Author: Mr Morrison

This week, our class explored how to make healthier snack choices by learning to read food labels carefully. We focused on understanding the traffic light system that appears on many food packages — those little red, amber, and green circles that tell us about the amount of fat, sugar, and salt in our food.

The children brought in their usual break-time snacks and investigated what was really inside them! Using the labels, they checked for:

• Red – high amounts (less healthy choices)
• Amber – medium amounts (okay sometimes)
• Green – low amounts (healthier choices)

They looked especially closely at salt and sugar content, discussing how too much of these can affect our health. It was brilliant to see the children comparing items, asking thoughtful questions, and deciding whether their snack was a healthy choice or one they might swap next time.

This activity wasn’t just about food — it was about making informed decisions. The children practised critical thinking, self-awareness, and problem solving, which are key metaskills for lifelong learning. They learned that every choice we make can affect our health and wellbeing, helping them to become responsible citizens.

We also linked our learning to the United Nations Sustainable Development Goals (SDGs):

• SDG 3 – Good Health and Wellbeing: understanding how healthy eating supports a healthy life.
• SDG 12 – Responsible Consumption and Production: thinking carefully about what we buy and eat, and reducing waste.

Our discussions also connected with the United Nations Convention on the Rights of the Child (UNCRC):

• Article 24 – The right to good health, nutritious food, and a clean environment.
  Through this activity, pupils learned that they have the right to access healthy food and the knowledge to make choices that support their wellbeing.

By the end of the lesson, pupils proudly shared which snacks were the healthiest and which could be improved. Most importantly, they left the classroom empowered to read labels, ask questions, and make smarter choices for themselves and their families.

Sorry a few of the videos never uploaded to Blogs so I can send through dojo 🙂 Thanks for watching

This term, we were thrilled to welcome the Lighthouse Musicians into Portpatrick Primary School to work with our Primary 1–4 pupils. The children had a fantastic time learning all about music, rhythm, and dance through fun, hands-on sessions.

During the workshops, the children discovered how to keep a steady beat and learned about different musical notes, including crotchets (one beat) and quavers (half a beat). They also explored lively Scottish jigs and dances, moving, clapping, and playing along to the music with great enthusiasm!

The Lighthouse Musicians helped everyone see that music isn’t just about sound — it’s about teamwork, listening, creativity, and joy. The sessions encouraged pupils to express themselves, develop coordination, and build confidence while learning new skills.

This wonderful experience links to our MetaSkills focus on creativity, communication, and collaboration, as well as the United Nations Global Goals for Quality Education (Goal 4) and Good Health and Wellbeing (Goal 3). It also connects to our UNCRC Rights, especially Article 29 – the right to develop talents and abilities, and Article 31 – the right to relax, play, and take part in cultural and artistic activities.

A huge thank you to the Lighthouse Musicians for bringing music to life in our school — you certainly struck the right note with us! 🎶✨

This week, we were delighted to welcome the DG9 Foundation into Portpatrick Primary School for a special CPR learning session. The team helped us understand how important it is to know what to do in an emergency — and how anyone, even children, can make a difference and help save a life.

During the workshop, pupils learned about the DRS ABCs, an easy way to remember the steps to take if someone needs help:

• D – Check for Danger
• R – Check for a Response
• S – Shout for help
• A – Open the Airway
• B – Check for Breathing
• C – Start CPR if needed

Everyone enjoyed practising chest compressions on the CPR manikins and talking about how staying calm and acting quickly can really help someone in trouble.

This hands-on learning links closely to our MetaSkills focus on self-management, empathy, and communication, and supports the United Nations Global Goals for Good Health and Wellbeing (Goal 3). It also helps us uphold our UNCRC Rights, particularly Article 6 – the right to life, and Article 24 – the right to good health and education.

A big thank you to the DG9 Foundation for teaching us such an important life skill — and inspiring us all to be confident first aiders! 💪❤️

This week our classroom was buzzing with excitement as we explored how rockets work. We began by learning about the science of thrust – the force that pushes rockets up into the sky. The children discovered that rockets need fuel, and that when gases are released quickly, they create the power to make a rocket move.

To bring this to life, everyone had the chance to design and launch their very own rocket. Using plastic tubes, bicarbonate of soda, and vinegar, the children worked carefully to measure, mix, and prepare their rocket fuel. With great anticipation, we counted down, stepped back, and watched as the rockets went WHOOSH! into the air. There were lots of cheers and even more curiosity about why some rockets went higher than others.

This hands-on experiment was a brilliant way to blend science, creativity, and teamwork. The children not only developed their understanding of forces but also their confidence in trying new ideas, testing, and problem solving.

We can’t wait to see what our young scientists will explore next!

---

Links to Learning

• UNCRC Article 28 – Every child has the right to an education.
• UNCRC Article 29 – Education should develop every child’s talents and abilities.
• SDG 4: Quality Education – Ensuring inclusive and equitable quality education and lifelong learning opportunities.
• Metaskills: Curiosity (asking questions, exploring how things work), Collaboration (working together safely), Problem Solving (testing, adapting and improving designs), Creativity (designing their own rockets).

Today our class went on a trip to Tongland Power Station, near Kirkcudbright. It was amazing to see how electricity is made using water from the River Dee.

When we arrived, the staff welcomed us and explained that Tongland is a hydro-electric power station. That means it uses the energy of moving water to turn turbines, which then make electricity. We were surprised at how powerful the rushing water sounded!

We learned that Tongland has been producing clean energy for almost 100 years. Instead of burning coal or gas, it uses a renewable source – water – which helps to protect the planet.

Walking around the station, we saw big machines, control panels, and even the river flowing into the dam. The engineers told us about their jobs and how important it is to keep everything running safely.

The trip made us think about how much we rely on electricity every day – for lights, computers, cooking, and even charging our phones. It also made us realise we need to use energy wisely.

---

What we learned connects to:

MetaSkills

• Curiosity: We asked lots of questions about how electricity is made.
• Creativity: We imagined new ways to save and use energy.
• Collaboration: We worked together in groups to take notes and share ideas.

UNCRC Rights

• Article 12: We had the right to share our views and ask questions.
• Article 24: We have the right to a safe and healthy environment, which renewable energy supports.
• Article 29: Education should help us learn how to care for our world.

Sustainable Development Goals (SDGs)

• SDG 7 – Affordable and Clean Energy: Tongland produces renewable electricity.
• SDG 13 – Climate Action: Hydro power helps reduce climate change.
• SDG 15 – Life on Land: Using clean energy helps protect animals, plants, and nature.

Our school fundraiser coffee morning was made even sweeter thanks to the hard work of our Primary 5 and Primary 1 to Primary 4 students!

Primary 5 took the lead in making buttery, crumbly shortbread. They practiced important skills like measuring ingredients carefully, mixing the dough, and baking it to golden perfection. Their teamwork and focus really paid off — the shortbread smelled and tasted amazing!

Meanwhile, our younger friends from Primary 1 to Primary 4 got busy making colourful, chocolatey rocky road. They measured, mixed, and stirred all the yummy ingredients like marshmallows, biscuits, and chocolate. Everyone worked together cooperatively, sharing tasks and encouraging each other.

Both groups helped prepare these tasty treats to sell at the coffee morning, raising funds for our school. It was wonderful to see children of all ages learning practical skills, working as a team, and having fun while helping a great cause.

Thank you to all the students, teachers, and families who supported the event — together we made it a huge success raising £761!

UNCRC Articles related to the baking and fundraiser

• Article 12: Children have the right to express their views and be listened to.
  — Children planned and worked together, sharing ideas and cooperating during the baking activities.
• Article 28: Every child has the right to education.
  — Learning new skills like measuring, mixing, and baking is part of their education.
• Article 29: Education should develop every child’s talents and abilities.
  — Through cooking and teamwork, children develop practical skills and confidence.
• Article 31: Every child has the right to relax, play, and take part in cultural and artistic activities.
  — Baking and cooperating with friends is a fun and creative activity that supports well-being.

---

Global Goals (Sustainable Development Goals) related to the baking and fundraiser

• Goal 4: Quality Education
  — The children are developing important life skills and working collaboratively, which supports quality learning.
• Goal 8: Decent Work and Economic Growth
  — The fundraiser teaches children about contributing to their community and supporting local causes.
• Goal 10: Reduced Inequalities
  — The fundraiser helps build a sense of community and supports equal opportunities for all children.
• Goal 17: Partnerships for the Goals
  — The activity shows how working together—students, teachers, and families—can achieve great things.

We welcomed the new P1s to our school for Transition Day!

We were so excited to welcome our newest friends from nursery to our school for Transition Day! It was a special day designed to help the little ones feel comfortable and happy as they get ready to start their school journey.

During the visit, the P1 children explored our classrooms, met their new teachers, and made new friends. They enjoyed fun activities like storytime, arts and crafts, and playing games together. It was wonderful to see their big smiles and hear their laughter!

Our older students helped by showing them around and sharing tips on how to have fun and learn at school. Transition Day is all about making new children feel welcome and confident, and we can’t wait to see them all again when they start officially.

Welcome to our school Kaiden and Arya!

UNCRC Articles related to Transition Day

• Article 28: Every child has the right to an education.
  — Transition Day supports children’s right to start school and access quality education.
• Article 12: Children have the right to express their views and be listened to.
  — The P1 children are encouraged to share their feelings and ask questions about their new school.
• Article 29: Education should develop every child’s personality, talents, and abilities.
  — The activities on Transition Day help children discover new skills and build confidence.
• Article 31: Every child has the right to relax, play, and take part in cultural and artistic activities.
  — Fun activities like games and crafts make learning enjoyable and support children’s well-being.

---

Global Goals (Sustainable Development Goals) related to Transition Day

• Goal 4: Quality Education
  — Transition Day promotes inclusive, equitable quality education and supports lifelong learning opportunities for all children.
• Goal 3: Good Health and Well-being
  — Helping children feel safe and happy during transition supports their mental and emotional well-being.
• Goal 10: Reduced Inequalities
  — Providing all children with the chance to get ready for school helps reduce barriers and inequalities.
• Goal 16: Peace, Justice, and Strong Institutions
  — Creating a welcoming and supportive school environment builds peaceful, inclusive communities.

A Fun-Filled Day Out for Our Partnership Schools!

What a fantastic day it was when our partnership schools came together for an exciting day of fun, laughter, and friendship! Students, teachers, and staff all joined in for a special outing that included putting, eating ice cream, and enjoying the sun at the beach.

The day started with a friendly putting competition. Everyone gave it their best shot – some students showed surprising skills, while others just enjoyed trying something new.

After working up an appetite, it was time for a sweet treat. Vanilla and Raspberry ripple flavours were devoured by the children.

The highlight of the day was definitely the trip to the beach. The golden sand and sparkling sea welcomed everyone. Kids built sandcastles, collected seashells, and splashed in the gentle waves.

This day was a wonderful reminder of how much fun learning and friendship can be when the schools work together. We look forward to many more days like this, filled with joy, teamwork, and sunshine!

UNCRC Articles related to the fun day

• Article 12: Children have the right to say what they think in all matters affecting them.
  — The children actively participated in choosing and enjoying activities like putting, ice cream, and beach play, showing their right to have a say and be involved.
• Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
  — The fun day with putting, ice cream, and beach games supports children’s right to play and enjoy recreational activities.
• Article 24: Every child has the right to the best possible health.
  — Spending time outdoors, playing in the sea, and enjoying healthy social interaction contributes to children’s physical and mental well-being.

---

Global Goals (Sustainable Development Goals) related to the fun day

• Goal 3: Good Health and Well-being
  — Encouraging physical activity through putting and beach play promotes children’s health and well-being.
• Goal 4: Quality Education
  — Partnership schools working together to provide enriching, inclusive activities supports inclusive and equitable quality education.
• Goal 16: Peace, Justice, and Strong Institutions
  — Bringing schools together fosters peaceful, inclusive societies and promotes collaboration and community spirit.
• Goal 17: Partnerships for the Goals
  — The collaboration between schools demonstrates the importance of partnerships in achieving shared goals, including the well-being of children.

Our annual Sports Day was held today, the sun threatened to break out but our pupils made the most of the breezy conditions! The kids were filled with excitement, cheering, and the occasional boo! (Mr. Morrison in the teacher race) Pupils from all year groups took part in a variety of races and activities, showcasing their energy, teamwork, and determination.

The day began with the sprint races, where students dashed across the field, cheered on by their classmates. This was followed by the skipping race which added a fun twist with ropes flying everywhere. We then held the sack race, which caused lots of laughter as everyone tried to hop to the finish line without falling over (unsuccessfully)! The egg and spoon race tested our balance and focus with some funny concentration faces.

Later, the distance race challenged the runners’ stamina, and the obstacle race brought out everyone’s agility as they climbed, crawled, and zig-zagged their way through. One of the most exciting parts of the day was the relay race, where teams worked together to pass the baton and race to victory, this was given as a joined first as Carter and Louise passed the line at the same time.

We also enjoyed watching the parent and teacher races, which brought lots of cheers and smiles – especially when Mr. Morrison triumphed in a closely contested teacher race. It was great to see everyone joining in and having fun.

Throughout the day, we were proud to uphold the values of the United Nations Convention on the Rights of the Child (UNCRC), especially:

• Article 31: The right to play and take part in sport and cultural activities.
• Article 6: The right to life and to grow up healthy.

We also linked our Sports Day to the United Nations Global Goals, especially:

• Goal 3: Good Health and Wellbeing – encouraging physical activity, positive relationships, and mental wellness.
• Goal 4: Quality Education – by promoting learning through play and teamwork.
• Goal 10: Reduced Inequalities – making sure all pupils could take part, regardless of ability.
• Goal 17: Partnerships for the Goals – as we worked together with families and staff to create a successful event.

Our Sports Day also reflected many of the SHANARRI wellbeing indicators:

• Safe: The event was well-organised and supervised.
• Healthy: Everyone took part in physical activity.
• Achieving: Pupils set goals and tried their best.
• Nurtured: Supportive staff and cheering friends created a caring atmosphere.
• Active: The whole day promoted movement and enjoyment through sport.
• Responsible: Pupils helped set up, tidied away, and followed the rules.
• Respected: Every child had the opportunity to participate.
• Included: Events were accessible and welcoming for all.

Overall, it was a fantastic day full of energy, encouragement, and school spirit. A big well done to all the pupils for their amazing efforts, and thank you to the staff and families who made the day such a success.

This week, P1–7 have been busy learning all about mapping Europe as we helped organise luggage for Reverend Breakey’s exciting trip around the continent! We explored different countries, identified capital cities, and calculated travel times between destinations. Using maps and atlases, we developed our geography skills while practising time and organisation. It was a great way to connect our learning to real-life adventures!

We linked our work to Global Goal 4 (Quality Education) and Goal 17 (Partnerships for the Goals), and explored UNCRC Articles 28 (right to education) and 17 (access to information). Bon voyage, Rev. Breakey! 🌍✈️🧳