Figure 1.--Most of the morning at prep schools is devoted to classroom studies. There are also afternoon classes, but the afternoons are more varied. |
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There is no standard prep school curriculim. 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. The curriculum places a great emphasis on core subjects, especially English amd Mathamatics. Most prep schools report significantly higher achievement levels than the state schools. State schools do not have the same degree of focus. Here educators might debate the value of focusing so intensely on core subjects, but it is probably a factor in the academic results achieved. The children of course all have their favorite subjects as well as activities at school. It is interesting to listen to their assessment. One interesting apect here is that while their choices of favorite subjects varies substantially, the two subjects most infrequently mentioned in maths and science. Here it is difficult to tell if this reflects how the subjects are tauhjt or simply that the children's opinions reflects the more rigourous natue of the disciplines.
Schools differ as to their emphasis on academics. Some schools focus on academically giffted children. Others have programs geared more the average child. Most of the schools since World War II have substantially expanded the academic program. Which is now more demanding than it once was. This has generally come at the expense of the erlier emphasis on sports. This is not to say that there is not still a considerable attention to sport. There is still is and some still place a considerable emohasis on it. But now students also receive a very demanding academic program and a much wider range of activities including an experience in the fine arts which also varies substantially from school to school.
There is no standard prep school curriculim. 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. The most common modern laguage persued is French. Many schools have programs beginning with the pre-prep that present the core subjects every day until the children are highly proficient in these subjects. A major change in the modern prep school is that there is no longer a substantial anount of rote learning. The full academic program includes maths, English, foreign languages, science, history, geography, religious studies, information technology, and fine arts. This is of course complimented by a substantial games (sports) program and a wide variety of extracuricular activities.
Modern prep schools place a great emphasis on academics. This is obvious from the visits to the individual classess. The teachers are prepared annd demanding and disruptive behavior isd not tolerated. The children for their part are serious and most apply themselves to their studies to an impressive degree. The results are notable. Most prep schools report significantly higher achievement levels than the state schools. There are a number of reasons for this, including both the parents and school program. Prep schools when discussing academic achievement like to discuss two aspects more than any other. First they like to focus on the number of children who pass the Common Entrance Examination and are accepted by their senior schools. The other aspect is the number of students who earn scholsrships. The children of course all have their favorite subjects as well as activities at school. It is interesting to listen to their assessment. One interesting apect here is that while their choices of favorite subjects varies substantially, the two subjects most infrequently mentioned in maths and science. Prep schools are of course private fee-paying schools. The fees, especially for boarding, are quite expensive. This limits the students generally to the affluent or at least families in comfortable cirumstances. Most schools offer scholarships. The scholarships offered greatly from school to school. The scholarships we have noted were all academically competitive scholarships.
Prep schools are not part of any centralized system. Each prep schools except for those operated by senior schools are independent educational institutions. There are thus differences as to the curriculum from school to school, but there are also many similarities. There are a range of factors operating on the schools that result in both similarities and variation. One of the principal factors creating similarities are Government set standards and the O- and A- level curriculum for which they must be prepared in their senior schools. Many schools used prepared curriculum programs like the match curriculum prepared by the Nuffield Foundation. Many schools follow the standards established by the Joint Working Party of the Public and Preparatory Schools to devise a coherent program for children 11-16 years old.
There are also facrors which create diversity in bith the curriculum and academic approach. Many of the prep scgools were founded by indiiduals and run by them and their discendents. This goverance provided a great deal differeces relecting the individual values and attitutude of the owner. This has changed somewhat as most schools have becone charitable trusts and run by a board of directors. The headmaster is still imprtant but as an employee less important than when he was likely to be the owner. The prep school program is also affected by the senior school programs. Usually most of the boys go to a small number of local senior schools and thus suggestions and guidance from those schools is very imporant.
