{"id":5746,"date":"2020-11-20T09:17:09","date_gmt":"2020-11-20T09:17:09","guid":{"rendered":"https:\/\/thoughtcapitaltest.co.za\/hilton\/?page_id=5746"},"modified":"2022-06-08T13:56:27","modified_gmt":"2022-06-08T11:56:27","slug":"academics","status":"publish","type":"page","link":"https:\/\/thoughtcapitaltest.co.za\/hilton\/lifehilton\/academics\/","title":{"rendered":"Academics"},"content":{"rendered":"[vc_row full_width=”stretch_row_content” equal_height=”yes”][vc_column css=”.vc_custom_1612463772902{padding-right: 0px !important;padding-left: 0px !important;}”]
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Inspiring a lifelong love of learning<\/h2>\n\n\t\n\t\n\t\t\t

<\/p>\n\t<\/div>\t\n\n[vc_separator color=”custom” css=”.vc_custom_1612965063141{padding-top: 32px !important;}” accent_color=”#bbbfb5″][vc_column_text]The primary goal of teaching is not chasing good marks.<\/strong><\/p>\n

Each boy\u2019s academic results will look after themselves if we have the correct environment and processes in place. From our achievements, we\u2019re seen as a top-tier academic school. In 2019 we attained the highest number of As per candidate for Kwa-Zulu Natal independent boys\u2019 schools – and the second-highest in the country. We\u2019re proud of this because we don\u2019t train boys to perform for validation; instead, we focus on the internal, personal process of nurturing a lifelong love of learning.[\/vc_column_text]\t\t<\/div>\n\t<\/div>\t

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We don\u2019t believe in academic types and non-academic types.<\/h2>\n\n\t\n\t\n\t\t\t

<\/p>\n\t<\/div>\t\n\n[vc_separator color=”custom” css=”.vc_custom_1612965063141{padding-top: 32px !important;}” accent_color=”#bbbfb5″][vc_column_text]Our teachers are proactive in identifying a fear of or barrier to learning,\u00a0and when they do, our outstanding Academic Support team<\/a><\/u><\/strong> intervenes to build confidence and enable the boy in the specific ways he needs. Every grade has a dedicated Grade Head, who assesses each boy\u2019s academic, sport and cultural life from a big picture view, working holistically with subject teachers, sports coaches, housemasters, Head of Sport and Head of Academics to connect the dots and bring effective support. Teaching a boy to accept himself just as he is will u<\/strong>nlock his curiosity about the world around him.[\/vc_column_text]\t\t<\/div>\n\t<\/div>\t\n<\/div>\n\n[\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces” equal_height=”yes” css=”.vc_custom_1640842702797{background-color: #e9e4c4 !important;}”][vc_column offset=”vc_hidden-sm vc_hidden-xs” css=”.vc_custom_1617280862904{padding-top: 0px !important;padding-right: 0px !important;padding-left: 0px !important;}”]

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Teachers often teach too much.<\/h2>\n\n\t\n\t\n\t\t\t

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By \u2018teaching too much\u2019 we mean imparting knowledge, which anyone can google. Rather than teaching the way we were taught, we challenge ourselves to teach less and facilitate more. Significant recent research has proven that an engaging teacher is a far bigger learning influencer than class size or impressive technology. Engaging teachers promote discussion and find ways to create meaning in work.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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We expect a lot of our boys.<\/h2>\n\n\t\n\t\n\t\t\t

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We stretch them to realise what they\u2019re capable of. We celebrate the D student who pushes himself to attain a C as much as the A student who gets an A+. If your son gets 85% for a trial exam but we know he\u2019s capable of attaining 95%, we’ll challenge him to do his personal best.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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In a world where everything is interconnected, a cross-curricular approach makes complete sense.<\/h2>\n\n\t\n\t\n\t\t\t

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Our Grade 8s elect to explore themes and ideas in various learning \u2018spheres\u2019.<\/a><\/u><\/strong> These spheres explore relationships between academic subjects, building 21st<\/sup>-Century skills of thinking holistically and critically and linking inter-dependent concepts \u2013 in a deliberate and collaborative way. When boys have a choice, there\u2019s already more personal meaning and interest. Our grade 8s and 9s have immersive paired or solo project weeks, enjoying latitude within required parameters. The topics boys choose are always exciting and surprising. Grade 11s do deep work on an extended essay (thesis)over a term. They also embark on a tour to Johannesburg.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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At Hilton, technology is an enabler, not a game-changer.<\/h2>\n\n\t\n\t\n\t\t\t

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Our teachers take a relatively conservative stance on technology. Our basis for this is that in the past three to four decades, personal computers became household items for families with the means, but they haven\u2019t revolutionised learning. We use robotics and coding to\u00a0create meaning<\/em>\u00a0in maths lessons, for example, but sometimes, an old-fashioned blackboard does a better job.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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Classrooms aren\u2019t the be-all and end-all of learning.<\/h2>\n\n\t\n\t\n\t\t\t

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The focus of our termly Heartbeat days is to take learners out of the classroom to make theoretical academic concepts come alive. Boys spend the day out of the classroom, on- or off-campus. These days get boys\u2019 hearts pumping about the material they’re working on.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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If not used correctly, textbooks can be where learning goes to die.<\/h2>\n\n\t\n\t\n\t\t\t

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We know for sure that boys engage in anything that holds meaning for them. We bring meaning to work by stimulating debate and sometimes uncomfortable discussion in the classroom. We bring subjects to life by making them real: putting theory into current political and social contexts, and by collapsing isolated subject silos.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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We take a conservative approach to individual extra lessons from external tutors<\/h2>\n\n\t\n\t\n\t\t\t

<\/p>\n\t<\/div>\t\n\n[vc_separator color=”custom” accent_color=”#bbbfb5″ css=”.vc_custom_1612965128299{padding-top: 32px !important;}”][vc_column_text]In our experience, offering extra lessons can facilitate laziness during class-time and are only allowed in specific circumstances. There is no reason boys ordinarily attending class and engaging regularly with their teacher shouldn\u2019t be on top of their work.[\/vc_column_text]\t\t<\/div>\n\t<\/div>\t

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Teachers often teach too much.<\/h2>\n\n\t\n\t\n\t\t\t

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By \u2018teaching too much\u2019 we mean imparting knowledge, which anyone can google. Rather than teaching the way we were taught, we challenge ourselves to teach less and facilitate more. Significant recent research has proven that an engaging teacher is a far bigger learning influencer than class size or impressive technology. Engaging teachers promote discussion and find ways to create meaning in work.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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We expect a lot of our boys.<\/h2>\n\n\t\n\t\n\t\t\t

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We stretch them to realise what they\u2019re capable of. We celebrate the D student who pushes himself to attain a C as much as the A student who gets an A+. If your son gets 85% for a trial exam but we know he\u2019s capable of attaining 95%, we’ll challenge him to do his personal best.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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In a world where everything is interconnected, a cross-curricular approach makes complete sense.<\/h2>\n\n\t\n\t\n\t\t\t

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Our Grade 8s elect to explore themes and ideas in various learning \u2018spheres\u2019.<\/a><\/u><\/strong> These spheres explore relationships between academic subjects, building 21st<\/sup>-Century skills of thinking holistically and critically and linking inter-dependent concepts \u2013 in a deliberate and collaborative way. When boys have a choice, there\u2019s already more personal meaning and interest. Our grade 8s and 9s have immersive paired or solo project weeks, enjoying latitude within required parameters. The topics boys choose are always exciting and surprising. Grade 11s do deep work on an extended essay (thesis)over a term. They also embark on a tour to Johannesburg.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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At Hilton, technology is an enabler, not a game-changer.<\/h2>\n\n\t\n\t\n\t\t\t

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Our teachers take a relatively conservative stance on technology. Our basis for this is that in the past three to four decades, personal computers became household items for families with the means, but they haven\u2019t revolutionised learning. We use robotics and coding to\u00a0create meaning<\/em>\u00a0in maths lessons, for example, but sometimes, an old-fashioned blackboard does a better job.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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Classrooms aren\u2019t the be-all and end-all of learning.<\/h2>\n\n\t\n\t\n\t\t\t

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The focus of our termly Heartbeat days is to take learners out of the classroom to make theoretical academic concepts come alive. Boys spend the day out of the classroom, on- or off-campus. These days get boys\u2019 hearts pumping about the material they’re working on.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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If not used correctly, textbooks can be where learning goes to die.<\/h2>\n\n\t\n\t\n\t\t\t

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We know for sure that boys engage in anything that holds meaning for them. We bring meaning to work by stimulating debate and sometimes uncomfortable discussion in the classroom. We bring subjects to life by making them real: putting theory into current political and social contexts, and by collapsing isolated subject silos.<\/p>\n<\/div>\n\n\t\t<\/div>\n\t<\/div>\t

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We take a conservative approach to individual extra lessons from external tutors<\/h2>\n\n\t\n\t\n\t\t\t

<\/p>\n\t<\/div>\t\n\n[vc_separator color=”custom” accent_color=”#bbbfb5″ css=”.vc_custom_1612965128299{padding-top: 32px !important;}”][vc_column_text]In our experience, offering extra lessons can facilitate laziness during class-time and are only allowed in specific circumstances. There is no reason boys ordinarily attending class and engaging regularly with their teacher shouldn\u2019t be on top of their work.[\/vc_column_text]\t\t<\/div>\n\t<\/div>\t

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Programme<\/h2>\n\n\t\n\t\n\t\t\t

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We don\u2019t do entrance exams because we don\u2019t just process academic performers.<\/h3>\n\n\t\n\t\n\t\t\t

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We\u2019re not purely academically selective in enrolling boys that perform well in a traditional classroom setting.<\/p>\n

Far more importantly, we look at the teachers\u2019 comments in each applicant\u2019s reports or references to see whether they\u2019ll respond to our ways of learning.<\/p>\n<\/div>\n\n[\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640845319291{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #78816c !important;}”]

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We open doors to renowned international tertiary institutions.<\/h3>\n\n\t\n\t\n\t\t\t

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See a list of 30 universities that accepted Hilton College boys between 2018 and 2020 below<\/a><\/u><\/strong>. We offer the choice between IEB and A Levels curriculums from grade 11. While the IEB range of subjects is broader – an advantage for most 15-year-olds who are undecided on their career path \u2013 A Levels is a sound choice for boys who have a clear idea of the vocation they wish to pursue and want to study internationally. Many of our IEB boys are accepted into ivy league or top global universities, though the application process can be more administratively and logistically cumbersome than with A Levels. For studies in the US or Europe, A Levels are recognised. We\u2019re also an accredited SAT testing centre for US entrance requirements.<\/p>\n<\/div>\n\n[\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640845355816{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #4a7676 !important;}”]

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We\u2019re visited personally by several South African tertiary institutions annually.<\/h3>\n\n\t\n\t\n\t\t\t

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Boys have the opportunity to speak directly to representatives of these institutions about their academic aspirations and the best way to ensure that they meet all entrance requirements. Hilton College is a National Benchmark Testing centre for South African universities.<\/p>\n<\/div>\n\n[\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640845291920{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #e9e4c4 !important;}”]

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We don\u2019t dumb down subjects, because we aren\u2019t a conveyor belt for matric passes.<\/h3>\n\n\t\n\t\n\t\t\t

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Schools commonly offer an \u2018easy\u2019 subject for struggling learners to pass. You won\u2019t find that at Hilton, since we’re committed to nurturing a lifelong love of learning in every boy.<\/p>\n<\/div>\n\n[\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row full_width=”stretch_row” css=”.vc_custom_1640847062819{padding-bottom: 32px !important;background-color: #bc9f34 !important;}”][vc_column]

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For more about how our academic programme is rolled out in each grade,<\/h4>\n<\/div>\n\n[vc_empty_space height=”5px”][vc_row_inner][vc_column_inner width=”1\/4″][\/vc_column_inner][vc_column_inner width=”1\/2″]
\n\t\n\t\n\t\t\t\tClick here for a Plan for Every Hilton Boy<\/span>\n\t\t\t<\/a>\n\t\n<\/div>\n\n[\/vc_column_inner][vc_column_inner width=”1\/4″][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column]
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School Subjects<\/h2>\n\n\t\n\t\n\t\t\t

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  • English Home Language<\/li>\n
  • Afrikaans First Additional Language<\/li>\n
  • French<\/li>\n
  • IsiZulu<\/li>\n
  • German Second Additional Language (upon request)<\/li>\n
  • Mathematics<\/li>\n
  • Mathematical Literacy<\/li>\n
  • Foundation Mathematics<\/li>\n<\/ul>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″ css=”.vc_custom_1640847225492{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #78816c !important;}”][vc_column_text]\n
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    • Advanced Programme English<\/li>\n
    • Advanced Programme Mathematics<\/li>\n
    • Accounting<\/li>\n
    • Computer Applications Technology (for boys who receive a special exemption from doing a 1st additional language)<\/li>\n
    • Dramatic Arts<\/li>\n
    • Economics<\/li>\n
    • Engineering Graphics and Design<\/li>\n
    • Geography<\/li>\n<\/ul>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/3″ css=”.vc_custom_1640847247720{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #4a7676 !important;}”][vc_column_text]\n
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      • History<\/li>\n
      • Information Technology<\/li>\n
      • Life Orientation<\/li>\n
      • Life Sciences<\/li>\n
      • Music<\/li>\n
      • Physical Sciences<\/li>\n
      • AP Science<\/li>\n
      • Visual Arts<\/li>\n<\/ul>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row full_width=”stretch_row_content_no_spaces”][vc_column][vc_empty_space]
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        Global university acceptances for Hilton College boys (2018-2020)<\/h2>\n\n\t\n\t\n\t\t\t

        <\/p>\n\t<\/div>\t\n\n[vc_empty_space][vc_row_inner equal_height=”yes”][vc_column_inner width=”1\/4″ css=”.vc_custom_1640847279489{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #e9e4c4 !important;}”]

        \n\t\n\t

        South Africa<\/h3>\n\n\t\n\t\n\t\t\t

        <\/p>\n\t<\/div>\t\n\n[vc_column_text]\n

          \n
        1. University of Cape Town<\/li>\n
        2. Stellenbosch University<\/li>\n
        3. University of Witwatersrand<\/li>\n
        4. University of Pretoria<\/li>\n
        5. Rhodes University<\/li>\n
        6. University of KwaZulu-Natal<\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640847312459{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #78816c !important;}”]
          \n\t\n\t

          North America<\/h3>\n\n\t\n\t\n\t\t\t

          <\/p>\n\t<\/div>\t\n\n[vc_column_text]\n

            \n
          1. Princeton<\/li>\n
          2. Harvard<\/li>\n
          3. Brown<\/li>\n
          4. University of Pennsylvania<\/li>\n
          5. Purdue University<\/li>\n
          6. Cornell<\/li>\n
          7. Stanford<\/li>\n
          8. University of British Columbia<\/li>\n
          9. University of Toronto<\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640847328660{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #4a7676 !important;}”]
            \n\t\n\t

            UK\/Europe<\/h3>\n\n\t\n\t\n\t\t\t

            <\/p>\n\t<\/div>\t\n\n[vc_column_text]\n

              \n
            1. Durham University<\/li>\n
            2. Warwick University<\/li>\n
            3. University of Exeter<\/li>\n
            4. University of Nottingham<\/li>\n
            5. University of Bristol<\/li>\n
            6. University of Edinburgh<\/li>\n
            7. University of Manchester<\/li>\n
            8. University of Debrecen Medical School<\/li>\n
            9. University of Groningen<\/li>\n
            10. University of Amsterdam<\/li>\n
            11. Trinity College Dublin<\/li>\n
            12. University College Dublin<\/li>\n
            13. Schola Cantorum Basiliensis<\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column_inner][vc_column_inner width=”1\/4″ css=”.vc_custom_1640847290160{padding-top: 32px !important;padding-right: 32px !important;padding-bottom: 32px !important;padding-left: 32px !important;background-color: #e9e4c4 !important;}”]
              \n\t\n\t

              Australasia<\/h3>\n\n\t\n\t\n\t\t\t

              <\/p>\n\t<\/div>\t\n\n[vc_column_text]\n

                \n
              1. University of Sydney<\/li>\n
              2. University of Melbourne<\/li>\n<\/ol>\n[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row][vc_row][vc_column][vc_separator color=”custom” accent_color=”#ffffff” css=”.vc_custom_1624471516218{padding-top: 32px !important;}”]
                \n\t\n\t

                Gallery<\/h2>\n\n\t\n\t\n\t\t\t

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