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The classes at most prep schools are called forms. There are normally six forms, not includingb the pre-prep that many prep schools now have. Some prep schools use other terms, but form is by far the most common term. This term is used at the public schools and thus is the most widely used term at the prep schools. Normally the youngest children who begin at age 8 years are the Ist formers. The oldest children are the VIth formers who begin the form at age 12, but many are 13 when they finish. The coed prep schools normally have approximately the same number of boys and girls in the first-fourth forms, but because many girl's public schools want the girls to begin at age 11, there are fewer girls in the Vth and VIth forms. The form numbers are repeated in the public school. Thus a prep school boy completing the VI form, becomes a Ist form boy again at his public school. This same system was once used in the state system, but schools there are adopting an annual progression system, but this varies from school to school. This is a little complicated because unlike the grade (class form) system in America, there isnot a simple annual progrssion system. The VIth form in particular is complicated with a Lower and Upper Vith form. And the make matters more complicated, the form systems varry from school to school.
The classes at most prep schools are called forms. Americans would call them grades. There are normally six forms at a standard prep school, not including the pre-prep that many prep schools now have. Some prep schools use other terms, but form is by far the most common term. This term is used at the public schools and thus is the most widely used term at the prep schools. Here we will provide explanations of the form structure at selected schools. The form structure can vary somewhat from school to school.
Assignment in a form is primarily based on age and based on the capabilities and needs of the average child. Of course children vary in capabilities and motivation. Thus some assignments are made to address the needs of the more and less capable children. Given the small size of the classes, the staff can more easily identify children with special needs and address those needs.
Streaming is the assignment of students to classes at each age level according to academic ability. Educators vary as the value of streaming. Some maintain that this permits classroom teachers to sevelop lesson plans appropriate to a child's abilities and more individual attention. Other educators are concerned with the social consequences of separating children by ability.
Prep schools have varying approaches to streaming. Here both philosophical and practical issues are at play. Many schools do not stream. Streaming is less common at smaller schools, but is very common at the larger schools with more classes in each form. Common the younger children are not streamed, but at some point at or after form 3, streaming begins. Each school has their own system and approach.
Normally the youngest children who begin at age 7-8 years are the Ist formers. The oldest children are the VIth formers who begin the form at age 12, but many are 13 when they finish. The coed prep schools normally have approximately the same number of boys and girls in the first-fourth forms, but because many girl's public schools want the girls to begin at age 11, there are fewer girls in the Vth and VIth forms. The form numbers are repeated in the public school. Thus a prep school boy completing the VI form, becomes a Ist form boy again at his public school. This same system was once used in the state system, but schools there are adopting an annual progression system, but this varies from school to school. This is a little complicated because unlike the grade (class form) system in America, there isnot a simple annual progrssion system. The VIth form in particular is complicated with a Lower and Upper Vith form. And the make matters more complicated, the form systems varry from school to school. Here we will provide a variety of views of the different forms along with didscriptions of form activities and sample work at each level.
Schools generally had form rooms for the children. These rooms varied widely from school to school. At some schools the form rooms were essentially classrooms. The younger children in particular take their classes in their from rooms. Older children were more likely to take classes in specislized subject classrooms. Prep is often done in these form rooms. Other schools had form rooms that were places for each form to gather at certain times such as after games before the next activity began. These form rooms did not have desks like classriims. Normally there were places for the children to store their satchels and books. There were vaiations from school to school. Some schools might put game equipment such as ping-pong tables in the form room. But often they were more meeting places than socializing rooms. Separating the children by form in these rooms helps to keep track of them as well as avoiding problems that might come from mixing children of different ages.
