Learning to Learn
Exploration, interaction and thoughtfulness are the foundations of the learning experience we provide at Peponi House. Children are encouraged to be independent learners from Year 2 and they are encouraged to take responsibility for their own learning.
We make the most of practical, investigative and interactive classroom experiences. We have Interactive Whiteboards in all classrooms and consequently, innovative technology is at the heart of teaching and learning.
We aim to challenge and stretch each individual child, acknowledging that they are unique, whole people who should be nurtured and developed in a stimulating, open-minded educational environment.
At Peponi House, we pride ourselves on giving our children breadth as well as depth in their education. Our academic curriculum is based on the framework provided by the British National Curriculum and the demands of the Common Entrance (CE) syllabus for preparatory schools. Children study Mathematics, English, History, Geography, Kiswahili, Science, Drama, Art, Design Technology, Computing, Music, PE, Swimming, French (from Year 3), Spanish or Latin (from Year 6).
Juniors (Years 2-4)
Within the Junior Department at Peponi House our aim is that each child’s primary years will be full of happiness and countless memories. Our dedicated and enthusiastic staff are committed to creating an atmosphere in which each child develops all of their abilities. We have high expectations of all of our children and deliver interactive lessons in all subjects. Our classrooms are equipped with dual touch interactive SMART boards, allowing the children the opportunity to use and explore technology in learning, keeping up with the ever-changing trends in education whilst gaining dynamic skills.
All children have talents which we aim to develop by giving them the best possible opportunities. Specialist teachers are brought in to teach Kiswahili, Music, French (Year 3 and 4), Computing, Swimming, Games and P.E. to give the children vital skills required to reach their potential. Within the journey of the Junior Department, we help by guiding the children to take charge of their learning to become confident and lively learners and by exploring what they would like to find. This is reinforced by exciting and educational trips where children are able to reinforce their learning and put valuable skills into practice.
At Peponi House, we pay particular attention to the teaching and learning of English and Maths. In English, we use Accelerated Reader, which monitors the progress of an individual child’s reading, whilst allowing them the freedom to choose their own books, maintaining ownership of their own reading progress. Teaching innovative creative writing, as well as laying the foundations of strong English comprehension skills are at the basis of our literacy syllabus in the Junior Department. In Maths, we have responded to the new and more demanding National Curriculum, initiating a new scheme of work and raising our expectations of what the children should be able to achieve by the time they join the Senior Department.
Seniors (Years 5-8)
Year 5 is a transition year during which the children are taught English and the Humanities by a form teacher, but they are exposed to more specialist teachers for the rest of the curriculum. From Year 6 onwards, all subjects are taught by subject specialists.
All pupils take French throughout, unless a pupil has special educational needs which warrant additional time with a Learning Support teacher. In Year 6, pupils do a term of Kiswahili, a term of Spanish and a term of Latin, one of which is then chosen as an additional 2nd language to be continued into Year 7 and 8.
All pupils are prepared for the Common Entrance examinations (ISEB) which is sat at the end of Year 8. There are exams in English, Maths, Biology, Chemistry, Physics, History, Geography, French, Spanish and Latin. The majority of our Year 8 pupils go on to their senior schools in Kenya and the UK and we have an outstanding number of scholarships, demonstrating that our children can and do achieve the very highest standards.
Pupil Progress Tracking and Assessment
At Peponi House, we keep abreast of the latest developments in the education world, particularly in the UK. Pupils are continually assessed both informally and formally by class teachers. Standardised, baseline tests in literacy and numeracy are administered in the September term to every child in Years 2-7, which give us very useful information about progress.
In addition, pupils in Years 2, 4 and 6 sit a series of assessments run by the Centre for Evaluation and Monitoring at the University of Durham, UK, which are standardised national benchmark tests. The results of these inform the teaching and learning at Peponi House, enabling us to track progress and identify pupils who are falling behind, as well as comparing against National UK averages. The Year 7 pupils sit the MidYIS baseline assessment.
There are continuous in-house assessment / monitoring procedures as well. In the Senior Department, from Year 5 onwards, pupils receive attainment and effort grades twice termly. These grades report on the work a child has achieved per half term. The effort grades are particularly important and we strive to support any child who is perceived to be coasting and struggling to perform to the best of their ability. A support system is in place, which monitors a child’s effort in every lesson. At the end of every term, pupils are rewarded for their effort and attainment throughout the term, in the way of prizes and acknowledgement in the final school assembly. There are also prizes for progress and ‘spirit’.
All children are given the opportunity to take part in a wide variety of extra-curricular activities, which take place once a week.
Junior children are able to select from a wide range of Activities which are undertaken on a Friday afternoon. These activities cater to all the different interests and passions we have at Peponi and range from swimming, to salsa dancing, to Chess club, and everything in between! Children are encouraged to try as many different activities as possible in order to develop (and indeed discover!) new passions. Activity groups bring together children from different age ranges and classes and therefore the sessions offer an excellent opportunity to make new friends and work with new teachers; both important skills.
Indoor and board games
Salsa Dance Club
Tae Kwan Do
Grow your own vegetables
JDA- Jnr Dance Activity
Tae Kwan Do
Higher Order Thinking Skills (HOTS)
Higher Order Thinking Skills (HOTS) are activities designed by the teachers to challenge the pupils in areas of learning that they may not have experienced directly in the conventional curriculum of the school. The activities reflect the passion of the staff and the teachers take great pleasure in passing on their enthusiasms to a new generation. Once a week, senior pupils take part in a 6 week experience of an activity and rotate around the activities each half term in small groups. The activities, whilst giving the pupils a taste of a new experience, are created to challenge the Higher Order Thinking Skills coined by Bloom's Taxonomy. This states that in order for pupils to really be challenged that they need to: Experience; Analyse; Evaluate; Plan; and Create. Each of the activities challenges this aspect of learning and helps pupils to know how to identify their effective role in a team.
HOTS that pupils have experienced:
Mechanics; Problem Solving; Team Building; Functional Maths and Science; Peponi Podcast; Peponi Magazine; Pupils’ Council; Investigation of Sustainable Living; Philosophy; Life Saving; Fair Trade; Social Sculptures; Cards with a Cause; Code Club; SOLE Project (Self Oriented Learning Environment).
The HOTS programme aims not to just teach pupils facts and knowledge of a topic, but engages pupils in experiential learning and challenges them to think outside the box to gain a favourable result. The inclusion of such an activity session in Peponi House also allows for the teachers to re-evaluate their classroom approach and encourages them to consider HOTS in their everyday teaching and as a result, challenge the pupils more readily, preparing them for the 21st Century.