Interdisciplinary approach

From Year 5 upwards, the traditional delivery of Geography, History and TPR will give way to a fresh and exciting programme of study. This will adopt a thematic rather than subject-led approach and provide children with the stimulus to study without limits. Whatever the stimulus, be it the Mary Rose or the Magna Carta, we will see teachers able to teach without limits. Children will be given the chance to investigate and collaborate, reference, assess, problem-solve and present, all of which will be assessed in a continuous, ongoing nature. Assessments will take into account not just what the children are learning, but also their learning journey and presentation of their findings.

This enables us to further integrate the delivery of ICT and Rural Studies in an exciting new and creative way, with greater opportunities for practical application across multi-disciplines. Being released from Common Entrance opens up our choices; we could, for example, choose to study the history of the agricultural revolution and use the farm as a stimulus to drive investigations, assess and analyse, all within a real-life context.

“It’s time to be inspired by Leonardo da Vinci. He went where his imagination and learning took him. His range of interests knew no artificial boundaries of classification.”

Peter Green, Headmaster, Rugby School

Meaningful learning

As a prep school our role is multi-faceted. It includes caring for our children and instilling in them values that will last them for life, whilst also preparing them for senior school. With many leading schools adapting the ways in which they educate, we have created a bespoke curriculum that will best prepare The Elms children for their next steps.

All of our subjects will still maintain their integrity and academic rigour using the same outstanding content, only with a different delivery, requiring the children to delve down and discover the information for themselves, developing key analytical skills for life.

“I am actually a big fan of this approach.”

Giles Vosper-Brown, Registrar, Stowe School

The preparation for Common Entrance will continue in Maths, English, Science, French, Latin and Greek and our support and commitment to academic scholarships will remain unchanged.

Our Humanities content will remain at the current high standard, it is the delivery of this that will change. Children will still learn about important moments in history, the geography of the world around us and vital aspects of world religion that underpin what our children will encounter now and in the future.

The new approach will ensure that the children are given the skills they need to investigate and genuinely understand, rather than simply learn, remember and regurgitate. It is a subtle but vital tweak in delivery. It will enhance the experience the children receive and prepare them far better for their first day in Year Nine.
Scholars will benefit as they follow their scholarship programmes and all children’s learning styles will develop as a result of the freedom they are given under the care of their teachers.

“Well done on taking the decision to introduce a curriculum you feel will suit your pupils’ educational development better.”

Richard Maloney, Headmaster, Uppingham

“Whilst Common Entrance, particularly the core subjects, is very helpful for our setting purposes, it is no longer essential for all boys to sit CE.”

Radley College

The ripe, old trees of education that have held
onto their leaves for so long have finally reached
their autumn, falling away to herald the green
shoots of a fresh, new season of learning.

“We think this is a really positive opportunity to take a real step forward and help provide an education that is academically rigorous, intellectually stimulating and thoroughly enjoyable, without stifling or undue pressure from too many formal exams/assessments.”

Keith Metcalfe, Headmaster, Malvern College