Revision of the State primary school curriculum in Victoria, 1928-34: its social and educational context

Master of EducationIn the years 1928-34, educational leaders in Victoria worked towards a comprehensive revision of the State elementary school curriculum, a process which culminated in the publication of the General Course of Study for Elementary Schools, 1934. During these years the concept of curriculum expanded. It came to include not only the content of the printed courses of study, but also expressions of belief regarding the place of the school in society, ideas related to child development and learning theory, and to the everyday events and activities which took place in schools. Educationists saw in Australia's response to World War I, her commitment to the concept of Empire, and the increase in Australian nationalistic feeling, a set of social factors which helped shape the view that the school should promote the ideal of social unification. Never precisely defined, social unification was seen to involve the production of intelligent citizens who could assist the development of a better society. Education was thus seen to be a major vehicle for instilling the "spirit of service" within children. Educationists devoted increasing attention to an identification of societal changes as they perceived them. Further, they sought to define the implications of these changes for the elementary school curriculum. The depression of the early 1930's reinforced the view that the school and its curriculum should provide pupils with the means to affect the future of society. The concept of democracy, too, was an important factor contributing to an expanded view of curriculum. Closely associated with democracy were the notions of individuality and socialisation, each of which was seen to be an important aim of educational endeavour. Despite problems of definition, the concept of democracy bolstered the view that the school and therefore its curriculum should be a means of social unification. Perceptions of the prevailing social situation inevitably led to an identification of the shortcomings of present educational theory and practice. An increasing number of Victorian educationists took the opportunity to experience, at first-hand, educational practice in the U.S.A. and Europe, with the result that access to the writings and ideas of overseas educationists was facilitated, and that the eclectic approach which typified Victorian educational developments was enhanced. A comprehensive, yet ambiguous set of aims for the Victorian elementary school was stated. It reflected the view that the school was an important socialising agent within society. Further, a set of principles for curriculum revision was identified. Derived from the English Hadow Report, it indicated the growing awareness that the discipline of psychology was crucial for the design of an appropriate curriculum for Victoria's school children. Despite the fact that an expanded view of the curriculum had emerged, imprecision of language, incomplete understandings and misinterpretations of ideas or practice led to conflicting ideas and ambiguity. In addition, within Victoria's centralised education system, there were a number of constraints which affected the outcomes of the curriculum revision movement. The 1934 Course of Study reflected these constraints. It nevertheless did indicate that significant advances in educational thought had taken place