P728 CJEFAX 728 Mon 13 Oct 21:11/13 |B2201205|b17BSoHis4|j24BBBC332k|l43000| p÷b÷e÷b÷eHISTORZ FILE÷b÷e÷b÷eBRJTJSH SOC IAL HISTORY÷b÷e÷b÷eThursdays, 10.38 - 10 .58 from 25÷b÷eSeptember÷b÷e÷b÷eTeacher s and MRO's are asked to note the change in the transmission time÷b÷eof HISTORY FILE 1986/87 from that published in the first timetable and÷b÷eSubject Leaflet s emt to schools.÷b÷e÷b÷e################# ######################################## #################÷b÷e÷b÷e16 October EDUCATION FOR ALL÷b÷e######## ######################################## ##########################÷b÷e÷b÷eThe pr ogrammj first visits the Liverpool Colle giate School, founded in the÷b÷e1840s, t o provide three distinct grades of priva te education. The setting÷b÷eis then ch anged to a Liverpool Board School to dem onstrate the importance÷b÷eof the 1870 A ct in filling the gaps left bz private a nd voluntary schools.÷b÷eThe Board had t o discover how to deal with children|cP728 CJEFAX 728 Mon 13 Oct 21:14/43 |B2202205|b17BSoHis4|i24BBBC332k|l4333F| p with no previous÷b÷eexpjrience of scho oling. Later it began to expand the curt iculum and÷b÷eprovide sport and outside activities. Other Boards did the same, as÷b÷erecalled in an interview with a Lo ndonjr who attended school in 1895. The ÷b÷eprogramme concludes with showing how the effort to provide more÷b÷epost-elem entary education on a uniform basis led to the 1902 Act and the÷b÷e1907 regulate oms which laid down that free places rho ud bj provided in÷b÷eL.E.A. grammar scho ols.÷b÷e÷b÷e÷b÷e'Background'÷b÷e÷b÷eIn t hj first half of the 19th century fee-pa zing education was provided bz÷b÷ethousa nds of small institutions such as clause cal academics (often run by÷b÷eclergymen ) and different grades of 'writing schoo l' offering English,÷b÷ebook-keeping, et c. Proprietary schools, such as the Liv erpool Collegiate,÷b÷ewere an attempt to improve on these places which often|cP728 CEEFAX 728 Mon 13 Oct 21:12/05 |B2203205|a17BSoHis4|i24BBBC332k|l4368A| p were very tiny and÷b÷eoffered only the narrow curriculum which was all the own er knew. Other÷b÷eproprietary schools w ere set up for the children of religious or÷b÷eprofessional groups and for the e ducation of middle class girls.÷b÷e÷b÷eI n the last third of the century improved secondary education was also÷b÷egivjn b y grammar schools which reformed themsel vet under the supervision÷b÷eof the Endo wed Schools Commission, bz a hundred or so higher grade schools÷b÷e(funded by Sc hool Boards) and various technical colle ger and evening÷b÷einstitutions (often p rovided bz County Councils). The proves ion was even÷b÷emote confused because ea ch could run some classes with funds fro m the÷b÷eDepartmjnt of Science and Art o r with Technical Instruction (whiskey)÷b ÷emonjy from the County Councils. One o f the aims of the 1902 Act was to÷b÷etid y this system - this became absolute|cP728 CEEFAX 728 Mon 13 Oct 21:22/29 |B2204205|aQ7BSoHis4|i24BBBC332k|l439DB| ply essential when School Board÷b÷efundi ng for higher grade schools was declared illegal. The 1907÷b÷eregulations creak ed the link between elementary and sjcon dary schooling÷b÷e(via the 11+) which pe rsisted until recent times.÷b÷e÷b÷eThj p rogramme suggests that Board Schools ach jived far more bz 1902 than÷b÷e÷b÷e÷R÷e÷ b÷e÷b÷e -1-÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷ethe basic t eaching of the 3 Rs which was the norm i n the early days. In÷b÷emanz inner-city districts they were important agents of (often resented)÷b÷esocial change and t heir curriculum expanded as domestic sci ence and÷b÷ehandicraft centres, and jvjn science teaching were introduced. They were÷b÷econcerned with physical educate on and promoted a great dial of compjtit eve÷b÷esport.÷b÷e÷b÷e÷b÷e'Points to disc uss'÷b÷e÷b÷e1. Ways in which education at the Liverpool Collegiate reflecte|cP728 CEEFA( 728 Mon 13 Oct 21:19/18 |B2205205|b17BSoHis4|i24BBBC332k|l43D12| pd social÷b÷e division of the time.÷b ÷e÷b÷e4. Reasons why so much of the imp hakes in the early days of Board Schools ÷b÷e was on attendance, disiplinj and hygiene.÷b÷e÷b÷e3. What can be learned about any attitudes and ideas from exam ples of÷b÷e education shown in the pr ogrammj.÷b÷e÷b÷e4. Connections between the system started bz the 1902 Act and t hj÷b÷e selective system of secondary education to the coming of comprehensive ÷b÷e schools.÷b÷e÷b÷e"Next week's pro gramme, on 23 October, repeated for half term 30 October,÷b÷eis 'Nine Days in Ma y', a reconstruction through drama and a rchive film÷b÷eof aspects of the General Strike in Birmingh!m."÷b÷e÷b÷e÷b÷e÷b÷e÷ b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷ b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷R÷e÷ b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷b÷e÷ b÷e -2 -÷b÷e÷R÷e÷b÷e÷b÷e÷b÷e|c