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The Year 6 residential field trip is to Marchants Hill. Marchants Hill is situated near Hindhead in Surrey, just south of London. Like Sayers Croft, it is set in rolling countryside, and all the activities that the children undertake are set within the grounds of the 45 acre site.

Marchants Hill specialises in organising and leading school journeys for primary and secondary school groups and offers a wide range of adventure-based activities. All activities are specifically aimed at the age group of the students participating and led by professionally trained and accredited members of PGL staff.

Accommodation

Pupils sleep in dormitory accommodation during their stay. Girls sleep in separate dormitories to the boys. The accompanying staff sleep in adjoining rooms. The self-contained dormitories contain en-suite washing and toilet facilities, as well as a communal area that is for the sole use of Hampden Gurney pupils.

Catering arrangements

Marchants Hill offers a menu with a range of options for breakfast, lunch and evening meals. With foreknowledge, it can also cater for children who do not eat particular foods. This includes those who do not eat meat at all, as well as those that may only not eat a particular type of meat (i.e. beef, pork, lamb or fish). Vegetarians can also be catered for, as can vegetarians who do not eat fish, and vegans.

More information about the centre and the site can be found on the Marchants  Hill website.

Charges for Residential Field Trips

Full details of the school's policy on charging for educational excursions can be found in the Resources section of the school website.

At Hampden Gurney we teach foreign languages to both Key Stage 1 and Key Stage 2 as part of the normal school curriculum. Although not statutory, we have extended our MFL offering to Key Stage 1 for several reasons.

Firstly, we believe that many children enjoy learning a language. Secondly, we also believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired. We also believe that it is a good idea to introduce languages in Key Stage 1 because the focus will be on learning through song, dance and physical movement.

This will provide children with a foundation of learning and enjoyment before language learning is formally taught. It is also widely believed that the early acquisition of language learning facilitates the learning of other languages later in life. Learning language enables our children to become international citizens who are linguistically equipped and culturally aware in a rapidly changing world.

We aim to ensure that language skills are developed and used across the whole curriculum and to promote the personal development of every child by providing them with an equal opportunity to develop their skills in speaking, listening, reading and writing. In particular we aim to:

  • foster an interest in learning another language
  • introduce young children to another language in a way that is enjoyable and fun
  • make young children aware that language has a structure and that the structure differs from one language to another
  • help children develop their awareness of cultural differences in other countries
  • develop their speaking and listening skills
  • lay the foundations of future study

We use a variety of techniques to encourage the children to have an active engagement in modern foreign languages. These include games, role plays and songs (particularly action songs). We often use puppets and soft toys to demonstrate the foreign language, and we also invite native speakers into the classroom, to expose the children to other foreign language speakers. We frequently use mime to accompany new vocabulary without the need for translation, emphasising listening and speaking skills over reading and writing.

We aim to make lessons as entertaining as possible, and realise that this approach supports the development of positive attitudes in the children when learning modern foreign languages. We aim to build children’s confidence through constant praise for any contribution they make in a foreign language, however tentative.

Assessment provides information about what a pupil knows, understands, is able to do and where they go next. It is part of the teaching and learning process and as such, is part of everyday classroom practice.

We assess informally during lessons and also by regular testing to evaluate what the children have learnt. There are no national key stage tests but we have implemented a whole school assessment strategy to award children with certificates to indicate that they have reached a certain level of competence in Spanish. We present this to the children at our annual Commendation Day.

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