Curriculum

A richer curriculum

Our curriculum is ambitious in its scope. For this reason we liken it to an ‘abundant feast’. As well as core academic subjects, every week includes: playing sports and games, teaching French (and Latin from year 4), music and music lessons, going on nature walks and doing art and craft.

On Fridays we also have an ongoing programme of special activities or outings. Recent trips have included: Willingham Apple Orchard, the Fitzwilliam Museum, Wandlebury, the Cambridge Fire Station and the Donarbon Recycling Centre. We have also taken advantage of the many concerts and theatre performances available just a short walk away.

Strong foundations

We emphasise the importance of an orderly and systematic presentation of knowledge and development of key skills, ensuring mastery of the basics before advancing. Nowhere is this more important than in the development of reading, writing and spelling skills as well as in mathematics. We use leading programmes for literacy and numeracy. We also emphasise, for example, the importance of narrative history and developing a clear understanding of the sequence of historical events using times lines.

Our unique emphasis upon narration (retelling in detail what was just read aloud, which is far more difficult that it may sound) also helps lay a secure knowledge base. Verbalising what was heard makes it ‘stick’ and encourages discussion. The effectiveness of this method allows us to deliver lessons that are short and to the point, which keeps the flame of curiosity alight and releases time for other life-enhancing activities.

Historic roots

Heritage relies upon robust educational methodologies that have been proven to work. Our approach has been particularly inspired by the writings of Charlotte Mason (1842-1923), a British educational reformer who founded the Parents National Education Union (PNEU).

The importance of books

We consider it essential for every child to enjoy books, whole books (not just extracts) – and lots of them. Why? Because the most careful thinking the world possesses is found in books, and books are the tools par excellence of self-education in adult life. We also consider it essential that a child develop the patience to engage with a sustained argument or narrative if he or she would become a careful thinker. We give children new books each year to encourage them gradually to build and take pride in their own library.

Nature study

At Heritage we go on a nature walk every week, rain or shine. Its purpose is to encourage detailed observation and identification of ‘ordinary’ natural phenomena such as local wildlife, flowers, plants and trees. Students keep a Nature Notebook where what was observed is identified, described and painted using water colours. Nature study encourages children to have ‘seeing eyes’. Charlotte Mason wrote: ‘Eyes and No Eyes go for a walk. No Eyes comes home bored. He has seen nothing, been interested in nothing, while Eyes is all agog to discuss a hundred things that interest him.’

Picture and composer study

Picture study encourages a similar attention to observation and investigation. It involves looking with concentrated attention at a reproduction of a great painting once each week. The painting is then turned over and its details are described from memory. In this way children will get to know a great artist and his work each term. The same is true for great composers and their works.

Homework

We keep homework to a minimum because we emphasise effective and efficient learning during the day. We also recognise, however, that doing a modest amount of homework cheerfully helps build important study habits and keeps parents involved in the learning process. Our youngest children are expected to practice reading at home daily. Older children are expected to have a book they are reading independently at all times, but their homework schedule will also include Maths, English, foreign language vocabulary, or memory work, upon which we place a high priority. In general, we also encourage parents to read to their children and can recommend books.

End of term exams

End of term exams for students age 6 and up are another special feature of life at Heritage. Up to age 9 exams are conducted orally (with the exception of skills such as Maths and handwriting), with a scribe taking down each child’s answers. Children are given open-ended questions that allow them to display what they know rather than what they don’t. Because of the effectiveness of our methodologies these are not stressful occasions nor do we spend time revising.