ABSTRACT
For pupils the school day is split up into ‘packets’ of time (periods) in which they are expected to engage with different knowledge-systems (subjects). At Greenfield there were seven periods per day, each forty or fortyfive minutes long. Each fourth year had five English and five mathematics periods per week and the pupils taking French had four periods of it per week. The combination of fragmenting pupils’ time and space in the school day and dividing their experience of school knowledge was fundamental to the organization of the school. The school staff were specialists in certain subjects and they were collected into subject-based departments which took responsibility for the teaching of certain knowledge systems.
