Academics

Inspiring a lifelong love of learning

The primary goal of teaching is not chasing good marks.

Each boy’s academic results will look after themselves if we have the correct environment and processes in place. From our achievements, we’re seen as a top-tier academic school. In 2019 we attained the highest number of As per candidate for Kwa-Zulu Natal independent boys’ schools – and the second-highest in the country. We’re proud of this because we don’t train boys to perform for validation; instead, we focus on the internal, personal process of nurturing a lifelong love of learning.

We don’t believe in academic types and non-academic types.

Our teachers are proactive in identifying a fear of or barrier to learning, and when they do, our outstanding Academic Support team 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’s 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 unlock his curiosity about the world around him.

Teachers often teach too much.

By ‘teaching too much’ 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.

We expect a lot of our boys.

We stretch them to realise what they’re 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’s capable of attaining 95%, we’ll challenge him to do his personal best.

In a world where everything is interconnected, a cross-curricular approach makes complete sense.

Our Grade 8s elect to explore themes and ideas in various learning ‘spheres’. These spheres explore relationships between academic subjects, building 21^st-Century skills of thinking holistically and critically and linking inter-dependent concepts – in a deliberate and collaborative way. When boys have a choice, there’s 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.

At Hilton, technology is an enabler, not a game-changer.

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’t revolutionised learning. We use robotics and coding to create meaning in maths lessons, for example, but sometimes, an old-fashioned blackboard does a better job.

Classrooms aren’t the be-all and end-all of learning.

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’ hearts pumping about the material they’re working on.

If not used correctly, textbooks can be where learning goes to die.

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.

We take a conservative approach to individual extra lessons from external tutors

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’t be on top of their work.

Teachers often teach too much.

We expect a lot of our boys.

In a world where everything is interconnected, a cross-curricular approach makes complete sense.

At Hilton, technology is an enabler, not a game-changer.

Classrooms aren’t the be-all and end-all of learning.

If not used correctly, textbooks can be where learning goes to die.

We take a conservative approach to individual extra lessons from external tutors

Programme

We don’t do entrance exams because we don’t just process academic performers.

We’re not purely academically selective in enrolling boys that perform well in a traditional classroom setting.

Far more importantly, we look at the teachers’ comments in each applicant’s reports or references to see whether they’ll respond to our ways of learning.

We open doors to renowned international tertiary institutions.

See a list of 30 universities that accepted Hilton College boys between 2018 and 2020 below. 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 – 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’re also an accredited SAT testing centre for US entrance requirements.

We’re visited personally by several South African tertiary institutions annually.

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.

We don’t dumb down subjects, because we aren’t a conveyor belt for matric passes.

Schools commonly offer an ‘easy’ subject for struggling learners to pass. You won’t find that at Hilton, since we’re committed to nurturing a lifelong love of learning in every boy.

For more about how our academic programme is rolled out in each grade,

Click here for a Plan for Every Hilton Boy

School Subjects

English Home Language
Afrikaans First Additional Language
French
IsiZulu
German Second Additional Language (upon request)
Mathematics
Mathematical Literacy
Foundation Mathematics

Advanced Programme English
Advanced Programme Mathematics
Accounting
Computer Applications Technology (for boys who receive a special exemption from doing a 1st additional language)
Dramatic Arts
Economics
Engineering Graphics and Design
Geography