Unsplash/GettyEducation trends come and go, but some of the ideas dismissed or replaced decades ago are now being reconsidered. In particular, several teaching methods from the 1960s—once seen as outdated, too experimental, or simply out of fashion—have quietly resurfaced in modern classrooms, repackaged with new terminology and research. Here are some 1960s educational methods that have come full circle.
1. Learning through play
In the 1960s, the value of play-based learning was championed by educators who saw early childhood development as a time for exploration, imagination, and social learning. It was a reaction to more rigid, drill-based systems of the past. Programmes like Britain’s Plowden Report (1967) supported play in primary schools as a way of building curiosity and independence.
Decades later, play-based learning is back in focus—particularly in early years education. Modern frameworks like the EYFS (Early Years Foundation Stage) in the UK promote active, exploratory play as a way to foster creativity and problem-solving skills. What was once seen as soft or non-academic has gained respect as an essential part of child development.
2. Project-based learning
The 1960s saw a rise in project-based and topic-based learning, especially in progressive schools. Students were encouraged to explore real-world themes, often across multiple subjects. It was an attempt to move away from rote memorisation and towards deeper engagement.
Today, project-based learning is everywhere—under the umbrella of “inquiry-based” or “experiential” learning. With the help of technology, students now build websites, run mock businesses, or collaborate on global issues. The method’s return reflects a renewed belief that learning should feel relevant and hands-on.
3. Mixed-ability classrooms
Group teaching without streaming became increasingly popular in the 1960s, with schools moving away from strict ability grouping. The idea was to avoid labelling children and to promote equality of opportunity.
Although ability grouping returned in many schools in the 1980s and 90s, today there’s a push back towards inclusive, mixed-ability teaching—especially at primary level. Teachers are once again encouraged to differentiate within a classroom rather than separate students by supposed capability.
4. Thematic curriculum
Thematic teaching—organising lessons around broad, cross-curricular topics—was a hallmark of 1960s innovation. Rather than isolating subjects, teachers linked history, geography, and science around a central theme (e.g., “Water” or “Homes”).
Modern iterations of this can be found in creative curriculum planning today. Schools integrate literacy, science, and even maths into broad themes, encouraging holistic understanding and deeper connections. What was once radical is now applauded for making learning more cohesive and meaningful.
5. Student voice and autonomy
The 1960s marked a cultural shift in many Western countries, and schools weren’t immune. Progressive educators began giving students more say in their learning—allowing them to choose reading books, propose topics for exploration, or take part in shaping class rules.
Fast forward, and modern education frequently emphasises student voice, from school councils to personalised learning. Pupil agency is now seen as a route to motivation and engagement, echoing the same ideals that once made 1960s classrooms feel radical.
6. Collaborative learning
Group work, peer discussion, and co-operative tasks were all encouraged in 1960s classrooms, particularly in primary education. The idea was that children learn from one another, develop communication skills, and build empathy.
While competition dominated classroom culture for a while, collaboration has made a clear comeback. Today’s emphasis on teamwork—especially in preparing students for the workplace—means co-operative learning is not just accepted but expected.
7. Outdoor and experiential education
The idea of taking learning outside the classroom was growing in popularity in the 1960s. Forest walks, pond-dipping, and community-based projects were part of efforts to connect learning with the real world.
Today, outdoor learning is increasingly seen as vital—not just for physical health, but for mental well-being and engagement. Forest schools, environmental education, and nature-based curricula reflect a return to the idea that not all learning happens at a desk.
8. Emphasis on emotional development
1960s education pioneers, particularly those influenced by humanist thinkers like Carl Rogers, believed emotional development and self-esteem were just as important as academic achievement. This led to new approaches in classroom management and pastoral care.
These ideas are now being re-examined in the context of mental health awareness. Modern schools are adopting emotional literacy programmes, mindfulness, and well-being strategies that echo earlier approaches—but with greater scientific backing and social urgency.
9. Creativity at the centre
In many 1960s classrooms, music, art, and drama were integral—not extras. Creative expression was seen as essential for a well-rounded education and a means of developing thinking skills.
Although creative subjects were marginalised during test-heavy eras, they’re making a comeback. The arts are being recognised again for their cognitive and emotional benefits. Cross-disciplinary innovation is also driving renewed respect for creative thinking.
10. Whole-child philosophy
The phrase may not have been new in the 1960s, but the practice gained serious traction. Education wasn’t just about reading and writing; it was about supporting the social, emotional, physical, and intellectual development of every child.
This philosophy underpins much of today’s best practice in education. From trauma-informed teaching to wraparound care and inclusive SEND support, the idea that we educate people—not just learners—has come full circle in the 21st century.
What was once branded as idealistic or unstructured has been reborn with new tools, evidence, and urgency. The 1960s may have been a time of experimentation in schools, but many of those experiments laid the groundwork for what we now consider forward-thinking education.
