The dynamic and purposeful buzz within the classrooms is evident as soon as you step over the threshold into Eaton House The Manor.
We harness the boys' natural curiosity and eagerness to learn, and ensure the curriculum plays to their natural interests and strengths so that they are fully engaged in their learning. Our expert teachers seamlessly blend the use of new technology and tried and trusted teaching methods to get the very best out of the boys. Our expectations are high and we are proud of our value added – our boys achieve stellar results and go on to prestigious senior schools.
Throughout the pre-prep years, from age 4-8, the boys are taught by their form teacher and assistant teacher in class sizes of approximately 20. This 1:10 staff/pupil ratio ensures that the boys receive all the attention they need to help them make progress and achieve success. Subject specialists teach French, music and games from age 4, and by the age of 10 boys are taught by subject specialists for all lessons. Throughout the school the boys are divided into three classes and our experienced teaching staff are able to plan and prepare lessons across the year group, allowing for the sharing of best practice and innovative ideas, ably led by our heads of department.
Beyond the National Curriculum
The boys follow the National Curriculum for all subjects, but are also extended far beyond it, both in the breadth of subjects taught and the depth of knowledge and skills within each subject. In the Prep the boys follow the ISEB Common Entrance curriculum leading to examinations in maths, English, biology, chemistry, physics, French, Latin, geography, history, and theology, philosophy and religion. These subjects are complemented by lessons in computing, design technology, art, music, games and PE, drama, and PSHEE. Opportunities for critical thinking and applied problem solving, and developing the boys' digital literacy are woven through all subject areas.
Through a comprehensive programme of assessment we are able to identify the boys' academic strengths and develop strategies to address any weaker areas. Personalised support from our learning enrichment department is provided for any boys who may have a barrier to their learning such as mild dyslexia.
As well as the typical measurements of academic success we also look for the following characteristics and traits in our leavers:
- a lifelong love of learning
- the ability to express opinions and ideas with confidence and clarity
- the ability to collaborate with their peers
- a problem-solving mindset
- digital literacy
- Design Technology
- Learning Enrichment
Art and design technology are vital parts of our children's education here in the Pre-Prep and involve exploring the properties of materials and their textures, experimenting with different effects, and having the freedom to create.
Creativity is an important part of our curriculum, as it encourages our boys to work independently.
In the early years, the children learn about the properties of the different materials and how to manipulate them, and the use of colour and space. They also learn to work in a team and by talking about what they see, feel and like they extend their vocabulary and learn more about each other.
Developing knowledge and understanding
As the children's knowledge and understanding develop in the coming years, they build on this, becoming more critical and discerning in their ideas and choices. Their making in art, design and craft will become more complex and well thought out. For example, at a later key stage a teacher may teach the class about colours by asking the children to design an appealing juggling ball. They will have learned that certain colours are associated with particular tastes or qualities (pink and red, for example, indicate happiness and optimism; green suggests a natural feel) and they will need to appeal to their target audience in their design.
A less obvious benefit of art and design learning in the Pre-Prep is that it takes children to other worlds, cultures and times. The children explore ideas and meanings in the work of artists, craftspeople and designers and they learn about the diverse roles and functions of art, craft and design. Children learn more about how people lived in the past by looking at their art and artists. The Egyptians, for example, a subject which our boys study in Year 3, surrounded themselves with colourful buildings painted with scenes of everyday life and their gods. The paintings were meant to be realistic: in the tombs they represented the life which the deceased had led.
The Boys' Prep School Art department is a lively, exciting, invigorating place where pupils experience a wide range of artwork and materials through a curriculum that is fresh and stimulating.
The Art department is housed in an impressive purpose-built studio, with a fabulous panoramic view of the London skyline. Pupils gain experience in drawing, painting, printmaking and sculpture, through the study of both historic and contemporary art practice.
The main aim of the Art department is to deliver a well-balanced and rich art education to every boy, developing a genuine enjoyment and curiosity in the artistic creative process. By the time the boys leave Eaton House we aim to have introduced them to as many working practices as possible, offering them challenging activity and sophisticated learning, preparing them for the wonderful opportunities on offer at their senior schools.
Pupils who show particular promise will be invited to join the scholarship group, a select group of boys preparing sketchbooks and portfolios for art scholarships to a variety of senior schools. We will help these boys put together a wide-ranging selection of work to take to their future schools, either for interview or for scholarship exam. Recently, boys have won awards to Radley and St Edward's School, Oxford.
Whether for a keen eight-year-old delighted at the prospect of creating a masterpiece from glitter and felt-tips, or for an immensely talented thirteen-year-old heading for scholarship success, we have an art club to suit every age and ability. Junior and senior art clubs offer boys an opportunity to spend a highly creative and enjoyable hour in the art room on a Monday or Thursday afternoon from 4pm. All are welcome. We roll up our sleeves and attack a wide variety of projects, using a number of different mediums. With our breathtaking view of the London skyline and the gentle hum of Magic FM in the background, there really is nowhere else to be!
The art scholarship group meets on a Wednesday afternoon, although potential scholars are encouraged to spend as much time in the art room as possible.
The new curriculum clearly emphasises the importance of computational thinking, a way of approaching problems that allows us to harness the immense power of computers.
This way of thinking has been developed from other methods of problem solving and hence has many overlaps and opportunities for transfer as learners develop mathematical, scientific and linguistic fluency.
In a world increasingly dominated by computer science and innovative technological solutions, children need to be offered the opportunity to grow as natural computational thinkers, helping them develop their skills across the core curriculum and preparing them to participate in a world where innovation, progress and efficient maintenance will all find new solutions that take advantage of information and communications technology (ICT). The Pre-Prep boys are introduced to the primary skills required to use computers and the internet, and they gain lots of experience with basic programming and coding platforms and languages.
The aim of the Prep School computing curriculum is to build on the curriculum and opportunities offered in our Pre-Prep, as well as catering for pupils coming into the school from external schools.
A broad and balanced range of lessons is offered to allow every pupil the opportunity to develop his skills across three key areas: digital citizenship, coding, and the use of information communication technology (ICT).
Digital citizenship introduces the ideals and core values by which every pupil should live his online life. Online safety, password security and online friendship are three of the key areas we explore.
Our pupils develop excellent programming skills through online resources such as Kodu, Scratch and Code.org. Our senior boys code in languages such as Python, which they use in conjunction with the BBC Micro:bit mini computers.
Although there has been a sea change from ICT to computing, the key skills of ICT have not been discarded. In the Prep School all pupils will continue to hone their skills in widely used software packages, such as Microsoft Office, in order to research, produce and edit a range work across all school subjects. On top of this, all pupils embark on a structured touch typing course which follows them from Year 4 to Year 8, so that progress can be monitored.
Our computing classroom is supplemented by a suite of laptop tablets which are used across the school, allowing concepts and skills introduced in the computing classroom to be used in all subjects. With our pupils using these resources across the school, as well as in their timetabled computing lesson taught by a subject specialist, the pupils of Eaton House The Manor Prep School are well prepared for their future digital lives.
Welcome to the Design Technology department. This is an innovative and exciting subject area where pupils will cover various projects that will inspire and develop a variety of skills, and hopefully encourage budding technologists of the future.
The Design Technology department benefits from a new, purpose-built workshop – a well-resourced facility with equipment that you might not expect to be available to prep school children such as 3D printers, a laser cutter, a vacuum former and more.
Our aim is to develop the pupils' creative thinking and problem solving skills, drawing on the various disciplines such as mathematics, science and art. During their time in the DT department, pupils will gradually build and extend their knowledge through a variety of multi-skilled projects that will provide them with a taste of the many areas of the subject. Pupils will be expected to work through the design process to produce creative outcomes to an initial problem. Within this process there is as much importance placed on designing as there is on making. However, pupils will spend proportionally more time on the practical side of projects.
As an integral part of the design technology curriculum, pupils will be introduced to various designers, current and past innovations, and important historical events that have shaped our everyday lives.
Pupils will cover various areas of resistant materials, graphics, creating circuits, computer-aided design (CAD) and computer-aided manufacture (CAM) through project work.
- Year 4: Hopping electronic bugs
- Year 5: 3D printed storage container
- Year 6: Acrylic CAD maze game
- Year 7: Chair design based on Frank Gehry’s Wiggle chair
- Year 8: Lighting project
There are both junior and senior after school DT clubs, and a lunchtime TinkerCad 3D printing club.
Below are links to various websites. Some of these are just fun activities for the boys to complete alone and some could be produced as a joint activity with parents. Have fun!
Cracking Ideas - Wallace and Gromit's World of Cracking Inventions
Dezeen – Architecture and design website
BBC Bitesize – An excellent site aimed more towards the older pupil. However, it will be interesting to anyone who wants to further their knowledge in the various areas of the subject.
Rob Ives – Rob Ives produces a range of fun automata that can be downloaded, printed out onto card and then made into working models.
Technology student – A website dedicated to design technology
Join the excitement of Eaton House's innovative Drama department.
Drama is a well-loved, essential part of life at Eaton House The Manor. Our aim is to develop the pupils' creativity, increase their confidence and ignite their imagination through inspiring and enjoyable lessons and workshops.
Drama is a part of the core National Curriculum subject English, falling under 'speaking and listening'. Studying drama helps pupils to express themselves creatively and imaginatively and to communicate with others effectively – not only in school but also in public life.
we recognise drama not only as an essential standalone subject but also an means of supporting our practical learning style – the pivotal environment in which our boys learn at Eaton House the Manor. From the very start of the boys' journeys at Eaton House the Manor, they take part in a 30-minute weekly drama lesson which covers three main learning areas over the academic year, progressively developing their speaking and listening skills:
- Making (exploring, devising, shaping and interpreting) – encompasses the many processes and activities employed when exploring, devising, shaping and interpreting drama.
- Performing (presenting and producing) – covering the skills and knowledge that are displayed when enacting, presenting and producing dramas. This also includes the use of theatre technology.
- Responding (evaluating and applying knowledge and understanding) – incorporating reflection on both emotional and intellectual reactions to drama. This reflection is deepened as pupils gain a knowledge and understanding of how drama is created.
The junior boys tackle improvisation, explore poetry physically and vocally, and moreover spend the majority of the year rehearsing and preparing for their big productions. Last year, the Year 4 boys performed a colourful version of The Jungle Book. This year the Year 5 boys are currently working towards a mature and gritty performance of Oliver! It is sure to be OomPressive!
The senior boys explore a diverse range of theatrical techniques, such as studying and performing Shakespearean plays, devising their own concepts with peers, physical theatre, interview preparation and acting for film.
The Year 6 boys performed an exciting, modernised adaptation of Lord of the Flies, which incorporated naturalistic acting as well as abstract physical theatre moments.
The Year 8 boys created their very own Eaton House the Manor’s Apprentice on film, delving deep into their camera skills and allowing them to explore acting on film as opposed to stage.
Opportunities for performing
The boys have outstanding drama opportunities at school, performing in multiple productions in the impressive theatre. There is a popular Drama Club that runs after school and private speech and drama lessons are offered. In Years 4, 5 and 6 the boys perform in a school play each year, often involving moments of songs and dances. Furthermore, should they wish to continue their drama journey, the senior boys are given the opportunity to perform in The Shakespeare Project – the biggest youth drama festival performed at a professional theatre – where they get the chance to perform their Shakespearean play alongside other schools.
The Drama department supports the boys through their very own personal journey and creates lasting memories for them to keep for many years after The Manor.
What the boys say
Here are some of the boys' thoughts on the Drama department last year:
I love drama because you get to be imaginative. You get to explore and show your ideas. I am really looking forward to the Year 5 play.
I love drama because you can show your feelings, use your imagination and it takes you to a whole new world!
Being involved in Lord of The Flies was one of the greatest experiences I have ever had.
I really enjoyed Lord of the Flies. I think it is a perfect adaptation of the book.
Playing the role of Simon was great, he was a challenging character to play which made it even more enjoyable. All of Year 6 have definitely improved their acting abilities.
The Drama department has been outstanding at organising plays, both being very enjoyable and entertaining to watch, as well as events which included monologue, sketches and plays. Creating work with friends has been great at boosting confidence for people who usually are unsure about performing in front of others.
The Drama department has improved my confidence in public speaking and acting which I wish to use in my senior school. I believe that these skills will help me in later life and I would like to thank Ms Pilkington for helping all the year 8s. Drama lessons are always fun.
The main aim in our teaching of English is to foster a love of reading and writing from an early age and great emphasis is placed on these important skills.
The boys are taught reading through phonics from Kindergarten and this is continued throughout their time in the Pre-Prep. The curriculum is based on a wide range of genres with both fiction and non-fiction units chosen to spark the boys' imaginations, stimulate creativity and develop their understanding of the various aspects and functions of writing. A number of weeks will be spent immersing the boys in a particular text or theme through a variety of written, comprehension, practical and role play tasks leading up to them creating their own version of the writing style studied.
Throughout the year, the boys are immersed in many activities which bring the English curriculum to life. The house poetry competition is an excellent opportunity for the boys to practise their public speaking and presentation skills. They also enjoy drama workshops, theatre trips, regular book fairs, visits from published authors, and our annual book week.
In the Prep School, we focus on introducing boys to a range of genres, texts and writing styles.
The boys are challenged to develop their critical literacy skills through a range of comprehension and composition tasks. We are committed to developing the boys' love of reading and their interest in relating the ideas presented in texts to the wider world.
As an extension to their course work, boys are also encouraged to enter a range of creative writing competitions each term. These competitions are updated as they become available and include: the BBC 500 Words Short Story Competition, the Never Such Innocence World War One Poetry Competition and the SATIPS Poetry Competition.
Each term there is a particular house competition linked to the English learning area: public speaking, debating and poetry. These competitions provide an excellent opportunity for the boys to practise their presentation skills, such as verbal delivery, eye contact, gestures and stance. The competitions are a lot of fun and it's always terrific to see the incredible standard of performance in the finals year upon year!
All boys in Years 4 to 8 complete autumn and summer exams as a way of consolidating the knowledge they have gained in the term. Revision guides are available through the pupil and parent portals and hard copies may be given out by staff.
Boys are encouraged to read widely from a range of genres to supplement their studies of class texts. All boys are welcome to borrow texts from the school library. If there are any particular texts that the boys would like to request, they can submit a request form and the text will be ordered for them.
The school has comprehensive lists of suggested texts for each year group.
At the end of the boys' prep career, we hope they leave with a lifelong love of literature, a passion for the written and spoken word, and the power to express their own ideas convincingly and articulately.
Young children have an insatiable appetite to learn and communicate and by teaching French from an early age we allow them the opportunity to explore another language and learn about French culture.
Studies have shown that learning a second language early in life enhances cognitive skills and improves brain development. Boys at Eaton House learn French from Kindergarten and have weekly lessons by a specialist French teacher. The lessons focus mainly on spoken French at this age and vocabulary is developed through catchy songs, fun games and activities.
"With languages, you are at home everywhere."
–Edmund de Waal
We offer the boys the opportunity to study French from Year 4 to Year 8.
The aims of the French department are to expose the children to a foreign language and promote cultural interest, to develop good foreign language learning habits – which will build a strong academic foundation for further studies – and to give them an appreciation of different cultures and people.
Learning another language presents pupils with opportunities to reinforce knowledge, skills and understanding developed in other curriculum areas. Cross-curricular links are strongly encouraged in our lessons.
Varied teaching methods
We recognise that our pupils have a range of personalities, interests, abilities and learning methods. Our aim is to cater for all of them by using visual, audio and kinaesthetic activities. Acting, singing, drawing, playing games, using IT, and watching videos and films contribute to the joy of learning and keep the motivation high even when pupils are learning difficult French grammar.
We believe in the importance of bringing French alive and the boys are offered a French play every year. The Year 4 boys have a French breakfast in the summer term, the Year 5 boys spend a day in the French Institute, and the Year 6 boys have a residential trip to the North of France at the Château de Warsy.
Years 4 and 5
The boys have one-and-a-half hours of teaching each week. Although the emphasis is set upon verbal and listening skills we recognise the importance of developing reading and writing skills too. Homework is set on a weekly basis.
Years 6, 7 and 8
In the senior part of the school the four main skills of speaking, listening, reading and writing are practised regularly and equally to prepare the boys for the Common Entrance and scholarship examinations. They have two-and-a-half hours of teaching time alongside set homework.
Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development.
It is also an important link between the natural and social sciences. As pupils study geography, they encounter different societies and cultures. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment. They begin to realise how nations rely on each other and this can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.
The geography curriculum aims to ensure that pupils:
- develop knowledge of the location of globally significant places
- understand the processes that give rise to key physical and human geographical features of the world
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs
In the foundation stage, geography is studied as part of the "understanding of the world". Children are encouraged to observe, identify and find out about differences between features of the local environment. Discussion about where they live, the houses they live in and their journey to school provide a starting point for geographical studies.
Through Year 1 to Year 3, pupils investigate their local area and the UK. They learn about the wider world in which they live and are encouraged to ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.
"Geography is a living, breathing subject and constantly adapting itself to change. It is dynamic and relevant. For me, geography is a great adventure with a purpose."
Geography is a great adventure and here we hope the boys can discover this.
In the classroom, the teachers use a range of teaching styles to inspire the pupils. From visual learning tools, interactive activities and computing to outdoor fieldwork, the boys will be guided through a geographic journey.
We aim to stimulate curiosity about the world, introduce boys to a variety of places, people and environments, and contribute to their environmental awareness and education of sustainable development. We develop an understanding of physical and human landscapes, and introduce boys to different societies and cultures, enhancing their awareness of global interdependence.
Pupils are encouraged to ask geographical questions and undertake enquiries inside and outside the classroom about places, people and environments. They will analyse evidence, make decisions and evaluate information, ideas and opinions, using skills specific to geography, including those of fieldwork and map work and drawing on many different sources and resources, such as maps and atlases, photographs and written and visual materials, including the use of computing.
|Year 4||Year 5||Year 6|
|Year 7||Year 8|
|These are ISEB Common Entrance topics.||These are ISEB Common Entrance topics.|
An extremely helpful resource for boys is the ISEB Geography syllabus. This includes a wealth of terms, definitions and the entirety of the 13+ Common Entrance geography course expectations.
In the junior years, many of the trips are cross-curricular. Visits to Kew Gardens and Hampton Court and PGL trips aim to enhance geographic skills and understanding.
In Year 6, the boys visit the Thames Explorer in Chiswick, London to complete a day of fieldwork, investigating the River Thames and the flood defences in place.
In Year 7, the boys complete their ISEB coursework in Wales on a residential trip. This is a chance to study and record data as well as to enjoy time with their friends and explore the beautiful Ogmore Valley.
In Year 8, the trips tend to vary. We have visited The Queen Elizabeth Olympic Park in London, The Royal Geographical Society, and the Museum of London.
History is a fascinating subject which requires a combination of skills in order to interpret the past. It is taught as a distinct subject across the Preparatory School.
We offer a broad, engaging and exciting curriculum. By the time a boy leaves in Year 8, he will have completed enquiries drawn from an impressive span of time periods, ranging from the Stone Age to issues affecting the British Empire in the 20th century.
It is our aim within the department that pupils are given the opportunity to reflect upon the purpose of history within their curriculum. From Year 6, boys will begin to develop an understanding that history is not just about narratives and acquiring a body of knowledge, but rather a discipline with a method and process which will allow them to assess the validity of claims across the curriculum and indeed, in life itself. Boys will of course be taught the importance of the narrative of each period under observation, but more importantly they will be taught to ask questions of the narrative itself, so as to develop an awareness that no historical account can be entirely objective.
"The facts speak only when the historian calls on them: it is s/he who decides to which facts to give the floor…"
Over the course of their three years in the Senior School, pupils will also develop a capacity to study the 'human condition' far removed from them in both space and time. Pupils will be made aware of socio-cultural viewpoints that dominated the different periods under study and they will be shown the power of the practice of history to correct popular 'untruths', while at the same debating the very nature of the truth itself.
Throughout their three-year Common Entrance syllabus, pupils will acquire and apply skills and understanding in the following areas; chronological understanding, historical interpretation, historical inquiry, knowledge and understanding of events, people and changes in the past and organisation and communication.
By the time ex-Eaton House boys are in their thirties, the only Latin most of them will be able to quote will be the standard amo amas amat. However, there should be three bona fide legacies.
Firstly, because the Roman Empire cast such a long shadow in Western history a familiarity with ancient civilisation helps to understand classical allusions. For example, in European history the Russian and German titles for ‘king’, ‘Csar’ and ‘Kaiser’ respectively, refer to Caesar (the Germans pronouncing it correctly, incidentally) and fascism refers to the 'fasces', a symbol of Roman authority. In modern life, classical throwbacks still abound; in the architecture of our Victorian town halls and art galleries, the Renaissance pictures in those galleries, the names and founding of our cities (e.g. London and Manchester) and Latin terms like homo sapiens meaning wise man, et cetera (meaning "and the rest"). So, there is a rich cultural frame of reference to be gained from studying Latin.
Next, it should help second guess all Romance languages such as: French, Spanish, Portuguese, Italian and Romanian and help the boys to see where linguistic borrowings have taken place in English.
Lastly, Latin will help with English vocabulary. It is hard to overestimate the importance of this. Almost all of the words we learn for Common Entrance have English derivatives many of which are high-value words, e.g. fortuitous from the Latin, forte, by chance. After literacy and basic numeracy, the ability to express oneself articulately is probably the most useful and enduring skill an education can confer. It will increase your IQ – it is a critical part of it. If you are bright, it will help you to convey that. If you are not bright, it will help you to hide it!
Quod erat demonstrandum!
At the Pre-Prep our aim is to enable our boys to be confident mathematicians: comfortable with number, equipped with a toolkit of strategies to solve mathematical problems, and able to apply maths in real-life situations.
We want them to enjoy maths and be able to use their knowledge confidently to solve a range of problems.
We teach, and boys learn, many different methods for calculation so that they really understand the four operations; addition, subtraction, multiplication and division. Boys can then choose and use strategies which work best for them to solve maths problems. More formal written methods are introduced when the child is able to use a wide range of mental calculation strategies.
We also teach the boys the fundamentals about geometry and measurement. We introduce statistics and ensure they can record and draw conclusions from data presented in tables and simple graphs. In our mathematics curriculum we place a lot of emphasis on mental and practical activities. Boys work their way through a progression of models and methods, we encourage them to talk about numbers and mathematics and to relate what they learn to solve real-life problems, making maths relevant.
The Pre-Prep curriculum is geared to enable the boys to fully understand the how and why. We ensure that their knowledge is deep and we help them to build the foundations necessary for their future maths learning.
At the Prep School our aim is to build on the basics learned in the Pre-Prep and give our pupils a secure grounding in numeracy and mathematics, delivered in a way that inspires a love of the subject.
We teach our boys in a way that allows them to apply mathematical concepts with confidence, not only in their maths lessons but also across the curriculum and in their daily lives. They are encouraged to develop investigative thinking and apply mathematics to unfamiliar problems.
Organisation and structure
Each year group is divided into three classes. In Years 4 and year 5 the classes are streamed. In Years 6 to 8 there is a mixture of streaming and parallel classes based upon the proposed future schools of the boys in those classes. The boys will have six to eight dedicated maths lessons per week throughout their time at Eaton House.
The Prep mathematics syllabus is predominantly derived from the Common Entrance syllabus which is in turn based upon the National Curriculum. The work gets progressively more demanding as the boys move up the school, preparing them for their final scholarship and entrance examinations to secondary school. Tailored classes and a gradual process inevitably allow for all the boys to be fully prepared for their exams wherever they may be heading be, it at 11+ or 13+, day school or boarding.
We endeavour to challenge the boys and develop their skills through a breadth of mathematical experiences in and out of the classroom. The Primary and Junior Maths Challenges are eagerly awaited and entered with great success throughout the Prep School, and inter-house mathematics competitions get all boys involved and keen to succeed.
And for those that find maths more challenging we have a daily maths clinic and dedicated support staff to step in and help where needed.
Our overall aim is to prepare the boys for a continued love and desire to take on the challenges in mathematics that they will encounter in their secondary schools.
Music is essential at Eaton House Pre-Prep. We work to ensure that all the boys experience music to a personal level not forgetting the wonders of making music with others.
Individualism is celebrated when pupils show their own understanding and enjoyment of this wonderful art form.
We follow the music National Curriculum for England and, in a focused and fun way, we make sure the boys' love for music becomes almost palpable. Every single class in the school receive two half-hour lessons of class music a week, in which we develop understanding of classroom musical instruments, musical elements and music notation. We appraise several pieces of music in different styles and forms from instrumental, classical and opera to rap, hip hop and folk music. Improvising and composing also make a key part of our musical journey.
Singing is another big part of music at our school. We sing at least once every day at school with others (assemblies or during class). We offer extra opportunities to develop our singing skills through choir groups during the school time and a choir club after school. We work on 'singing with intelligence', in other words, singing with the understanding of what we are singing about.
We always aim for high standards in music performance and the boys always deliver thanks to their passion for music.
Music tuition follows directly from the teaching of the Pre-Prep department. All music lessons, both class and individual, are taught by music specialists.
The boys are taught a variety of genres and techniques. They frequently play in class ensembles whilst developing skills that they are working on. Within the class lessons the boys learn about the history of music, how to read it, and how to play together. These elements will all ultimately build towards the GCSE exam.
All the boys learn how to play the recorder, which is a fabulous way to introduce them to ensemble playing whilst learning to read music. They enjoy learning from a very jolly book, Red Hot Recorders, by Sarah Watts, with other pieces put into the mix too.
Boys are encouraged to perform on their individual instruments as frequently as possible. They can perform to their own class in a music lesson or in a whole school music assembly. They can play in their own year group recital or in the whole school concert at the end of the summer term.
Singing is a vital part of Prep music and each boy is encouraged to work on this to the best of his ability. They sing in every assembly and also have a house singing competition each spring term. All the boys take part in this and really enjoy themselves.
- Wind band
- Brass band
- School orchestra
- Years 7 and 8 band
- Junior vocal ensemble*
- Vocal ensemble*
- School choir
PSHEE (personal, social, health and economic education) is a programme of learning in which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future.
As early as Kindergarten we aim to provide our boys with a broad and balanced curriculum, in which they all feel valued and respected, and can reach their full potential. Through a combination of adult-led and independent choosing time, boys are taught the value of individual liberty and the importance of making 'good choices' using a marble chart system. This continues throughout all years within the school.
The weekly PSHEE lesson allows the boys to reflect on the week and discuss if they can think of a time when they were kind to others, took turns and shared with friends etc. and also discuss how an individual could have improved on their choice when faced with a similar situation.
Staff and boys can nominate their peers for one of our eight 'learning habits' (collaboration, curiosity, kindness, empathy, courage, open-mindedness, perseverance and good judgement.)
Democracy is promoted throughout the school through school council, made up of a selection of Year 2 and Year 3 boys. This is an opportunity for them to voice improvements they feel they can make for the school as a whole.
Finally, positive and competitive values are promoted in games and boys learn the importance of team spirit along with the enjoyment of taking part rather than always winning.
Students have one half-hour timetabled lesson a week of PSHEE. We believe that this will enable the children to become healthier, more independent and more responsible members of society.
We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help develop their sense of self-worth. We provide pupils with a broad general knowledge of public institutions and service in the UK. We ensure that the children experience the process of democracy through participation in philosophical activities. We teach children both about their rights and about their responsibilities. They learn to appreciate what it means to be a positive member of a diverse and multicultural society.
The PSHEE curriculum at Eaton House The Manor is based on the Independent PSHEE curriculum. It is a thematic programme which aims to develop the qualities and attributes pupils need to thrive as individuals, family members and members of society.
The four strands are:
- Developing socially and emotionally
- Leading a healthy and safe life
- Becoming a responsible citizen in a diverse, global society
- Building a successful and fulfilling future
The number of topics within each strand varies year on year to ensure a balance that is appropriate for the age group. In addition to a weekly class, PSHEE is also included in the teaching of several subjects, notably PE, science and TPR (theology, philosophy and religion).
Science informs and enriches our lives every second of every hour of every day, often in ways that we do not see and in ways that we do not understand.
One of the many joys of studying science is that we can begin a lifelong journey of discovery that encourages us to find things out for ourselves, become aware of the world around us and be absorbed and captivated by the wonders of the universe.
The Pre-Prep's science syllabus provides a broad but comprehensive experience of primary science that systematically covers the objectives of the National Curriculum. From early on in their schooling through fun investigations we encourage our boys to work scientifically, investigate and question throughout their science journey.
Scientific areas covered in the Pre-Prep include: humans and other animals, plants and habitats, materials including rocks and soils, and magnets and forces. Each topic provides opportunities for children to have fun while meeting the full range of scientific investigative approaches including pattern seeking, exploring, problem solving and fair testing while also learning to talk effectively in groups and linking scientific ideas to evidence.
Science department staff feel fortunate to be responsible for teaching one of the most exhilarating subjects in the school curriculum. Science is a thrilling and engrossing discipline that embraces every aspect of modern life.
In the junior years, boys receive two hours of science lessons a week. This increases to three hours a week in the senior school.
The Science department strives to foster each boy's sense of wonder about how things work and why man has always had a thirst for knowledge. Learning opportunities are varied and we aim to stimulate an enjoyment of science as a subject. Boys gain a clear understanding of scientific methods and the importance of obtaining accurate experimental results while being aware of the safety requirements when doing practical experiments.
What we teach
Boys are taught to use scientific ideas and models to explain phenomena and to understand the applications of science in the world around them. They are encouraged to develop an awareness of the environmental, global and social impact of technological developments. They develop an ability to evaluate scientific evidence, an understanding of the importance of experimental evidence in the formation of scientific ideas and the ability to communicate these ideas in the modern world. We aim to teach boys the importance of having a deep respect for the natural world and how each and every one of us has an obligation to use to Earth's resources responsibly.
TPR (theology, philosophy and religion) is an exciting subject at Common Entrance, which in addition to focusing on a variety of world religions, also combines the study of Bible stories and events with contemporary theological, philosophical, social and ethical issues which we experience today.
In Years 4 and 5, the focus is on religion, where students learn about the six major world religions: Buddhism, Judaism, Islam, Hinduism, Sikhism and Christianity. Within each religion, we look at their beliefs, founders, holy books and festivals, and complement our studies with a visit to their respective places of worship. Such visits enable students to really immerse themselves in the experience of each religion and its practice.
In Years 6, 7 and 8, students focus more on the theology and philosophy aspects of the subject. Theology is approached by reading and analysing a number of biblical narratives, from the Old Testament and the New Testament. Philosophy is studied alongside these biblical narratives, by asking questions as to how the themes encountered may be relevant and applicable to the modern day, discussing a variety of contemporary ethical and moral issues.
We also aim to develop the students' ability to structure an argument using evidence and reasoning, whilst being able to evaluate both supporting and conflicting responses to a number of theological, philosophical, religious, ethical and moral issues.
"Education without values, as useful as it is, seems rather to make man a more clever devil."
–CS Lewis (1898-1963)
"Darkness cannot drive out darkness, only light can do that. Hate cannot drive out hate, only love can do that."
–Martin Luther King (1929-1968)
"The hunger for love is much more difficult to remove than the hunger for bread."
–Mother Teresa (1910 - 1997)
Eaton House the Manor strives to build on the strengths of each individual child and to help them all to realise their full potential in a caring environment, which is both secure and stimulating.
In the Pre-Prep we carefully monitor each individual boy's progress and boys are sometimes given additional support in small groups, within the classroom setting. Groups may have extra support in reading, writing, spelling or maths, and occasionally one-to-one help is provided.
In the Prep School (age 8-13) our Learning Enrichment department ensures that there is a consistent level of support and intervention for all pupils with additional learning needs. They work with teaching and pastoral staff, outside agencies, parents and, of course, the pupil, to make provision for their needs either in class or, where necessary, on a one-to-one basis.