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The Hadow Reports were a series of influential government reports on education in England published between 1923 and 1933. Chaired by Sir William Henry Hadow, the consultative committee produced recommendations that significantly reformed the structure of the school system, particularly by establishing a clear division between primary and secondary education at age 11. The Hadow Committee produced six reports covering different aspects of the English education system: The Education of the Adolescent (1926): It recommended that education be “regraded” into two distinct phases: primary education up to age 11, followed by secondary education. It also proposed raising the school leaving age to 15. The Primary School (1931): This report focused on children aged 7 to 11 and took a progressive stance on the curriculum. It famously recommended that the curriculum should be centered on “activity and experience, rather than of knowledge to be acquired and facts to be stored”. The Differentiation of the Curriculum for Boys and Girls (1923): This report recommended greater curriculum flexibility in secondary schools, particularly for girls, and argued for more emphasis on subjects like music and art for both sexes. Psychological Tests of Educable Capacity (1924): The committee reviewed the use of intelligence tests but expressed caution about their over-reliance. It recommended that tests be used as a supplement, not a replacement, for traditional assessment methods. Books in Public Elementary Schools (1928): The report highlighted the inadequacy of book provision in many elementary schools. It called for more library resources and higher-quality books for pupils. Infant and Nursery Schools (1933): The final report advocated for the expansion of nursery education, particularly in impoverished areas. It also promoted a child-centered, activity-based approach for infants. Learn more about the Hadow Reports |
William Henry Hadow 1859 to 1937 A leading educational reformer, a musicologist and a composer.
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