Figure 1.--One of the reasons prep school children achieve impressive standards is the ficus in the core sujects of literacy and numeracy. A question arose in the 1980s as calculators becme small an inexpensive. Just at what stage would the chldren be allowed to use computers in their maths classes.. |
There is no standard prep school curriculum. There are differences from school to school as to the curriculum as well as academic approaches. There is, however, many similarities at prep schools, primarily because the schools are geared to gain admitance for its students to public schools. And this means with a few exceptions doing well on the Comman Entrance Examination. Thus most schools have a demanding academic program which heavily emphasize four core subjects: math, English, science, and foreign languages. Some schools give less emphasis to science and more emphasis to foreign languages including Latin, but a great emphasis on maths and English is a standard part of the curriculum in virtually every prep school. Prep school children often begin to learn about Shakespeare in the pre-prep as young as 3 years of age.
English is one of the core subjects and by all accunts the single most important. Literacy is a priority for the younger children. Most children arrive at prep schools by age 8 with basic reading skills. Many come frm the attached pre-preps. Those students still having difficulty are provided specialist help. Prep schools once provided children with a strong foundation in English grammar. British schools have generally reduced if not stopped formal grammar instruction, although the prep schools have resisted this trend to a greater extent than the state schools. Here prep school children have an advatage because many have been introduced to Latin which provides a helpfu; foundation to learn English grammar. English classes also present literature and even quite young children are introduced to Shakespeare. The children at virtually all prep schools are encouraged to read.
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. 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 excursion 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.
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.
The most important change in the curriculum at prep schools has been the increasing emphasis on science. Most schools in the early 20th century had a very strong emphasis on classical subjects, especially Latin. Few schools even had a science laboratory. This bgn to change, largely reflecting changes at the public school. The change began to be apparent after World War I in the 1920s, but varied greatly from school to school. Many more conservative schools resisted the change more than others. Science is now another 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.
