Classical Education

The true mark of a quality education is not simply a mind full of facts.  It is accumulated knowledge with a hunger for more, the faculty to reason soundly, the ability to express what has been learned, and most importantly the acquisition of the proper tools with which to continue the learning process throughout an entire lifetime. It is not enough to merely learn subjects, a student must learn how to think and how to learn. The River Academy, Wentachee, WA

A biblical approach to learning

All learning is underpinned by presuppositions, whether implicit or explicit, that inform both the content and methodology of learning.  The presuppositions by which believing families live and learn should be dramatically opposed to those held by unbelievers.  We believe we must ‘take captive every thought to make it obedient to Christ’.

A truly God-focused education therefore requires us to build both the content of education and the approach to it from the ground up, independently of the educational philosophies informing (for example) the secular system.

An approach that equips

Classical education also far better equips young people to succeed once they leave the classroom.  Its focus is on showing students the foundations of learning, which can be applied in all spheres of life.  Significantly, it gives our young people the skills required to question, analyse, and respond to the vast array of philosophies, arguments and ideas they will find in the world around about them.

The approach

Briefly, the classical education approach follows the methodology of the ‘Trivium’, the foundational curriculum adopted by universities during the high Middle Ages.  The three focuses of the Trivium are Grammar, Logic and Rhetoric.  These three learning areas were taught before students went onto post-graduate study.

Our approach is to incorporate these learning areas throughout the curriculum to reflect the natural development and inclination of young people as they grow:

  • Grammar is concerned with the recognition and invention of symbols to reflect ideas.  The Grammar years are the primary to intermediate years when rote learning, memorisation and recitation of symbols is paramount in all subject areas.
  • Logic is about the art of thinking.  In the Logic Years (years 9-11), we take advantage of the natural argumentativeness of younger high-school students and seek to develop their ability to reason well.  This informs both the method and content of teaching across all subject areas in this stage.
  • Rhetoric is the art of communicating thought from one mind to another.  In the Rhetoric Years (years 12 and 13), students build on the skills acquired in the Logic Years and focus more on the art of communicating ideas to other people in a sensible and persuasive way.

More detailed information on our curriculum is available in our [prospectus].

If you are interested in more information on the classical education model: