1. How far did the composition of the English armies change in the 20th century?

2. Learning objective – to be able to identify changes and continuities in the composition of Modern armies.
I can describe the key changes and continuities in the composition of Modern armies.
Grade 3
I can explain the key changes and continuities in the composition of Modern armies.
Grade 6
I can explain and assess changes and continuities in the composition of Modern armies.
Grade 9

3. How did the key components of the 20th century armies change?
Infantry – The proportion of the infantry of an army has declined from 65% in 1914 to 25% in Although they are the most likely to fight on the ground, warfare has become more complex and other components have developed.
Cavalry – The age of cavalry ended in 1918 as horses were replaced by tanks who completed similar roles of charging at the enemy and protecting infantry.
Artillery – few in number – 20% of the entire army in 1918 and 10% in However, instead of big guns, enemy is now bombarded by missiles from aircraft and tanks.
Specialist troops – The biggest change in the twentieth century – 5% in 1914 and 55% in Specialist units now dominate the army.

4. How far did the structure of the armies change?
Lord Haldane, Secretary of State for War in 1908 streamlined the army into two sections – The Regular Army – a permanent force of 150,000 – and The Territorial Army – a reserve and part time force to be called upon in an emergency.
This structure is still in place with the Regular Army being the standing army – a full-time, volunteer force – and The Army Reserve – a part-time force.
What remained the same also was the size of the army –Britain has consistently had a small, professional army, which then expanded in times of emergency.

5. How did the army become increasingly specialised and professional?
The growth of specialist roles emerged from the need to cope with hi-tech weapons, the need for greater logistics and communication technology which required specialist training.
Key outcomes of this were specialist military training schools, development of the Intelligence Corps and bomb disposal units.
Previously, logistics were poorly organised by the Army Service Corps formed in 1914 changed this and were core to the massive logistical demands in the Second World War [ D-Day for example]. This developed further with the formation of the Royal Logistical Corps in 1993.
With explosive devices on the rise, the formation of the Explosive Ordinance Disposal Unit was required. 25 specialist units were formed in 1940 and further units were formed after the war to deal with unexploded bombs across the country. Terrorists increasingly used explosive devices from the 1970s and the first remotely controlled robot to disarm bombs was created in 1972 and sniffer dogs have been since used to detect bombs.

6. How did the army cope with the changing nature of warfare?
The First and Second World Wars were both examples of total warfare. This is when whole society was focused on the war effort. Often total warfare requires the aim to wear down the opposition in terms of morale, resources and fighting. This is a long term strategy and is called war of attrition. Attrition leads to high casualty rates.
In both the First and Second World Wars, total warfare and attrition led to the defeat of Germany through the nation’s collapse rather than military defeat.
Since 1945, three types of warfare have emerged –
Asymmetrical warfare – unequal wars with one well-armed nation against a weaker nation – such as the Falklands War in 1982.
Guerrilla warfare – unequal warfare where the weaker army or terrorists adopt ‘hit and run’ tactics in smaller confrontations – such as the Vietnam War in ad Iraq between 2003 and 2010.
Nuclear warfare – which sees competing nations having the best technology with the threat of MAD preventing confrontation.

7. How did tactics and strategy develop in the 20th century?
The key development in tactics was combined arms tactics where close co-ordination of land and air troops with maximum use of the latest weapons was developed. The earliest example of this was the German Blitzkrieg strategy from Here, aircraft would bomb key positions and destroy communications gaining air supremacy. Then the infantry and tanks would enter the battlefield supported by aerial bombing.
This provided the blueprint for modern warfare and similar tactics were used in Iraq just with more modern equipment, such as missiles and helicopters.

8. How did communications develop in the 20th century?
Dramatic advances in communications shaped warfare in the 20th century as no longer commands were reliant on voice, signals and written messages.
Cable telephones were able to send message through code – although cables could be cut or damaged by shells.
Wireless radio became readily available from the 1920s and did not need cables for connections.
Radar used radio waves to detect positions of objects.
Digital technology could send messages which are encrypted quickly and safely.

9. Task – sort out the cards under the headings – No Change, Some Change and Lots of Change
Horses were replaced with tanks on the battlefield to charge and attack the enemy.
Haldane reformed the structure of the army to include the Regular Army and the Territorial Army.
Formation of the Explosive Ordinance Disposal Unit dealt with unexploded bombs across the country.
Modern armies had infantry and mobile troops, such as tanks.
Growth of Total Warfare and Wars of Attrition.
Artillery declined and now came in the form of missiles and tanks.
Development in communications, including radio and digital methods.
Modern armies saw the rise of specialist troops.
Development of Asymmetrical Wars, Guerrilla Warfare and Nuclear Warfare
Combined arms tactics co-ordinated land and air troops in synchronised attacks.
Massive logistical demands led to the formation of the Royal Logistical Corps in 1993.
Britain had a small, professional and highly-trained army.

10. Convert this diagram into a different form of notes
Convert this diagram into a different form of notes. Extension – can you add any facts post 1945 to each section?

11. Plenary – My Brain Subheading – My Brain
Draw an outline of your brain.
Fill your drawn brain with all the things you have learnt in this lesson. This can be in the form of key words, drawings, bullet points, lists – anything you like so long as it summarises your learning and that others can understand it.