1. Public schools

2. Good ProgressOutstanding Progress Predicted Grade A & B students *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions *8-9/9 on the first exam question *List 4 reasons why mob games reflect pre-industrial society *12/15 on the second exam questions Predicted Grade C & D students *5/9 on the first exam question *List 2 reasons why mob games reflect pre-industrial society *8-9/15 on the second exam questions *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions

3. What are they? http://www.youtube.com/watch?v=i5k60FeJdFo starter http://www.youtube.com/watch?v=XyXcIBWpDlM&featur e=related -traditions

4. What are they? Public Schools - Eton, Harrow, Rugby, Charterhouse, St Pauls, Winchester, Westminster & Shrewsbury

5. Aims Educate the future leaders of society  Politicians  Lawyers  Doctors Leadership skills Character building Self discipline - Behaviour befitting a gentleman Respect for social order Preparation for roles in society Team building Develop athleticism

6. Characteristics Fee paying Upper classes/gentry Discipline Boarding Boys Hierarchical structure – fagging Sport (wide variety) Religion

7. Exam question June 04 – Q1 (a)

8. Qu 1 (a) (i) Upper Class/gentry; Fee-paying; Rural/not local; Boarding; Boys; Spartan/fagging; Strict discipline; Endowed/trustees;max 3

9. Good ProgressOutstanding Progress Predicted Grade A & B students *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions *8-9/9 on the first exam question *List 4 reasons why mob games reflect pre-industrial society *12/15 on the second exam questions Predicted Grade C & D students *5/9 on the first exam question *List 2 reasons why mob games reflect pre-industrial society *8-9/15 on the second exam questions *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions

10. Nineteenth century Middle classes emerged with their new found wealth & desire to emulate the lifestyles of the upper classes Were not welcome in established gentry schools so had to build their own copies. These were called proprietary colleges, such as Marlbourgh & Clifton

11. Physical activities Originally, the boys had unsupervised afternoons and caused problems in local areas as they:  Trespassed on local landowners property  Engaged in poaching & gambling They were generally out of control of the masters/teachers The authorities disapproved of many of the boys’ activities as they had no moral qualities & bought the school reputation into disrepute

12. Physical activities

13. DEVELOPMENT OF GAMES

14. Development of games A government report in 1864, the Clarendon Commission, recognised the educational value of team games Boys arrived from their villages with their own versions of mob games & country pursuits, such as fishing & they regularly played these in their spare time Mob Games – often violent & disorderly, had few rules as they were played by the working classes http://www.youtube.com/watch?v=pqtd7LOoR VM

15. How do these mob activities reflect pre-industrial society? What has changed when we think of football today?

16. Masters realised the potential of these games in channelling the boys energies & in keeping them in school grounds So rules were given & mob football changed: Given rules Played regularly Boundaries reduced Number of players restricted Equipment & facilities more sophisticated Positional roles Tactical & strategic play Leadership roles – captaincy Competition structure (initially through house system) Individual school rules gave way to nationally recognised rules - CODIFICATION

17. ETON WALL GAME Many schools developed unique games, mostly as a result of architectural features of their own schools and for many, the traditions are retained http://www.youtube.com/watch?v=RSdlWtk1gr I http://www.youtube.com/watch?v=anoIGVz0F s0&feature=related http://www.youtube.com/watch?v=1saMx2Nxc F4 Eton Fives

18. Organisation of games Early organisation was by the boys themselves – self government. Games committees were set up by the boys. Hierarchal structure allowed the prefects to organise the younger boys – social control Masters later became involved recruiting ‘Blues’ & having the ‘Old Boys’ come back to helping to achieve victory Success on the sports field would be used to impress future parents

19. Exam questions June 04 – Q1 (b) Jan 04 – Q3 Jan 09 - Q3 a & b

20. (ii) Run by older boys/sixth formers/organising own events; Teamwork/loyalty; Captain/leadership; Physical/hard work/fitness; Tactics/decision-making; Competitive in competitive society; Self-discipline/work under pressure; Testing courage and bravery; Lead by example; Sportsmanship; max 4

21. Qu 3 (a) (i) Football/rowing 1.original versions from villages; 2.played regularly/in leisure time; 3.older boys in charge/self governing; 4.developed rules/rationalisation; 5.equal numbers on teams/devised limited space/introduced boundaries; 6.inter-house/inter-school; 7.improved equipment/kit/technological developments/coaching;(4 marks) (a) (ii) 1.social control/occupy boys free time/safety; 2.preparing boys for roles in society; 3.develop athleticism among boys/physical endeavour and moral integrity; 4.adherence to letter and spirit of sport/sportsmanship/fair play; 5.promote team building/loyalty; 6.develop leadership; 7.develop muscular Christianity; 8.promote self-discipline/self control; 9.character building; (5 marks)

22. 3 (a)5 marks for 5 of. (sub max 3, don't need to make a direct link) CharacteristicsReflection of society Played occasionally10. Little free time Few rules11. Uneducated so no written rules Violent/injuries12. Harsh lifestyles Male13. Little money Low structure/unlimited time and14. Little transport/mobility numbers of participants/fewacross country boundaries Limited facilities/equipment needed Working classes Force rather than skill Local (b)4 marks for 4 of: Developed rules Skills Strategic/tactics Kit to distinguish teams Division of labour/e.g. attack defence/leadership/captain Boundaries e.g. pitches Facility/equipment developed Competition - house/inter school

23. Good ProgressOutstanding Progress Predicted Grade A & B students *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions *8-9/9 on the first exam question *List 4 reasons why mob games reflect pre-industrial society *12/15 on the second exam questions Predicted Grade C & D students *5/9 on the first exam question *List 2 reasons why mob games reflect pre-industrial society *8-9/15 on the second exam questions *6-7/9 on the first exam question *List 3 reasons why mob games reflect pre-industrial society *10-11/15 on the second exam questions

24. HOME LEARNING Athleticism What is athleticism? What were the physical & temperament benefits of athleticism?

25. Gloucestershire Cheese Rolling 2008 http://www.youtube.com/watch?v=OpzEF0D2xfE&feature=related