Numeracy

In all of our Numeracy sessions we aim to consolidate and build upon student’s prior learning so that they develop fully their number, data handling and shape and space skills through as many interactive and enjoyable means as possible.  Ultimately our aim in Numeracy is that our students are able to apply their core skills to solving real world problems and by so doing recognise the true value of Numeracy.

We follow the guidelines set out in the National Numeracy Strategy (UK) and teach one hour long session of Numeracy each day of the week.  Sessions usually begin with a mental mathematics warm up comprising quick recall of multiplication or division facts, addition and subtraction and solving word problems.  The main teaching input from the teacher and subsequent individual or group work from the student(s) follows.  The session ends with a summary from the teacher which reinforces the learning objective of the lesson. 

Claudia, “I really like Numeracy because we do exciting things like special games and activities.”

Literacy

Good Literacy skills are clearly very important to our student’s futures and we strive to prepare them accordingly.  Through as many relevant topics and rich and absorbing texts as possible our students experience a very wide range of writing styles and purposes for a range of audiences.  From short fictional stories to poetry, biographies to instructional booklets and persuasive posters to newspaper journalism our students are being prepared for the real world where Literacy is all around them.

We follow the guidelines set out in the National Literacy Strategy (UK) and teach one hour long session of Literacy each day of the week.  Sessions usually begin with an interactive teaching input from the teacher followed by a piece of individual or group work from the student(s).  We aim to cover five main areas in our Literacy teaching: word (spellings) work, sentence level (grammar) work, text (creative writing) level work, reading, and speaking and listening.  Where possible we teach these five areas together, occasionally resulting in a project, so that children realise that the process of writing or reading is made up of several parts.

Mburu, “In Literacy we do fun activities like pizza making and card games to help us learn (instructional writing) in Literacy.”

Science

Our students are very inquisitive about how the world around them works and in Science we aim to equip them with the skills to find out some of the answers for themselves.  We benefit greatly from using the Senior School science laboratories as they provide appropriate equipment and facilitate good scientific investigations.

Whenever possible and appropriate to the subject matter our students experience learning in science through doing the investigations themselves.  In this way our students are encouraged to take greater responsibility for their own learning through planning, carrying out, concluding and evaluating an investigation.  Obviously this process takes time; in Key Stage 1 our students are guided through their investigations closely by their teacher, through Key Stage 2 students are encouraged to think more independently so that by the time they are in Year 6 they are fully equipped for the challenges of secondary education.

Kevin, “I like science because we do interesting experiments.”

ICT

We recognise the importance technology will have in our students’ futures so each class in Key Stage 2 has its own computer with Internet access allowing our children to enhance their research skills and become more adept with using such technology.  In addition we have the Junior ICT Suite (housing over 20 computers) which is accessed by each pupil for at least one lesson a week for an IT lesson with a specialist teacher.

IT lessons expose our students to a wide range of multi-functional software which they learn to use for specific purposes.  Our aim is to provide students with the necessary research and presentation skills in order to continue their development into the Senior School.  By the end of Year 6 our students should be accomplished at using Word, Excel and Publisher as well as using the Internet as a research tool responsibly and efficiently.

Katie, “Everyone has their own computer to use in IT.”

Humanities

We aim to teach both Geography and History through drawing on the local environment where possible.  Topics such as ‘mountains’ or ‘the Greeks’ are taught often through project work which again further develops our student’s independent work skills.     ‘Living History Days’ provide our students with an opportunity to have a ‘real’ experience of how it would have been to live in a specific period of history.  At the end of their history topic students come to school dressed in the clothing of the time and enjoy a range of activities such as working on a chalk board and learning etiquette for the Victorian period.

Jamal, “I enjoyed dressing up on Victorian day!”

Art and Design

Our students thrive in Art and Design; often using Greensteds’ stunning local environment as a stimulus for their work.  With a specialist teacher on hand to guide them our students experience and develop a wide range of art and design skills and techniques.  If further inspiration were needed our outdoor art room overlooks the Great Rift Valley and is well equipped with appropriate resources to facilitate our students’ learning.

Katie, “I really enjoy Art because of the fun projects we do like the lions attacking the elephant.” 

PSHE

Personal, social and health education deals with many real life issues our students at Greensteds Junior School face as they grow up.  Our lessons provide them with the knowledge and skills needed to lead healthy and responsible lives as confident individuals and members of society.  A typical lesson will involve a ‘circle time’ where the children sit in a circle and take turns to discuss an issue such as caring for the environment or bullying.  A conclusion will be draw by either the students or the teacher on what has been learnt in the session and how we can implement these lessons into our real lives.

Kathleen, “It’s good to help out people with ‘issues’ in the class.” 

PE and Games

We encourage our students to take part in sport enthusiastically, to develop their team, coordination and game playing skills and to give of their very best in competitive situations. Our sporting facilities are of the highest standard.  We have a large and perfectly flat sports field (home to our cricket, rounders, hockey, rugby and netball pitches), cricket nets, tennis courts and a 25 metre outdoor swimming pool.  In addition we have a fully equipped adventure playground.  Such facilities most ably support the physical development of our students.

Specialist sports teachers develop our student’s skills through two sessions of 1 ½ hours each a week.  As a school we are fortunate to be on Kenya’s International School sporting circuit meaning we have regular competitive fixtures against students from other schools.

French and Kiswahili

In KS2 children learn French and Kiswahili.  In Y3 and Y4 the emphasis is on spoken language and in Y5 and Y6 children begin to read and write as well.

Languages are learnt primarily through songs, role-play, paired activities, simple books and games.  Lessons are fun, varied and active and the focus is on enjoyment and developing confidence.

A good grasp of another language is an excellent asset as children move up to Y7, whether a child continues learning this language, or uses the language learning techniques he/she has acquired to pick up another language.

Music

Music in the Junior school starts with the Nursery group. The children are encouraged to sing and make music. Each class has a weekly 45 minute session where the children develop their counting through clapping and playing percussion instruments. They also develop their vocals through regular singing to the accompaniment of the keyboard and the guitar. 

Every Tuesday, Wednesday and Thursday the children congregate to sing before they start lessons.  In all levels the young ones are encouraged to write songs and perform. The Music Department ethos states that there should always be a link between theory and practice.