Independent Schools Council » School Curriculum – Private Schools

Have a look round the classroom of the future…

Liam Butler — Mon, 25 Jul 2011 10:51:08 +0000

We often hear stories of pupils educated in the independent sector trekking off to a far flung destination on a field trip or charity expedition but what really goes on inside the classroom back here in the UK? With many schools advertising ‘open mornings’ or ‘open days’ now is the time to find out!

Independent schools are not obligated to teach the national curriculum so can choose the best way to teach their students and therefore have the option to teach ‘around’ the subject. Teachers can use this to their advantage and tailor each lesson to the abilities and personalities of the students in their class. While independent schools teach to the same core exam curriculum at senior level they are afforded a certain element of flexibility. Every child is different and independent schools give parents a unique opportunity to pick the school that fits their child’s style of learning. While some independent schools will help the academically gifted achieve their ultimate goal of an Oxbridge education others cater for those with special educational needs, music ability and sporting skill.

The expedited technological developments that we have all seen in the past couple of years have not gone unnoticed in schools and what was once seen as a distraction in the classroom is starting to be embraced by schools keen to equip students with transferable life skills. Once upon a time a student might be chastised for ‘Google-ing’ a word on their iphone in a History lesson but teachers might now take the opportunity to use this as a tool to further engage their students with the curriculum. The teacher might use the search results as a way of talking the class through the sources available in the Google search result and how to identify primary, secondary and unreliable sources.

The Independent Schools Council’s own ICT Expert Group has blogged on the issue and explains how teachers can use the video function on their student’s Smartphone to upload science experiments straight to youtube using the school’s own wireless network. Effective teacher lead learning is no longer confined to the classroom as the online communities that are being created can aid with questions students might have outside of the typical school day. Pupils could even be encouraged by their teacher to comment on the Youtube video of that day’s lesson as part of their homework assignment. Some independent schools encourage their teachers to create Facebook ‘groups’ for classes in order to answer any questions pupils might have about coursework or the lesson that day. Technology is becoming more integrated in our everyday lives and the same is certainly true of the classroom.

The increased presence of technology including ICT in independent schools has not just benefitted the academic high flyers with learning support departments embracing the use of multimedia and various software packages to help those with dyslexia, dyspraxia and other special educational needs. Kingsley School in Devon is a prime example of one of the 100s of independent schools up and down the country that have felt the benefits of using technology to help those who need extra support with writing or reading. Their learning support unit is typical of many independent schools with modern Mac computers and skilled teaching staff working with students in order to help them gain the necessary skills to help to access the curriculum.

Independent schools are embracing the advancements in technology and curricula and doing their best to enable their students to participate successfully in life after school, whether it is at university or in employment. So why not sign up for an open day and see for yourself?

Science teaching at prep schools

Rudi Eliott Lockhart — Wed, 07 Jul 2010 10:57:58 +0000

Today’s publication of the latest of The Royal Society’s ‘State of the Nation’ reports makes for interesting reading. The report casts light on the teaching of Science and Maths between the ages of 5 and 14, and draws attention to the paucity of science specialists in primary schools, it also concludes that the testing regime in England has “stifled creativity”. The study points out that science is a practical subject that requires an understanding that cannot be achieved by the simple rote learning that teaching to the test encourages. This is an important and well considered report, but it is not one that pays heed to the independent sector, indeed, the two main criticisms within the report do not apply to the teaching of science in independent schools. The Royal Society highlight that only 3% of primary teachers at maintained schools in England are science specialists and only 2% are maths specialists, but figures from ISC’s own Teacher Survey paint a rather different picture for the independent sector. 8% of primary level teachers at ISC schools have a science undergraduate degree while 5% have maths degrees. This is important because, as the Royal Society report points out, even though many primary school teachers are generalists it’s important for teachers to have access to specialist advice, particularly in relation to a teacher’s subject knowledge, where perceived lack of personal knowledge can lead to low confidence and influences teaching approaches. This means it’s advantageous to have at least one science and maths specialist in each school. As for the report’s other main criticism, the independent sector is also fortunate to be free of much of the regime of testing that leads to the culture of teaching to the test in the maintained sector, so this concern does not apply to independent schools to the same degree: independent schools are able to focus on inspiring their pupils and teaching them to really understand science, rather than to regurgitate facts. The teaching of science is one of the great strengths of the independent sector. This is often demonstrated by university entrance figures and impressive A-level results, but it’s also due to the superb standards of science education at prep level. This strength is not just about having access to labs and other facilities, but the use of specialist teachers and a commitment to establishing scientific method and basic knowledge at an early age when pupils’ imaginations and enthusiasm are at their most fertile.

Food for the Soul: Music, Art and Drama in the Independent Sector

Judith Fenn — Tue, 11 May 2010 14:56:59 +0000

The best schools foster the development of the whole child: academic achievement has its place, but in the busy and sometimes unforgiving 21st Century world we inhabit, there is also an important place for the social, spiritual (in its broadest sense), physical and creative. It is the fostering of creativity which taps into talent previously hidden, or potential as yet unrealised.

Independent schools set great store in Music, Art and Drama, often investing significant resources in performance spaces, studios and equipment. A discrete space for Music, with a concert hall, practice rooms, studios and recording equipment can enable pupils both to develop individual expertise, and to play together in ensembles, bands and orchestras, from training level, to grade 8 (and large numbers of peripatetic music staff give individual tuition for the Associated Board music examinations). Equally important is the fact that school concerts, or swing band evenings (and for bands, think also jazz, rock or big) bring the community together to celebrate talent and to simply enjoy music. Orchestral ensembles are complemented by school choirs, chorales, madrigal and a capella groups and by solo performances in operas and musicals.

Indeed, the lines between Drama and Music are frequently blurred with cross department productions of Broadway classics. Drama is often on the mainstream curriculum, at GCSE and A level, and through individual Speech and Drama lessons which can lead to additional qualifications through the LAMDA examination. Drama facilities will allow the showcasing of talent, and enable those who wish to gain experience of stage management or the technical aspects of the theatre to try this. The design of sets and costumes fosters links between Drama and Art, as well as teaching pupils a great deal about collaboration, usually under pressure of time!

The Visual Arts may take Fine Art as their starting point, but are as likely today to encompass multi media ICT, sculpture, textiles, Design Technology, photography and ceramics as well. Some schools have exhibition spaces for local artist, or will employ an artist in residence for a term or a year; others have adopted the Arts Award Scheme, a scheme where creativity is encouraged though independent learning.

Specific scholarships are given in the Creative Arts: particularly in Music, but also in Art and in Drama. These are more usually offered at senior, rather than prep level and sometimes not until the Sixth Form, and some will offer practical, arts based learning experiences rather remission of fees. There are independent school which specialise in Music (Chetham’s School in Manchester), in dance (The Royal Ballet School) or the Performing Arts (The Arts Educational School), but in all independent schools, specialist or not, there will be a full programme of concerts, plays and arts-based events filling up the termly calendar.

School league tables, websites and independent schools guides: How do I decide which school is best for my child?

Liam Butler — Wed, 15 Jul 2009 09:12:00 +0000

In the digital age of instant news, interactive review sites and numerous school league tables how do you decide which independent school is the best for your child? Liam Butler, Senior Information Officer, who works for the Independent Schools Council information & advice service (ISCias) explains the sorts of things you should be doing to help pick the right school for your son or daughter.

Should I take notice of a school league table that is produced by a reputable organisation such as the Times or the BBC?
Each year several organisations produce academic school league tables of A-Levels and GCSEs as well as giving schools ‘value-added’ scores. The thing to remember with these school league tables is that they all have their own criteria and methodology for calculating which school is the ‘best’. Another thing to remember is that every child is different and not all pupils will benefit from a school that is consistently at the top of the school league tables year on year. ISC represents all of its 1260+ member schools equally so does not rank independent schools based on a set criteria. On the ISC website you can find in our Publications section the latest A-Level and GCSE results. These are in alphabetical order and will give parents an idea of the type of grades that pupils at each school achieve. This will obviously help parents if they wish to discover the academic standing of a school. However, parents must use this to complement their other research activities.

Independent school year books are a great resource for reviews aren’t they?
There are many books that are published each year stuffed with reviews about many of ISC’s 1260+ independent schools. They are useful tools if used in the right way; parents must remember that these are subjective opinions based on one person’s experience and not to be taken as gospel. Your thoughts on the school could be drastically different. So, as long as you keep this in mind they are not to be disregarded altogether. If you are looking for a more succinct report based on strict criteria it might be worth reading the Independent Schools Inspectorate’s (ISI) report on the school by visiting their website. As with all resources looking at independent schools it is always a good idea to put them into context and consider who, and why, someone is writing the review. Are they looking to promote the school? Are they giving accurate advice? Once again, by all means use these guides but as a complementary resource along with other research.

What is the best method of comparing schools?
School inspection reports, websites, reviews and school league tables are all useful indicators of a schools success but there is no substitute for visiting and having a look around. If possible it is always a good idea to talk to pupils at the school to get a sense of the type of student your child will become in that environment. Are the children confident, friendly and happy? When visiting an independent school it is advisable to take a list of questions to ask the person showing you around. Some examples of things to ask are:

- Typically, how many students are in a class?
- What access do boarders have to the facilities after lessons have finished?
- How much direct contact will we, as parents, have with teachers?
- Do you cater for pupils with Special Educational Needs?
- What is the percentage of school leavers that go onto university?
- What support mechanisms are there for those who struggle with maths and English?
- Are you considering offering any other curricula in the future like the IB or Pre-U?
- What clubs and extra-curricular activities are on offer for students, even if they don’t board?
- How many hours of compulsory sport is there?
- Does the school offer the Duke of Edinburgh’s Award or any volunteer schemes for students?

For more questions to ask please visit the ISC website and navigate to the Parent Zone.

How do I make the final decision?
All of these resources are available easily but nobody can make your mind up for you. Our general advice line 0845 SCHOOLS (7246657) and website are able to help with your decision but ultimately it is up to you to decide which the best school is for your child. The independent school sector is successful because the flexibility its independence affords it. This means that you can choose a school that matches your child, effectively giving your child a bespoke education. Use the reviews, school league tables and websites but remember that none of these can even come close to experiencing the school for yourself. ISC’s advice: visit the school and ask lots of questions!

By Liam Butler, Senior Information Officer.

Interested in further information about school league tables?
Read our blog - ‘School League Tables’
Visit the following pages in our Parent Zone:
How do I decide which school is best for my child?
School league tables
School open days and questions to ask

Independent Schools – A Well Rounded Education

Liam Butler — Fri, 30 Jan 2009 15:22:12 +0000

Over 500,000 children benefit from an independent education in one of ISC’s 1276 member schools. Independent schools offer a wealth of facilities and high teaching standards that enable students to achieve great results year after year. Independent schools are in the unique position to provide a truly bespoke education for your child.

Choosing the right school for your child is an important decision that takes plenty of time and research. Thankfully help is at hand for parents in the form of the Independent Schools Council information advice service (ISCias). ISCias has a free helpline, 0845 SCHOOLS (7246657), that gives free impartial information and advice to parents.

Results
One of the reasons parents continue to choose an independent education for their child thanks to high teaching standards and this clearly reflects in the grades that our schools post year after year. In 2008 over half of A Level entries from pupils at ISC schools were awarded a grade A. Also, pupil/teacher ratios continue to fall in ISC schools reflecting many schools’ commitment to teaching a wide range of subjects even if class sizes are small. There is now one teacher to every ten pupils allowing children to receive a uniquely supported and bespoke education. Independent schools are excellent at providing breadth of education as well as flexibility.

There are now over 40 ISC schools that offer the International Baccalaureate allowing parents to pick the style of education that best suits their child. Thanks to the flexibility of not being tied to the national curriculum or Local Authorities ISC schools are also some of the first to adopt the new Pre-U exam which is a 16+ course designed to prepare students for university. Independent schools offer an array of choices for parents when it comes to curricula and qualifications and it’s up to parents to do the research and pick the one that will best suit their child. The one-size-fits-all approach to education is long gone in the independent sector and it’s now up to the parent to choose the right school for their child.

Facilities and Extra-Curricular
In 2007/08 ISC schools spent nearly 300 million pounds on new buildings demonstrating their commitment to constant improvement of facilities for pupils. Total spending on facilities and equipment stood at nearly 700 million pounds, roughly equating to roughly £1,400 per pupil. However, it’s not just academic facilities such as ICT centres, Science laboratories and state of the art classrooms that schools are committed to improving. With great sporting facilities too, schools can offer everything from athletics, rugby and football to squash, tennis and lacrosse. Independent schools are committed to providing children with a rounded education filled with both sporting and academic successes. Indeed many ISC schools have produced some of the best sports men and women in recent memory. The 2008 Beijing Olympics was dominated by Independent school educated stars such as Chris Hoy and Ben Ainslie. The England rugby team also boasts a hoard of Independent School alumni, Jonny Wilkinson, Matthew Tait and Lewis Moody to name but a few.

Many children also take advantage of various Cadet Force initiatives, such as Combined Cadet Force, which teach leadership and team work. Many schools even offer a BTEC in leadership as a result of pupils’ participation in CCF. The school day doesn’t have to begin at 9 and end at 5 and many parents choose a weekly or flexible boarding option, allowing their children to take full advantage of the after school activities that are on offer. Students are not confined to the school premises either as schools are very keen to organise trips abroad for history, geography and modern foreign language purposes. Pick up any school’s newsletter and you’ll find details of groups of students trekking off to some far flung destination.

IPSOS Mori
A recent survey by Ipsos MORI found Independent education to be more popular than ever. Nearly three in five of all parents would send their child to Independent school if they could afford it. This is the highest level since the survey began in 1997, up 20% on the last survey in 2004. While ‘better standards of education’ continues to be the prime factor for parents wanting to send their children to Independent schools, ‘better discipline’ more than doubled in popularity rising to second place above ‘smaller class sizes’.

Is there help with school fees
More than one in three pupils at ISC schools receives assistance with fee costs with four out of five of these awards coming directly from the school itself. Indeed, most ISC schools offer bursaries, scholarships or both.

Scholarships tend to be linked to the ability of the child whether it is academic, sporting, music or drama. The best way to ascertain availability and eligibility is to contact the school directly. They are more than happy to discuss with you the options available.

Bursaries, on the other hand, tend to be means-assessed on a financial basis and will require the parent or guardian to fill out a financial declaration to establish whether the student meets the necessary criteria.

The Parent Zone – is a great resource for information on independent schools around the UK, and can be used to find schools local to you that match your criteria. By clicking ‘School Search’ you can also find out if the school offers bursaries and / or scholarships.

So why choose an Independent School?
Education isn’t a one-size-fits-all affair and thankfully independent schools come in all shapes and sizes. The independent sector gives parents the opportunity to choose a school that is right for their child. Whether it is the breadth and flexibility of the curriculum that appeals or perhaps the extra curricular activities, you can be assured that your child will receive a well rounded education helping them to achieve their full potential.

By Liam Butler – Information Officer

Liam Butler works for ISCias (Independent Schools Council information & advice service) giving information to parents about Independent schools.

More information
Advantages of independent schools

Transforming the curriculum through the Extended Project

Patrick Derham - Rugby School — Wed, 05 Mar 2008 15:07:28 +0000

The law of unintended consequences is responsible for much of the world’s evil. One of those misfortunes, it could be argued, is the existence of an overly prescriptive, over-loaded curriculum. If you were sitting down to design the curriculum, where would you begin? Most of us would naturally think in terms of curriculum content: what students ought to know to count as ‘educated’ in a certain subject? But here, it can be argued, the difficulty arises: where do you draw the boundaries? The worthy atttempts of the committees who drew up the ‘minimal core content’ for today’s specifications (an interesting semantic shift from the more classical term ‘curriculum’) have led to a monolithic body of learning outcomes. All this content could be defended as being ‘essential’ – yet jointly, it leads to a regimented approach to teaching and testing which drives out the creativity which is so essential to good education. It also fosters a dangerously ossified picture of what knowledge is: students think that all they ‘need’ to know is what they will be tested on.

Is there an alternative? What would education look like if courses were designed on a different approach? An approach which embodies a picture of knowledge not as a system of bite-sized learning outcomes, but as a world to be explored, on which journey many routes are possible?

At Rugby we have found our curriculum being transformed by the development of this approach. It began in 2004 with the introduction of the AS ‘Perspectives on Science’ course, a national development which we have supported since it began in 1999. This qualification has no prescribed content. Teaching takes place, but the focus is on the development by students of the research, analysis and presentation skills needed to engage in historical, ethical and/or philosophical discussion of issues raised by science. The crucial point about the course is that the ‘content’ element is determined by the skills basis. Students are equipped with the intellectual tools needed to begin learning for themselves.

This approach has shaped and informed the new Edexcel ‘Extended Project’ qualification, being piloted here at Rugby and nationally. The EP offers the chance for a real breath of fresh air alongside an examinations dominated curriculum. It is equivalent to an AS in UCAS points terms and is entirely assessed by means of a student project and presentation. It has been warmly welcomed by HE. At Rugby we have developed a suite of EP programmes based on the ‘Perspectives on Science’ model. On May 13 we will host a conference to explore this exciting opportunity. Speakers include world-renowned academics such as Simon Blackburn, the Professor of Philosophy at Cambridge, and tele-historian and Harvard Professor Niall Ferguson. For more details see the website for Rugby school