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SUBJECTS

The subjects studied by students when Enfield Public School opened in 1924 differ greatly from those studied by current students in 2023. 

Prior to 1987, students attended schooling throughout the year over the course of three terms, each with fourteen weeks and a holiday break in between. This is a major difference from the current schooling model, introduced in 1987, where a four-term model was introduced with approximately ten weeks per term. This change came about as the Acting Director- General of Education at the time received a report outlining that the shift to four ten-week terms would be of benefit to students, teachers and the community as a whole. 

The classes were grouped into first class, second class, third class, fourth class and fifth class. At the end of each academic year, students moved to the following year's group based on assessments and educational abilities. This saw many classes having mixed ages, with younger and older students put together, based on educational outcomes. All students were required to undertake an IQ test at the start of the school year, which was recorded on a record card. In 1945, Charles William, a year six student, got into a very successful school because of his IQ of 134 at 12 years of age. Another student named Cliff Minter had an IQ of 129 boosting him into the same school as Charles William. Furthermore, individual results were allocated for subjects such as English, dictation, mathematics, science and geography. At the end of the school year, teachers made recommendations for students based on their educational abilities and even wrote comments alongside students' pupil cards to describe their learning habits! This information was then used to decide if the individual student was to move on to the next year's group, or was required to repeat. When students reached the end of their primary schooling, specific recommendations were made for secondary schooling or the workforce.  

Girls and boys were split into different classrooms because they were taught different subjects and skills based on their gender. All students were taught reading, poetry, writing, and arithmetic. Grammar, geography, object lessons, history, singing, drawing, music and scripture were also subjects studied by the students. When the children entered fifth class, they were required to master algebra and natural science; with the boys also being taught Latin while the girls were taught French. Girls were also taught housework duties like cooking, cleaning, washing and needlework while the boys engaged in woodwork lessons. 

During class time, pupils that were in the infant school would write with thin slate pencils on slates, which they rested on their knees, whereas older children would practice their work on slates before writing into their workbooks. Most of their schoolwork was done by copying work from the blackboard and writing down their notes in one single notebook. Quite often in modern schooling, students are provided with multiple workbooks for the differing subjects and an increase in the use of technology to complete work is growing and becoming common practice. 

discipline

In the past, teachers maintained strict discipline using a punishment book. Teachers placed great emphasis on neatness and tidy workbooks, even resorting to ruler slaps on students' knuckles for untidy work. Beyond that, students faced disciplinary consequences for their attitude, lack of respect, and rule-breaking. The severity of punishment varied based on factors like repetition and school standards. These punishments were recorded in a punishment book, identifying the reason for the punishment, the person who gave the punishment as well as the punishment itself. 

awards

FORMER CLASS PHOTOS