Absolutely Prep & Pre Prep Spring 2020 by ABSOLUTELY Magazines

ABSOLUTELY EDUCATION PREP & PRE-PREP • SPRING 2020

ABSOLUTELY

SPRING 2020

P &EP E PR -PR E PR

Generation

MUSIC for LIFE The beneﬁts of a

GRETA

Addressing the global climate crisis

musical education

Future

STARS

Deep Learning

Educating children on ocean conservation

ZEST.LONDON

PREPARING CHILDREN FOR THE SPOTLIGHT

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BELGRAVIA

Come and visit our exceptional prep school in our brand new buildings on Eccleston Square! Boys and Girls Nursery 2 - 4 Prep 4 - 11

www.eatonsquareschool.com/belgravia/

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SPRING 2020

CO N T E N TS upfront

12 WHAT'S ON

Fun family events for spring

14 SCHOOL NEWS

Out and about in the world of education

18 DEEP LEARNING

The importance of teaching children about ocean conservation. By Carly Glendinning

22 GENERATION GRETA

How can we refocus education to address the global climate crisis now?

pre-Prep

53 ACING THE PRE-TESTS

Eaton House on how although Pre-Tests can be a worry, schools have got it covered

55 PLAY ON

Dallington School on the vital role music has in all aspects of education

61 IN THE CLUB

Eaton Square School reports on how extracurricular activities can boost a child's education

Prep

64 OUR STORIES NOW

Cosima Shaw on reconnecting children with their elders through storytelling

71 FULL STEAM AHEAD

Princes Gardens Preparatory School on why the arts are so critical to a balanced curriculum

73 ART LIFELINE

24 4

Sinclair House School on why a focus in the Arts in early years is essential

75 KID COACHING

Sydenham Prep School discusses the importance of communication for wellbeing

E D U C AT I O N P R E P & P R E P R E P

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EDITOR

Carly Glendinning  EDITOR-IN-CHIEF

Libby Norman 

EDITOR I A L A SSISTA N T

Zoë Delmer-Best 

GROUP A DV ERTISING M A NAGER

Nicola Owens 

GROUP SA L ES DIR ECTOR

Craig Davies

SPECI A L IST CONSULTA N T

Andy Mabbitt 

COMMERCI A L DIR ECTOR

Leah Day 

A RT DIR ECTOR

Pawel Kuba 

SENIOR DESIGNER

Mike Roberts 

MID-W EIGHT DESIGNER

Rebecca Noonan 

M A R K ETING M A NAGER

Lucie Pearce 

FINA NCE DIR ECTOR

Jerrie Koleci  DIR ECTOR S

Greg Hughes, Alexandra Hunter, James Fuschillo  PUBL ISHING DIR ECTOR

Sherif Shaltout

For advertising enquiries please call 020 7704 0588 or email: andy.mabbitt@zest-media.com

ZEST MEDIA PUBLICATIONS LTD Wenlock Studios, 50-52 Wharf Rd, The Angel, London N1 7EU 020 7704 0588 ZEST-MEDIA.COM

Spring books

82 TOP SPRING BOOKS

The BookTrust rounds up spring's latest reads to excite readers of all tastes

86 READING INTO THE FUTURE

Frances King explores the benefits of reading to children

Zest Media Publications Ltd. cannot accept responsibility for unsolicited submissions, manuscripts and photographs. While every care is taken, prices and details are subject to change and Zest Media Publications Ltd. take no responsibility for omissions or errors. We reserve the right to publish and edit any letters. All rights reserved.

ABSOLUTELY-EDUCATION.CO.UK

88 IN THE POST

Subscription boxes designed to educate and inspire young learners

S c h o o l’ s O u t

94 PORTUGAL

Amanda Constance goes on an active holiday

98 BAD WORDS

What to do when your child overhears bad language in the playground

F R O N T C OV E R Eaton Square School 55-57 Eccleston Square London SW1V 1PH eatonsquareschool.com/belgravia

SPRING 2020

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IS YOUR CHILD FUTURE READY? > CREATIVITY & CODING CAMPS FOR CHILDREN AGES 5-12+

CON T R IBU TOR S

Frances King Former Head of Mill Hill, Rodean and Heathfield

Frances King is a highly experienced leader and educational thinker. On page 86 of this issue, she discusses the profound benefits of reading aloud to young children.

> FEBRUARY HALF-TERM 17TH - 21ST FEB > EASTER BREAK 30TH MAR - 17TH APR > MAY HALF-TERM 26TH - 29TH MAY > SUMMER BREAK 6TH JUL - 28TH AUG

Barnaby Sandow Head of School, ACS International School Cobham

In Generation Greta, Barnaby Sandow talks about the actions we need to take to ensure environmental teaching is placed more solidly within the school curriculum.

> BOOK NOW

Danny Mac Actor

In The Making of Me, Strictly Come Dancing star Danny Mac talks frankly about his schooldays in Bognor and his onward journey, via Chichester College and ArtsEd, to a successful career as an actor.

E D U C AT I O N P R E P & P R E - P R E P

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Prepared Prepared for for everything. everything.

Prepared. For their future. Register Register for for a a place place at at the the new new preparatory preparatory school school designed for the future, opening September designed for the future, opening September 2020. 2020. Our new school features high tech science labs and a Maker Space as well Our new school features high tech science labs and a Maker Space as well as an exceptional environment for your child to grow in the arts, music, as an exceptional environment for your child to grow in the arts, music, sport and drama. It’s also the only central London preparatory school sport and drama. It’s also the only central London preparatory school oﬀering 2 acres of private gardens. oﬀering 2 acres of private gardens.

Next Next open open event event 3rd 3rd March March

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FROM THE

EDITOR

o one is too small to make a difference. When environmental activist Greta Thurnberg uttered these words her intention was to make us realise that we all have a vital part to play if we’re going to tackle climate change. But the statement also serves as an important message both literally and figuratively to the school children of today. In this issue we explore the importance of teaching children about taking care of the planet – from ocean conservation to the rising trend for forest school. Another key theme in this issue is the arts. No longer seen as mutually exclusive, many schools are now seeing the benefits of bringing creativity into the classroom when children are learning STEM subjects. Classical music and times tables, anyone? But what’s really exciting is seeing how technology and art can come together to help students. Turn to page 40 to find out more about how the worlds of virtual reality, art, and learning are colliding. And finally, we meet Strictly Come Dancing star Danny Mac, who reminisces about his school days treading the boards. Enjoy!

CA R LY G L E N D I N N I N G Editor

SPRING 2020

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‘High expectations of the pupils enable them to attain excellent standards.’ ‘Pupils show excellent self-confidence and resilience.’ ISI Educational Quality Inspection Report, 2019

The Study is a leading prep school situated in the heart of Wimbledon Village. We identify and nurture each girl’s unique academic, creative and sporting skills in a caring and supportive community.

For further details and to book a school visit, contact Jane Davis on 020 8947 6969 www.thestudyprep.co.uk Registered Charity No. 271012

We welcome enquires about our scheme of assistance with fees for girls aged 7+ Additional bursary available for entry into Year 1 or Year 2 from September 2020 Preparatory School for girls aged four to eleven TS.indd 1 RB6405 Absolutely Prep generic full page ad.indd 1

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Up Front

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THE IMPORTANCE OF AN OUTDOOR EDUCATION FOR CHILDREN

SPRING 2020

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W H AT ’S O N From pirates to polar exploration, this month is jam packed with family fun...

POP! 9 February Arts Depot Presented by Tiny Light Theatre, join Ebb and Flo as they embark on a bubbly bath time adventure full of mischeif and music. Little ones will love this gently interactive introduction to theatre. Suitable from ages 0-3.

artsdepot.co.uk

EDITOR’S PICK

Toddler TIME Wednesdays during term time • Cutty Sark

The Cutty Sark is dedicating Wednesday mornings during term time to their youngest vistors. Take your little sailors aboard for songs, stories and playtime. Suitable for ages 4 and under. rmg.co.uk/cutty-sark

Ahoy! Gallery Throughout February 2020 The National Maritime Museum Polar exploration, pirates and other maritime themes are brought to life in this playful and immersive gallery. Stoke the boiler of a steamship, buy and sell fish in the marketplace and make new friends in the interactive boatyard. Suitable for ages 0-7.

rmg.co.uk/national-maritime-museum

E D U C AT I O N P R E P & P R E P R E P

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Up Front

IMAGINE

EVENTS

Children’s Festival

SCHOOL’S OUT

12 - 23 February Southbank Centre The largest festival of its kind in the UK, Imagine is dedicated to families experiencing all kinds of art and culture. Twelve days of the best international performance, music, literature, comedy, creativity, parties, participation and free fun for little ones aged 0-11 and their grown ups.

Three for half term

southbankcentre.co.uk

TH E I M AG I N ATI O N STATI O N

16 - 21 February V&A In this multi-dimensional activity inspired by the V&A exhibition Cars: Accelerating The Modern World, little ones will work with Arup engineers to design the future of travel. Free event. vam.ac.uk

THE SKY

TONIGHT Throughout February 2020 The Royal Observatory Greenwich

his live show, presented by a Royal Observatory Astronomer, takes visitors on a tour of the night sky. The journey takes in stars, constellations, planets and moons, and even includes a ﬂy out to the edge of the visible universe. Suitable from age 5+. rmg.co.uk/royal-observatory

W I LD C R A F T S

18 - 21 February Morden Hall Park This fun workshop aims to get little ones being creative in the great outdoors. Make and take home wildflower seed bombs, and decorate a grass-head pot and fill it with pipe cleaner spring bugs. Booking essential. nationaltrust.org

Treasure Chest

OF STORIES 20 February Polka Theatre

nce upon a time… four magical words that will take you on a journey to the farthest reaches of your imagination. Bring along your treasured toy and join Polka Theatre’s storyteller on a magical adventure. polkatheatre.com

M A R TI A N GA R D E N

17 - 21 February Design Museum Inspired by the museum’s Moving to Mars exhibition, budding space explorers will collaboratively create a life-size Martian garden and design space food packaging using recycled materials. Suitable for ages 5-11. designmuseum.org

SPRING 2020

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SCHOO L N EWS BREXIT BOOST?

CUTTING EDGE

Stephen Spriggs, managing director of William Clarence Education, suggests that Brexit may produce a boost for the private school sector. While Brexit uncertainty means all eyes are on Europe, families from outside the EU are taking advantage of our weaker pound and grabbing the opportunity to purchase a British education at a cut price.

Kensington Prep School in Fulham won the Innovation in Teaching and Learning Award for its Creating Spaces for Growing Minds programme. Judges at the Education Estates Awards praised the design of the new learning spaces, imaginative Explore Floor and spacious classroom breakout spaces. Kensington Prep also received a commendation for pupil experience.

HELPING HAND The private tutor market will be getting a boost with the launch of Sophia, a mobile application that provides students of all ages with tutors that have not only been carefully security and experience checked, but are required to fulfil a paid-for Safeguarding Awareness course to ensure both students and tutors are protected.

Top Story

Eco Changes Private schools' exotic trips could become a thing of the past amid rising concern among pupils about their carbon footprint, according to Jane Prescott, head of the £14,000-a-year Portsmouth High School. She said that pupils campaigned to introduce “Meat Free Mondays” and use biodegradable water bottles.

CUMNOR HOUSE EVENT Cumnor House School Sussex, located in Ashdown Forest, is hosting an event for families considering a move to the country on March 24 from 7pm at Fortnum & Mason. There will be talks from relocation and education specialists. Register at cumnor.co.uk/events or email events@cumnor.co.uk

B O DY AWA R E Campaigners have called for nude art classes in schools to improve body image issues caused by social media, with teachers deciding if children should take part. Life drawing advocates believe sketching naked men and women should be part of a balanced curriculum to counteract social media images and young people's ideas of what a body should be.

E D U C AT I O N P R E P & P R E P R E P

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Up Front

Big Hygge Belmont Grosvenor, has introduced weekly lessons to Year 4 pupils that embrace the hygge way of living and learning. Pronounced ‘hoo-ga’, the Danish concept translates as a feeling of wellbeing and cosy contentment.

NEWS

QUIZ TIME Heads from Benenden School, Tonbridge School, Brambletye and Eaton House, The Manor will debate how modern independent schools prepare young people for the careers of tomorrow. The event, entitled Next Steps: The Boarding Option, will be held on 21 March at the Saatchi Gallery.

MAN OF T H E M AT C H

Joyful and Triumphant

Former Farleigh School and Radley College pupil, Will Stuart, aged 23, has been named in Eddie Jones’s England rugby squad for the Six Nations, starting on 1st February. Will is an extremely talented tight head prop, currently playing in the Premiership for Bath.

Cathedral choirgirls have finally overtaken the boys. After more than a millennium of male dominance, choirgirls narrowly outnumber choirboys in England’s cathedrals. There are currently 739 girls and 737 boys in cathedral choirs.

Head Star t Glendower School is delighted to announce the appointment of Mrs Nina Kingsmill Moore as the new Headmistress. Previously Deputy Headmistress of Lambrook School in Berkshire, Mrs Kingsmill Moore taught Mathematics and Geography and carried out a number of senior roles, playing an integral part in the strategic decision making for the school.

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Up Front

NEWS

C R E AT I V E C O M PA S S I O N

CALLING ALL ARTISTS The search is on to find a talented school artist aged 11 or under whose artwork will be translated into a stainedglass roundel for the Lord Mayor of London. The 2020 School Roundel Competition, open to London schools, is part of 'Reflections of the Lord Mayor', which celebrates the role of the Lord Mayor of London.

A new competition has been launched for schools which combines global animal welfare with creative skills. The free competition will contribute towards Eco-Schools accreditation under the global citizenship topic and Jane Goodall’s Roots & Shoots Awards. KS2 and KS3 pupils have been asked to illustrate the story of Ekari, an orphaned elephant in Myanmar, who was rescued by the Worldwide Veterinary Service (WVS) after being snared by poachers.

B AC K T O S C H O O L Konnie Huq returned to her old school, Notting Hill & Ealing High School GDST, for a book launch. The former Blue Peter presenter turned author was welcomed at NHEHS for a science-fuelled workshop `Science, Explosions and Scribbling’, to tie in with the launch of her first book Cookie!... and the Most Annoying Boy in the World. Silvana Silva, Head of Junior School at Notting Hill & Ealing High School said: “It was wonderful having Konnie with us. Her enthusiasm for science is infectious".

C H AT T Y ‘A P P Y Guy Baron, head of modern languages at Aberystwyth University, says there had been "snobbishness" towards apps, but wants technology used in teaching. Dr Baron said apps should be used alongside traditional classroom methods, but not to the exclusion of traditional teaching.

Top Story

SKIING SUCCESS Emerson Proctor in Year 8 at Moulsford Prep School has been selected for the GB Junior Ski Team for the 2020 winter season. He is the youngest member of a team of ten GB athletes who will travel to Andorra in late January to compete against top skiers from over twenty countries.

EDUCATION IS THE MOST POWERFUL WEAPON WHICH YOU CAN USE TO CHANGE THE WORLD. Nelson Mandela

SPRING 2020

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Deep Learning Carly Glendinning on the importance of teaching the next generation about protecting our oceans

alking down Carnaby Street, we stared up as dolphins leapt through bubble wrap coral reefs. As the lights twinkled through the swathes of shiny blue paper, we thought about a magical underwater place, full of undiscovered lifeforms and more artifacts than all of the worldâ&#x20AC;&#x2122;s museums put together. A place that mostly seemed to exist only when coupled with David Attenboroughâ&#x20AC;&#x2122;s soothing commentary, whilst flaked out in front of Blue Planet II. But however otherworldly it might have seemed, the theatrical underwater scene carried a very real-world message. Created in collaboration with Project Zero using recycled materials, it hoped to highlight the importance of ocean conservation. A poignant message for the Christmas shoppers walking underneath it, 18

considering it was predicted that 125,000 tonnes of plastic packaging would be thrown out (rather than recycled) over the festive period, a considerable amount of which would probably end up in our oceans. Teaching the next generation about the need to protect and restore the marine environment that covers 70% of our planet has become an urgent matter. Vital for sustaining life on earth, our oceans create around half the oxygen we breathe and through their role in the water cycle give us water to drink. Globally, over 700 million people depend on fishing for their livelihoods, and seafood is the main source of protein for more than a billion people on the planet. Our oceans are also protecting us from the damaging effects of climate change. Scientists and marine experts tell us that they have already absorbed 90% of the heat caused by the earth warming up. Acting as a buffer, they are also the sink for about

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Up Front

oce ans

SIMPLY PUT, WITHOUT OUR OCEANS, LIFE ON EARTH WOULD ALREADY BE INTOLERABLE

30% of human-caused carbon dioxide emissions. Simply put, without our oceans life on earth would already be intolerable. If we carry on as we are now, it is predicted that seafood could be overfished, habitats such as coral reefs will be destroyed, and even more disturbing, there could be more plastic in the ocean than fish by 2050. For the next generation, it means that they are inheriting a world filled with problems they did not create. With the rise of environmental activism, most children are switched on to the issues surrounding climate change and plastic pollution. 16-yearold Greta Thunberg is blazing a trail for the next generation of campaigners and the Extinction Rebellion has formed a Youth & Children’s Assembly to enable young people to get their voices heard. So it may come as a surprise that ocean conservation is still a topic that is missing from the English National Curriculum in primary schools. One charity hoping to change this is the Ocean Conservation Trust. Speaking about a curriculum learning scheme which they recently launched with the Connect Academy Trust, Nicola Bridge, Head of Conservation Education and Communications said: “We need to create an ocean literate generation – that is to say, a generation that understands the ways in which we are all inextricably connected to it, just as it is to us.” Dubbed the ‘Connecting us with our Ocean’, project, it aims to develop a love and understanding of the importance of the ocean in pupils, whilst inspiring and enabling staff to design their subject curriculums

around the topic. Beyond the future of the planet, the initiative also highlights the need to nurture the next generation of marine biologists, researchers and scientists. Stu Higgs, Schools Programme Manager for the Ocean Conservation Trust commented: “There are many STEM career opportunities related to the ocean and ensuring that school children are made aware of these from an early age will broaden their horizons when choosing a career path to follow later in life.” Independent schools are of course free to set their own curriculums and many are finding innovative ways to teach children about the importance of ocean conservation. Millfield School in Somerset has recently redesigned their sports kit using recycled fabrics made from plastic waste from the ocean. The school commented: “The change has been driven by pupil voice wanting a sustainable clothing line that is a CREDIT: THE OCEAN CONSERVATION TRUST

THE 'CONNECTING US WITH OUR OCEAN' PROJECT IN ACTION

positive step towards addressing the current plastic pollution crisis for future generations.” Projects like these mark huge steps in changing the dialogue. Speaking to The Guardian, David Attenborough recounted what he was taught at grammar school, nearly 80 years ago: “I remember my headmaster, who was also my science master, saying: ‘Boys, we’ve entered a new era! We’ve entered, we’ll be proud to say, the plastic era. And what is so wonderful about this is we’ve used all our scientific ingenuity to make sure that it’s virtually indestructible. It doesn’t decay, you know, it’s wonderful.’” He continued: “Now we dump thousands of tonnes of it, every year, into the sea, and it has catastrophic effects.” Although times have changed, there's still a lot of work to do and it’s the magic of the ocean's unknown depths that will keep children’s interest alive. So turn on Blue Planet II and let Attenbough’s dulcet tones transport you to a wondrous world, where dolphins really do dive through coral reefs and the lights from the world above twinkle on. SPRING 2020

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Co-educational 2-4 years, boys aged 4-13 years

Built on Tradition - Embracing the Future

NEXT OPEN MORNING: Friday 15 May 2020 Welcome at 9:30am

Personal tours are recommended

Contact us at office@parkside-school.co.uk or call 01932 862749 Set in 45 acres of beautiful Surrey countryside with various school bus routes including SW London www.parkside-school.co.uk

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twitter.com/parksideprep

facebook.com/parksideprep

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Up Front

C LI M ATE C H A N G E

Earth

C A L L I NG

With environment and climate top of the agenda, Kingsley School in Bideford, North Devon has opened a pioneering Earth Centre in its grounds

ustainability and the future of the planet have never been more front of mind, and now Kingsley School Bideford has broken new ground by creating an Earth Centre in its school grounds. It houses a modern laboratory and workshop, dedicated teaching areas, facilities for growing vegetable seedlings, and equipment for the harvesting and packing of produce. Not only will the school be supplied with its own vegetables, but students will also hone their business skills by providing the local community with fresh food. The facilities and hands-on approach means that all children will be immersed in key issues surrounding the challenges of climate change, including how to manage land, plant and soil ecology, the role of oceans and fresh water and the economics of environmental sustainability. Enhancing biodiversity is a key part of the Earth Centre’s ethos. A range of indigenous trees will be planted around the school grounds, improving the local native tree population while also providing a nutritious biomass for vegetable growing. The school’s other ambitious plans include turning the rugby pitch into a garden,

EARTH DAY CELEBRATIONS INCLUDED A BEACH CLEAN ACTIVITY

“S U STAI NABI LI T Y AND T H E FU T U RE OF T H E P LANET H AVE NEVER BEEN MORE FRONT OF MI ND” growing vegetables and storing carbon by using no-dig techniques based on the latest ecological understanding of soil biology (and its ability to reduce carbon dioxide in the earth’s atmosphere). Studying at the centre will be focused on practical work experience in the field, investigative science and ‘learning by doing’ across all subjects. The centre will include a commercial horticulture farm called the Ecology Zone, which will

grow vegetables and store carbon. At a special event held on Earth Day at the end of November, Eden Project founder Sir Tim Smit KBE gave his support to the school’s pioneering project with a keynote speech to pupils, parents and VIPs guests. All normal timetables had been suspended to give pupils the opportunity to get involved in hands-on environmental activities. These included beach cleaning, building hedgehog habitats, and making bird feeders. The children also planted oak trees in the school grounds and created artworks from microplastics and natural pigments to communicate environmental concerns. Speaking about the arrival of this futurethinking facility at the school, Pete Last, Kingsley Headmaster, said: “Bideford is within the UNESCO North Devon Biosphere, and many of our students have a strong rural and agricultural connection. The Earth Centre recognises and speaks to our role in the community and the environmental values that we have chosen to foster. The Earth Centre is simply the right thing to do.”

To find out about activities and opportunities at Kingsley School Earth Centre, visit kingsleyschoolbideford.co.uk

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PROTESTERS TAKE THEIR MESSAGE TO THE WORLD

I GRETA G E N E R AT I ON

How can we refocus education to address the global climate crisis movement? Barnaby Sandow, Head of School at ACS International School Cobham, suggests some solutions Wo r d s B A R N A B Y S A N D O W

t was just over a year ago that newspapers and broadcasters around the world reported the United Nation’s statement that we had a little over a decade remaining to stop the devastating onset of climate change, by capping future global warming at +1.5C. “It’s a line in the sand and what it says to our species is that this is the moment, and we must act now,” said Debra Roberts, a co-chair of the working group on impacts, as reported in The Guardian, adding: “This is the largest clarion bell from the science community, and I hope it mobilises people and dents the mood of complacency”. As dramatic headlines flooded the media with environmental warnings, I looked to our students – to the children currently sitting in classrooms – and their passionate responses to the news. I watched the protests, listened to student concerns and considered how it might feel for the generation

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Up Front A S E AC H # F R I DAYS FO RFUT URE P R OT E ST PA SSE S, I T ’S STA R K LY OBV I O US T HAT W E N EED A N E D UCAT I O N R EA DY TO SUPPO RT ‘GENERAT IO N G R E TA

inheriting the world in its current state. What I also considered is that environmental education is not consistent in the UK. While it encompasses multiple topics and skills, there is no defined syllabus, which means in practice it’s a subject matter that ‘falls through the gaps’. It’s entirely possible that a student could do 10,000 hours of contact time in the classroom, and only hear about environmental issues in ten of them. As each #FridaysForFuture protest passes, it’s starkly obvious that we need an education ready to support ‘Generation Greta’. But what is an environmental education, and how should it be included within a school curriculum? Broadly speaking, the foundation of an environmental education encourages students to embrace their global citizenship and stand up for causes they believe in. In order to achieve this, we must develop their understanding and tolerance of other nations, teaching from multiple perspectives and fostering a culture of collaboration across borders. If students develop an international, open-minded and progressive social mindset, it follows that environmental concerns form a filter through which their academic subjects are considered. I am evangelical in the belief that an international education is exactly the type of education that the world needs right now. In the world our teenagers and children inhabit, the most recognisable climate activist is Greta Thunberg, the girl from Sweden, who decided to skip school to protest climate change. Put simply, she felt the need to step out from the confines of her education to speak – and she felt the absence of an adult leader or role model doing enough. It appears that Generation Z feel the same way, to the extent that they have championed the leadership shown by a child over

adult policy makers. One thing seems likely, future cohorts of politicians, businesspeople, board members and trailblazers will consider environment first, profit second. Kate Robertson, co-founder of the youth not-for-profit organisation, One Young World has said that at the heart of every global threat we have a “failure of leadership”. Ahead of One Young World’s summit, she added: “This new generation is the most informed, most educated, most connected generation in human history”. This being the case, what can we teach the new generation to prevent another age of failing leaders? Environmental education can exist across numerous study subjects. But perhaps the most important areas for this generation to focus on include climate change (and global warming as a symptom of this), water scarcity, droughts and flooding, pollution (including plastics), and deforestation. These are the critical issues that students the world over should be educated about. Environmental education doesn’t have to be limited to the classroom.

ROLE MODEL FOR GEN Z, ACTIVIST GRETA THUNBERG

ENVIRONMENT

5 ways to inspire change makers U N DE RTA KE RE SE ARCH It is helpful for students to read about and engage with other movements that have changed history and understand why movements are important

CO M M UN ICATE W I T H OTH E RS

Writing letters to politicians and people in power is a great way for young people to engage with those who have a direct impact

CR E AT E A RT AN D M E DIA This is an effective way to communicate opinions, frustrations and hopes around a particular subject

KE E P TH E TH RE E R S H ABIT

Encourage reducing, re-using and recycling and suggest they explore the recycling habits of other nations for good ideas that might be borrowed here at home

KE E P O N ASK IN G Q U E STIO N S

Remind young people to keep on asking questions so that they can make informed choices about how best to participate with the issues they care about

We should encourage our students to consider these issues in the context of their extra-curriculars, whether they are penning a screenplay, creating their own documentary, protesting at Westminster or developing technological ideas that can have a positive environmental impact. A deeper understanding of the environment and a range of strong leadership skills should be woven into all areas of school life. But it’s within the context of a global mindset that this can become the generation that will action meaningful change for us all.

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TEACHERS CAN USE THE OUTDOOR LEARNING ENVIRONMENT TO BRING FOCUS TO OUR LIVING PLANET

E D U C AT I O N P R E P & P R E P R E P

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Up Front

FOREST S CHOOL

Into the

WILD Four ways an outdoor education helps little minds blossom ready for the world ahead

Wo r d s C H R I S H U P P

hildren learn through discovering the world around them, acquiring knowledge and experiences as they try things, many for the first time. Interacting with the natural world is a core part of their development and outdoor education encourages young children to delve deeper, because it heightens their curiosity and feeds their imagination. More and more frequently outdoor education, through initiatives like forest schools, is recognised as an essential part of early childhood development. Here Iâ&#x20AC;&#x2122;ve laid out four key skills that exploring the natural landscape beyond the classroom develops in our children ensuring they are ready for the world ahead.

AN INQUIRING MIND AND ACADEMIC GROWTH Through exploring the natural environment, children are able to enrich their knowledge with discovery and sensory experiences. I teach at ACS Cobham, where we have a dedicated outdoor learning space, a tepee nestled within a woodland area. Recently a class sat underneath the canopy, hearing stories of traditional Native American legends, whilst the smell

of sweet grass incense and flute pipes drifted through the air, transporting students to another place. Activities such as this provide an opportunity for children to exercise their imaginations and help them develop a better understanding of the culture they are studying. The hands-on nature of the experience allows students to apply knowledge to things theyâ&#x20AC;&#x2122;ve learnt within the classroom in a creative way.

DEVELOPING INTERPERSONAL SKILLS Many outdoor learning activities not only encourage children to engage with subjects on a deeper level but also provide an opportunity to develop crucial interpersonal skills. Each story told underneath the tepee to the class studying Native Americans covered themes such as family relationships, belief in the sacredness of the natural world or skills needed for survival. These themes were presented in an accessible way for young children, helping them develop empathy. Similarly, children also took part in forest school sessions which explored Native American skills such as constructing shelters and animal tracking. Through these activities, children needed to work together, collaborate and communicate with each other.

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Up Front

FOREST S CHOOL

Outdoor learning at home The benefits of outdoor education can be realised at home and you don’t always need a far-off woodland to play in. Here are just a handful of ideas to get you started:

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trees or making compost, they are encouraged to think about these issues in the wider world and foster deep respect for the environment. Children will retain their connection to nature for years afterwards.

GLOBAL CITIZENSHIP Outdoor learning can also help introduce young learners to local, regional, and global concerns. Teachers can use the outdoor learning environment to bring focus to the future outlook of our environment. We’ll often take our youngest children through a wildlife trail making site stops. Each child is asked to reflect on what they can see, hear, feel and smell, taking note of their immediate surroundings and focusing on the details – a spectacular spider’s web, red leaves fallen on the forest floor, or the birdsong. Through these activities, students feel a greater sense of connection with their local environment, developing appreciation for its natural wonders and a passion to safeguard it. Additionally, when children are asked to undertake small conservation tasks, such as planting

BUILDING CONFIDENCE AND LEARNING TO TAKE AN EDUCATED RISK Much of outdoor learning for young children involves an element of risktaking not found in the classroom. Age appropriate physical challenges form an important part of child development. For young children, outdoor learning spaces can seem adventurous and ‘wild’, but they will also be a controlled, safe environment which forms part of the school. This ensures that children naturally and instinctively learn to assess risk and are encouraged to

Standard areas at home such as a squared patio can be very versatile. With imagination, they can be turned into a graph, used for learning multiplication tables or more practically, for sports games.

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With some simple equipment such as a tennis ball, a football and few friends, you can recreate the model of the solar system.

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Create a ‘magic garden’ using a window box, plant pot or raised bed and use the opportunity to calculate seed to soil ratios or learn a few simple vegetable names in another language together.

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Make a bug hotel out of recycled garden equipment, sticks and wood and watch as your new neighbours come to stay.

make their own informed decisions about how to deal with unfamiliar and unpredictable situations (tree climbing or building dens for example). There is a lot of learning opportunity in testing their ability in a real-life context. Through outdoor education children gain a deeper connection with their natural environment and develop vital skills such as collaboration, communication and an inquiring mind which will set them up for life. CHRIS HUPP Sustainability & Environment Education Coordinator, Forest Schools Trainer and Teacher ACS International School Cobham

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Up Front

CODING

M MARTY

The Marvel Marty the robot is setting children’s imaginations and STEM skills alight. Absolutely Education meets the inventive mind behind an educational toy that even does disco Wo r d s L I B B Y N O R M A N

arty is a robot you’ll be hearing a lot more about. First developed in 2016 as an educational technology (edtech) toy, a new v2 incarnation starts shipping this spring capable of doing a whole lot more – including copying human movements and disco dancing. While the dad dance moves are reassuringly old school, there’s nothing archaic about the technology and inventiveness that has gone into creating an accessible, affordable and challenging toy designed to inspire children aged from 8 to 18+ to get coding. The man behind Marty is Dr Sandy (Alexander) Enoch. He developed the idea after he was frustrated in his search for a robot birthday present to get his young niece interested in STEM. As a then robotics PhD student at Edinburgh University, he knew better than most what made a good bot – and a challenging toy – and discovered that there wasn’t anything he wanted to gift to a member of his family. “I was really disappointed at what was available,” he says. “I wanted something that would get kids engaged and hands on, as a gateway into coding and wider STEM subjects. Everything I saw was either novelty end or smart-tech and expensive. There wasn’t an educational product suitable for young users.” Still continuing his Robotics PhD (a special interest was walking robots with variable stiffness), Enoch began working on a very different type of bot as a side project. He garnered a lot of allies along the way – University of Edinburgh was, he says, incredibly supportive, supplying practical help through its student enterprise arm and commercial liaison unit. The Royal Academy of Engineering also got behind the idea, awarding him a grant and access to mentoring from Academy Fellows to help him commercialise the project and bring Marty to market. Other backers and awards came along. Support for the first Marty came from a crowdfunding campaign – parents, schools and individual teachers bought into the concept, and with SPRING 2020

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Up Front

CODING

MARTY DOES DISCO, BUT THERE’S NOTHING OLD SCHOOL ABOUT AN ACCESSIBLE AND AFFORDABLE ROBOT THAT INSPIRES CHILDREN FROM 8 TO 18+ TO GET CODING

MARTY IS SUITABLE FOR AGES 8-18+

SANDY ENOCH, DESIGNER OF MARTY

individual support from investors in the worlds of business and technology. Marty v1 was road-tested in thousands of schools, warmly greeted by both pupils and teachers. While Marty may look like every child’s idea of a robot – and in an interview with The Scotsman, Enoch discussed how he deliberately designed him with character in order to engage young minds – very clever engineering goes into his crowdpleasing looks. “One of the interesting challenges in robotics is that it is very difficult to make a walking robot,” says Sandy. This means the simple everyday actions most of us would like to see a robot do are incredibly difficult to achieve, especially at a reasonable price point. One example of the efficiency of Marty is that he’s engineered to use half the motors you would normally expect, which helps to keep production costs down (and there’s a patent pending for this aspect of the technology). But this motor efficiency isn’t at the expense of action. Standing just over 20cm tall, he can be programmed to do all manner of smart moves.

The critical factor when it comes to engaging children is that they take control of the coding. While he can be bought pre-built or as a kit, the latter gives individuals and groups the opportunity to get ground-up skills in all manner of key STEM subjects, from engineering to electronics. He’s also customisable using 3D printing for extra parts. and that’s where the fun really starts. While Marty is suitable for primary schoolage, keeping the challenge going is key to ensuring interest is maintained among older age groups. Marty is designed, says Enoch, to be easy to get started with, as children start to absorb basic coding the minute they get him out of the box. But as they develop their skills and explore his capabilities they move on to using more complex languages, such as Python. He’s also compatible with Raspberry Pi computers and you can add a camera. Marty v2 – still with an affordable price point – has a whole host of extra features thanks to a second Kickstarter funding round late last year that raised almost £43,000 (the target was £30,000). With v2, there are smart sensors that enable the bot to mimic movements you make, motors that give him grabbing hands, obstacle detection, Bluetooth compatibility, sound capability and – best of all for many fans – an all new ‘Disco Marty’ setting complete with flashing lights.

With a network of school users across the UK, but also Australia and the US, there are plans afoot to build on the interactive elements available via competitions. Don’t underestimate the power of a challenge, or the allure of the Disco Marty setting when it comes to building next-generation engineers and robotics whizzes. The team at Robotical have found that both really help to encourage children to develop technology skills and have fun. At a recent competition held among Edinburgh school groups, young people had to accomplish a set of challenges, including taking Marty through an obstacle course and creating a dance routine for a ‘dance-off ’ finale. This tested the bot’s capabilities and the children’s coding, problem-solving and teamworking skills, but also their creative choreography. Sandy Enoch – who began his Robotical journey searching for a cool bot present for his niece – is proud that the competition attracted an almost equal gender split of coders. He’s even more proud that the winning team, which aced it with their stunning robot choreography, contained significantly more girls than boys. Marty v2, shipping from this spring, will retail from around £175 in kit form and £198 assembled robotical.io SPRING 2020

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Up Front

CO D I N G

Computational

THINKING CEO of Cypher Coders talks about the importance of teaching young children the skill of coding Wo r d s E LIZ AB ETH T WE E DALE

I like to develop scenarios or paradigms that really connect with their interests, obsessions and ambitions. By using a creative theme – such as architecture, fashion or nature – a student’s interest in the subject is engaged more readily. One way that I’ve approached encouraging kids to learn to code is through its power to facilitate their future careers – for example an artist, a fashion designer, a spy, a teacher, a musician or, of course, a game designer. I believe that all you need to become a great coder is creativity and curiosity. Anyone can code. That’s right – code is behind nearly everything in the world these days. Computational thinking is the essential skill that links the left and the right brain, enables the imagination to work in harmony ONCE YOU LEARN with logic and equips HOW TO CODE, the next generation to YOU CAN CHANGE follow any career path they desire. And don’t THE WORLD AND forget, every career will and deliver the BECOME ANYTHING need an understanding Computer Science YOU WANT TO BE of technology to National Curriculum succeed. So, once you requirements. Crucial learn how to code, you can to the success of this is change the world and become finding ways to make these anything you want to be. subjects attractive to a wide range of students from different mindsets, genders, backgrounds and abilities. Learning to code is about discovering a whole new way of thinking that can ignite both sides of the brain in productive experimentation. Learning the foundations of computational thinking is rewarding and satisfying, often especially to students who may struggle with other academic subjects. Once this skill is applied to creative projects and real world E L I Z A B E T H T W E E DA L E examples, students’ imaginations can really CEO Cypher Coders take flight. To engage children in a desire to cyphercoders.com learn more about using computers creatively THE NEXT GENERATION OF CODERS

hen I was at Architecture School I observed two types of students. On the one side were the left brain people, analytical or methodical – and on the other side right brain dominant people, creatively and artistically inclined. Learning computational thinking was the catalyst that bridged these two sides. Computational thinking fosters both types of mindsets – it opens up logical thinking to the creatives, and creative thinking to the logical. It also encourages students to develop skills of problem solving, opportunity recognition, collaboration, communication and tenacity. These skills equip students to embrace a positive, entrepreneurial approach to life and their future careers. Today, many schools are looking for ways to increase the popularity of STEM subjects

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Up Front

MUSIC

for L IF E

Music can bring beneﬁts across the board, from improved grades and academic performance to state of mind and physical well-being. OAKHAM SCHOOL

t Oakham music is woven into the fabric of everyday life. Sharing music has been a mission for the school and its Director of Music Peter Davis. “We are a centre of excellence,” says Peter. “We should be sharing and are uniquely able to share.” An example of this spirit of sharing was the 'Pied Piper' performance held at De Montfort Hall, Leicester last autumn. The music had been composed by Peter Davis during a sabbatical and was designed to give the children of Rutland the opportunity to sing. 420 pupils from across the county aged from 8 to 18 took to the stage for the county’s first collaborative concert. It raised the roof and earned a standing ovation for its composer and conductor. While this is a large-scale project, music happens in every way and every day around the school and the town – lunchtime concerts, community choirs. With over 80 concerts performed by pupils each year locally, there are also national accolades to celebrate – the school’s chamber choir has won numerous awards.

OAKH AM’S M U S I C -DRAMA COLLABORAT I VE SC H O OL P RODU CT I ONS – M OST REC ENT LY C HI CAG O – ARE A DRAW FOR T H E TOW N

MUSIC

PARKSIDE SCHOOL

arkside School, Cobham, the Music Department, headed by Jeremy Attwood, believe that the cornerstone of any child’s learning adventure is, in a nutshell: “creativity!”. This provides the foundation to shape a child’s mindset. The sounds of YMCA being played on the ukulele with immense passion is frequent proof of a dynamic environment where music is to be celebrated. Parkside believes it is essential to create opportunities, offering new genres and different ensembles to suit every ability. Informal charity performances at local venues are performed alongside formal recitals on the grand piano in the school’s performance hall. By the time children leave Parkside, they will have learned to play djembe, violin, keyboard and ukulele as part of their music curriculum. More than that, children at Parkside are encouraged to enjoy the experience of music making – sharing it with other people and watching the ideas that emerge.

A PUPIL AT PARKSIDE SCHOOL

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Up Front

MUSIC

ST EDMUND’S SCHOOL

S A PUPIL AT BROMLEY HIGH SCHOOL

BROMLEY HIGH SCHOOL

he joy of music is at the heart of Bromley High School GDST, and musical excellence also front of mind. There are three orchestras, more than ten smallscale and larger chamber ensembles and eight choirs, not to mention the two specialist iMac suites where girls are taught music technology on industry-standard equipment. Music scholarships are offered at 11,13 and 16+ and music scholars have the opportunity to take part in a wide range of musical experiences. Bromley High was also the first all-girls school in the world to be accredited as an All Steinway School in 2017. This accreditation is given when a school provides Steinway pianos for play and rehearsals in all practice and performance spaces. The school now has 10, including the Concert Model D and Model B. Being an All Steinway School gives students the opportunity to attend masterclasses given by Steinway artists and perform themselves at Steinway Hall. When the accreditation was confirmed, the school’s music scholars had a masterclass from

renowned concert pianist Joanna MacGregor CBE as part of the celebrations. Caroline Daniel, Director of Music at Bromley, says: “It has been incredibly exciting to become the first all girls’ school to gain the Steinway accreditation. We are pleased to see our girls embarking on a firstclass musical journey as well as ensuring that other local young musicians can benefit from this.” Other musical initiatives at Bromley High include a new Musician in Residence to support the school’s exceptional musicians and develop partnerships with local schools. There are opportunities for keen musicians to give solo/chamber performances over the year and lead ensembles or workshops with local schools and the junior school. At Bromley High School, music is always about sharing, so the school also puts on an annual London concert – most recently at Cadogan Hall – inviting the public along.

t Edmund’s School, Canterbury believes that schools which fully embrace music and the arts provide the best possible grounding. “Music is part of everyone’s life from birth as we are immersed in the sounds, melodies, harmonies and rhythms from the world around us,” says Director of Music Spencer Payne. Junior and Senior School House music and singing competitions give the opportunity for all pupils within the school to get involved. In the lower years, pupils explore sound, movement, pulse, rhythmic patterns, scales and melodies – all based on topics that introduce or consolidate these key skills needed for interpretation and performance at a higher level. The school believes the health benefits of music cannot be overstressed and, whether pupils enjoy singing in a choir, playing as part of a band, orchestra or in an ensemble, school music groups cater for everyone’s tastes. Many of these groups are also available to the local community, and school musical life is enriched by a wide variety of music trips, masterclasses, workshops, lunchtime concerts, and larger scale termly concerts in awe-inspiring locations such as Canterbury Cathedral.

T H E SC H OOL BELI EVE S T H E H EALT H BENEFI TS OF MU S I C CANNOT BE OVERST RE S S ED

ORCHESTRA AT ST EDMUND'S SCHOOL

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MUSIC

TRING PARK SCHOOL

A ST JAMES SENIOR GIRLS’ SCHOOL

usic is a cornerstone of life at St James Senior Girls’ School in London’s Kensington Olympia, which has a strong tradition of choral and solo singing. It is a core subject up to Year 9 and remains perennially popular as a GCSE and A level subject. The school has a variety of choirs, orchestras and ensembles and encourages its pupils to take up individual lessons. Girls sing at services in St Mary Abbots Church, Kensington and the year end is marked by an annual joint concert with the Senior Boys’ School. Managing groups with mixed abilities is, says Head of Music, Myra Brunton, a matter of balance. The school’s Youth Dance Company and annual choreography competition, introduce another, often very contemporary element, while Arts Week is an opportunity to participate in myriad kinds of music and drama. An undoubted highlight of the calendar is the joint musical with St James Senior Boys’ that takes place biennially – widening both the dynamics of performance and the audience.

PUPIL AT ST JAMES SENIOR GIRLS' SCHOOL

FOREST SCHOOL

orest School, Snaresbrook encourages musical learning as a vital part of pupils’ development. Children can join group or solo singing sessions, there are multiple choirs and ensembles and the annual House Music Competition raises the roof of the Sports Hall and Deaton Theatre. Less rowdy music-making happens with Chapel Choir, which sings at services and events. The music department’s large stock of instruments can be hired out to pupils and there is also a visiting composer, plus activities by cutting-edge professionals, who offer pupils the chance to develop skills in areas such as composition. Notable recent events include a performance of Faure’s Requiem by a choir of 80 pupils from Forest and five local primary schools, plus an adult chorus and orchestra – the culmination of eight months’ work to showcase the transformative power of group music making.

t Tring Park School for the Performing Arts, music making is a whole-hearted activity, whether or not students are specialising in musical theatre, dance or commercial music pathways offered here for 16+ (alongside acting). A lot of music that takes place is not part of formal or timetabled study. The school’s The Sixteen chamber choir (regulars in BBC Songs of Praise Senior School Choir of the Year) is made up largely of pupils who are not focusing the main part of their studies around music. All performances are opened to the public and students participate in many local events – younger students are stalwarts of Tring Christmas Festival. In-school shows at performance spaces such as the Markova Theatre present highquality shows from tomorrow’s stars. Outreach activities happen throughout the years. While some attract young people who might be looking to take things further (for instance the Kick Start boys’ dance programme), others such as evening dance classes for people with Parkinson’s and adult dance classes in the school’s superb Park Studios work to bring music to life for a much wider audience – and show that music really is for life.

SHOWTIME AT TRING PARK

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Artistic

THINKING

Absolutely Education explores how one art therapist is using virtual reality to help children with Special Educational Needs Wo r d s A B B I E S C H O F I E L D

echnology has transformed the world of education. Chalky blackboards and copying lines have been replaced with smart boards and digital homework programmes, and online resources have made teachers’ administrative duties more bearable. But there is a new realm yet to be fully explored by education professionals: virtual reality (VR). Sabine Ben-Haim was working as a private art teacher when she found increasing numbers of children with Special Educational Needs (SEN) were coming to her for lessons. Eager to look deeper into how art could help children who didn’t fit into the traditional education system, Sabine trained as an art therapist and set up her own studio, Ruby Red & Crimson. “Art therapy uses art to start a conversation. The art is the visual language used to dig deeper inside and discover what people cannot say with words. I work with a lot of people who suffer from trauma who find it very hard to express themselves,” Sabine explains. “For example, a child with ADHD can be given a block of clay and we might discuss ‘what shall we do with it?’ but as soon as their hands touch the clay, the creation takes on a life of its own.”

Sabine’s son Yoni spotted that there could be a link between his interest in virtual reality and her occupation as an art therapist. “I saw my mum give a child that couldn’t focus on traditional mediums an iPad for drawing. They found the technology exciting and they could focus on it, whereas a canvas and paintbrush posed too much of a challenge,” says Yoni. “I then told her about a Google software called Tiltbrush, where you can paint in a 3D space – it’s incredible.” Tiltbrush is indeed a fascinating experience. Putting on a VR headset plunges you into a 3D blank canvas where you can paint and build whatever you like, see your creation from a 360-degree perspective and even walk through it. With no visual distractions, you can become fully immersed in the creative process. “I thought, ‘This could be hugely beneficial for children my mum works with’,” Yoni says. “If a child suffers with ADHD or anxiety, the smallest noise or disturbance can upset them. In a virtual reality you can completely control a person’s experience, what they see, hear and do.” The impact that VR art therapy has on the children Sabine and Yoni now work with is highly effective. “We have children who are debilitatingly shy, but

AN EXAMPLE OF THE GOOGLE SOFTWARE TILTBRUSH

after a few seconds you see them move and start to ask questions. They don’t feel self conscious. We also have children who are really hyperactive or have heightened emotions and they can end up falling asleep if we do relaxation programmes like our VR guided meditation,” says Sabine. VR can also help build children’s selfesteem. “One kid is building a model desert,” says Yoni. “When he’s in the 3D world it

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Up Front

VI RTUA L R E A LIT Y

VR IS A SPACE WHERE CHILDREN CAN EXPERIMENT WITH CONFIDENCE

CREATING NEW WORLDS

comes up to his waist and he has made a river and trees and a cactus – he’s really taking his time to build a landscape and it’s a huge confidence boost for him.” VR can even help people who have difficulty leaving the house or travelling due to anxiety or disabilities. “We offer them a 360-degree Google Earth Street View and the chance to either visit somewhere far away or go somewhere familiar,” Yoni says. “Children with autism can be afraid of new journeys, but you can do the VR version with them to show what it would be like and how to prepare for it. How would it be to go from the front door to the bus stop? And if we get on the bus, what would we go past? This helps them deal with leaving the house for the real journey.” The future of VR in education is unclear, but both Yoni and Sabine would like to see it become widely used in classrooms, for all kinds of pupils. “I would love to introduce it to schools and offices,” says

Yoni. “It’s incredible for team building and it’s fun to experience something as a group. Offices sometimes have a games room or meditation studio, and this is another tool you can offer for relaxation and escapism. I’m hoping to run workshops or experiences for people. VR helps people with SEN, but it goes beyond that. It can be used for stress relief and escapism. On the flip side, we have games that are very active and energetic. We tailor each session to the person’s needs.” The versatility of VR is immense. For people who are anxious and need less stimuli, it makes their world small and focused, allowing them to be fully present to create or simply relax. For others, it can widen their world with a wonderful escape.

ART IS THE VISUAL LANGUAGE USED TO DISCOVER WHAT PEOPLE CAN NOT SAY WITH WORDS

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Up Front

VI RTUA L R E A LIT Y

VR IS A SPACE WHERE CHILDREN CAN EXPERIMENT WITH CONFIDENCE

CREATING NEW WORLDS

ART IS THE VISUAL LANGUAGE USED TO DISCOVER WHAT PEOPLE CAN NOT SAY WITH WORDS

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@ReptonSchool

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Up Front

FOCUS

FUTURE

STA RS An elite band of schools raise the bar high and prepare students for a future in the spotlight Wo r d s B E R N A D E T T E J O H N

f a Christmas trip to The Nutcracker or a show has left your child longing for a career in the spotlight, you may want to do your homework on schools for performing arts. First thing to note, your child needs to be resilient: there is stiff competition to get in and there can be some weeding out mid-school – particularly in the ballet schools, when a change in physique or anything below top-level performance can result in the child being asked to leave. Apart from aptitude and resilience, the biggest consideration is the depth of yearning your child shows for dance, drama or music. The regime is punishing. If it’s a hobby rather than a compulsion, they may be better placed at a mainstream school with a strong performing arts department. With all those caveats, if you have a star waiting to come out of the wings, they will be in their element in a place where the curriculum is designed to give them several hours to indulge their passion each day.

THE PURCELL SCHOOL ITALIA CONTI ACADEMY OF THEATRE ARTS

London italiaconti.co.uk

ake a casual look at the past pupils here and it’s clear they reach the top in a multitude of disciplines – alumni include Daniel Mays, Leona Lewis, Martine McCutcheon, Russell Brand and Naomi Campbell. This is an opportunity-rich setting, as Italia Conti also has its own agency, which puts pupils in front of casting directors and producers. The Theatre Arts School for ages 10 to 16 teaches up to 10 GCSEs. These are studied alongside training in acting and voice, ballet, tap, jazz and modern dance, plus singing and musical theatre. After GCSEs pupils stay on to take a three-year diploma in musical theatre and work up to degree level with a BA in acting. Entry: The entrance audition involves three types of dance, two drama pieces and one song. Prior training is highly recommended. Fees range from £12,975 to £15,990.

Bushey, Hertfordshire purcell-school.org

he bar is set high at The Purcell School, with a daily timetable that involves two hours of music lessons and three to five hours of practice, with individual instrument lessons and studies on top. Children can study here from age 10, although most are older when they join. The school is non-selective academically, as long as children can cope with the curriculum. The school offers superb opportunities, with teaching from distinguished visiting music staff who are all performers. This sits alongside exceptional music facilities and regular opportunities to perform in full symphony orchestras and chamber ensembles at major London venues. Large numbers head after school to the Royal Academy of Music, Royal College of Music and Guildhall School of Music and Drama. Entry: The deadline for applications is at the end of March. There are initial auditions followed by panel interviews. Pupils need to show a commitment to a career in music, which is more important than having already achieved the highest grades in music. Fees range between £26,748 and £34,152.

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Up Front

FOCUS

YEHUDI MENUHIN SCHOOL Cobham, Surrey

yehudimenuhinschool.co.uk

N TRING PARK SCHOOL FOR THE PERFORMING ARTS Tring, Hertfordshire tringpark.com

ownton Abbey, Peaky Blinders and Poldark have all showcased Tring alumni, while its ballet dancers grace the English National and Birmingham Royal ballet companies. The school takes boys and girls aged from eight to 19 (day and boarding). Those in years 4 to 6 try out acting, singing and dancing, before specialising in either dance or performing arts at secondary level. Successful children need to be steely; there is continuous competitive casting for 100 annual performances at the school, as well as parts in the English National Ballet’s production of The Nutcracker. While this immersion in all the performance possibilities is a dream come true for those who would rather spend their days at the barre than with bar charts, that’s not to say there’s any shirking from academic study. Entry: At the entry auditions, staff are looking for evidence of great talent and potential; about one in seven applicants meets these requirements. Fees range from £14,865 to £35,760. Up to 100 per cent assistance is available.

THE ROYAL BALLET SCHOOL London

royalballetschool.org.uk

ollow in the en pointe footsteps of Darcey Bussell and current Royal Ballet principals Lauren Cuthbertson, Francesca Hayward, Steven McRae and Edward Watson, who all trained here. The school takes boys and girls aged from 11 to 19. Years 7-11 are based in Richmond Park, Virtually all pupils are boarders. There’s ballet for two hours of every school day, plus more classes and rehearsals during evenings and on Saturday mornings. Pupils also sit for a full range of GCSEs. Entry: Apply in September for the following year. Fees range from £19,500 to £34,500.

o squeaking violins to endure at parents’ concerts here; you are guaranteed a sublime performance from some of our most gifted young musicians. The audience’s seats have been graced by the parents of Nigel Kennedy, Tasmin Little, Nicola Benedetti, Kathryn Stott, Melvyn Tan and Charles Owen, who all studied here. The vast majority of the pupils board. The few who don’t are known as day boarders, an indication of the lengthy days (8am to 6.30pm). Each day’s schedule is split between music practice and academic study. There’s Saturday school as well, so your child needs to want to live and breathe music. Children train in a main and second instrument, as well as studying choral singing, improvisation and composition. Sixth formers stay for an additional year 14, in preparation for a near dead-cert move to a music conservatoire. The Royal College of Music and Guildhall School of Music regularly mop up leavers. Entry: Pupils can join from the age of eight. There is no academic selection, but musical ability is tested before a three-day residential assessment to check that children are going to thrive. Fees range from £43,068 to £44,208.

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Up Front

AG O N Y AU NT

Many schools require common entrance exams to get in. How can I help my child prepare?

First and foremost, all good Prep Schools are focused on helping all their students prepare for the common entrance exam and will be very aware of the work required to help their students sit this important exam. Schools start the process from Year 7 to ensure that their pupils have a thorough understanding of the academic requirements across all the key subjects. They are fully aware of their students potential and will in most cases have had a major role to play in helping choose the right senior school for each student taking the exam. Parents however also have an important role to play in helping prepare their child for any exam in minimising stress and anxiety and to ensure their child is calm, confident and ready. Some of the best advice from Prep School Heads, with whom we work closely, is to encourage families to keep their child engaged in some form of learning outside the classroom, especially during the long summer and winter holidays. Reading is key and most schools offer a list of books they encourage their students to read during this time away. It is also a good idea to read to your child so that the process is twoway giving them the opportunity to ask questions and debate the issues covered in the text. Comprehension is key. Watching films together as a family and then discussing the storyline and the emotional content is another positive and fun way parents can help their child develop important skills. Going to exhibitions is another good way of engaging your child in important dialogue â&#x20AC;&#x201C; ask them what the exhibits mean to them, what do they feel when looking at a specific painting or sculpture or artefact. Practicing creative writing is another good option for the holidays. Take on a project

Agony AUNT

Anastasia Hatvany and Catherine Kelsey from Gabbitas answer your questions on common entrance exams and taking the 11+

SPRING 2020

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Up Front

as a family that involves active discovery and research – helping broaden minds is always useful no matter what the subject. It does not have to be curriculum based. It is also advisable to obtain past papers for the exam to get a clear idea of the possible questions that might be included and to use these for practice. Prep schools will have access to the papers or can advise how to obtain them from the Independent School Education Board. By completing past papers children can see how much time it takes to answer all the questions and can as result of the practice be better prepared and therefore more relaxed about the exam ahead. Keeping your child engaged and keen to learn is very important specifically during the long holidays and working together as a family helps enormously. Keep your child relaxed and happy and making sure they do not feel ‘burnt out’ when the time comes to sit the paper. Monitor their behaviour and be sure to include a lot of fun activities away from a screen! Schools want to work with parents to help their pupils be prepared so talk to the school and get their advice on the best course of action – you will find them very receptive to discussing ideas that do not involve lots of unnecessary pressure. It is a partnership for schools and parents working together to achieve the best outcomes. I would like to enlist the help of a tutor for my daughter taking the 11+ next year but I am unsure where to start - what would you recommend?

As you have another year before your child is due to sit the exam be careful not to put them under too much pressure. The school will be preparing your child for the exam and will have a plan of action to ensure she is ready. Discussion with the school to find out if there are areas of concern at this stage is the first port of call. The

AG O N Y AU NT

“I T I S I MP ORTANAT NOT TO P R OVIDE YOU R C H I LD W I T H TOO MU C H EXTRA S U P P ORT SO T H AT T H EY BECOM E OVERLOADED” school will be able to guide you in looking at the subject areas where help might be beneficial. Is she struggling with Maths or English or is there another subject which she finds difficult? It is important not to provide your child with too much extra support so that they become overloaded and therefore not able to cope with the pressure. If you feel a tutor could help then it is very important to select a reputable company offering tutoring support who have tutors with the right level of experience. Choosing the right tutor is paramount as it is important that they understand the current demands for the 11+ and the body of work required to pass the exam and are therefore able to offer the right level of tuition. Finding a tutor who can work with your

daughter is also key – it is not just about the academic input it is also important that they are able to relate to your child. Do they share an interest in common? Personality is just as important as academic qualifications in selecting the right tutor. Once you have identified the right tutor be careful not to make the sessions too long. 40 minutes for a subject is about the right level and there needs to be a break between subjects if you are looking for help in more than one area. It is important to be realistic in what can be achieved so that your child is not overwhelmed by the process. Plan carefully so that you can get the best from the tutoring relationship and make sure you have some fun activities timetabled to balance out the study time. SPRING 2020

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Pre-Prep

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HEAD

Acing the

PRE-TESTS

Pre-Tests are a worry because they are unknown, but schools have got it covered says Huw May

xams can be quite a worry to parents of boys entering independent schools. At Eaton House Belgravia we always guide parents on whether 7+, 8+ or 11+ exam entry is right for their son, with the individual boy’s happiness being paramount. Pre-Prep boys may face exams and interviews at 7+ or 8+, usually set by individual schools like Westminster and St Paul’s. At this age, boys may be subject to a range of highly academic

BOYS AT EATON HOUSE ACING THE PRE-TESTS

challenges that we are well used to. In the Prep School, boys may face the new Common Pre-Tests at age 10 or 11 in Year 6 or 7, followed by Common Entrance (CE) at 11+. Boys may take both exams, just the Common Entrance or a unique school devised 11+ Entrance Test. The exams set depend on the school applied for. Increasingly, the schools using PreTests are making offers on the basis of these results, ‘confirming’ the offer with an agreed CE result. Boys often feel relaxed when they get a Common

“We always guide parents on whether 7+, 8+ or 11+ exam entry is right for their son”

TA L K I N G

HUW MAY Headmaster Eaton House Belgravia

Pre-Prep

OPINION

Pre-Test offer with a typical 70 per cent pass rate. We have to remind them that there’s still another hurdle to climb. Common Pre-Tests take place in Year 6 or 7 and they are said to be fairer, age-standardised, online, adaptive, requiring no special preparation. They are composed of: Verbal Reasoning, (36 minutes); Non-Verbal Reasoning, (32 minutes); English, (25 minutes) and Mathematics, (50 minutes). Fluid thinking and good analytical skills are critical in these tests, as are speed of response and keyboard dexterity. You can track your progress in numbers of questions answered, but you can’t go back. There is one familiarisation test on the ISEB website at iseb. co.uk. To build up a child’s confidence, encourage him or her to read plenty of books to extend vocabulary, ensuring that base mathematical and verbal and non-verbal reasoning skills are strong. The tests are multiple choice and they take 2.5 hours. They can also be taken together or separately, often at the candidate’s own school. Happily, you only sit once; results are available to all the schools that register the same candidate. What do the Common PreTests contain? The ISEB website gives clear guidance: Verbal reasoning question styles include common words, antonyms, word combinations, letter transfer, number codes. Non-verbal reasoning question styles include shape analogies, and horizontal codes English question styles include reading comprehension, sentence completion, spelling and punctuation Mathematics content is in line with the National Curriculum topics taught up to the end of Year 5. iseb.co.uk/ExaminationsAssessments SPRING 2020

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Chiswick & Bedford Park Preparatory School Independent Co-educational School for girls aged 3-11 and boys aged 3-7 PRIORY HOUSE, PRIORY AVENUE, LONDON W4 1TX cbppschool.co.uk

The school is well known for its friendly, nurturing atmosphere and excellent entrance examination results for boys at 7+ and girls at 11+ The school has thriving drama, art and music departments with a wide range of sports and extra-curricular activities. Pupils develop personal qualities of conﬁdence, creativity and respect for others, in preparation for the challenges and opportunities of the modern world. “Pupils’ personal development and welfare are outstanding. They leave the school well prepared for the next stage of their education.” Ofsted September 2017

To arrange a tour please call the School Office on: 020 8994 1804. Tours are arranged on Tuesday and Thursday mornings.

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Pre-Prep

MUSIC

Play ON

David Woodward Head of Performing Arts at Dallington School, discusses the vital role music has in all aspects of education

MUSIC AT DALLINGTON

usic, and the Performing Arts, play such a vital role in the development of a well-rounded child. But for some children, music is not just an extra-curricular activity, it is an outlet for inspiration and creativity, which forms the basis for physical and emotional development. Any visitor to a primary school will tell you that it’s not long division, equivalent fractions or fronted adverbials they are drawn to (though these skills are no less important) but the energy and pulse of singing and dancing echoing down the corridor, almost beckoning you to join in – music is infectious and totally inclusive. For me growing up and not being the greatest mathematician in my class, I was drawn to music and the joy of coming together to sing and play. It was the establishment of a carefully designed curriculum, interlaced with music that guided me on my quest for a lifetime of music making. It only takes spending 30 seconds inside a Nursery classroom to understand the integral role that music plays in so many

CHILDREN GROW IN CONFIDENCE IN A SHORT AMOUNT OF TIME THROUGH ENGAGING IN MUSIC

facets of the learning journey. The development of sound and phonics training, listening and critiquing, and the development of memory and motor skills can all be enhanced by a curriculum that is woven through the Performing Arts. As an educator, on a daily basis I see the development of physical coordination (jumping, running, dancing, stepping and even walking) and listening through the use of the elements of music. The development of a child through the arts can contribute immensely to their mental wellbeing (especially in a time where children are under such pressure to achieve results in examinations). As individuals, we all have our own strengths, weaknesses and interests. But all children, no matter what background, love to sing. The energy you receive standing in front of an audience of children can be such a rush.

The incorporation of extra-curricular activities, be it singing or orchestra practice or flute lessons, will bring joy to all children and might just give that one budding student the opportunity of a lifetime. I’ve seen children grow in confidence in such a short amount of time through engaging in music ensembles where they can bond with other like-minded children. Having taught across a wide range of schools and sectors in Australia and the UK, I’ve found the most happiness in a setting where children are in charge of their own learning and are free to enjoy all subjects. I am very fortunate to work in a school where the Performing Arts is a vital ingredient for the development of all the children. All subjects are interlaced with music and the greatest cross-curricular links are being implemented. I am constantly seeking ways to enhance the learning of all children, and discussing ways of differentiation to meet the needs of all our students, whether they be natural musicians or not.

DAV I D WO O DWA R D Head of Performing Arts Dallington School

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FOCUS

Changing TIMES Whilst Parkside School has its roots steeped in tradition, the boys (and girls in nursery) enjoy a hugely diverse and exciting curriculum which embraces and prepares them for the future Wo r d s N I C O L E J A N S S E N

ere at Parkside, computer hacking sessions in the new STEM room, set to the lilting sounds of Mozart, are a regular occurrence; as are creative engineering sessions in the DT room. This is an example of what lies at the heart of our school; encouraging an empathy and understanding of the importance of traditional skills and values, mixed with developing an innovative mindset to prepare them for our ever changing future. Alongside this, is the excitement of predictions and theories, tested practically in both the state of the art science and food tech labs. Sporting excellence is practised in the vast grounds of the school, with professional coaches from London Irish RFC and Chelsea FC, whilst weekly swimming and water polo lessons add to the rich tapestry of Parkside's curriculum. Music and laughter fill the corridors of the Elizabethan Manor House set in 45 acres of stunning Surrey countryside. It is a wonderful environment where the children's curiosity is awakened. Their journey is one of discovery; where talents and passions are nurtured and developed and our pupils are encouraged to take responsibility for their learning, to embrace challenges and face failure without fear. A genuine pride for each and every pupil who attends the school is clear, and their achievements are celebrated whether they are academic, creative, pastoral, sporting or based around the importance of etiquette, good manners and character building. The Class of 2019, saw 41% of leavers achieving scholarship status for their senior school, with a 100% pass rate in their Common Entrance exams. This is a direct result of a unique and

THEIR JOURNEY IS ONE OF DISCOVERY WHERE TALENTS AND PASSIONS ARE NURTURED AT PARKSIDE SCHOOL ACHIEVEMENTS ARE CELEBRATED

innovative curriculum delivered through the inspired teaching of a passionate and very dedicated staff team; underpinned by my mantra ‘Make it Happen’. Parental involvement plays a fundamental part in enhancing the children’s experience at Parkside, and results in a real sense of belonging and loyalty rarely achieved by a day school. The children develop the courage to rise to each challenge, persevere when the going gets tough and face their fears with confidence. We catch them when they fall and guide them back on their individual journey. Being part of the ‘Parkside Family’ is a privilege, but not one which is taken for granted. The importance of

recognising the wider community and the world we live in, serves to teach valuable life lessons about appreciation and gratitude rather than entitlement. The boys leave as well rounded, exceptional individuals with solid foundations and outstanding moral fibre. Our pupils see their future in terms of unlimited options rather than curtailed ambitions. Parkside's next Open Morning is Friday 15 May 2020. Personal tours are recommended. N I C O L E JA N S S E N Head Teacher Parkside School, Cobham, Surrey

SPRING 2020

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Pre Prep

L ANGUAGES

Speaking DOUBLE Absolutely Education hears from the founder of L’Ecole des Petits and L’Ecole de Battersea Prep Editorial who discusses the beneﬁts of a bilingual education. Wo r d s M M E O T T E N

or a young child the benefits tutors, are an integral part of of multilingualism are great, teaching at L’Ecole des Petits not just in terms of honing and L’Ecole de Battersea too. communication skills but Sportswise, an emphasis is put also the ways in which it on ballet in both schools and helps improve cognitive fencing at L’Ecole de Battersea. ability and social-emotional Added to a variety of other development. Giving sport activities including: children the opportunity athletics, netball, cricket, to become fluent in two languages will football and rugby with Serge provide them with invaluable life skills and Betsen Rugby, these lessons opportunities, setting them up for a well allow pupils to develop team grounded and successful future. spirit, personal goal setting Founded in 1977, L’Ecole des and a sense of competition in Petits was the first French friendly matches and multibilingual nursery school in school events as well as giving London to be approved by our children the opportunity to WE TAKE PRIDE the French Department let off some steam. IN PROVIDING for Education. In 2005, Here at L’Ecole des Petits LEARNING LANGUAGES A BALANCED AT L'ECOLE DES PETITS L’Ecole de Battersea, and L’Ecole de Battersea our sister primary we are fortunate to be hosts EDUCATION FOR school, opened and to a wide range of cultures OUR PUPILS IN and English. Bearing welcomed pupils from from around the globe. Pupils at our school BOTH FRENCH in mind a few of them 3 to 11 years old. Since account for over twenty languages and speak either when Ofsted inspections with them bring international traditions AND ENGLISH they start, the challenge started, both our schools which form part of our schools’ diverse and can seem overwhelming have consistently been inclusive community. We ensure that the and yet at the end of their awarded Outstanding status. inclusion and learning about these cultures time in Nursery, all children are Pioneering in early bilingualism, is at the heart of our school community. confident language speakers in both both schools take the best of the structure French and English. Moving onto elementary and discipline at the root of the French classes, pupils are taught to acquire solid curriculum, combining it with the emphasis reading and writing skills in both languages. on creativity and self-confidence offered by We take pride in providing a balanced the British education system. Our Nursery education in both French and English, classes (age 3-6) mainly focus on turning meaning that when the time comes for our children into pupils, teaching them rules pupils to go to secondary school they will have for a harmonious community life which will no problem fitting into either the British or make them grow up into good citizens. M M E OT T E N French secondary education systems. At the end of three years in nursery, all Visual arts and music education, taught pupils, whatever their family’s linguistic Head Teacher by specialised English-speaking teachers/ background should be fluent both in French L’Ecole des Petits

SPRING 2020

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Pre-Prep

FOCUS

In the CLUB

Eaton Square School reports on how extracurricular activities can boost a child’s education Wo r d s M R S E B A S T I A N H E P H E R

HAPPY CHILDREN ARE THE CHILDREN THAT PERFORM BEST AND ARE MOST ENGAGED

owadays, school is no longer just a series of back-toback lessons sitting in front of a chalk board – the average school day extends way beyond this and pupils have access to a wide range of pre and post school activities and clubs to enhance their educational experience. Here at Eaton Square School, our extracurricular timetable is jam-packed with clubs, lessons and coaching sessions. From ballet, skiing and judo, through to coding clubs, debate teams and orchestra, we have created a programme that strikes a balance between more physical and sporting activities, alongside arts, culture and further educational tutoring. In doing so, students are able to find something that suits their personal interests and abilities, as well as being exposed to things they may have never considered trying before. The benefits of extracurricular activities are endless and the positive impact is clear. To begin with, extracurricular clubs are a fantastic way to enhance a child’s social life. They allow pupils to meet new friends and mix with students from other classes and peer groups. Participating in group sports means they can work on their interpersonal skills and team work. School clubs are also great in allowing children to find something they are passionate about or have a particular flair for, especially for those children who typically don't perform as well in a more traditionally academic sense. At Eaton Square, we believe there is a genius within every child. With some students it may be more obvious or prominent than in others, therefore it

EXTRACURRICULAR ACTIVITIES AT EATON SQUARE SCHOOL

is our job as educators to help find, unlock and nurture these talents. Studies have shown that there is a clear connection between extracurricular clubs and an improvement in academic performance – most likely down to the new skills students are able to develop as a result. Group exercises enhance their sense of accountability – not only in terms of their own performance, but working as part of a team to achieve a shared goal. Time-management and critical thinking is another area we see our students improve in vastly. Being able to manage time effectively and ensure they are still focusing on their studies is no mean feat.

Eaton Square School has always been a firm believer that happy children are the children that perform best and are most engaged during lesson time. Before and after school clubs play a big role in boosting children’s happiness. Whether it’s feeling they are part of a team, making new friends, or improving their performance in a certain field, their sense of achievement and wellbeing is significantly increased. This, in turn, supports their attitude to learning during the school day. MR SEBASTIAN HEPHER Principal Eaton Square School Belgravia

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Prep

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PUPIL AT THE DRAGON SCHOOL

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Family

TREASURE In a world where young and old seem increasingly distanced, Our Stories Now reconnects children with their elders through storytelling. Absolutely Education speaks to its founder Cosima Shaw Wo r d s L I B B Y N O R M A N

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Prep

n a mobile society, the links between generations are often fractured, and the problem with family ‘glue’ – those stories and memories that bind families together – is that they are very rarely written down. Enter Our Stories Now, a pioneering initiative that aims to reconnect children with their elders through the simple process of story collecting and recording, while there’s still time. Our Stories Now’s founder and project co-ordinator Cosima Shaw says it has been a “labour of love”, running it on a voluntary basis. The idea emerged from her own personal history. Born in Berlin to an American father and a German mother, her family story already spanned continents. She says: “Our family didn’t talk about the past – and with the German side of

them again, and how they then stuck in her own memory.” It was in 2014, when her daughter was in Year 2, that Cosima began to consider how family stories could best be preserved. As an actress (credits include Dr Who and Zen), and a mother, now she had some time to carry forward an idea. Behind her initiative was a deep conviction that all children could benefit hugely from tapping into the histories of their grandparents and great grandparents. The project idea she developed and began taking into schools was deceptively simple. She designed it as something that schools could fit around their schedule and their curriculum. It has been run over weeks, condensed into short sessions and linked to specific school events, such as book or history weeks. Each time the project is run

“ T H E R E I S SO M U C H W I S DOM TO DRAW O N , A N D T H I S G I V E S C H I LDREN T H E O P P O RT U N I T Y TO E N GAG E W H I LE T H EI R FA M I LY M E M BE R I S ST I LL AROU ND” our history, they didn’t want to talk”. Her grandfathers died before she was born and both grandmothers had passed away by the time she was in her early 20s. It was after the birth of her own daughter that Cosima began to think more about her family’s past. One thing that put gaps in her own knowledge into sharp relief was the different approach of her husband’s family. “My husband is from Greece, and there the tradition is to tell family stories,” she says. Narratives and yarns were repeated every time family got together, told so often everyone almost knew them by heart – but still her Greek family would rework them to keep them alive. “My daughter’s great grandfather had three or four stock stories he’d tell every time with a glint in his eye. At first it seemed strange to me to have the same stories repeated. But what struck me after a while was how my daughter relished hearing him tell

STORY TELLING

with a school, the feedback just gets better. Schools take ownership, not just of the way the storytelling project runs, but of the results that are produced. These are physical and tangible – a book containing a story from each participating pupil is produced by Cosima. But children are in the driving seat as the history recorders, working with their chosen grandparent or great grandparent. Sometimes an uncle or aunt may step in if grandparents are no longer around or a family is divided by location or circumstance. Cosima says making children the historians is vital to Our Stories Now. Getting them to sit down with an elder from their family and ask the questions, find out a story and record it, opens up the past and becomes a gateway to sharing more. “There is a so much wisdom to draw on, and this gives children the opportunity to engage while their family member is still around.” At present Cosima works mostly

with children in Year 4 and Year 5. She has worked with younger age groups and would love to see the project happen in secondary schools. What is important at the outset is gaining the understanding of children and the support of parents or guardians – the latter is usually done via a letter sent with homework to explain the purpose of the project. The base children start off with is a simple interview format – where were you born, what languages did you speak and what clothes did you wear? This can move on to toys, schooling and a whole host of other questions. The focus is on gathering one story that can ideally be encapsulated in a side of A4 paper to form one ‘chapter’ of the class book that is the final outcome. What happens during the process can be surprising. Cosima says children take their responsibilities very seriously. Some will make an official ‘appointment’ with their grandparent, while for others it becomes a whole-family get together with other members of the family jumping in to listen, maybe provide more background. An important aspect of the project is that children reflect on the differences between their own lives and the lives of family who went before them. Sometimes the differences are stark – the child describing SPRING 2020

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STORY TELLING

CHILDREN ARE ENCOURAGED TO SHARE STORIES FROM THEIR ELDERS AND CREATE PHOTOS AND ARTWORKS

“ T H E R E M I G H T BE C LAS S E S W H ERE D I F F E R E N T C H I L D R E N T ELL T WO S I DE S O F A STO RY O F CO NFLI CT I N EU ROP E O R FU RT H E R AFI ELD” a grandparent who was in charge of donkeys at more or less the same age they are attending full-time school or the retelling of a family’s miraculous survival through the last days of wartime. Cosima says that sometimes you can almost feel the pain and anguish in a story that a child has gathered. Stories spark debate and, she says, sometimes the teacher may need to help fill gaps in children’s knowledge of history or geography. Stories span the world – there might be classes where different children tell two sides of a story of conflict in Europe, in the Middle East or further afield. She says she has heard amazing stories of seismic times in history that she believes have never been revealed before – one reason she would love there to be a permanent repository for this living-history narrative and a wider pool of volunteers to take the idea forward on a bigger scale. For now, there are the books that every class produces, each story accompanied by a photo of the child and their elder and

often with artworks in the mix. Sometimes videos are added to the class activities. The juxtaposition between the big stories that recall known world events and the little ones – an idyllic and secluded childhood in the countryside perhaps – are of equal value in the book, part of a shared narrative and a permanent memento for the children who have each preserved a moment in time from their family history. At the heart of Our Stories Now you have the opportunity for an elder to share –communicate a story of love or loss or place that may have been buried in their own memory for years. But what is most important as far as Cosima is concerned is the coming together of the generations. “There is a double dynamic. The story that mattered enough to be told by the grandparent becomes precious to the child.” Find out more about Our Stories Now at ourstoriesnow.com SPRING 2020

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Prep

INSIDER

AS A SCHOOL, WE PLACE EXTREMELY HIGH VALUE ON THE WELLBEING OF OUR PUPILS

Dare at the

DRAGON Director of the Dragon QUEST programme, Tim Knapp explains how it has already captured the imagination of the community

s director of Dragon QUEST, the schoolâ&#x20AC;&#x2122;s new Saturday morning enrichment curriculum, I am very excited to help steer the Dragon in this new and adventurous direction. Launching in September 2020, Dragon QUEST will give children the opportunity to experience a wide range of inspiring activities to discover talents, develop new skills and dare to embrace new challenges. This bespoke programme, unique to the Dragon, will be offered to all children at the Prep School on Saturday mornings in place of the current timetable. Our existing Saturday mornings include academic lessons, and the aim of QUEST

is to create a new curriculum which will enrich a childâ&#x20AC;&#x2122;s learning in a vocational and expansive way. We anticipate that Dragon QUEST will have a number of academic and pastoral benefits for the children. As a school, we highly value pupils' wellbeing, which has been a huge driving force behind this Saturday morning innovation. With senior schools placing an increased emphasis on the holistic development of each individual, in addition to academic and extra-curricular performance, the breadth of QUEST opportunities on offer will play an important role in developing Dragon children beyond the classroom. As with all adventures, QUEST will be driven by some key principles: discovering new interests from a range of cross-

curricular activities and pursuits, developing new skills within a supportive and encouraging environment, and daring to do something new by embracing the opportunities that life has to offer. QUEST will run with five main strands, each with a different focus, to ensure a broad range of skills are on offer to give children a wide array of options to enjoy. These strands are: quiet and question, understand and create, exploration and adventure, skills and society, and train and play. The structure of Dragon QUEST allows each young Dragon to map out their own adventure path and develop their own personal curriculum experience. I truly believe it will enable each child to develop into a more complete and rounded individual, ready to embrace the many challenges of life.

TIM KNAPP Director of Dragon QUEST Dragon School

SPRING 2020

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A Great Life... A Great Beginning Saint Christina’s School Co-educational Prep School for girls and boys aged 3 - 11

Our main Open Mornings take place in October and March. Please visit our website or contact Michelle Hamilton on 0207 722 8784 to book your place. 25 St Edmund's Terrace, St John's Wood, London NW8 7PY Email: office@saintchristinas.org.uk Tel: 0207 722 8784 www.saintchristinas.org.uk

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Prep

STE A M

WHEN BOTH THE ANALYTICAL AND CREATIVE SIDES OF THE BRAIN ARE USED TOGETHER, WE ARE DEVELOPING THE BEST THINKERS AND LEADERS

Full Steam

AHEAD

Alison Melrose, Headmistress of Princes Gardens Preparatory School, goes behind the education jargon to discuss why the arts are so critical to a balanced and rounded curriculum

TEM and STEAM have become buzzwords within education. While STEM – an acronym for science, technology, engineering and maths – has been much discussed and is widely understood, it is the addition of A for the arts that ensures a rounded education. Sparking children’s imagination is a key part of a STEAM curriculum, along with independent learning, hands-on and investigative activities. We often hear the four ‘Cs’ referred to within curriculum design, as they prepare our children for the future by developing the softer skills of collaboration, communication, creativity and critical thinking. While the four ‘Cs’ need to be integrated throughout every aspect of school life, they are very easily interwoven within arts programmes. This is because the arts

are all about discovery and problem solving, integrating principles and presenting learning. When both the analytical and creative sides of the brain are used together, we are developing the best thinkers and leaders of tomorrow. The arts encompass art and design and music, with dance, drama and debating integrated as important elements. Music is often at the heart of a Prep school. While we know that music has many cross-curricular links with language and mathematics, it is a brilliant means of giving children a creative outlet. Dedicated instrument lessons are equally important, with many schools developing whole-class teaching to enable children to learn a variety of instruments as a group. Not only do these lessons promote excellent listening skills, they are also key for building children’s confidence and their ability to collaborate and work together.

Dance is a great way to develop friendships, with many forms of dance being inherently social and fun. Like dance, art and design lessons help to refine motor skills. Children learn how to think and act as artists, makers and designers, working creatively and intelligently to achieve a task. Within a STEAM curriculum, children begin to see the links between arts, maths and science. The use of digital technology is closely woven within the arts, especially in art and design, so our children grow up with innate skills and an understanding of how to use technology within modern life. As we prepare children for our fastpaced world where they will be the global citizens and mobile workers of tomorrow, we must also remember drama and debating. Drama develops self-confidence, emotional intelligence and empathy – the ability to see things from a different point of view. When children are assessed as part of the application process at key transition points schools are looking for academic achievement, but also for the skills interwoven within an arts curriculum. Studying the arts helps our children prepare for the future. They learn to collaborate, be creative, think critically and communicate, but also to be adaptable, responsible, and flexible – all are key to a successful future. Alison Melrose is headmistress of Prince’s Gardens Preparatory School, Kensington, an independent preparatory school for children from 3 to 11 years old opening in September 2020.

SPRING 2020

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TALK I N G

ARTS

Art

LIFELINE

The Principal of Sinclair House School says that a focus on the Arts in early years is essential

n October 2019, the Durham Commission on Creativity and Education published its final report. A partnership between the Arts Council England and Durham University, the Commission was convened to look at how the education system – and wider systems of learning for children in the UK – can grow their capacity for creativity. This enquiry was in response to a concern that young people are emerging into a rapidly-changing world, in which knowledge-focused skills prioritised by the current, exam-focused education system will no longer be adequate. The authors argued that it is not only knowledge that will be valued in the future

workplace; as important will be the ability for employees to think creatively in response to heightened uncertainty. As a key driver of economic growth and entrepreneurial ingenuity, creativity and the capacity for creative thought are relevant not only in the Arts, but across all disciplines. Schools’ cultural and arts programmes are a primary route by which we can nurture and encourage imagination, exploration, innovation and creativity – yet Drama, Music, Art and Design Technology are too often perceived as 'soft subjects'. As Independent Schools, we need to take advantage of our greater freedom to create an enriching environment within and beyond the curriculum, where creativity is embedded

“A quality Arts programme is vital for nurturing creativity”

HEAD

CARLOTTA O’SULLIVAN Principal

Sinclair House School

throughout school life – in the way lessons are taught, how children learn and importantly, via their exposure to creative arenas within the Arts. Coming from a partly Danish background, I’ve seen the benefits of education systems that strongly value creative play, cultural enrichment, and learning through the Arts from an early age. Aside from the intrinsic benefits of creative learning, there are also well documented cognitive, health, and social gains from participation in creative subjects. A quality Arts education can assist in building a child’s confidence, as well as encouraging social interaction. Through Drama, Music and Art, pupils are encouraged to develop views and find new ways of expressing them, which is particularly important in shaping their identity, self-belief, communication skills and empathy. Creative and cultural activities have been found to enhance pupils’ sense of self and overall well-being. Additionally, many skills acquired are directly transferable in other areas, such as discipline, rigour and concentration. Equally as important, research indicates the Arts have a beneficial effect on developing emotional resilience, helping children bounce back from adversity imaginatively in later life.

SINCLAIR HOUSE

SPRING 2020

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HEAD

Kid

COACHING

Head of Sydenham Prep School, writes about the importance of communication for wellbeing

hrough the crunching of a snack following an action-packed afternoon of geography fieldwork, netball squad and computer coding, I asked "how was your day, darling?” a small voice utters a frustratingly underwhelming: “Fine.” This familiar response follows us into adulthood and often belies a need to ‘keep on keeping on' despite how we feel inside. Some grew up with the proverb, "A problem shared is a problem halved." However, when children show reluctance to expand on their day, share the worries or the challenges they face, how do we as parents and educators prise open these channels of communication to promote a safe space to converse, without judgement? Cracking open problems begins with the bubbling of curiosity. The confidence to ask pertinent questions to better understand where each of us ‘is’ reveals a powerful, yet quiet, respect for the other person and their experience. However, it is arguably the space held between the responses that can be revolutionary, producing an ‘Aha’ moment. The power of opening up such types of conversations has seen a remarkable development in the communication skills of pupils at Sydenham High School. Creating a coaching culture, actively chosen to extend beyond the walls of the staff room and into the hands of our pupils in the playground and classrooms

alike, has seen a sharpening of focus on the meaning of interdependence. For every pupil to flourish within our school gates, the resolve to respectfully listen to one another, and be heard, is the cornerstone of our pastoral care. As educators, we delight in knowing that the learning has truly ‘stuck’ when we witness the pupil-come-mini-teacher in action, regaling in the joy of sharing their knowledge and supporting others to access the task in hand. It is with this power of the peer, that ‘Kid-Coaching' was devised. Using a structured coaching question model, pupils and staff alike have been developing an awareness of the far-reaching impact of the coaching conversation to support positive growth and self-reflection.

“Children are always eager to help their friends in times of need and offer supportive words of advice.”

TALK I N G

MS VICTORIA GOODSON Head of the Prep School Sydenham

Prep

OPINION

The introduction of the ‘Inner Coach’ concept has proved powerful in raising the self-belief and confidence of our pupils. Children are always eager to help their friends in times of need and offer supportive words of advice. It is with this in mind that we encourage the pupils to talk to themselves as they would their best friend. What this reveals is a compassionate, less rigid, fixed response to some of the worries or challenges that crop up in the sometimes choppy waters of school life. A coaching culture equips children with the interpersonal skills to develop their questioning and listening. It also challenges children to reflect on, and uncover, thoughts and considerations they have within a safe space. Communication skills are the bedrock of the future. Being creative, adaptive, and in equal measure, resilient, is no mean feat; however, with the support of family, teachers and peers, unlocking the power of open-ended questioning and self-reflection, through tools such as the Inner Coach, the outcomes for pupils can be far-reaching. By remembering the power of the space between the question and response, perhaps we can support children to take ownership of their choices about how they manage their feelings.

CHILDREN DEVELOP THEIR QUESTIONING AND LISTENING SKILLS

SPRING 2020

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HEAD

Kid

COACHING

Deputy Head of Sydenham High Prep School, writes about the importance of communication for wellbeing

hrough the crunching of a snack following an action-packed afternoon of geography fieldwork, netball squad and computer coding, a parents asks "how was your day, darling?” a small voice utters a frustratingly underwhelming: “Fine.” This familiar response follows us into adulthood and often belies a need to ‘keep on keeping on' despite how we feel inside. Some grew up with the proverb, "A problem shared is a problem halved." However, when children show reluctance to expand on their day, share the worries or the challenges they face, how do we as parents and educators prise open these channels of communication to promote a safe space to converse, without judgement? Cracking open problems begins with the bubbling of curiosity. The confidence to ask pertinent questions to better understand where each of us ‘is’ reveals a powerful, yet quiet, respect for the other person and their experience. However, it is arguably the space held between the responses that can be revolutionary, producing an ‘Aha’ moment. The power of opening up such types of conversations has seen a remarkable development in the communication skills of pupils at Sydenham High School. Creating a coaching culture, actively chosen to extend beyond the walls of the staff room and into the hands of our pupils in the playground and classrooms

“Children are always eager to help their friends in times of need and offer supportive words of advice.”

TALK I N G

GILLIAN PANTON Deputy Head Sydenham High Prep School GDST

Prep

OPINION

CHILDREN DEVELOP THEIR QUESTIONING AND LISTENING SKILLS

SPRING 2020

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Glendower Preparatory School

A successful and happy school for girls aged 4-11 A broad-based, progressive curriculum designed to stimulate both intellect and imagination.

Please contact the Registrar if you wish to register your child and visit the school. Means tested bursaries are available to girls starting in Year 3.

Tel: 020 7370 1927 admissions@glendowerprep.org 86/87 Queen’s Gate • London • SW7 5JX www.glendowerprep.org Registered Charity No. 312717

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60 S ECO N D S WITH

I NTE RVI E W

CHRISTIAN HEINRICH

Christian HEINRICH

The Headmaster of Cumnor House Sussex on valuing childhood and daring to be different

SPRING 2020 | 77

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What makes Cumnor House different? One of the pleasures of coming to Cumnor House was the combination of a truly rural setting – a less formal environment – with academic rigour. Ours is an idyllic location in Ashdown Forest, with all the benefits that brings for an extended childhood. We see our pupils enjoying the simple pleasures of playing outdoors – getting muddy, getting wet. Freedom and space go hand in hand with exceptional facilities, including our STEM building, music barn and purpose-built theatre. How has Cumnor House adapted over the years? In addition to welcoming children from the local area, we have always attracted families moving out of London – nearby Haywards Heath is a key transport hub. So, one of the key changes I made was to stop Saturday morning school. Whether or not parents are commuting, modern life is stressful enough. Balancing school with local community activities is important, as is the opportunity to enjoy family time. Boarding remains an important part of the mix, with flexible as well as full-time options that suit family life. We offer occasional boarding too, so that younger children can enjoy socialising as part of our community. What is the school approach? It is encapsulated in our school ethos: ‘Aim High, Be Kind, Dare to be Different’. It is important for children to strive to be the best version of themselves; they should measure themselves against themselves. Displaying kindness is

DISPLAYING KINDNESS IS THE MOST IMPORTANT THING WE CAN DO IN OUR LIVES

the most important thing we can do in our lives, so considerate behaviour is something emphasised on a daily basis. Nurturing individuality is critical. It’s important to respect children’s passions and interests – be they mainstream or more unusual. What is your educational philosophy? In my 39th year in teaching I can sum it up as: ensuring each child is safe; is happy and supported; is offered a broad curriculum. It’s important to give children the opportunity to both relax and focus, and to provide facilities and teaching that enable this variety. We create a setting where children are known. Talking to them about things they care about – their weekend, their dog, their grandmother – is all part of knowing them, but also supporting their emotional intelligence. If you have two children with an identical IQ but one of them has a better developed EQ, that child is much better equipped for the future. What in education would you change? We were early to embrace new

I NTE RVI E W

technology, with iPads for every Senior child, but I have concerns about the speed and flow of information in society. It is hard enough for adults to be ‘on all the time’, but children’s brains are more plastic and therefore more at risk of harm. At Cumnor House, we now have a strict no social media rule, which means phones and screens are only allowed in Senior classrooms. If I were creating a school from scratch right now, I would consider designing it with no visible technology. It would be interesting to return to chalkboard only. What innovations are you most proud of? Our iSpace Wellbeing curriculum was way ahead of the curve and the design developed by Paula Talman, our Director of Compliance, Health & Welfare, is now being implemented in other school settings. It offers a language and a toolkit for life and the classroom – iSpace stands for ‘I stop, I pause, I calm everything’. It really works and is embedded in every aspect of school life. The second innovation would be the Cumnor Foundation bursary programme established in 2015. We now have seven Foundation Scholars, who receive ten years of fully-funded schooling in association with our 16 partner senior schools. We are on target to welcome 20 scholars within our school community – a life-changing springboard for talented young people. Cumnor House Sussex is hosting a fact-finding event for families considering relocating on 24th March. See School News, page 12. SPRING 2020 | 79

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FROSTHEART, JAMIE LITTLER, PUFFIN, £7.99

SPRING 2020

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