Figure 1.--A major change in the prep school curriculum has been the greater emphasis given to science. Maby scgools did not even teach science until after World War II. The great emphasis in the curriculum is on English and Maths.
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Figure 1.--A major change in the prep school curriculum has been the greater emphasis given to science. Maby scgools did not even teach science until after World War II. The great emphasis in the curriculum is on English and Maths. |
The curriculum varies somewhat by school, but is realitively standard as it is geared toward success on the Common Entrance Examination. The normal prep school curriculum focuses on English, maths, and science as the core subjects. There is a strong emphasis on basic literacy and numeracy skills. The curriculum also includes modern foreign language (normally French), history, geography, religious studies, information technology, music, art, design technlogy, physical education, and games. History and geography stress the skills of enquiry and critical thinking. The basic subjects are offered by most schools. Other schools may offer a variety of other subjects such as dance or classical studies. Note that games is considered by most schools to be an important part of the curriculum. The basic curriculum has remained standard for some time, but teaching methods were beginning to change significantly. The major curriculum change in recent years has been "information technology" and here of course we are talking about the computer. Emphasis on these subjects varies from school to school, especially on the enphasis given to the fine arts. Latin is taught at virtually all the schools. Here there are differences from school to school depending on the school's academic focus. Often Latin is introducded to the children in Form Three. Ancient Greek is taught in many schools, for the top set or scholarship group. We emphasize here that our observations are based on visits during the 1970s and 80s and that many of the newer curriculum trends we noted have now been widely adopted by most schools.
English is the key subject in the curriculum. It is the central element in the core curriculum. It is the single most important. Literacy is a very high priority for the younger children. And the emphasis on literacy continues throughout the form levels. Most children arrive at prep schools by age 8 with basic reading skills. Many come from the attached pre-preps and thus are well prepared ti begin the prep school program. Those students still having difficulty are provided specialist help with reading. Great care is taken to identify children with reading difficulties and quickly address them. Reading and writing exercizes as well as spelling and hand writing are designed to build English skills. The children are strongly encouraged to read. Grammar does not have the prominance it once had, but the children get a good bit more grammar than is the case in the state system. Methods have evolved over time, but the schools give a vert heavy emphasis to basis English skills.
Maths is one of the core subjects. The approach to maths varies from school to school, but almost most place a strong emphasis on numeracy. Here a major factor in the effectiveness of maths instruction is the small class sizes. Many schools have adopted special maths education schemes. A range of activities involving the class, small groups, or individuals working alone are used to develop basic mumerical skills. Younger children are encouraged to perform basic subtractin and addition skills mentally and are expected to be familiar with the addition and subtraction facts to twenty. Form 4 students are normally expected to learn their times tables. Older children may be streamed so that more advanced mathematics can be presengted to the more advanced children and the others concentrate on developing the more basic skills. The maths program takes into account the requirements of GCSE.
Science is another core subject. The schools generally have well-equipped laboratories, but this varies from school to school.Most schools teach general science beginning in Form One. The emphasis is generally on using practical activity to develop basic scientific knowledge. The children are encouraged to ask questions and come up with ways of testing the ideas that occur to them. The concept of accurate measurement is promoted. The science classes for the older children are specalized course work in the three major science disciplines: physics, chemistry and biology. Electronics may be taught in both technology and science departments. There may be some variation as to the emphasis given to these different disciplines. This split often comes at about Form Four, but varies from school to school. The emphasis on the practical continues, but more theoretical concepts are introfuced to the older children. Some schools have the older children work on small group projects. The children not only engage in the reserach, but learn how to present their findings.
French is the major modern foreign language taught in prep schools. Many schools have native French teachers as instructors. The schools vary as to the facilities devoted to fireign language. We saw few schools with language labs, but we are not sure how effective such facilities are. Most schools begin introdudcing French to the children at a very young ge. It is normally done in the pre-prep. One school has the French teacher work with the younger pre-prep children once a week, using puppets and songs to both entertain the children and introduce them to French. Other schools have different methods for introduing French to the younger children in an intertaining way. The French lessons gradually begin introducing the four skills of listening, speaking, reading and writing. Even in the actual preparatory school the teachers tend to use games and fun activities for the younger children. The children are encouraged to form simple sentences and talk in class about themselves, their family, their pets and favorite activities. The older children might concentrate on vicabulary phrases that will be needed on a trip to France. They will also work on grammar to prepare them for secondary-level work in their senior school. They concenrate on the Common Entrance syllabus. Normally there will be 2-3 classes weekly. Most schools will have an dvanced or scholarship group. The average prep school studen when he finishes the program t age 13 will have a solid basic grounding in the French language. The language program often includes an excirsion to France. Interestingly as close as France is, British families often do not venture accross the Channel. It is more common for affluent families, but not as common as one might thinkk. A few schools may offer options for older children such as Spanish or German. May British children take holidays in Spain. Travel to Germany is more limited.
We noted considerable variation from school to school as to how history was presented. Some older teachers were still pursuing traditional approaches while younger teachers were using newer appraoches which many schools were eginning o introduce in a coordinated manner. The evolving apptraoch appears to be a generalized effort to foster an interest in the past and to learn more about them.
The major change from past methods is that there is less concentration on meorizing dates and events presented by the teacher. Rather the children are taught to collect evidence and draw conclusions. Teachers encourage the children to compare modern lifestyles with the pst. Most history programs promote the development of a sense of 'time' and the recognizition of the basic historical eras and their major characteristics. Older children are expected to understand major historical trends and explain why those changes occurred. Some schols include a study of ancient Greece and Rome wuthin the history program while others have "Classical Studies" as a separate part of the curriculum. Generally speaking the history program at most prep schools tends to give greater emphasis on Greece and Rome as a formative era of Western Civilization that the state system.
Geography is another subject which varies widely fro school to school, but almost all schools present geography as a destinct part of the curriculum. The general appraoch is to weave skills, places and themes into a overall coherent fabric of geographical enquiry. The children explore the counties and peoples of the world. The children are shown how to use basic tools like an atlases, globes, and maps. Often projects involved with exploring their locality help to inintoduce geographical concepts to the younger children. The questioning or enquiry approach was becoming increasingly popular. Children are encouraged to ask geographical questions and shown how analyize data. Older children may be given projects involving fieldwork.
The schools appraoch to "religious studies" or "religious education" varies somewhat depending on the religious association. Many schhools are associated with the Church of England or other denominations. Others schools have no direct associations, but stress that this does not mean that they are secular. There are some general patterns because of Bible-based Common Entrance syllabus. Instructors emphasize Biblical stories for the younger children. The schools attempt to put Biblical teachings into a modern moral context. There usually is some attempt to discuss and compare other religions, especially Islam and Hinduism. Many schools have a chaplain who comes in to teach this course.
The basic curriculum has remained standard for some time. The major change in recent years has been "information technology" and here of course we are talking about the computer. Most schools has a networked computer room where the children learn computer skills and how to integrate these into their other curricular work. The children from a very early age are taught word processing which can be a real benefit in the early stages of reading. Older children learn touch-typing, information storage and retrieval, spreadsheets, use of search engines, desk-top publishing, layout and design. When we visited the schools in the 1970s and 80s, the schools were just beginning to introduce the computer and many teachers were still unfamiliar with the computer and how to use it in their classroom. This has changed considerably in recent years. New reachers are now entering the profession who grew up with computers and older teachers have learned computer skills. In addition a variety of computer programs are increasingly available for classroom and other educatinal uses.
Emphasis on these subjects varies from school to school, especially on the emphasis given to the fine arts, especially music. Some of the teachers in the junior forms introduce music in their class work. Many but not all schools have a specialist music teacher. This is a good indicator of the importance given to music in the curriculum. The children learn about about music of different kinds and idioms. There is normally ample opportunity for music-making. Most schools encouraged the children to attempt to learn a musical instrument. Schools have music tutors come to give private instruction. Most schools organize small groups of musicians and singers which then give performances at school events.
Art is normally taught by a specialist teacher in a well-equipped art room. Many children especially enjoy art class. Many different skills and techniques are taught, depending somewhat on the abilities and interests of the teacher.
The goal is to provide the children the structure in which they can produce artworks that they can be proud of as well as to develop abilities they can enjoy for a life time. A prep school art program normally includes pottery, construction and design work, papier-maché, and a variety of other skills and techniques, as well as drawing and painting. Art history and appreciation are also an important part of the art curriculum.
A new element adopted by many schools in the 1980s was design technology. The adoption ad implementation of this subject varies widely from school to school. Here the aptitude and skills of the teacher is a critical factor. The skills of planning and design including not only constructing but a testing phase.
The Design Technology course involves designing and communicating, making, testing and evaluating the results. It is essentially 'learning through doing'. Here a child is able to employ his own imagination, inventiveness, and resourcefulness . Flexibility in particular is encouraged and developed in the children. This is closely linked to other elements in the curriculum, especially art and science, depending on the project.
Most prep schools have ambitious drama programas and believe that drama is important because it helps the players develop self-confidence and provide valuable
experiences in public speeking and team work. Often it is done, however, as more of an activity than a formal part of the curriculum. A drama presentation also provides valuable experiences for other children in building and painting scenery, lighting, and
costuming. Many schools have made a significant commitment to the drama programs by building modern buildings, often all-purpose halls, which can be used for
drama presentations and are usually well equipped with lighting and sound systems. At least one major production is presented every year and some schools may
present two or three. Her much depends on the capabilities and interest of the staff. Almost every school presents at least one major drama production each year.
Some schools perform two or three productions each year. The older children preform in plays by Shakespere and a variety of modern modern play rights. Musicals
are popular choices. Many schools provide various drama opportunities besides an annual play. Often the younger children perform in charming skits and presentations
designed for small children or created by the teachers and children themselves. Many forms produce a variety of skits and other presentations for various school
events. Many schools have enthusiastic drama clubs. Presentations are sometimes prepared for local drama festivals. Not only do the children enjoy the chance to act and dress up in costumes, but it is also an opportunity to employ various music and art skills. As a result the drama programs often flourish, especially in the boarding schools when such activities are not limited to normal school hours. The children commonly really enjoy the various plays and skits and all seem to have their favorite episodes of stardom.
There is substantial variation in attention devoted to dance from school to school. Coeducational and girls' schools offer the most elaborate dance programs and in a few coed schools the boys even participate. Some schools introduce dance with music amd movement under the Laban method. Girls often choose to take up classical ballet while boys in a few schools can choose the dramatic form associated with mime.
The schools have a "Physical education" (PE) proram in addition to games (sports). The program for the younger children focuses on developing co-ordination, movement and ball handling skills. The program generally includes swimming, gymnastics, dance, ball skills and a varies of athletic activity often presented as games which the younger children enjoy. The overall PE prograns includes games (spors). The schools encourage to varying degress that every child play for a school team. Here there is considerable variation. Some schools are more insisten than others. We noted considerable flexibility on this issue at some school. At one school we visited, one older boy who was hopeless at games was put in charge of the school dogs during the games period.
Note that games is considered by most schools to be an important part of the curriculum. Games are of course an activity, but they are of such importance that we have created a special section for them. Most English prep schools continue to place a considerable emphasis on physical activity and sport, or games as they are commonly called. The greatest emphasis is placed on the major team sports, football, rugby, and cricket. Many non-team sports are also encouraged. At some schools the emphasis is on physical fitness. The headmaster at Hill House in London , for example, believes that "there is. no point in teaching a boy to read and write until he can swim. If a boy is physicall fit, he is never ill. You need to tire any normal boy a bit if you want him to sit down and work at English, French, mathematics and science." Many schools are convinced that sports are an important character-building experience and that success and discipline on the sports field can improve a child's to confidence in approaching academics and other challenges. Often games are seenas building leadership skills. AsTwford explains, games are taught so that the children "may appreciate the importance of a healthy body, ... learn to serve his side or school team, and be taught the lesson of leadership ..." rather than for "the doubtful blessings of athletic reputation." As a result, pysical education is part of the curiculum. Many schools prepare a physical fitness profile that a child takes to his or her Public School. The profile records aptitude and achievements in games and sports as well as other physical activities such as skiing trips, camping, and outward bound expeditions.
Some of the more traditional schools may have a subject often referred to as "Classical Studies".
Latin used to be a major part of a public school education. This importance has declined substantially, but it is still considered of some importance. Ofren not well understood is that a grounding in Latin is helpful in understanding English and larning foreign languages. Latin is taught at virtually all the schools. Here there are differences from school to school depending on the school's academic focus. Often Latin is introduced to the children in Form Three. Ancient Greek is taught in many schools, for the top set or scholarship group.
