📚 Brockhurst and Marlston House School: The Diamond Model That Blends Single-Sex Teaching with Co-Ed Life | Brockhurst and Marlston House School 的钻石模式：如何兼顾单性别教学与混合活动？
Brockhurst and Marlston House School is an independent preparatory school in Berkshire, England, with a history of more than 140 years. It is known for a distinctive "diamond model" that educates boys and girls from age 2 to 13, combining the academic focus of single-sex teaching with the social benefits of co-educational activity. Its aim is simple to state and demanding to deliver: to draw out the full potential of every child.
布罗克赫斯特与马斯顿豪斯学校（Brockhurst and Marlston House School）是位于英格兰伯克郡的一所独立预备学校，拥有超过140年的历史。学校以独特的"钻石模式"教育闻名，为2至13岁的男孩和女孩提供教育，把单性别教学在学术专注上的优势与男女同校活动在社交层面的好处结合起来。它的目标说起来简单，做起来却要求极高：充分发掘每一个孩子的潜力。
As one of the oldest family-owned and family-run preparatory schools in England, the school operates within a beautiful 500-acre estate and offers day places alongside a range of boarding options. This article explains how the diamond model works in practice, what is taught, how the hybrid classroom operates, and what families should expect from the fee structure and boarding choices.
作为英格兰最古老的由家族拥有并运营的预备学校之一，学校在一片占地500英亩的美丽庄园内运营，提供走读学位以及多种寄宿选择。本文将说明钻石模式在现实中如何运作、学校教授什么内容、混合教室如何运行，以及家庭在费用结构和寄宿选择上可以期待些什么。
1. At a Glance: A 140-Year-Old Family-Owned Prep School | 一览：拥有140余年历史的家族经营预备学校
Brockhurst and Marlston House School takes pupils from nursery age through to 13+, which means it covers the whole prep journey rather than only the final examination years. Boys and girls are educated together in the early years, taught separately in the middle years, and prepared for senior school entry at the top of the school. Day pupils and boarders share the same classrooms, the same playing fields and the same timetable.
布罗克赫斯特与马斯顿豪斯学校接收从幼儿园年龄段一直到13+的学生，这意味着它覆盖了整个预备教育阶段，而不只是最后的考试年份。男孩和女孩在低年级一起接受教育，在中年级分开授课，并在高年级为升入中学做好准备。走读生和寄宿生共享同样的教室、同样的运动场和同样的时间表。
| Fact | 项目 | Detail | 详情 |
|---|---|
| Location | 位置 | Berkshire, England | 英格兰伯克郡 |
| Age range | 招生年龄 | 2 to 13 years old | 2至13岁 |
| Estate | 校园面积 | 500 acres | 500英亩 |
| Ownership | 办学性质 | Family-owned and family-run | 家族拥有并运营 |
| Signature model | 特色模式 | Diamond model: single-sex classes, co-ed activities | 钻石模式：单性别班级，混合活动 |
| Flexibility | 就读方式 | Day, full boarding, flexi boarding, occasional boarding | 走读、全寄宿、弹性寄宿、临时寄宿 |
Being family-owned matters more than it might first appear. Decisions about class sizes, staffing and facilities do not have to satisfy outside shareholders, so the school can invest according to a long-term educational plan rather than a short-term financial one. That continuity is one reason the school has survived and adapted for well over a century.
家族拥有这一点，其意义比表面看起来更重要。有关班级规模、师资配置和设施的决策，不必去满足外部股东的诉求，因此学校可以按照长期教育规划而非短期财务目标来投入。这种延续性，正是学校能够存续并适应时代一百四十余年的原因之一。
2. What Exactly Is the Diamond Model? | 钻石模式到底是什么？
The word "diamond" describes the shape of a pupil's journey through the school. It starts narrow, widens in the middle, and narrows again at the top. In the earliest years boys and girls learn side by side in mixed classes. From Year 3 to Year 7, teaching takes place in single-sex classes. Alongside that separation, every afternoon brings the two groups back together for roughly three hours of shared sport, music and extra-curricular activity, and whole-school events keep the community genuinely mixed.
"钻石"这个词描述的是学生在这所学校中走过的路径形状：两头窄、中间宽。在最早的年段，男孩和女孩在混合班级中并肩学习。从三年级到七年级，教学以单性别班级的形式展开。与这种"分开"并行的，是每天下午让两个群体重新走到一起的大约三小时共享体育、音乐和课外活动；全校性活动也让整个社群保持着真正的混合状态。
| Stage | 阶段 | Teaching arrangement | 教学安排 | Shared activity | 共同活动 |
|---|---|---|
| Nursery to Year 2 | 幼儿园至二年级 | Co-educational classes | 男女同校班级 | All day together | 全天共同学习生活 |
| Years 3 to 7 | 三年级至七年级 | Single-sex classes | 单性别班级授课 | About 3 hours each afternoon | 每天下午约3小时共同活动 |
| Final year and 13+ preparation | 毕业年与13+升学准备 | Single-sex teaching continues with shared leadership and events | 延续单性别教学，共享领导力角色与全校活动 | Whole-school productions, trips, matches, socials | 全校演出、旅行、比赛与社交活动 |
The diamond is therefore not simply a timetable trick. It is a deliberate attempt to answer a real educational question: at what age do boys and girls learn best together, and at what age do they learn best apart? The school's answer is that the middle years reward separation, while the whole journey rewards community.
因此，钻石模式并不只是一种时间表上的技巧，而是对真实教育问题的一次有意回答：男孩和女孩在什么年龄一起学习效果最好，又在什么年龄分开学习效果最好？学校的答案是：中年级阶段分开更有利，而整个求学过程则受益于共同体生活。
3. Why Single-Sex Teaching in Years 3 to 7? | 三至七年级为何采用单性别教学？
Years 3 to 7 cover a period of rapid physical, emotional and social change. The school's argument is that single-sex classes reduce distraction in these key developmental years and allow pupils to concentrate on academic work and personal growth. Teachers can pitch pace, examples and discussion prompts closer to the group in front of them, rather than aiming at a notional average.
三年级到七年级覆盖了一段身体、情绪和社交都迅速变化的时期。学校的论点是：在这些关键的成长年份里，单性别班级能够降低干扰，让学生专注于学业和个人发展。教师可以把教学节奏、举例和讨论引导更贴近眼前这个群体，而不是瞄准一个虚构出来的"平均水平"。
The school's stated aims for single-sex teaching include:
学校为单性别教学列出的目标包括：
Lower distraction in the classroom during a period of developmental change. | 在成长变化剧烈的阶段，降低课堂上的干扰。
Greater confidence, because pupils are less worried about being judged by the other sex. | 增强自信，因为学生不必过多担心被异性评判。
Subject-specific freedom: girls who lead in mathematics and science, boys who commit fully to creative writing and music. | 学科上的解放：女生可以在数学与科学中领跑，男生可以全力投入创意写作与音乐。
Teaching tailored to how each group tends to learn at that stage, rather than a single whole-class approach. | 教学贴合该阶段各群体的学习特点，而不是只采用一种全班统一的方法。
A calmer route through early adolescence without losing normal friendships with the other sex. | 在早期青春期阶段走一条更平稳的路，同时不失去与异性正常的友谊。
Crucially, none of this is presented as segregation. Pupils eat, play, rehearse, compete and travel together, so the single-sex classroom never becomes a single-sex world. Friendships across the year group are normal, expected and actively encouraged.
关键在于，这一切都不被呈现为"隔离"。学生们一起吃饭、玩耍、排练、比赛和出行，所以单性别课堂从未变成一个单性别的世界。跨性别的友谊是正常的、被期待并被积极鼓励的。
4. Three Hours of Co-Ed Afternoons: Sport, Music and Activities | 每天三小时的混合下午：体育、音乐与活动
The co-educational half of the diamond is not an afterthought. Roughly three hours of every afternoon are given over to activities in which boys and girls take part together. This is where pupils develop the social and collaborative skills that a purely single-sex education would struggle to provide, and where friendships are formed across the whole year group rather than only within it.
钻石模式中"混合"的那一半，绝不是事后补充。每天下午大约有三个小时被安排给男孩和女孩共同参与的活动。学生正是在这里发展出纯单性别教育难以提供的社会交往与协作能力，也正是在这里，友谊在整个年级范围内形成，而不局限于某一个小圈子。
Typical afternoon activity strands include:
典型的下午活动板块包括：
Sport: rugby, football, hockey, netball, cricket, rounders, athletics, cross-country, swimming and tennis, with mixed fixtures and house competitions. | 体育：橄榄球、足球、曲棍球、无挡板篮球、板球、圆场棒球、田径、越野跑、游泳和网球，包含混合比赛与学院之间的对抗赛。
Music: choirs, orchestras, ensembles and peripatetic instrumental lessons, culminating in concerts. | 音乐：合唱团、管弦乐团、合奏团以及一对一的乐器课，最终以音乐会汇演呈现。
Drama and performance: class plays, whole-school productions and public speaking. | 戏剧与表演：班级剧、全校演出以及公开演讲。
Clubs and societies: art, design and technology, coding, debating, chess, gardening, outdoor pursuits. | 社团与学会：艺术、设计与技术、编程、辩论、国际象棋、园艺、户外活动。
Leadership: prefect roles, team captaincies and event organisation shared between boys and girls. | 领导力：男女学生共同承担级长职务、队伍队长以及活动组织工作。
The design intention is to combine the academic focus that single-sex teaching can offer with the social and collaborative benefits of a co-educational environment. Pupils get the concentrated attention of a smaller, more targeted class in the morning, then practise working with everyone else in the afternoon.
这样设计的目的，是把单性别教学能够提供的学术专注，与男女同校环境在社会交往和协作方面的好处融合起来。学生上午获得更有针对性、更聚焦的班级关注，下午则练习与所有人一起合作。
5. Ethos and Character Education | 教育理念与品格培养
The school's educational philosophy focuses on developing young people who are cheerful, enthusiastic, confident and well-mannered. Clear expectations are set, and an unusually wide range of opportunities is offered both inside and outside the classroom. Pupils are encouraged to try new things without fear of failure, which is how resilience, moral courage and the habit of doing one's best are actually built.
学校的教育理念着重于培养学生成为性格开朗、热情洋溢、充满自信、行为举止得体的年轻人。学校设定清晰明确的期望，并在校内日常以及课外范畴提供极为广泛的机会。学校鼓励学生大胆尝试新鲜事物而不必惧怕失败——坚韧品性、道德勇气以及尽力而为的习惯，正是这样建立起来的。
Character education here is not a standalone lesson. It is embedded in how the day runs:
在这里，品格教育不是一门单独的课程，而是嵌入在日常运作方式之中：
Clear expectations about behaviour, effort and courtesy, applied consistently. | 对行为、努力和礼貌设定明确的期望，并始终如一地执行。
Breadth of opportunity, so that every pupil finds at least one area in which to excel. | 机会的广泛性，让每个学生至少找到一个能够出色的领域。
Permission to fail and try again, whether in a maths problem, a musical instrument or a match. | 允许失败并再次尝试，无论是在数学题、乐器还是一场比赛中。
Service and responsibility, through house roles, helping younger pupils and representing the school. | 服务与责任，通过学院职务、帮助低年级同学以及代表学校来体现。
Well-mannered confidence: the ability to speak to adults, thank people properly and lose gracefully. | 得体的自信：能够与成年人交谈、恰当表达感谢，并能体面地面对失败。
This kind of environment lays the foundation for later academic achievement and for a full, rewarding life. It also matters at 13+: senior schools interview pupils, not just examination scripts, and the habits formed in prep school show up clearly in those conversations.
这样的环境为孩子们往后的学业成就以及充实丰富的生活筑牢了根基。这在13+阶段同样重要：中学在面试时看到的是学生本人，而不只是考卷，预备学校阶段养成的习惯会在这些交谈中清楚地显现出来。
6. Curriculum and 13+ Common Entrance Preparation | 课程设置与13+普通入学考试准备
The curriculum is broad and is designed to prepare pupils thoroughly for Common Entrance at 13 and for a range of scholarship assessments. Beyond the core subjects of English, mathematics, science and French, all pupils study technology, history and geography from the lower years onwards. Latin is introduced in Year 5, followed by a second modern language, Spanish.
学校课程设置范围广泛，目的是让学生为13岁时的"普通入学"（Common Entrance）考试以及各类奖学金测试做足准备。除英语、数学、科学、法语等核心科目外，全体学生从低年级起就学习技术、历史、地理等科目。拉丁语在五年级引入，随后还会学习另一门现代外语，即西班牙语。
| Subject area | 学科领域 | When it starts | 开始时间 |
|---|---|
| English, mathematics, science | 英语、数学、科学 | Core, throughout the school | 核心科目，贯穿全学段 |
| French | 法语 | First modern language | 第一现代外语 |
| Technology, history, geography | 技术、历史、地理 | From the lower years | 低年级起 |
| Latin | 拉丁语 | Year 5 | 五年级 |
| Spanish | 西班牙语 | After Latin, as a further modern language | 拉丁语之后，作为另一门现代外语 |
| Greek and Mandarin Chinese | 希腊语与汉语普通话 | Optional, for pupils who want them | 选修，面向有意愿的学生 |
Languages are a particular feature. A pupil can leave at 13 having studied French, Latin, Spanish and, if they choose, Greek or Mandarin. That combination is unusual for a prep school and gives real flexibility when senior schools ask which language a pupil wishes to continue.
语言是这所学校的一个突出特点。一名学生在13岁离校时，可能已经学过法语、拉丁语和西班牙语，如果愿意还可以加上希腊语或汉语普通话。这样的组合在预备学校中并不常见，当中学询问学生希望继续修读哪门语言时，它提供了实实在在的灵活性。
7. Art, Music, Drama and Sport for Every Pupil | 每个学生都享有艺术、音乐、戏剧与体育
The school places strong emphasis on both the arts and sport, and the timetable reflects it. Every pupil is allocated generous time for music, substantial time for art and drama, and appropriate time for physical education. These are not optional extras reserved for the talented few but ordinary parts of the week for everybody.
学校对艺术与体育教育都极为重视，课程表也体现了这一点。每一位学生都获得充裕的音乐课时间、充足的艺术与戏剧课时间，以及适量的体育课时间。这些不是留给少数天赋学生的可选项，而是每个人一周里的常规组成部分。
The 500-acre estate is itself a teaching resource. Playing fields, woodland, gardens and outdoor space support games, cross-country, outdoor learning and simply having room to run about. Music, art and drama, meanwhile, give pupils a stage and a studio in which to take creative risks, and performance builds exactly the confidence the school talks about in its ethos.
500英亩的庄园本身就是一种教学资源。运动场、林地、花园和户外空间支持着各类球类运动、越野跑、户外学习和孩子们"有地方可以奔跑"这件事。与此同时，音乐、艺术和戏剧为学生提供了舞台与画室，让他们去承担创作上的风险，而表演恰恰建立起学校在理念中反复提到的自信。
8. Beyond the Classroom: Trips and the French Château | 走出课堂：实地考察与法国城堡
Learning is not confined to the estate. The school uses its extensive grounds for local field trips and residential experiences, and it also owns a château in south-west France. Trips there give pupils genuine immersion in the language and culture they study in the classroom, turning vocabulary lists into real conversations and real food.
学习并不局限于庄园之内。学校利用其广阔的园区环境组织本地实地考察和住宿体验，同时在法国西南部拥有一座城堡。前往那里的旅行让学生真正沉浸在他们课堂上学习的语言与文化之中，把词汇表变成真实的对话和真实的食物。
Why this matters for prep-age pupils:
这对预备阶段的学生为何重要：
Languages become useful rather than theoretical when you have to order lunch in French. | 当你要用法语点午餐时，语言就变得实用，而不再是理论。
Residential trips build independence, tolerance and the ability to get along with a group. | 住宿式
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