What I Saw in the Curriculum of a Prep School Before Middle School Entrance: It Seemed Focused on Basics, But Was Actually 'Ahead-of-the-Curve'
When choosing a cram school before entering middle school, it is easy to focus on the compatibility with the teachers and the ease of commuting.
Of course, that is very important. However, when my daughter actually brought the teaching materials home from the school, I felt that 'looking at the materials used might reveal a bit about the school's philosophy.'
This article is a summary of my thoughts from a father's perspective, based on the materials my daughter brought home just before she was about to become a first-year middle school student.
This is not information confirmed directly with the teachers. It is strictly a personal record of what I thought about the school's policy while looking at the materials at home.
Teaching materials and class procedures may change depending on the academic year. If you are actually considering a cram school, I hope you will always check directly with them as a family.
The materials for the cram school my daughter started attending
My daughter was in her sixth year of elementary school at the time.
She was scheduled to enter a public middle school in April, and before middle school life began, she started attending a local small-group prep school.
Looking at the materials she brought home, the overall structure seemed to follow the school textbooks while progressing in stages from understanding the basics to preparing for regular exams.
The materials I was able to confirm were mainly the following.
English
・Middle School Required Text 1 English
Mathematics
・Winning Mathematics 1
・Winning Plus Mathematics 1
Science
・Middle School Required Text 1 Science
・Mirumiru Wakaru (Understand at a Glance) New Middle School Science 1
・Regular Test Preparation Workbook Science 1st Year Middle School
Japanese
・Middle School Required Text 1 Japanese
Social Studies
・NEW BASIC Geography I
・NEW BASIC History I
・Regular Test Preparation Workbook Geography I
・Regular Test Preparation Workbook History I
Looking at the list alone, the overall impression is quite solid.
While centered on basic materials aligned with textbooks, there are advanced materials for math, and workbooks for regular test preparation in science and social studies.
I felt it was a combination that kept both 'solidifying school content' and 'getting good scores on tests' in mind.
The cram school's policy as seen from the curriculum structure
Looking at the materials by their role, they can be organized as follows:
・Materials to solidify basics in line with school textbooks
・Materials to reinforce standard problems through repetition
・Materials for advanced math exercises
・Materials to support understanding of science
・Materials for final preparation right before regular tests
What becomes clear from this is:
The policy of 'ensuring good results on regular tests by following the school curriculum, while adding a bit more depth to math with an eye toward top-tier high schools.'
That is the policy.
Instead of pushing hard with difficult materials for top-tier high school entrance exams right away, they first solidify school content.
On top of that, they add depth to the necessary subjects.
As a stage before entering middle school, I thought it was a very realistic structure.
It looks like it focuses on basics, but the pace is a little fast
Looking only at the materials, it is generally solid and focused on the basics.
However, just because it focuses on the basics does not mean it is a cram school that moves slowly.
At my daughter's cram school, learning middle school content had already begun before she entered middle school.
In other words, it is a format that moves a little ahead of school classes.
Looking at this point, rather than just a remedial school that follows the school curriculum,
it might be closer to reality to think of it as a 'cram school that conducts advance learning before middle school entrance so that students can take school classes after April as if they were reviewing.'
That might be a more accurate way to view it.
The materials are solid.
But the class management is a bit of an 'ahead-of-schedule' type.
I believe this combination is what characterizes this cram school.
The Benefits of Learning Ahead
There is a significant advantage to being exposed to the content even a little before entering middle school.
When classes start at school in April, the material will not be something you are hearing for the very first time.
If you have already learned the content at cram school, school classes become less of a 'place to learn for the first time' and more of a 'place to confirm what you know'.
I think this is quite significant for a child.
The first regular exam in middle school, in particular, is a major milestone for both children and parents.
If you can get off to a good start here,
'I can do middle school studies if I do them properly'
it leads to that kind of confidence.
In that sense, I felt that getting a little bit ahead before enrollment becomes a source of peace of mind for the first regular exam.
However, caution is also needed with the ahead-of-schedule approach
On the other hand, there are also points to be aware of with the ahead-of-schedule approach.
In cram schools where the pace is fast, even a small stumble can lead to a situation where you cannot keep up with the understanding.
While schools might spend time on the same unit, cram schools sometimes move forward rapidly.
If you leave a point you don't understand as it is once, it might become difficult in the next unit as well.
Also, in March, the child is still an elementary school student.
Their daily rhythm and mindset have not yet fully transitioned to being a middle school student.
When you add new learning content, cram school homework, the tension of attending cram school, and a lifestyle that keeps them up late to that, there is a possibility that not only academic but also mental burdens will emerge.
That is precisely why it is important not to judge based solely on the difficulty of the teaching materials.
I felt it was necessary to observe whether she could continue comfortably within that pace and atmosphere.
I thought I needed to keep an eye on that.
Things I considered regarding compatibility with my daughter
My daughter is the type who prefers to work quietly and steadily.
She is not the type to ask questions proactively.
However, if what she needs to do is clear, she can work on it calmly.
In that sense, I felt this curriculum structure might suit my daughter.
In particular, the format of building up school content reliably, centered on textbooks-aligned materials, seems to suit her personality.
On the other hand, the fast pace is a slight concern.
As long as she understands, there is no problem.
But if she stumbles somewhere, will she be able to ask questions on her own?
Will she be able to avoid leaving things she doesn't understand unaddressed?
That is something I, as a parent, will need to watch over.
Assessment at this point
At this moment, looking only at the materials, I feel it is a very solid cram school.
I think it is well-suited for school learning content and regular test preparation.
On the other hand, the fact that it starts before middle school entrance and the pace is a bit fast means I need to carefully observe whether it suits her.
Rather than assuming long-term continuation from the start, I will make judgments while observing how things go after she actually starts attending.
That kind of distance might be just right for our family.
Getting into a cram school is not the end.
Even if the materials are good and the classes are good, it won't last if she is pushing herself too hard.
Conversely, even if the materials are basic, if she can engage with them positively, that will become a great strength.
I feel that during this period before middle school entrance, it is important to look not only at grades but also at her daily rhythm and her feelings.
I hope my daughter can gradually build her own way of studying within this new learning environment.