Section One:
The historical
context
BESA was founded 75 years ago. Since then the context of
education has changed, as have the methods and situations in
which education is delivered. This has been reflected in, and
influenced by, the nature of the resources produced. These
have, in themselves, been affected by curriculum change,
education philosophy and approaches to funding. The
relationship between the context of education and the
resources used in schools and colleges can best be described
as ‘symbiotic’.
1.
Schools and
rural areas, but as the suburbs grew, new buildings
learning:
were required, and there was a significant
the 1930s
programme of building in the 1930s. These schools
differed
_
they were often quite large, but might
be divided into infant and junior schools. They
Children compulsorily attended school between usually had a central heating system, though still
5 and 14 years of age, often in free elementary with outside toilets, and quite often had a playing
schools which served the whole age group. field attached. The space around the school was
Approximately 20% of pupils identified as more often divided into separate boys’ and girls’
able applied for transfer to secondary schools, playgrounds, and the focus was very much on
generally at 11 years of age. This was achieved classroom teaching.
through a variety of entrance examinations or
selection processes, determined either by the The Ministry for Education ruled absolutely in terms
particular school, or by the local education of approval for the provision of schools and also in
authority. These schools were not free, though terms of the equipment that was purchased for
many children received scholarships provided by them. However, the teaching was completely
the county or particular charities. devolved, not just to the individual school, but to
the individual teacher. Subjects taught at
School buildings were often Victorian, with high elementary school were heavily focused on
ceilings, high windows so pupils could not be reading, writing and arithmetic, though some
distracted as they tried to look out, fairly large nature study would be a common feature as would
classrooms capable of housing the 40+ children singing, a small amount of ‘physical training’ and
who might have occupied a class, and generally some practical activities
_
drawing and art for all,
with a hall that served many different purposes. knitting for the girls, and woodwork or metalwork
Schools were found especially in town centres and for the boys.
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