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Established three stages of education. Primary, secondary and further education. LEAs were changed so that they contributed towards the spiritual, moral, mental and physical development of the community through education in these stages, targetted to meet the needs of the population of their area. This act also meant free compulsory education to the age of 15 and free education to 18. It made reference to how it should be organised leaving most of the ground work to the LEAs.
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The report recommended raising the school leaving age to 16 years and introducing comprehensive schooling for all with a new exam below level to cater for a wider ability range. The report also suggested a range of sixth form courses other than the A level and pointed out a 'wastage of talent' among working class children and school leavers. This introduced the idea of vocational education and training.
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introduced the next 40%, still leaving 40% without accreditation.
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This report provided statistics detailing pupils reading test scores by school and region with schools failing many students aged 13-16 of average and below ability. This called into question many secondary modern schools who seemed to be seriously deficient with most funding being channelled into the grammar schools.
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This declared the labour parties intentions to end selections and seperation in secondary school education.
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This report stressed the influence of environmental factors in learning and development rather than a genetic ability. It developed the idea that every child is an individual and develops at their own rate physically, intellectually and emotionally. The Plowden committee put the child at the centre of learning and opened up new approaches to pedagogy.
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This withdrew the requirement for LEAs to become comprehensive.
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This was to address the growing problem of unemployment in youth through such initiatives as the youth training schemes.
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James Callaghan, labour prime minister, claimed that schools were failing pupils, parents and the country. He said schools did not meet the needs of industry and did not take employment into account when planning curricula. He introduced the idea that school was to equip children with the skills that they need to do a job and get work along with taking a constructive place in society. Employers joined this debate leaving teachers feeling uncertain of their role.
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Introduced the concept of a special educational need when a child has significantly greater difficulty in learning that most children of the same age. This gave LEAs a duty to identify and assess special needs and provide a statement so these needs must be met. This also gave parents the rights to be consulted and to appeal against statements of special needs and said that children with special needs should be educated in mainstream schools provided that their needs can be met.
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This introduced 11-18 schools partially funded by industry, run on business lines (longer school day) and was offering a vocational as well as academical curriculum.
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This trial involved combining GCE 'O' level with CSE.
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This was established and following the introduction of national vocational qualifications (NVQs) to acredit achievement and competence in the work place, it followed that this led to the introduction of vocational qualifications in schools and colleges.
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This was chaired by Paul Black and identified attainment targets and levels of attainment in each subject, suggesting what each student should be attaining at each key stage.
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In the late 80s schools were allowed to opt out of LEA control by getting funding direct from central government and secure funding from borrowing against their assets and through business partnerships.
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In 1988 the O level and the CSE were replaced with GCSEs in all subjects. This introduced course work and an application of knowledge which was not just the memorisation of facts.
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A national curriculum stated that core subjects must be taught from the ages 5-16 and stipulated that other subjects should be taught. This also introduced national testing (SATs) at ages 5,7 and 11 in the corse subjects with the results being published as a way of measuring school quality.
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I started school in September 1992 at the age of 4. My birthday is in August so I was one of the youngest at school and did not go to nursery. Instead I went to play school then straight to infant school.
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Office for Standards in Education established to monitor and report on the quality in schools. This also investigated wider issues such as equality, teaching and learning in specific subjects.
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Set up in response to the campaigns against the national curriculum and its testing regime by major teaching unions. This recommended a slimmer and less prescribed curriculum and a range of academic and vocational pathways for students aged 14-19.
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Teacher training agency takes control of the funding and quality of teacher training.
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Code of practise for special educational needs sought clarity on what constitutes a special need. An SEN tribunal panel was set up for parental appeals.
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I started at Michael Drayton Junior School in September 1995. I started at this school when I was in year 4 although the year I moved up there had been a change so that year 3 was at Michael Drayton also and year 7 was moved to Hartshill school. I sat year 6 SATs at the end of my time there.
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Also KS1 class sizes were reduced to 30.
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White Paper 'Excellence in Schools' recommended that the literacy hour be in place in all primary schools by 2008.
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This proposed a network of Training Schools that would have additional funding to become leaders of initial and in-service professional development.
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Education Action Zones set up to allow local partnerships to develop new and imaginative approaches to raising standards in disadvantaged areas. New categories of school were introduced incluing Community, Foundation, Voluntary Aided and Voluntary Controlled.
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Education for citizenship and the teaching of democracy in schools. This gave guidance on homework, established the literacy hour and set up a numeracy task force.
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Also the introduction of 'Beacon' schools (successful schools funded to support less successful ones). The National Grid for learning was establish and there was guidance on national childcare strategies and early years development.
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Founded in 1959. I joined in 1999. Hartshill was a comprehensive and was 'grant maintained' gaining technology college status while I was there. I did year 9 SATs at Hartshill and studied GCSEs in Maths, English Language, English Literature, Science (Double), RS (Short), Spanish, Music, Graphic Products and Art. I was in top sets for all setted subjects.
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Established predominantly in areas of social deprivation to work with 0-3 year olds and their families. Also the excellence in cities initiative was launched in the Robinson Report: All our futures.
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This was now the duty of LEAs to promote racial equality.
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Department for education and skills
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as part of the national curriculum
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Brought in after the Victoria Climbie Inquiry Report. Building Schools for the future is launched.
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This removed administrative tasks from teachers such as exam invigilation and gave planning, preparation and assessment time to teachers in the working day.
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In 2004 I started at King Edward VI College known affectionately as KEGS (King Edward Grammar School). The school was founded in 1552 as a fee paying grammar school. It became non-fee paying following the education act in 1944 and closed in 1974 to be re-established as the sixth form college. I gained 3 A-levels in my time there and 1 AS level.
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This included the view that all schools should become foundation schools i.e independant from LEA control. This responded to various reports about schools admission policies.
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This now integrated children's services, extended shools to provide out of school activities and community facilities and to give access to specialist services.
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This stated that funding from schools would now come directly from central government. and that new schools could be part funded by any 'promoters' eg religious groups or parent groups. TTA became the TDAS (Training and development agency for schools and they took responsibility for the whole school workforce.
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In 2006 I started at Coventry University. I graduated in 2009 gaining a 2:2 in Computing.
