 01 November. You can make your application online until midnight on 15 January 2020.

Read the frequently asked questions – these may help you when completing their application form. You can also contact the Admissions Team on 0113 222 4414 for help or advice.

There are drop-in sessions at the City Centre Community Hub, Merrion House, Woodhouse Lane, Leeds, LS2 8LX to help with the application process and answer questions:

  • Thursday 21 November 2019, 10:00am to 11:30am
  • Wednesday 27 November 2019, 2:00pm to 3:30pm
  • Monday 09 December 2019, 9:30am to 11:00am
  • Tuesday 17 December 2019, 2:00pm to 3:30pm
  • Friday 10 January 2020, 9:30am to 11:30am
  • Tuesday 14 January 2020, 1:30pm to 3:30pm

The council’s admission policy and a full list of schools (with individual catchments maps for each school) is here.

When you apply for a school, you should use all five preferences – using only use one or two preferences decreases the chances of being offered a place at a preferred school.

Any supplementary information needs to be provided by the closing date  (this applies if a child is previously looked after, is seeking admission under exceptional needs or if a family wish to apply for their child to be admitted out of chronological age group).

Make sure you use your child’s actual address. Using that of a friend, relatives, childminder or renting a property to gain a school place are all considered fraud and places can be withdrawn.

Let's keep children safe and talk about PANTS!

Posted on 07 November 2019 by Mrs Latham

We have been talking about pants again! Children love talking about pants and find them funny but we use it in school to deliver a serious safeguarding message. The NSPCC have created some fab resources for us, and you, to use when teaching our children how to keep themselves safe. Ask your child about the PANTS rule and sing along to the catchy song!

Boccia club

Posted on 06 November 2019 by Mrs Latham

Brighten up November

Posted on 05 November 2019 by Mr Roundtree

November can be quite a gloomy month as we really notice the dark days and wet and windy weather. Action for Happiness is a movement of people wanting to build a happier and more caring society. They’ve produced a calendar of daily ideas to try out in November – things like today’s idea, which is to choose a different route (to work, or even round the supermarket!) and see what you notice on the way.

 

Let's talk about life online

Posted on 04 November 2019 by Mr Roundtree

Childnet have updated their parent and carer toolkit that will help you have conversations with your child about online safety. Their booklet ‘Let’s talk about life online‘ includes ten key messages that should be shared with children:

  • “You can always come to me if you need help.”
  • “What would you do if this happened…?”
  • “Remember that not everyone is who they say they are online.”
  • “Keep your personal information safe, and other people’s too.”
  • “Be respectful to others online.”
  • “Think before you post.”
  • “Remember to ask if it’s okay.”
  • “Remember not everything is true online.”
  • “The things other people post online might not always show what their life is really like.”
  • “Recognise how going online makes you feel and take a break when you need to.”