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Lingfield Primary School Website |
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WELCOME TO LINGFIELD PRIMARY SCHOOL The purpose of this prospectus is to help you know more about life and learning at Lingfield Primary school. At
Lingfield Primary School we have a clear understanding of how children learn and
continually strive to resourcefulness (the ability to organise one’s own learning), reflectiveness (the ability to think about and evaluate one’s own learning) , and resilience (the ability to try several strategies and skills in order to succeed). enjoying school dinners We acknowledge the importance of developing a caring and stimulating environment, where children’s high self-esteem enables them to take risks in learning and to learn confidently through their mistakes. We teach children that getting ‘stuck’ is not a sign of failure, developing strategies for independence. We encourage children to ask questions and for them to learn how to solve challenges and problems. We make it our business to strive for excellence, empowering children to be happy and responsive. Children are challenged within the delivery of an enriched, creative and linked curriculum. We are an inclusive school that develops independence, responsibility, kindness and good manners through a detailed and extensive personal, social and health education programme. The best way to understand our school aims and values is to make an appointment and visit the school ‘in action’. This would give first hand knowledge and understanding of what we are aiming for and achieving and of the many facilities on offer. Please make an appointment to come and experience the environment in which our children learn, so that we can answer any questions you may have. We hope that this will be the beginning of a long and successful home school partnership between us. Working closely with parents is an important element of our work for the success of each child. We look forward to welcoming you to Lingfield Primary School. Tell me and I forget, teach me and I learn, involve me and I remember – Ancient Chinese proverb Ron Gandolfo (Headteacher) & Reverend David Allonby OBE (Chair of Governors) THE AIMS of OUR SCHOOL At Lingfield we believe every child has the right to equality of opportunity and access to the whole curriculum. We aim to provide a learning environment for every child which: · is safe and secure · is exciting, stimulating, challenging and relevant · develops the confidence and talents of each individual · fosters self-esteem, self-awareness and motivated learners · promotes the qualities of being resourceful, reflective and resilientis appropriate and matched to individual needs · offers a wide range of activities, which includes the requirements of the National Curriculum.
Lingfield
School is a community primary school funded by Surrey County Council Education
Services. The
Our foyer. Our school secretary deals with many parental queries. EQUAL OPPORTUNITIES We build equality of opportunity into all that we do, with pupils and with staff. · Developing our school as a place where all are valued and respected · Providing equality of opportunity in our employment practices · Providing learning and development opportunities for all our staff to enable us to fulfil our commitment to equality · Taking any complaints about inequality seriously SCHOOL TIMES The nursery has two classes, one morning from 9am – 11.45am and one afternoon from 12.45pm – 3.15pm. Foundation Stage (reception) and Key Stage 1 (Years 1 and 2) begin at 9am, but the classes will be open from 8.50am to allow parents to give quick messages to the teacher. Key Stage 2 (Years 3 to 6) begin at 8.50am. All classes finish at 3.15pm EXTENDED CARE We have a Breakfast club, which starts at 8.00 a.m. and After School care ending at 6.00 p.m. There is a breakfast menu and a tea-time menu. A charge is made for these services. Further details can be found on our website or by asking at the office. LUNCH TIMES Infant
lunchtime is from 12.00 – 1.15pm and junior from 12.10pm – 1.15pm. We like to encourage all our children to have a school dinner. These are cooked on site, in our school kitchen, and from carefully planned nutritionally balanced menus which always include choice. The menus are published in the children’s entrance hall. Prices of lunches are published termly in the school’s newsletter. Children may bring a packed lunch instead of having a school lunch.
Sharing a picnic Parents are asked to ensure that packed lunches are also nutritious and do not contain sweets. If you would like your child to go home to lunch we will ask you to put your permission for this in writing. TEACHING TIME
We have large fields for sports and for break times.
PARTNERS IN LEARNING Our mission statement, Partners in learning, reflects the importance we place on the many relationships within our school community. We aim to make our school a welcoming place where everyone is valued and cared for as part of our school community. We are often complimented on the ‘family feel’ at Lingfield. WHO is involved in the partnership?
Photo removed: please see hard copy CHILDREN Children are central to the partnership. We encourage mutual respect and support alongside care and consideration for others' physical well-being, feelings and property. We want to enable our children to develop to their full potential and we value the many achievements children make, both in school and outside school. Sports, dancing, drama, clubs, societies, charity work, art, are just some of the things children celebrate with us about their lives outside school. We teach children to value their own abilities and achievements and those of others. They are encouraged to develop self-discipline, organisational skills, confidence and independence. We aim to help them to develop respect and responsibility for themselves, each other, the school and the wider environment. PARENTS A good partnership with parents is vital to the school’s success as a learning organization. When parents and school work successfully together, the results have a positive impact on the child’s development and learning. This can be seen as two-way communication of information, knowledge and expertise. We ask our parents to ensure that their children attend school regularly and behave well when they are there. Parents often volunteer to come into school to help out but if this is not possible there are other ways to be part of the partnership: by taking an interest, supporting children with homework, talking about learning, reading at home, and attending events and assemblies. We hold information meetings for all parents at the beginning of every new school year and there are regular meetings for parents to discuss their child with the class teacher. Records of Achievement (reports) are written at the end of the school year for every child and sent home to parents. Open days are held so you can tour the school whilst it is working. The Lingfield Primary School Association (LPSA) is another way to help school and get to know other parents. This is a fund raising association with lots of social and community events run on behalf of school. Parents also have representation on the Governing body. We hope that all parents will enjoy our working relationship and, indeed, parents frequently tell us how much they will miss school when their children move on. STAFFAll staff contribute to the children’s learning and well-being. We are a dedicated team at Lingfield offering many activities beyond the curriculum, (see our website for a current list of extra-curricular activities). The team includes:
staff run extra-curricular sports clubs Our commitment to staff and their development is recognised by the initial award and continued renewal of Investors in People. We want our staff to be happy and motivated. A current staffing list can be found on our website. GOVERNORS
Parent governors are elected by parents and are your representatives on the governing body. Some of our governors are also parents of children at the school but are appointed in a different capacity. The governors meet twice a term as a full governing body. These meetings are open to the public to attend. Governors visit school regularly and each class has an attached governor. Specific governors take on the roles of monitoring English, Mathematics and Special needs. The governors attend some in-school educational training days (INSET) alongside school staff. A list of current governors can be found on our website. COMMUNITY We are fortunate to be a school in a village with
many community assets. We make use of Jenners field, the
We also maintain close links with other schools in Tandridge and our secondary feeder schools. Our links extend to overseas. Here is one of our parents visiting India to show how to use computers. WHAT is taught at Lingfield? As a primary school, Lingfield covers three different stages of education known as Foundation Stage, Key Stage 1 and Key Stage 2. FOUNDATION STAGE 3-5 YRS These are the early years of education, beginning in the nursery and ending at the end of the reception year when the children will be five years old. The curriculum is divided into six areas of learning, although we recognise that, in practice, many of these areas overlap. Personal, social and emotional development Children learn to work together, to share and co-operate. They are helped to develop good self-esteem and confidence. This area is the basis for success in all other areas of the curriculum. Communication, language and literacy Children develop speaking and listening skills in a variety of situations. They begin to read and write and to use information and communication technology (ICT) skills. These are developed through making connections, often through play. Mathematical development Children develop skills in mathematics through active learning. This will include counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Mathematical understanding is developed through stories, songs, games and imaginative play.
Knowledge
and understanding of the world Children develop those skills that help them make sense of the world. This includes first-hand experiences that encourage exploration, observation, problem-solving, critical thinking, decision making and discussion. This forms the foundation for later work in science, design and technology, history, geography and ICT. Physical development Children develop their skills of coordination, control, manipulation and movement. This involves using a range of equipment both indoors and outside. Creative development Creativity is fundamental to successful learning. Being creative allows children to make connections between areas of learning and so extend understanding. This area includes art, craft, music, dance, role play and imaginative play. Physical development and fun! WHAT is taught at Lingfield? KEY STAGE 1 5-7YRS (infants) When children leave the Foundation Stage after their reception year they enter Key Stage 1. This stage lasts two years (Year1 & Year2) and finishes at the end of Year 2 when the children are all seven years old. In May of their final year children are assessed by their teachers in English, Mathematics and Science, using National tests. Results are reported to parents with the child’s annual record of achievement. Children in Key Stage 1 study the National Curriculum and religious education. KEY STAGE TWO 7-11YRS (juniors) Key Stage 2 lasts for four years (Year 3, Year 4, Year 5 & Year 6) and ends when the children transfer to secondary school at the age of eleven. In May of their final year children are assessed by their teachers and by national tests in English, Mathematics and Science. Results are reported to parents with the child’s annual record of achievement. Children in Key Stage 2 study the subjects of the National Curriculum and religious education. THE NATIONAL CURRICULUM The National Curriculum lays down what should be taught by every school during compulsory schooling from Y1 to Y13 (ages 5yrs – 16yrs). The following subjects are known as the ‘core’ subjects and will have more time devoted to them than the others. · English: this includes speaking and listening and drama. Reading and writing is based on the National Literacy Strategy. · Mathematics: based on the National Numeracy Strategy. · Science The following subjects are known as ‘foundation’ subjects. Information and Communications Technology (ICT), Design Technology (DT), History, Geography, Art & Design, Music, Physical Education (P.E.), Personal, Social and Health Education (PSHE) and Citizenship. The National Literacy and Numeracy Strategies are non-statutory Government schemes that set out what children should learn in reading and writing, and mathematics each term. This begins in Reception year and continues into the first year of secondary school. We these schemes as a basis when planning our Contexts for Learning. The school has policies and schemes of work in all subjects. These are available to parents on request. RELIGIOUS EDUCATION The school conforms to the syllabus agreed by the Surrey standing advisory committee for religious education. The syllabus is mainly Christian in approach but treats all denominations equally. In addition, aspects of Judaism, Islam and Hinduism are studied. Parents have the right to remove their children from religious education and the act of worship, which must be part of the daily assembly. Please discuss this with the headteacher first if you wish to exercise this right. FOREIGN LANGUAGES The study of foreign languages becomes compulsory at key stage three (the first three years of secondary education). However, we feel that learning a foreign language is important and currently teach French in KS2. We liaise with our main secondary school to ensure that our teaching fits with their syllabus. SEX EDUCATION The governors have a policy for sex education, which is available on request. Children’s questions are answered frankly and accurately according to the age of the child. There are more formal lessons in Y6 covering puberty and human reproduction which are introduced as part of their context on “Gene Genie”. Parents are given the opportunity to look at all materials used before the lessons take place.
Children at work in our computer suite. We have a further laptop suite and each classroom has a computer, from Nursery to Year 6, Most classes also have an interactive whiteboard, digital camera,TV, video player and tape recorder/player. We also have several digital movie cameras and digital microscopes. HOW do we teach at Lingfield? CONTEXTS for LEARNING: curriculum organisation At Lingfield we recognise the importance of learning that is both meaningful and memorable. We know that it is essential to make connections between different subjects and to link learning, so that children see a purpose for the learning in each lesson. As a result, we have introduced ‘Contexts for Learning’ across the whole school. This means that learning is planned so that every subject is linked to an overall theme, the Context. This way of working encourages ownership and develops children’s independence; it also means that everything we do has a purpose and so we can celebrate children’s work in meaningful ways. It is an exciting and challenging innovation and one that all our children (and teachers) enjoy. Read how this works in practice in the section following on ‘What happens on a typical day at Lingfield School’. Our current Contexts for learning can be found on our website. EFFECTIVE LEARNING: teaching for learning Effective learning is our overall term for the ways in which we teach and children learn at Lingfield, through active participation, discussion and hands-on experiences. Effective learning encourages independence, motivation, problem solving, reflection, resilience, resourcefulness, social skills, enjoyment in learning and thus, lifelong learners. Good health is important to an effective brain · we will provide frequent and easy access to water · we will promote a healthy diet · we will encourage children to eat fruit · we will teach children about healthy living Learning is about making connections · we will show children the connections between what they are learning now with what they have already learned · wherever possible, we will relate what we teach to children’s own experience Relaxed alertness, not stress, is the best state for learning · we will work to develop children’s self-esteem · we will promote learning through positive encouragement · we will develop social interaction, in a friendly and collaborative classroom Children need to see the big picture · we will start each unit with an overview of what children will be learning and doing · we will begin each lesson by showing how their work fits into this big picture Each child has a portfolio of intelligences · we will identify all children as intelligent, finding their areas of strength · we will provide a broad curriculum so all children will be able to develop their own strengths Teaching will be planned to address children’s different learning styles · we will provide a range of learning and teaching styles for all children · we will encourage and enable children to demonstrate learning in a variety of ways e.g. drama, role-play, discussion, diagrams, charts, lists, maps, dance, debate, as well as the more traditional forms of recording What happens on a typical day at Lingfield School? We have written the outlines below, accompanied by photos, to give you a flavour of what the active learning experience is like for Lingfield children. NURSERY In Nursery the Context for Learning is ‘Sea and Sand’. The children start the day with a memory game: ‘I went to the beach and I took.........a ball’. Each child tries to add something to the list whilst remembering what others have said. Quite a challenge for 3-4 year olds! All the day’s activities are linked to the context. Indoors, children are making flags and sunglasses. The water tray has lots of different sea creatures to discover and children may sail their boats that they made the day before. Some children decide to have a boat race with a friend. At the Beach Shop children are busily buying buckets, spades, ice-cream etc and have to make sure everything is labelled and priced up. It is important to take turns at the paddling pool. It is a lot of fun with pumps and water pistols!
The session will end with a story about a day on the beach. Much learning (and fun) has been enjoyed by all.
Fun with ‘Sea and Sand’ in the Nursery’s large sandpit.
RECEPTION On
a typical day in our reception classes the children are ‘Walking the Plank’.
This Context for Learning is not as scary as it might sound, although just as
exciting! Children have listened to stories about pirates, such as ‘Pirate
Pete’, ‘The Man whose Mother was a Pirate’ and ‘Captain Pike looks after the
baby’ and are encouraged to read a range of stories, poems and non-fiction.
Some children are making galleons using construction sets. Boats have also been made out of various ‘junk’ materials and are tested for sea-worthiness by trying to float them in our canal system or in the water tray. Others are making coins, which are used to purchase ship’s supplies, involving a lot of counting.
Treasure has been hidden and children make and use
maps to find it. Some
children are sailing the Seven Seas looking for the treasure. In ICT the
Roamer, programmable for direction, is set up by the children to go on a
treasure hunt.
Stretch up high! Going through the tunnel! Meanwhile, lists of supplies needed for the voyage have to be made and Wanted posters for the most fearsome pirates have to be painted and written. Later, children will be dressing up as pirates to enjoy a pirate party. Children enjoy the challenge of this Summer term context, learning whilst having a lot of fun! YEAR 1 The
Summer Context in year 1 is ‘It’s Playtime!’ On a typical day some children will start by going on a shape hunt in the playground and along the adventure trail. They will record their findings in a tally chart. Others will make a tally of the class’ favourite playground equipment and later we will convert all this data into block graphs using the laptop computer suite. Next, some children may be involved in writing a story about a magic swing, whilst others will write captions underneath photos they have taken of their friends on our various trips to local playgrounds. A Year 1 classroom ing circle time we be thinking about the question ‘What makes a good friend?’ giving children the opportunity to talk about good friends and friendship problems, especially during playtimes. This work will be consolidated in our drama session when the children will act out friendship scenarios and work out good ways of being a friend to and co-operating with others. Later the children will use their knowledge and skills about forces and strong connections, acquired during our previous visits to local playgrounds and investigations into different play equipment, by starting to make their own model playground.
Photo removed: please see hard copy
All these activities will be interspersed with songs and action rhymes about friendships and co-operation. YEAR 2 In Year 2 our Spring term Context is ‘Home and Away’. We have been reading the fictional stories of Katie Morag, who lives on the fictional Isle of Struay. Today, some children will be drawing detailed maps of the imaginary island, which is based on the real island of Coll in Scotland. Others will be producing a brochure giving illustrated information about places to visit. They will be using the internet to get some ideas for this. In the afternoon, children will be making a vehicle suitable for travelling round the island. They have already spent some time designing their vehicles and deciding what materials they will need and they will use their designs to help them with the construction. Meanwhile, small groups will take it in turn to carefully read instructions before making ‘porridgies’, which are a bit like flapjacks and are made using a recipe from one of the stories. We make links to the Mathematics curriculum as a lot of careful weighing will have to take place if the children are to be successful in this activity! They will also observe the changes that occur when different ingredients are heated and cooled, which links to National Curriculum science. At the end of the day we will all sit in a circle and enjoy eating the results of our Scottish cooking!
A
listening circle time
in one of our two outdoor gazebos. YEAR 3 In Year 3 ‘s Summer term Context children are learning about ‘The Victorians’. On a typical day children start with a quick ‘spelling skills’ challenge with a wordsearch containing lots of Victorian inventions and famous people. Next is the poetry of Victorian poet Edward Lear. Today we are going to write our own limericks. We create a map of linked ideas to help, and have lots of paired discussion, as it can be quite difficult to find rhymes for some place names! We visited a Victorian house and experienced life as Victorian servants. Here: using possers to get sheets clean.
In the afternoon we begin with a Reading Workshop where group activities are designed to practise different reading and writing skills. Links with the Victorian context are made by using information books, the class computer and Victorian based fiction.
We end the day with a chapter of ‘Stop thief!’, a Victorian crime story.
polishing the Victorian stove
YEAR 4 Children in Year 4 are learning about the Romans in
their Year 4 children engaged in Design Technology work.
A typical day begins with a stimulating activity allowing access for children with different styles of learning. There are images on the Interactive whiteboard of Roman army formations complete with a description of them by Roman historian, Tacitus. Children will be able to study through drama and role play and discover why the Roman army was so successful. Next children will be asked, ‘Which type of shield would be most effective in combat?’. Learning often starts with a key question, designed to provoke investigation. In maths, children will be calculating the areas of different designs of Roman shields to start to answer this. Children will then be working in mixed groups across the Year group to design and make a Roman Standard to represent themselves. This links to Personal Social and Health Education as children celebrate aspects of their own lives and share these with others.
careful handling of tools in DT YEAR 5
Year 5 children experiencing African drumming during their Summer term Context, ‘On Safari’. Our Year 5 Autumn term Context is ‘Water, water everywhere’. A typical day will start with the children checking the planned learning for the day, which is on the board summarised as key questions to be answered. A word or number puzzle based on the context may be completed individually or by working in pairs. After feeding back the answers as a class the children will move on to group work. In one group children will be working at the computers with the TA, researching animals that live in the sea, producing Powerpoint presentations. The children readily use the internet and clip art to add to their work. Some children also incorporate sound. The second group will be working with the teacher, writing descriptive poems about ‘A Storm at Sea’, using similes and metaphors. The third group will be working independently, sketching a still life beach scene with pencils, pastels and chalks. Later that morning, you will find the children working in small groups using mathematical intelligence to devise mixed mathematical problems for others to solve, based around a swimming pool visit. During the afternoon, children will be exploring the forces acting on their own models of boats. This links design technology, where they have previously looked at different sail and hull designs, with the science of forces. The day will end with a competition to find the fastest boat, wind driven down a water-filled channel. YEAR 6
Photo removed . Please see hard copy.
In the Autumn term the Context for Year 6 is ‘Pack up your Troubles’, and the study is of World War II. On a typical day children will commence their study of evacuation through drama and role-play, by working out and setting up a scene showing the emotions involved in leaving home and travelling into the unknown. To develop this further, children will experience the sounds of the Blitz and will be writing poetry in free verse. Maths will involve calculating a weekly food bill, taking into account rationing and the food available in the 30s and 40s and how this is different from today. Children will have the opportunity to work in small groups. One of the groups will work independently at creating a Blitz skyline, using paint and collage. Another group will be guided by the TA whilst they explore the Anne Frank website. The group working with the teacher will use a method of thinking through problems in a structured way, Edward De Bono’s Thinking Hats, to tease out the ethics surrounding the key question, ‘Would you hide a Jewish refugee?’. They will be put into the situation of having to make this difficult decision for themselves. The day will culminate with a gathering together of ideas and emotions and a further reading of the Year 6 set text for the term, ‘Goodnight Mr Tom’, which is about a boy’s experiences as an evacuee. EDUCATIONAL VISITS We believe it is important to connect learning with first-hand experience wherever possible. This includes making educational visits which extend this learning. We make good use of the village itself for short field trips. For longer trips you will always receive details of timings, catering arrangements, cost etc in advance.
All our trips are well planned and properly supervised. Our residential trips are authorised by the governors and by the Surrey outdoor activity consultants. We ensure that a risk assessment has been carried out.
Victorian day out: making butter
CHARGING POLICY We charge only the cost of coaches plus entrance/other fees for day trips out of school. Parents cannot be required to pay for activities that take place during the school day, but trips cannot take place without sufficient parental voluntary contributions. Parents are asked to make contributions towards the following; · swimming · instrumental music tuition · clubs/activities run by instructors who are not on the staff of the school · day trips · residential visits · visits by theatre companies, music groups etc to the school
Please note that unlike some schools we do not ask for a yearly or termly contribution to school funds. Instead, we ask that parents who would like to support the school, support the LPSA fundraising events.
visiting theatre group
HOMEWORK Parental support is vital to children’s learning. It is proven that children who establish an early homework habit, particularly those who learn with their parents, are more successful at school. However, it is important to remember the need to balance work and play activities. There must still be time for children to play, follow hobbies and other outside interests. All children will be encouraged to read /share books. DfES Guidelines for Homework expect that every child will read, or be read to, for 10-20 minutes every day. Parents have an important role to play by encouraging reading at home and supporting our Home-School reading partnership. Younger children will choose a book to take home each day. This will be recorded in their home reading book. Older children will still be expected to read to themselves every day and will be given specific reading tasks from time to time. We also give other homework. Typical homework activities are:
The following table shows what you can expect in this school. The DfES Guidelines for the amount of time spent on homework tasks are shown in the left-hand column but we set homework to suit the learning and purpose rather than slavishly follow guidelines.
CLUBS
There are many
extra-curricular school clubs run outside of school hours.
There are various voluntary organisations in the area which the school actively supports and would encourage children to belong to such as Beavers, Rainbows, Brownies, Cubs and various sports clubs.
After school care activity
DISCIPLINE Good behaviour is important. Everyone at Lingfield School is expected to speak and act in a respectful manner and to work to the best of their ability. Children are encouraged to be aware of their responsibilities within the society of the school, to be kind and considerate to others and to respect personal and communal property. Assemblies are used to emphasise our expectations and children are taught a carefully planned programme of PSHE lessons which include behaviour for learning. For inappropriate behaviour in or out of the classroom, teachers may keep children in at playtime or lunchtime under supervision. In addition, particularly for consistently unacceptable behaviour within the classroom, children may be removed to another class for a short period of time. We also use a ‘Think Sheet’ which is given to the child to take home and reflect on their behaviour. This is returned signed by parents to show they are aware of what has occurred. For persistent offences, the headteacher will be involved. Parents kept informed from an early stage to enable them to support our discipline procedures. Parents are able to read our Behaviour Policy on request and a copy of our Code of Conduct is sent home to all parents to share with their children. BULLYING Bullying is an issue which this school takes seriously. These are some signs of bullying: · It tends to take place over a long period of time, rather than just a day or two. · It can make the child withdrawn and clingy. · It can involve your child being verbally abused, physically hurt or having his or her possessions destroyed or stolen. · With accompanying threats, it can make the child too afraid to tell anyone. We always investigate allegations of bullying and take appropriate action. If you believe your child is being bullied, contact the class teacher or Phase Group Leader in the first instance. If concerns persist, contact the headteacher without delay. BUDDY SYSTEM At Lingfield we have a very successful buddy system in operation. Each year group in the school has a buddy year group. The purpose of the buddy system is: | ||||||||||||||||||||||||||||||||||||||||||||||
The sand pit is
the place to be ‘on the beach’, where children are building sand castles and
filling moats with water. Others are visiting the Camp Site and staying in a
tent. All this activity can make you feel very hungry, some children are
packing picnics. Others are busy sending a postcard to tell others about their
holiday. 
We split into three groups for our next lessons. One
group is going to the computer suite with our teaching assistant and they will
be using the internet to find out information about famous people in Victorian
times and to design their own fact sheet. A second group is working
independently suggesting questions to ask about Queen Victoria’s Coronation,
using copies of Victorian paintings to help them. The third group works
directly with the teacher using the Interactive whiteboard to look at a copy of
a busy city street scene, drawn in Victorian times. The children use this
evidence alongside written texts, to work out their ideas of what it was like
for people in the cities then. Some of the ideas will be acted out to allow
access to kinaesthetic based learning.
have looked at photos and information about Victorian sculptures
but also looked at modern sculptures. We have lots of design ideas in our
Sketch books. Now it is time to make them! Our chosen sculptures include Queen
Victoria but also Wayne Rooney! 
‘Veni, Vidi, Vici’ Context. 
We will complete the
learning experience with group work. One group will work with the teacher to
draft a letter home from a Roman soldier to his family back in Rome. Another
group will be in the computer suite with the Teaching Assistant using the
internet and ICT to research and present information about the extent of the
Roman Empire at its peak. The third group will work independently using
information texts to help design and make a model kit bag that a Roman soldier
would carry.
These are run either
by school staff, who give up their time voluntarily, or by instructors from
outside school, when a charge is made. Clubs are very popular and often have to
be restricted to certain age groups or an agreed number. An up-to-date list can
be found on our website, and more information for children is on the CLUBS
notice board in school.