ACADEMICS

At Hilton College we strive to give meaning to the idea that the academic aspect is the most important. Over the past fifteen to twenty years we have built up a reputation for high academic standards and a good work ethic. Academic effort and achievement are acknowledged, rewarded and highly prized. The school aims to provide an up-to-date education which will prepare pupils to hold their own in a competitive, rapidly-changing world. We believe that there is no substitute for the acquisition of essential higher-order skills like knowledge application, analysis, synthesis and evaluation. Challenging pupils to think is one of the school’s over-arching aims.

The Curriculum
The school offers a broad general education in Grades 8 and 9, where the aim is to introduce learners to a wide range of subjects while accommodating the requirements of the General Education and Training Certificate programme (GETC). Most pupils are taught in mixed ability classes but in Grade 9 some subjects are set according to ability. For able learners, there are adequate opportunities for extension, either within departments or within the school, while help is given to less able pupils and a part-time remedial teacher is available. The Grade 8 and 9 Natural Science learning areas incorporate certain units from the CASE (Cognitive Acceleration through Science Education) course and the skills taught at this level are applied to related subjects in Grades 10 – 12.

Subject Choice
From Grade 10 to Grade 12 pupils focus increasingly on their six matric subjects, though some may take Advanced Mathematics, Computer Studies or German as a seventh subject. The learning areas are those prescribed by the Independent Examinations Board. The following subjects are currently offered at Matric level:

• English

• Afrikaans or Zulu or French (for non South Africans)

• Mathematics

• Life Orientation (compulsory for Grade 10 from 2006)

Plus a choice of 3 (or 4) of the following:

• Art

• Accounting

• Biology

• Computer Studies (Information Technology from 2006)

• French

• Geography

• History

• Music

• Physical Science

• Speech & Drama

As from 2006 we will be embracing the NSC (National Senior Certificate) curriculum as this will be replacing the current Senior Certificate (Matric). Life Orientation will be a compulsory subject and we will have to make minor changes to our current subject combinations to satisfy the requirements of this new curriculum.

Various enrichment modules are offered at different Grades such as an Investment Programme, Study Skills, Thinking Skills and a Certified End User Computer course.

In addition, visiting speakers and performers are invited to enlighten, stimulate and increase pupils’ awareness.

Information and Communication Technology
Information and Communication Technology (ICT) is playing an increasingly important role in the lives of all people in the global, connected world. The school is meeting the challenges posed by these new technologies by providing top class facilities for the boys. We have four up-to-date computer labs, and we have high speed (but carefully managed) Internet access.

However, the main focus of our approach to ICT is not on the technology itself, but rather what it can do for the boys as they develop their cognitive and academic skills. All departments are engaged in finding sources of information and software applications which can improve the way their subjects are learned. This means that the technology is used in context, and as a means to developing other more fundamental skills such as problem solving, information management, etc.

General Approach
Informing the school’s overall approach is an awareness of the skills and attributes shown by researchers in the United States to be critical for future success. These include - literacy, numeracy, information technology skills, communication skills, flexibility and willingness to learn, team work, problem solving, cultural awareness and business acumen. The debate over curriculum reform and update is an ongoing one as is the discussion about teaching methodology. Currently the school is coming to terms with the requirements of OBE, and looking carefully at the GETC and NSC curricula.

Every attempt is made to balance the requirements of a pupil-centred education with the Aristotelian idea that “the object of education is to cause us to like what we ought to”, the aim of which must be to challenge the tastes of the young. It is our task to support civilized values and encourage our pupils to understand that the effort to face intellectual challenges to reach higher standards is worthwhile.