Humanities may have lost out to STEM and vocational subjects in recent years, yet they develop the very human skills tomorrow’s tech-enabled world will need. We speak to three schools that champion a mind-broadening and arts-rich education
Oakham School
Arts and humanities subjects form an integral part of Oakham School’s Connected Curriculum, with all pupils from Years 6 to 9 studying the full suite of subjects, and with motivation to continue beyond that. “We strongly encourage our students to incorporate at least one arts and humanities subject within their GCSE subject choices, to maintain a broad diet of learning,” says Deputy Head Academic Dr Leo Dudin. The school’s curriculum is also designed to enhance students’ understanding of both the interconnectedness and transferable skills of subjects studied. “Rather than simply prescribing what a learner must know, the Connected Curriculum equips Oakhamians with skills and values, as well as knowledge, relevant to real-world situations,” he adds.
Cross-curricular school days and off-campus trips are used to enhance learning and inspire connections. “The Battlefields trip to northern France that all Year 9 pupils participate in is the centrepiece around which their learning in History, Religion & Philosophy, Design & Technology and Biology is built,” says Leo Dudin. This trip then feeds back into class – for instance discussion of the ethical principles of Just War theory in Religion & Philosophy and devising designs for key medical devices (splints, evacuation products) used on battlegrounds in DT and Biology.
Torch lectures (named for Oakham School’s motto of ‘passing on the torch’) offer a series of academic enrichment lectures for Sixth Form pupils in all academic subjects by leading lights, from top university lecturers to explorer Sir Ranulph Fiennes. There are combined field trips for geographers and DT students – for instance, a visit to Italy to see both the rich farming and culinary traditions of Emilia-Romagna (balsamic vinegar; parmesan) and its stellar contribution to high-performance transport via factory visits (Ferrari, Ducati et al).
“Eight in ten of the fastest growing sectors of the UK economy employ more arts and humanities graduates than any other discipline”
When it comes to supporting students in their subject choices and onward careers, Oakham focuses on strengths and wider interests. It encourages them to think about SHAPE (social sciences, humanities and arts for people and the economy) alongside STEM. “We emphasise to our students that SHAPE and STEM graduates are equally employable in the UK workforce,” says Leo Dudin. Students are reminded that eight in ten of the fastest growing sectors of the UK economy employ more arts and humanities graduates than any other discipline.
Oakham has strong A-level cohorts across the full range of school subjects, and some of its student opt to keep choices open through the broader based IB Diploma. Like all young people, Oakham students keep a watchful eye on future careers. “Students tend to be worried about earning power,” says Oakham Head of Careers and Progression Dr Rachael Pearson. “I always stress that 70%+ of graduate jobs don’t require a particular degree type. We also talk about transferable skills – art and music make you dextrous and that’s what you need to be a surgeon!”
Oakham School oakham.rutland.sch.uk
Hurst College
“Students just have to take one look at the news every single day to see why it’s increasingly important to study the Humanities,” says Hurst College’s Head of Humanities Rebecca Bownas. “Staff celebrate the career pathways that these creative subjects lead to, as well as the key perspectives and many transferrable skills gained from studying them.”
Humanities are a compulsory part of the pupil timetable up to Year 8, while at GCSE subject blocks are structured to allow students to freely pursue their own interests and select multiple arts and humanities options. At A level, the humanities are “sold” as bringing the world to life. Students are encouraged to see the value in having the opportunity to debate and reflect on our pasts, presents, and futures at a much deeper level.
Creative and performing arts also get top billing at Hurst College. Annual dance and drama productions, musicals, and multiple choirs, year group bands, and dance ensembles are available to every single pupil, whether they favour STEM or humanities and arts subjects – adding to young people’s options, depth of experience and knowledge and opportunities to maintain interests and talents. “We are strong advocates of the countless benefits of pursuing the Arts at A level and beyond,” adds Cyrus Dean, Head of Creative and Performing Arts Faculty.
“The skills gained – critical thinking, social awareness, ethical and moral considerations – make for adaptable, employable individuals”
Cross-curricular opportunities are fully exploited through the College’s busy annual calendar of local and international trips. Recent destinations have included Krakow and Auschwitz-Birkenau (History and Politics), Naples (Geography and Classics), New York (Dance), and Wales (Choir Tour). Hurst believes field trips play a vital role in developing pupils’ curiosity, understanding and analytical skills when navigating the world beyond their school.
The Creative and Performing Arts Faculty is structured to allow for cross-disciplinary exploration between linked subjects, such as Music and Music Technology, Art and Photography, and Dance and Physical Theatre. The team add that pupils’ understanding and enjoyment increases greatly, as they learn to appreciate the enriching and collaborative nature of related subjects.
Many students at Hurst choose to take humanities subjects on to further and higher education. Two leavers have recently received unconditional offers from London Contemporary Dance School and Trinity Laban Music Conservatoire, while the majority of this year’s Cambridge offers have been for humanities courses.
Head of Humanities Rebecca Bownas has no doubt a broad grounding in these subjects is invaluable whether or not children choose them for university or further study. “The skills gained from the arts and humanities – critical thinking, social awareness, ethical and moral considerations – make for adaptable, employable individuals in the professional world.”
Hurst College hppc.co.uk
Mayfield School
Mayfield founder Cornelia Connelly believed all subjects were equally important, a philosophy that continues to underpin the curriculum design to this day. Creative teaching is a strong suit, and Music and Drama lessons are joined by a unit of dance through the extensive PE curriculum. Pupils develop their skills in Ceramics and Textiles alongside Art. “The school corridors, classrooms, offices and other communal areas are filled with displays of the girls’ creative work showcasing their value throughout the school,” says Mayfield Deputy Head Academic Annabel Bunce.
Dr Joanna Weddell, Head of History of Art, is a big fan of the new Edexcel A level for its range and scope. “It offers traditional historical study of periods such as the Renaissance, and also gives us the freedom to cover diverse artists – we find students are very enthusiastic about this aspect of the course.” One important element of the learning is that it is related back to broader themes and debates. “We design their studies to connect to the world they live in now, for example, giving them historical perspective on the long history of women artists,” says Joanna Weddell. “In the broad ‘Themes: Identities’ topic we can engage with controversial contemporary debates such as those critical of empire and public sculpture.”
Mayfield sees the first two years of senior school as the ideal time to broaden horizons and spark interests. “If you can instil a ‘give everything a go’ attitude and encourage pupils to step outside of their comfort zone, as well as discover new talents, positive behaviours are formed that will stand them in good stead throughout their lives,” says Head of Lower School Claire Baker. There’s a big focus, too, on building soft skills – teamworking, resilience and problem solving – through challenges and projects. “Each term we run a themed cross-curricular day, with recent examples including Earth Day, Moon Camp, Code Breaking, and the Cookie Project, when girls are taken off timetable to explore topics in greater depth and bring to life the links between subjects,” adds Claire Baker.
“Arts and humanities are an expression of a set of skills that can be adapted to a career that might not even have been invented yet”
The school welcomes external speakers to increase knowledge and spark debate. The Cornelian lecture programme features a diverse range of external speakers – from polar explorers and journalists to sustainability experts. Students are also encouraged to enter external competitions – Sixth Former Annabel recently won the Royal Geographical Society’s Young Geographer of the Year competition for her age group. Students have also recently received prizes in the ART UK Write on Art essay competitions. Joanna Weddell says competitions are a good way to encourage young people to stretch themselves and pursue specific interests.
Head of Sixth Form John Doy says that continuing the broad enrichment and extracurricular programme at 16+ encourages students to keep up engagement with subjects they are not studying at A level. Weekly classes enable students to cover everything from modern foreign languages to social sciences/sciences and analysis of authors’ works. There are activity slots for the lively range of clubs, plus a special Oxbridge reading group, which publishes its own ‘zine. Everyone in Sixth Form engages in weekly Critical Religion classes to discuss the really big issues.
When it comes to looking at onward study and careers pathways, there’s a supportive and open approach. “As an Arts graduate myself, I am very encouraging to students interested in arts and humanities,” says John Doy. “Very few people end up doing work related to the specific subject matter of their degree – these qualifications are best seen as an expression of a set of skills that can be adapted to a career that might not even have been invented yet,” he adds.
Mayfield mayfieldgirls.org
Further reading: Why the arts develop skills for life
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