| PREPARATORY
SCHOOL
CURRICULUM
English
It is our experience that children can
be profound and original in their creative writing. This we
nurture, taking care to ensure that the imagination and style
of such children is not lost by insensitive correction.
The
English department aims to instil a love of language. Children
are taught in some detail about the evolution of English,
its roots and the value of maintaining high standards of spelling,
punctuation and grammar.
English
studies concentrate primarily on our greatest poets and writers.
A Hampton Court House pupil can be expected to have a knowledge
and, it is hoped, a love of Shakespeare, Donne, Johnson, Blake,
Dickens, Wilde et al. Their lives and works are discussed
in equal measure. Some American, African and Indian literature
is also studied.
Literature
is viewed not as a dry, dusty activity but rather as a life-enhancing
source of wisdom and the vital hallmark of an educated man
or woman.
Examination
skills are developed steadily through the use of past papers.
French
The department’s aim is to ensure
that all its pupils speak and write fluent French. French
is taught daily to all children. Only well-educated native
speakers or other nationals with perfect French accents are
employed.
The
language is taught by following a traditional syllabus incorporating
many written grammar exercises. Within two years, children
can read French texts such as Goscinny’s Le Petit Nicolas.
The school’s commitment to French and language-learning
is reflected in the many staff who speak a foreign language,
its French kitchen staff and the assistants and surveillants
it employs.
Mathematics
Children
need clear, structured and systematic teaching in the language
of mathematics and mathematical logic from the outset. The
school’s philosophy for teaching mathematics is based
on the continental model as practised in high-performing countries
such as Hungary,
Poland and Switzerland.
Our
scheme is based largely on the Mathematics
Enhancement Programme, which has been developed at Exeter
University (funded by PriceWaterHouseCoopers and the Gatsby
Charitable Foundation) in order to put into practice the Hungarian
approach to teaching mathematics in the UK. Hungary has been
the focus of attention because it has a long tradition of
excellence in mathematics and is at, or near, the top of most
international league tables comparing children’s mathematical
performance.
The
programme is the outcome of the Kassel
Project, an international study comparing mathematical
performance of children in different countries with the aim
of identifying good practice and making recommendations as
to how teaching can be improved. The project has identified
the
UK’s poor performance in comparison with many other
countries (especially Poland, Hungary and Singapore).
The
project is compatible with the National
Numeracy Strategy and meets the National Curriculum Attainment
Targets (on which the Common Entrance Mathematics Syllabus
is based). However it differs in emphasis from the Numeracy
Strategy in several key respects:
Central to the programme
is the careful, systematic development of mathematical
logic right from the start. This provides a firm
foundation for future study and progress.
Early algebra is developed through carefully structured
‘missing number’ questions.
It puts the teacher as the focus of learning.
There is maximum contact with the teacher, who
ensures participation from all the children in
the class. All children sit facing the teacher.
Children are not expected to discover maths independently
for themselves.
The teacher continually monitors the work of all
the children, diagnosing problems and feeding
back to the whole class.
Great emphasis is placed on correct, precise,
orderly spoken and written mathematics.
More emphasis is placed on whole-class, interactive
teaching.
Carefully structured individual practice exercises
help to consolidate what has been learned.
There is extra practice and individual remedial
teaching for children falling behind, so that
the whole class can be taught effectively together
with maximum direct contact with the teacher.
The programme of teaching and practice exercises
is carefully structured. Teachers are not expected
or encouraged to ‘pick and mix’ from
the ‘available resources’ in order
to meet the learning objectives.
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In
addition, key elements of the Hungarian
teaching approach include the following:
Encouraging mental maths (each
lesson starts with quick-fire mental arithmetic)
and using number cards for instant response from
all the children.
Children
working at the front of the class on the board.
Individual
mistakes used as teaching points for the whole class.
Clear
objectives and structure to all lessons.
Regular
testing to identify weaknesses.
The
creation of an atmosphere of enthusiasm and purpose,
with praise for successful work raising expectations.
Keeping
all the children on task.
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We
prepare our pupils thoroughly for Common Entrance and scholarship
exams through the extensive use of past papers.
Furthermore
we convey to children some of the excitement, variety and
beauty of mathematics by supplementing the syllabus with sessions
devoted to puzzles, problem-solving challenges and mathematical
games, designed to develop strategy and logic.
Biology,
Physics and Chemistry
From
their earliest years, children are encouraged to think as
scientists, not to make any assumptions, to keep an open mind
and to test fully any hypothesis. Through regular newsletters
and worksheets, children are kept abreast of modern research
and scientific breakthroughs. In particular, ethical questions
posed by advances in technology are discussed. There are visits
to London’s scientific museums and talks given by visiting
experts.
The
laboratory is equipped for a range of experiments in physics
and chemistry. Indeed, there is a strong emphasis on practical
work.
Except where the use of dangerous chemicals is involved, experiments
are performed entirely by the pupils, albeit under guidance
from the teacher.
The
grounds of Hampton Court House are used throughout the year
for nature studies. In addition to butterflies, dragonflies,
frogs, newts and associated pond-life, the grounds contain
rabbits, field mice, a resident flock of wild parrots and
many beautiful shrubs and trees. Our natural surroundings
form an exquisite backdrop to school life. Our children learn
to love animals and flora, and learn the names of all the
principal plants and trees.
There
is a thriving after-school science club, which primarily concentrates
on practical work.
The science club does not necessarily restrict itself to the
requirements of examinations. Rather, the aim is to build
up the broadest possible knowledge for the keenest pupils.
Latin
and Greek
Latin
is taught from the age of nine. Pupils follow a four year
course leading to Common Entrance or Scholarship. Some pupils
study Greek at the age of eleven.
All
pupils take Latin at Common Entrance, although a handful of
pupils sit scholarship exams for other senior schools, eg
Eton, Westminster. These exams are considerably more demanding,
requiring a far wider knowledge of grammar, syntax and vocabulary.
Our
teaching is unashamedly traditional (the core textbook is
The Approach to Latin by Paterson & Macnaughton). With
the right teacher, the study of Latin is tremendously exciting.
A knowledge of Latin grammar helps pupils to develop a more
sophisticated and literary command of English, as well as
other modern languages. English lessons complement classics
lessons through the regular study of English words which have
derived from Latin and Greek roots.
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