State School Education, and their Changing Syllabuses

By the end of today’s lesson… I want you to be able to Understand the development of physical activity within the early state schools. Understand the philosophy and methodology of the changing syllabuses from The reasons for change – the effects of the Boer War and concerns about fitness and the lack of military preparation; the debate over drill and therapeutic objectives; the need for a disciplined and healthy workforce.

The Boer War South Africa, The year is Queen Victoria has recently celebrated her Diamond Jubilee. The British Empire is at its zenith in power and prestige. But the High Commissioner of Cape Colony in South Africa, Alfred Milner, wants more. He wants to gain for the Empire the economic power of the gold mines in the Dutch Boer republics of the Transvaal and the Orange Free State.

The Boer War The Boer war was fought between the British Empire and the Boers, (South Africans of Dutch Extraction) Great Britain lost a great deal of prestige because her large ponderous army found it difficult to defeat a small force of mobile guerrilla fighters. Back in England, accusations were mainly that the working classes were unhealthy and ill prepared to fight, and as scapegoat, politicians blamed Swedish drill being taught by teachers in the elementary schools. Colonel Fox was instructed to achieve two main objectives; To increase fitness for military service through acquaintance with the discipline of military drill. To train children to withstand the hardship of combat and have familiarity with weapons.

Definition – Model Course Set up by the government in 1902 as a response to the poor fitness of working-classes soldiers during the Boer WarSet up by the government in 1902 as a response to the poor fitness of working-classes soldiers during the Boer War

The War Office Imposed a Syllabus As a result the Model Course was imposed in 1902 in all elementary schools. It was produced by the War Office and controlled by Colonel Fox of the Army Physical Training Corps (APTC). There was a directive that these lessons should replace Swedish drill and military instructors should be used. Children were instructed as little soldiers, not children.

It was designed to increase fitness to fight To improve discipline To help children to withstand hardship To become familiar with military weapons

Model Course The content was set exercises by numbers and included marching and drill staves, acting as rifles. Boys and girls were involved and the teaching method was by direct command army sounds

There was numerous criticisms of the Model Course. All claimed that the military emphasis was too strong and that there was little educational benefit in drill. Royal Commission - summarized that the model course was unsatisfactory because it lacked educational development and allowed no differentiation on the basis of age or sex It only lasted 2 years

1904 Syllabus This identified two main areas; health and education. To achieve this, 109 exercise tables were drawn up. These were specific lesson plans that teachers or instructors could follow. It allowed poor facilities, no equipment and the large numbers in classes. Three 20-minute lessons were to be held per week and, if possible, they should be outside.

1909 Syllabus Over the year leading up to this syllabus more concern was taken over the welfare of children of working-class families (particularly hygiene). Therefore there was a need again for review of what was being taught in schools

Development of the 1909 Syllabus An important development was the establishment in 1907 of a new medical department within the Board of Education.

The New Medical Department Within the Board of Education. This new department was given responsibility for physical training in state schools. New Inspectors appointed. All the new inspectors agreed that the Swedish system was the most suitable for school-age children. They produced a new syllabus encompassing Swedish gymnastics in 1909.

The 1909 Syllabus The Syllabus of Physical Training for Schools.In 1909 the Board of Education issued a new syllabus - The Syllabus of Physical Training for Schools. This included sections on physiology and hygiene (reflecting the new medical department bias).

The 1909 Syllabus This syllabus for the first time differentiated between children of different ages. It allowed more recreational activities. This syllabus represented an almost complete reversion to the Swedish style of physical training prevalent at the end of the nineteenth century.

The 1919 Syllabus The next syllabus, in 1919, followed the horrors of the First World War. From the outset of this war there had been calls for a return to military drill in schools. The public schools heeded this.

The 1919 Syllabus The state school system, however, rejected such a move, maintaining that children of school age were too young for military training. Therefore War again was to influence the evolution of physical education. Dr George Newman claimed that remedial exercises and moral-boosting recreational activities in convalescent camps had helped to prepare the wounded for a return for a full civilian life.

Main Points of Focus The 1933 syllabus. less didactic teaching. more focus on development of skills. elements of play. group work. use of imagination. Less government control of what was taught.

Background The War years were followed by the Depression – life became difficult for the lower classes. The school leaving age was raised to 14. New secondary schools were built, many with gymnasium and playing fields. In 1933 the last Board of Education syllabus was produced.

The 1933 Syllabus Had two sections –. –Part one junior school (5-11). –Part two secondary school children (11-14). Probably the most revolutionary change was the introduction of group work. Often in the final stage of a 1933 syllabus lesson the classes were split into four or more sets or corners, where different activities were sets for each group.

The 1933 Syllabus This was the first step towards the decentralised lesson. The actual delivery was also different – was less didactic. The opposite table gives an example of 1933 syllabus. The teacher would select items from each of the 6 sections, but Part I and Part II would be of equal length.

Definition – 1933 Syllabus of Physical Training The last Board of Education Syllabus, which differentiated activities for junior and senior pupils.

The Effects of the Second World War Week 14

Moving and Growing War continued to have an effect on the evolution of physical education. The Second World War (1939 – 1945) was fought in a more mobile and technological style, which had a knock-on effect to physical training in the armed forces and in education. There was a change of emphasis to initiative to initiative training and physical fitness (as opposed to obedience training), extensive use of apparatus and specifically the assault course.

Moving and Growing The war in the sky also had an impact on society – the threat of bombing led to the evacuation of children from the cities to safer rural areas. After the war the large amounts of ‘Blitz’ damage also necessitated widespread building of new schools and other civic facilities. New schools were often built with extensive facilities for sport: gymnasiums, playing fields and even swimming pools.

Definition – Moving and Growing An advisory physical education publication for primary school teachers, issued 1952.

The 1944 Education Act The other major impact was the 1944 Education Act, which made secondary school education available to all children. It also raised school leaving age to 15. The board of Education was replaced by the Ministry of Education.

PE moved away from the medical department, losing much of its therapeutic bias. The Ministry took the decision that PE teachers should be given the same status as the other teachers. For the first time men were offered specialist courses in PE teacher-training at colleges such as Carnegie and Loughborough.

Definition 1944 Education Act Made Secondary Education available to all children.

Post War Post-war education philosophy also led to a movement away from prescribed syllabuses and in 1952 the Ministry of Education published Moving and Growing and in 1954 Planning the Programme. All PE teacher received copies. The publications offered advice and suggestions rather than commands and represented the final move towards a child centred approach to Physical Education.

The developments in Physical Education in state schools over the last 100 years have resulted from changes in educational philosophy and society in general. (a) (i) What were the significant differences and similarities between the 1902 and the 1909 syllabuses? (3 marks) (ii) What were the main arguments used to promote these changes in syllabuses and would any of those arguments be relevant today? (4 marks) (b) There were significant differences in the provision made for physical activity in state and public schools of that period. (i) Explain those differences in terms of the social class divisions of the day. (4 marks) (ii) How is equality of opportunity promoted in school physical education programmes today? (3 marks) (c) Physical Education programmes encourage young people to develop active lifestyles, often using community based leisure facilities. Discuss whether you consider that the government’s policy of compulsory competitive tendering has improved local authority provision for leisure and recreation. (4 marks)