Ben Evans, Headmaster of Windlesham House School, asks if Common Entrance is fit for 21st century learning and teaching approaches
Common entrance exams have, for many years, provided a structured syllabus for the two final years of prep school, with a full range of examinations being the main form of assessment. With the focus for senior school entrance now shifting to pre-testing in Year 6, children are facing the prospect of assessment and exam preparation, in some cases from as early as Year 5 until they sit their A levels in Year 13. As schools, it must be our aim to achieve more than education for education’s sake, if we are to give our children the best possible experience.
No one would never want to throw the baby out with the bath water, but it is essential that we constantly evaluate our teaching and learning to ensure it is still valid for the 21st Century. We are preparing children for a very different world today than we were even 20 years ago, yet the two-year programme of common entrance with terminal exams has, in reality, changed very little. We now understand that skills acquisition and creative forms of assessment are as valuable as memorising and regurgitating large volumes of information. This is especially the case when, as happens in many schools, pupils are starting their GCSE studies in Year 9.
It is essential to have a solid and rigorous curriculum in place for Years 7 and 8. In many ways, the current programmes of study for common entrance are exactly what we need. However, there must be greater flexibility to incorporate different learning habits that build independence, communication skills, risk taking and oracy. In turn, this will provide greater academic rigour and ensure children become more successful and accomplished learners.
One of the main elements of common entrance that render it no longer fit for purpose is the form of terminal assessment. The need to prepare for formal written exams may be seen by some as fittingly rigorous and of great benefit in preparing for GCSEs. However, in reality it means that much of the teaching is geared towards passing exams and a great deal of valuable learning time is devoted to ploughing through past paper questions and revision.
This time would be better utilised by active learning, exploring, discovery and application. Assessment is essential but an approach needs to be adopted which allows children to think critically, work collaboratively and demonstrate their knowledge and understanding in a creative way. This makes education fun and exciting, encouraging enthusiasm and understanding for lifelong learning rather than risking boredom and dread of exams.
“Prep and senior schools need to work together to produce an academically rigorous curriculum that will allow pupils to transition seamlessly to Year 9”
It is generally understood that the majority of senior schools no longer view common entrance as a necessary element of entry to their schools, nor do they value it as a form of assessment. So if we are serious about providing our pupils with the best possible education, we need greater continuity and progression from Year 8 to Year 9, and more joined up thinking. Rather than working in isolation, prep and senior schools need to work together to produce an academically rigorous curriculum that will allow pupils to transition seamlessly to Year 9, building on their knowledge, understanding and skill acquisition.
Likewise, there needs to be a system of assessment in place which can be moderated but will also allow children to achieve academically rigorous outcomes using creativity and high levels of critical thinking. Only then will we achieve a system that challenges children to achieve their potential, while also developing a genuine love of learning and the essential habits and behaviours of successful learners.
Windlesham House School windlesham.com
Further reading: Wellington College on the state of play with final exams
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