HS- Syllabuses Flashcards
What were the 1952/1954 objectives
- Physical fitness
- Good physique
- character development
Why were the 1952/1954 syllabi replaced
Due to the teacher strikes in the 70/80s
Why was the 1933 syllabus replaced
Teachers wanted more dance and creativity
Outline the objectives of the 1902 model course
- To increase children’s fitness
- To train children in the handling of weapons
- To instil discipline for the working classes
Why was the 1902 model course rejected
- imposed by war office
- unsuitable for children
- NCO’s were teaching, not teachers
Why was the 1933 syllabus rejected
- a more holistic approach was needed
- needed to be more creative
- female pe teachers wanted in
- facilities were improving
What were the objectives of the 1933 syllabus
Physical fitness Posture Therapeutic benefits Development of mind and body More child centred
What was the methodology of the 1933 syllabus
Still mainly direct style
Some Decentralised elements
Some group work
Taught by non-specialist teachers
What were the 1952/1954 syllabi content
Agility exercises, gymnastics, dance and games skills
Theme or sequence work
Movement to music
Apparatus work
What were the 1952/1954 syllabi methodology
Child centred
Teacher guidance rather than direction
Problem solving / guided discovery
What was the 1970’s teacher industrial action
After the 1950s the teachers went on strike, so there was industrial action. This meant school sport was limited and extra-curricular activities severely restricted or stopped. Many children went and joined sports clubs. Children became angry and the teachers received negative publicity.
What are some benefits of the NC
Higher standards
Clear national standards
Broad balanced programme
Increased likelihood of BAHL
It provided some support, especially to non-specialist PE teachers
It develops a variety of different skills such as learning, thinking and analytical skills as well as creativity, innovation and enterprise, Independence, understanding of different roles i.e. leader, coach etc
It develops social skills such as fair play
What are some drawbacks to the NC
More paperwork for staff
Lack of assessment experience for non specialists
Schools can still offer unbalanced programmes
Can impose pressure on schools with facilities such as tennis courts
What was the aim of the elementary school drill
- Fitness for army recruits
- In 1866 the Army rejected around 380 out of every 1000 recruits on physical health grounds
- Children were malnourished and sickly leaving most of the working classes unfit for service in the war
- Discipline
- To do for working-class children what games was doing for public school boys
What was the content of the elementary school dril
- 1870- Military drill
- 1890- Swedish drill (Swedish style of physical training)
- 1900- Games
What was the method of the elementary school drill
- Authoritarian/ command response
- Taught by army non-commissioned officers (NCOs) in 1870’s
- Taught by qualified class teachers in 1890’s
- There were few qualified teachers
What was the content of the 1902 military drill
- Military drill and marching exercises
- Static exercises such as arm raises
- Weapon training (exercises with staves)
- Deep breathing
What was the method of the 1902 model course
- Command-response (for example- stand at ease, attention, about turn)
- Group response so no individuality
- Lowered the status of the subject
- Large number in a small space
- Children treated as soldiers and expected to obey
- Girls and boys instructed together
- Failed to cater for different ages and/or gender
- Children in ranks, columns and lines
- Set against backdrop of poor diets, bad housing and social deprivation
What is child centred teaching
•Use of discovery method of teaching.
• Encouragement of healthy activity.
• Recognition of individual differences
- Apparatus that had been used in assault training provided schools with adventurous apparatus and experiences.
How may have socio-cultural factors have affected PE in the 1950’s
- The effect of wartime bombing and re-building of primary and secondary school schools.
- Several experiences from World War II such as hardship, comradeship and restricted freedom.
- The provision of equipment in school halls such as the innovation of new tubular apparatus.
- The increase in working class opportunities, particularly for the female workforce.
- Industrial recovery, media expansion and global awareness.
- Free state education for all and its idealistic intentions.
