The Prep Curriculum

English

The English Department is characterised by a sense of enthusiasm for our subject and for the accomplishments of our pupils. Our main aim is to achieve the highest possible standards in English for all our pupils and to ensure that these are rooted sufficiently to facilitate success in all other areas of the curriculum. We strive to ensure that our curriculum is enjoyable and offers a diverse range of learning experiences. We consider ourselves a team, each with our own contributions and strengths. With this sense of collaboration we aim to create a stimulating learning environment for our pupils.

Our aims are to:

Consider every pupil equally, showing awareness of individual needs and learning styles in order to help them fulfill their potential;
Ensure that strategies enable pupils to become competent with spoken and written forms of English and to continually seek to improve standards;
Reward high standards, fostering autonomy, responsibility and independent learning;
Provide stimulating lessons following school guidelines, schemes and policies;
Assess and monitor progress regularly using data and IEPs to inform planning;
Support other members of the department, sharing good practice and expertise.

Maths

The approach of the Maths Department is based on the desire to create in pupils a favourable attitude towards and stimulate an interest in mathematics. We believe that if children enjoy Maths they will develop a sound understanding of mathematical concepts, processes and strategies. Education is a staging post, with the preparatory school playing an important role in helping children to gain an awareness and appreciation of mathematics in day-to-day life, and we give all children the opportunity to develop their own mathematical skills both independently and with support.

Our aims are to:

Enable pupils to achieve a level of accuracy appropriate to their particular stage of development;
Ensure that pupils reach the maximum possible level of achievement for their own ability;
Challenge all pupils through a variety of activities including; puzzles, solving problems and practical investigations;
Develop in pupils the ability to record their mathematics in a relevant, systematic and logical style, with clear method and structure;
Develop an appreciation of the importance of well presented methods and to take pride in their work;
Develop and encourage the correct use of appropriate language when communicating mathematical ideas and experiences;
Develop an appreciation of the application of Mathematics in technology, particularly in calculators and computers.

Modern Foreign Languages

Sherborne Preparatory School is proud to offer a range of modern foreign languages unrivalled at many other prep schools. Lessons in French, German, Spanish and Mandarin are taught throughout the school and there is a strong interest in other cultures and nationalities.To maintain and/or stimulate lasting pupil curiosity, interest and enjoyment in the chosen Modern Foreign Language. To create an atmosphere where pupils wish to learn, so that they come to enjoy the chosen Modern Foreign Language, because they are active participants in it, and where staff enjoy teaching, so they give of their very best.

Our aims are:

To enable each pupil to achieve his/her potential in a variety of situations, using all available resources appropriately, to ensure the highest level of achievement for each pupil;
To develop the ability to use the chosen Modern Foreign Language effectively for purposes of practical communication;
To enable pupils to be familiar with a body of knowledge, principles, skills and vocabulary in the chosen Modern Foreign Language;
By exposing pupils to a wide range of material (both literary and media) we aim to enable pupils to see the chosen Modern Foreign Language as a major cultural feature;
To support the implementation of the statement on 'Shared Values' and to enable pupils to develop a range of desirable personal qualities such as safety awareness, politeness, perseverance, concern for others, initiative and independence;
To encourage positive attitudes to learning a foreign language and to speakers of that language, and a sympathetic approach to other cultures and civilisations;
To enable pupils to work independently and as part of a team in varied activities, so as the chosen Modern Foreign Language contributes to the development of core skills such as ICT, reading, writing and speaking.

Science

Our aims are:

To maintain and/or stimulate pupil curiosity, interest and enjoyment in science;
To enable pupils to be familiar with a body of scientific knowledge, principles and vocabulary;
To enable pupils to see science in the context of a wider body of knowledge and skills;
To enable pupils to understand and use scientific method, with safety being a major consideration;
To enable pupils to develop a range of desirable personal qualities such as politeness, perseverance, initiative and independence;
To enable pupils to be able to work independently and as part of a team;
To employ teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to science and to experience success and enjoyment in their science work;
To develop an awareness in pupils of the implications of science (past and present) for the individual, the community and the environment;
To allow pupils to develop informed opinions and to be able to support them by reasonable arguments;
To support the implementation of the statement on 'Shared Values' and to enable pupils to develop a range of desirable personal qualities such as safety awareness, politeness, perseverance, concern for others, initiative and independence.

PSHE

Sherborne Preparatory School recognises that the personal and social development of pupils is increasingly a major aim of education. Far from being on the fringes, PSHE is at the heart of everything that takes place in a school. As the children leave their prep school they will begin to encounter more and more people from all walks of life, and it pays to be furnished with a global view of a world which is ever breaking down the boundaries and distances between its different cultures and beliefs. Universities cry out for children who are more 'rounded' and work places of all shapes and sizes advertise for candidates who can show good 'interpersonal skills' and an 'understanding of the needs of those around them.'

The Education Act of 1996 requires all (maintained) schools to provide a balanced and broadly based curriculum that
Promotes the spiritual, moral, cultural, mental and physical development of pupils; and
Prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.
Sherborne Preparatory School embraces this as the backbone of its PSHE philosophy.

With all this in mind, the PSHE programme aims to instil an understanding in all the students that academic success is not sufficient on its own for success. PSHE is essentially concerned with the education of the whole person rather than with the knowledge that person needs. Instead of filling the bucket we are trying to light a fire

PSHE is also intended to complement classroom teaching in that it assists other bodies in the school in monitoring and assisting with the development of the emotional and social well-being of children.

Our aims are:

To teach children the FACTS concerning their growth and development as individuals;
To help children to understand CONCEPTS such as tolerance, respect and liberty and equality;
To enable children to acquire SKILLS relating to personal safety, discussion and decision making, which are vital to their well being and their interaction with others;
To encourage children to develop informed opinions and ATTITUDES for themselves about a range or personal, social and moral issues;
To nurture in children a particular set of VALUES;
To give the children the COURAGE to challenge stereotypes based on race, sex, disability and faith and to judge all people fairly and equally.

In all the sessions, regardless of content, there will be an emphasis on the following key elements

Kindness;
Empathy;
Fairness;
Equality

PE

The PE and Games Department believes that each student should be exposed to a healthful lifestyle that includes consistent exercise, proper diet, and healthy habits. A consistent exercise program is emphasized throughout the curriculum by providing daily exercises as part of the lesson. In each class, students are exposed to the flexibility, cardiovascular, agility, and strength components of exercise.
The importance of flexibility is discussed in class. Flexibility is important in preventing injury and increasing an individual's performance. The students do a series of stretches before and after activities.
Cardiovascular awareness and improvement are measured through the student's heart rate. The purpose of finding the students' resting and maximum heart rates is to give them the knowledge of how hard they need to exercise to have an effect on their fitness levels.
The importance of agility and speed is discussed in class, and ways to improve agility and quickness are presented throughout each year. Class activities include running with change of direction regularly. A shuttle test is then administered to see improvements in this area.
The importance of strength is also discussed in class, as are healthy ways to improve and build strength. Each class includes strength activities that help to improve the students' overall strength.
P.E. and Games lessons also emphasize proper diet, body weight, and health issues. Students participate in regular discussions on the relationship between body weight and body fat, and how this relationship affects health.

Our aims are:

To allow participation in a wide range of activities;
To experience both individual and team sports;
To develop a knowledge and understanding of these activities;
To develop cooperation, communication and teamwork 'skills';
To recognise and understand individual differences-strengths and weaknesses;
To learn the rules of each sport covered;
Develop an understanding of how the body works i.e. why warm-up and stretch, and what types of fitness are required for each activity;
To gain fun, fitness and enjoyment from sport;
To provide the opportunity for extra-curricular participation through to adulthood;
Provide a safe environment for participation and learning;
Reward positive effort and attitude;
Aim to instil intrinsic reward for success.

ICT

The overall aim for Information and Communication Technology is to enrich learning for all pupils and to ensure that teachers develop confidence and competence to use Information and Communication Technology in the effective teaching of their subject.

Our aims are:

To improve the standards of ICT throughout the school;
To ensure continuity between pre-prep and prep in the teaching of ICT;
To give pupils an insight into the wide ranging use of computers in the world today;
To help other HoD's to integrate ICT within their curriculum areas;
Providing children with a range of ICT experiences will encourage them to become proficient, independent and discerning users of technology who recognise where and when ICT can enhance learning and employ appropriate strategies to stay safe.

EFL

The EFL Department is part of the Special Educational Needs Department.
EFL support is offered in order to provide children from overseas with the necessary language skills to function and integrate in our school and culture and to approach their studies and life with confidence at Sherborne Prep School and beyond.
Furthermore, EFL lessons prepare pupils for external examinations so they obtain qualifications which are recognised and respected worldwide - if this is requested.
Learning English offers many opportunities to get to know the English culture and to compare and celebrate different cultures.
In 2008-2009 we organised an international assembly, where students from abroad were able to introduce their countries (architecture) to the whole school community.
We also went to the Theatre to see "The Snowman" and on another occasion to see "Toad of Toad Hall". In Michaelmas Term 2009 we also visited Sherborne Castle to learn about English history and traditions and to have a picnic by the lakeside. A further annual outing is to 'Pack Monday Fair', the local fair around Michaelmas. The Chinese New Year was celebrated with a fabulous evening of entertainment from guests from Sherborne Girls and Sherborne School for all the boarders and with a Chinese dinner. The first of May gets mentioned as an important national day in Russia. This year we held a Russian evening with a dinner and entertainment during the summer term; this was a fabulous opportunity for the Russian students to present their country to the whole school community.
In the summer term we also went on a trip to Kingston Maurward to see the farm animals and wildlife and some older students have been invited to take part in the International Market at Sherborne School to be held during Michaelmas Term 2010, a further opportunity for the foreign students to present their countries to the wider community.
The EFL staff have a pastoral role for their students, they will be aware of and take an interest in their well-being and be their unofficial personal tutor.

SEN

The School aims to identify children with Specific Learning Difficulties at the earliest opportunity and offer appropriate provision. Sherborne Preparatory School seeks to offer children with Specific Learning Difficulties full access to a broad and balanced curriculum.

There is a whole school approach, which involves all staff, in supporting children with Specific Learning Difficulties. All school staff are made aware of each child's needs at staff and assessments meetings and through information in learning support files, termly notes, Individual Educational Plans and LS Register. All staff have a responsibility to differentiate lessons to cater for individual learning needs.

It is anticipated that parents will be involved and are consulted as fully as possible. Close working relationships are encouraged between parents, teachers, the special needs co-ordinator and outside agencies.

SPS Humanities Curriculum

In the academic year 2010-11 Sherborne Preparatory School introduced its own curricula for History, Geography and Religious Education. The content of the curriculum taught by the school remains largely the same, in part based on the National Curriculum and also on the previous Common Entrance syllabus. However the constraints of a solely exam assessed syllabus no longer apply, leaving each department freer to explore the knowledge and skills associated with the study of each of these rich and varied subjects, and to introduce more open ended means of assessment.

The new courses are designed to get children excited and enthused about the world around them, the people who live in it and their intricate pasts, taking the children above and beyond the more prescriptive courses and raising standards and expectations. The cross-curricular opportunities are endless, and key themes run through each of the topics which will be highlighted by dedicated teachers who will not be ignoring the importance of a robust and wide ranging knowledge of each subject.

Most importantly, the children will see key ideas drawn out from each of the humanities which encourage them to understand their own lifestyles and choices in the context of the wider world and other cultures. They will engage readily with their learning, and will find themselves departing for senior schools armed with the rounded skills of social, cultural and moral awareness that universities and employers are crying out for.

Within these pages you will find a summarised breakdown of each subject's scheme of work, as well as a copy of the skills checklist that will be issued to each child so that they are able to reflect on and log their learning.

Assessment of the children's work will take place in a number of ways, with less emphasis being placed on the exam and more on a variety of skills such as essay writing, use of IT and oral presentations.

We are by no means the first school to break away from the traditional syllabus for prep schools and anticipate from current educational debate that a number of other schools will soon follow suit. Our courses have been validated by local senior schools, all of whom are keen to recruit students with a thirst for knowledge, an interest in the world and the tools to learn.

History

"History will be kind to me for I intend to write it."
Winston Churchill

The revised Sherborne Prep School History curriculum is set within a chronological framework of British history from 55 BC until 1900.

The first two years cover a number of set topics and introduce the children to some of the elementary skills and concepts of history with the main emphasis being in creating an interest in the past.

In each year from Year 3 to Year 6, through a chronological study, pupils focus on a defined period of British history which they examine through a number of broad themes, key topics and local studies. Through this, the children are taught a number of key skills while developing a knowledge and understanding of historical analysis.

In Year 7 and Year 8, Britain is placed in a wider context and the concepts of cause and effect, of 360 degree history and the idea of history as contested knowledge are explored and developed, both through the key themes and topics, but also through six selected topics that are prominent in our daily news and that require some historical explanation.

The course is designed to get children enthused and thinking about history. While not underestimating or ignoring the importance of the story in history, we are working towards ensuring our pupils have

An appreciation of their own history;
An understanding of chronology and of cause and effect;
The requisite skills and understanding for them to become thinking and questioning historians;
An appreciation of different points of view and seeing their own history in a wider, critical context.

Religion and Ethical issues

"A friendly study of the world's religions is a sacred duty."
Mahatma Ghandi

In the academic year 2009-10 Sherborne Preparatory School opted out of the Religious Studies Common Entrance paper. The revised curriculum has been taught with great success over this academic year and is to be built upon for the year 2010-11. The move away from CE in the other humanities subjects gives pupils the opportunity to experience a rich and varied education in three exciting and diverse subjects, which will give them a breadth of knowledge and understanding on a range of world issues, without their learning being constrained by 'teaching to the test.'

The new course is designed to give each child a firm grounding in the main world religions, as well as a clear understanding of what it means to be religious. Through this knowledge the children will be encouraged to explore their own faith paths and to learn a sense of community as well as tolerance. Much of the course dovetails with the school's strong pastoral programme and cross-curricular work is done with PSHE and History. Similarly, school assemblies and initiatives such as charity work and the school's eco-status provide opportunities to strengthen the moral messages inherent in the RE curriculum.

Children in Year 7 will be introduced to the concepts of philosophical debate and discussion. The emphasis is on values, so parallels are drawn with their own or learned religious values wherever possible. The importance of religious leaders within faith communities is also tackled.

Ethics becomes more prominent towards the end of Y7 and into Y8. A range of contemporary issues are explored and the children examine religious and secular viewpoints on the nature and possible purposes of life on earth.

The new curriculum gives plenty of opportunity for cross-curricular study with other subjects, in particular History and PSHE lesson. Key skills are supported across the humanities cohort and key themes also dovetail across the subjects.

Through all of this it is intended that the children will gain a rich and varied insight into religion in our world today, which encourages them to think of their place in the world as well as to celebrate the diversity of others. We hope to send children on to their senior schools armed with a confidence in their own faith and what it means to them, as well as a strong understanding of what faith means in a broader sense and the many different ways it is manifested.

Our aims are:

To understand the distinctive nature of religion and the contribution of religious and spiritual insights;
To know, understand and respect the traditions and beliefs of Christianity and their significance for our culture and moral values;
To know, understand and respect the major aspects of other world faiths and their religious practices;
To develop an understanding of the contribution of religion to morality and to personal and social relationships and responsibilities;
To display an awareness of, and questioning attitude to, life experiences;
To show knowledge, understanding and the ability to evaluate aspects of Christianity and other world faiths;
To respond questioningly but positively to claims of religion and to religious commitment.

The pupils come from a variety of religious backgrounds, mostly Christian and some Hindu, practising and non- practising. Many of them have little or no family religious practice or instruction. It is not the function of the department to attempt to influence the personal beliefs of the pupils but we do aim to provide them with a framework within which they may consider and possibly formulate their own beliefs. Opportunities exist outside the formal timetable for personal spiritual development.

Geography

"How many times it thundered before Franklin took the hint! How many apples fell on Newton's head before he took the hint! Nature is always hinting at us. It hints over and over again. And suddenly we take the hint."
Robert Frost (1874 - 1963, American poet)

The revised Sherborne Prep School Geography curriculum is designed to provide a framework for pupils to stimulate their interest in, and to make sense of, the complex and dynamically changing world in which they find themselves.

The new curriculum is designed to show how geography explains where places are, how places and landscapes are formed, and how people interact with their environment. The human aspect will also look at how a diverse range of economies, societies and environments are interconnected.

Geography should build on pupils' own experiences to investigate places at all scales, from personal to global. It should inspire pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people's lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information.

Our aims are to:

Use geographical enquiry skills when developing knowledge and understanding of people, places, patterns and processes, environmental awareness and sustainable development;

Ask geographical questions and undertake enquiries inside and outside the classroom about people, places and environments;

Analyse evidence, make decisions and evaluate information, ideas and opinions;

Use skills specific to Geography, including those of fieldwork and mapwork;

Draw on many different sources and resources, such as maps and atlases, photographs and written and visual materials, including the use of ICT.

Design Technology

Sherborne Prep School takes pride in its excellent reputation for Design Technology and all children are encouraged to develop their imagination and creative talents.

'Design Technology, also well housed, produces interesting projects, a notch above standard prep school fare.' Good Schools Guide.

Children learn the importance of careful planning, the implementation of ideas as well as the need to be aware of the end result. They explore a wide variety of styles and design technology is used to add an extra dimension to their education here.