A folder called “Scheme of Work was borrowed from the school it consists of eleven folders (83 pages). Unfortunately this is not dated but a very rough idea of the date can be established since in the English folder “Marion Richardson writing will be introduced to give a fluent rhythm to their writing”, this was published as a series of hinged cards, to assist teachers in 1934. In the Mathematics folder the English coin the farthing is still being used in sums; the farthing creased to be legal tender in 1960. Quite a wide span of years.
Below is a selection of the syllabus from the folders –
Infants
The general aims for reading in the Infant School are to arouse
in the child a desire to read and to give him the opportunities to satisfy the desire.
1. Names.
2. Birthday notice with changing names.
3. Window for children's birthday presents or toys brought to school with label. e.g. This is John's train.
4. Notices for clearing up. e.g. Put the bricks here.
5. Sentences concerning children's own interests using:-
Here is, There are; This is; Please; also using verbs of action e.g. Put, shut, open, sweep, come, or common names such as:-,
sand, clay, water, toy, doll and connective words, such as and, or, on, in, by.
6. Library corner and pictures.
7. Nursery Rhymes and jingles. Pictures with Rhyme written under.
8. Own Picture, paintings, drawings with short sentence underneath.
9. Own News book.
10. Class News Book.
11. (a) Wall Story. (Centre of Interest). (b) Wall Story of first reader.
12. Matching sentences (a) or (b).
13. Sentence snap (a) and (b).
14. Cutting matched sentence into words and re-making sentence (a) on first sentence (b) without first sentence.
15. Hectograph book if possible.
16. Individual apparatus - pictures and sentences, matching words to make up sentence.
17. Phonics.
18. Word study.
19. Suitable books.
CONVERSATION.
Conversation is a widely misused term. Children cannot converse to order in a twenty minute section of a daily time table; the result, by this method, is stilted, artificial, and a "subject". Freedom must be given to enable children to talk, argue, quarrel and agree for a very large part of the day. Only in this way can they develop a skill to enable them to talk intelligently in later life, for skills must be practised continually to be effective. Young children say things before they are aware of their significance; thoughts follow verbal utterance in the solving of problems in the same way that the children must hear what they read before it means anything. If children are encouraged and stimulated in their talking, many opportunities will arise for the extension of vocabulary and for the improvement in clarity of expression.
It is unnatural and stultifying for children to work silently. If interests are aroused then silent work will follow.
Games and P.T. - CLASS IV
BALANCE MOVEMENTS ON FORMS
1. Balance positions on form combined with walking steps, following in a stream, 4, 6 or 8 forms parallel. e.g. Leg swinging forward, backward, sideways, circling. Toe tapping, knee raising, knee full bending, etc.
2. Jumping with three steps start to land on a form in knees full bend. (Partner to support if necessary).
3. Walking from opposite ends, catching and throwing a quoit or small hoop (swing the arm forward when throwing and backward when catching). Repeat with each hand in turn. Later repeat with forms narrow side up.
4. “Fighting Cocks”. In twos, partners facing with forefingers touching, trying to dislodge each other from bar. (Forms narrow side up, two couples to each form. Only the forefingers may touch).
5. Walking a long stepping over obstacle. (Form narrow side up).
6. Walking along, bending to pick up object from floor and placing it on opposite side of form. (Form narrow side up).
7. Walking along with a ball throwing and catching, bouncing, pat bouncing, etc.
8. In twos walking from opposite ends, throwing a ball to each other. (Two forms end to end and space between). Repeat walking backward.
Variations - (a) As above, partners about 2 yards apart, one moving forward and the other backward; (b) walking sideways, throwing to each other. (Forms parallel with a good space between, partners facing on opposite forms). (c) Walking forward with leg swinging forward throwing ball sideways to partner under leg. (Forms parallel with space between, partners side towards each other on parallel forms). (d) Walking along form in a stream passing ball overhead “Keep the pot boiling”. (Each jumps off at the end and runs to back of line to continue).
Music
1. To teach to sing by ear and note; to train the ear and voice so as to give power to appreciate and perform music.
2. To wake a rhythmic response in the children and so to lay the foundation of true music.
3. To form an early taste for music which will exert a beneficial influence upon the choice and character of the amusements of the people.
4. To cultivate patriotism, industry, loyalty and religion.
CLASS I
Breathing & Voice Training.
Tune. Sight Reading of notes of scale in any order. Simple passages, from Staff and Solfa Notations. Recognizing Notes. The Home Note - Doh.
Time. To read passages in Simple Time including crotchets and minims. Appreciation of Time Clapping for strong and weak beats.
Ear Training. Name notes sung or played, tap rhythm and beat time. Imitate phrases played or sung.
Songs. Folk Songs. Community Songs. Songs from Poems. Rounds.
Percussion Band. Rhythm Names. Ta - te etc. Pieces from Song Time. Country Dances.
Nature Study
1. At an early age to stimulate and encourage love of awakening life. To foster observation and care of animal and plant life.
2. To create the instinct of new discoveries through the medium of nature walks and to satisfy the child’s curiosity as far as possible.
3. At a later age to improve the child’s reasoning power through observation, query and answer.
STANDARD I AND INFANTS
SPRING AND SUMMER.
The awakening of life - opening of buds (baby branch) plants springing from the ground; return of larks, crows, etc. Building of nests; chickens, lambs, etc. Insects, e.g. the fly comes out of the sleeping case. The sorting of seeds.
Growth of grasses, corn, etc; return of the swallow and other insect loving (eating) birds; long sunny days; activity of birds and insects - bees, wasps, butterflies; the coming of flowers; e.g. daisy, primrose, willow herb, hawk-weed, dandelion, etc.
AUTUMN.
Ripening of seeds; disappearance of summer flowers and the taking of their place by seeds.
Work carried out in the gardens and allotments.
Gathering of migratory birds, e.g. larks, swallows, starlings.
Caterpillars become pupae. Changes in the colour of the landscape, in length of day, in temperature.
Disappearance of the bat, toad, frog, etc.
WINTER.
Leafless and evergreen trees. Pupae of moths, and other insects. The sleeping animals, e.g. squirrel, dormouse, bat, etc.
Short days; snow; frost.
Simple temperature chart of inside and outside temperature kept by teacher but reading by children.
Needlework
JUNIOR NEEDLEWORK - STANDARDS II, III & IV.
KNITTING
Dolls' clothes. Johnny caps for children - vests.
EMBROIDERY STITCH
Tacking variations - hemming - chain stitch - stem stitch - back stitch - blanket stitch - buttonhole stitch - Lazy Daisy stitch - fly stitch - bullion and French Knot - Applique work.
DRAFT PATTERN OF
Pinafore, and adaptation for princess petticoats - knickers.
SEAMS
Run and Fell, French Seam.
FINISHING OFF RAW EDGES
Hem with decorative stitch.
Plain Hemming.
Binding with straight strips.
Binding with Bias Binding.
GARMENTS
Pinafore, magyer overall, simple princess petticoat, knickers (elastic), chair backs, table runners, cushion covers, book covers, bags, string bags, egg cosy, tea cosy, handkerchief satchel, needle case.