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The report attempted to structure the education system after WW2. It raised the school leaving age to 15 and provided free schooling to pupils attending grammar, secondary and technical schools. Pupils undertook the 11+ exam for entry into grammar schools. Free education up until 18 was also made available Local Education Authorities obliged to contribute towards the holistic make of the local population in the areas of moral and spiritual development.
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Examined the education of 15-19 year olds and recommended increasing school leaving age to 16. It recognised that colleges were the sole route into university but did not offer a wider scope for gaining an education other than A-levels. (McGrath, 2006)
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The certificate was brought in to address the abilities of the wider range of pupils in order to gain a fairer footing post education. (QCDA, 2009)
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The report identified the gap between comprehensive and grammar education using statistics to prove that the envisaged attempt of equivalence between the two types would/may be achieved. The report also argued that the lower ability groups of 13-16 year olds should receive more help with educational resources (Gillard, 2007)
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The government declared its intention to end selection and to bring to an end the autonomy in schools. This was known as the organisation of secondary education.
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The idea of Pedagogy by certain primary schools was welcomed, accepting the notion that environmental factors also contributed towards the development and learning of a child. Comprehensive schools also followed suit. The underpinning philosophy driving this change was to provide a fairer environment for the varying abilities of a child during its development. The child was placed at the apex of its learning to experience attraction and contraction in its emotional, physical and intellectual d
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Issued by the then Secretary of State for education Margaret Thatcher that LEAs are no longer required to produce plans to reorganise secondary education (Seymour, 2006).
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The economic down turn of in the middle of the 1970’, the rise in unemployment and the decay of UK manufacturing industries led to the school leaving age being raised to 16. The Labour governments considerable overspending and too much acquired debt were to blame for the downturn with parallels being drawn from the 2008/9 recession and blame being placed at the Labour governments door in both recessions (financial advice, 2009).
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The Commission was established to investigate employment initiatives for the youth. Its case for argued for by MP Mr Maurice Mcmillan (Secretary of State for Employment: 1972-73) in an address to the Commons (Hansard, 2005). The Youth Training Scheme (YTS) was proposed by the Commission with restricted success.
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The Act made it illegal for anyone to be discriminated on the grounds of their gender (sex). The Act was related or restricted to employment, training and education. However, exceptions were made in certain circumstances. This Act was reflected in changes to the curriculum showing a more balanced subject intake between boys and girls (e.g. sports, English and technology) (Croxford, 1994).
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The PGCE was made compulsory for teacher wanteing to enter the profession. It wasn't until 32 years later that this law would actually affect me and now it has.
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Prime Minister Callaghan argued that schools did not have or lacked the vision of an educated population and thus were failing to produce an educated work that could also find their place in society at a social level. He also argued that schooling focused on one of the above and not both. Employers seized the opportunity to participate in ‘The Great Debate’ (Guardian, 2009) thus leaving teachers uncertain about their exact role in schooling.
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The Race Relations Act was similar to the Sex Discrimination Act (1976). It also extended discrimination in respect to the area of housing, and extending of goods, services and facilities. It was upgraded in 2000 in response to the Lawrence Enquiry in an attempt to prevent institutional racism (OPSI, 2009, Chapter 34).
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I was born in:
Birmingham,
West Midlands.
UK. -
Somerville Junior and Infant School. Somerville Road, Small Heath, Birmingham, B10 9EN. E-mail: enquiry@somerville.bham.sch.uk. Telephone: 0121 675 0956
Fax: 0121 675 3890. http://web.somerville.bham.sch.uk/sv/contact_us There is not a lot I can remember from this year apart from having to go in the afternoon to this new cosy building called reception.The afternoon would be spent playing with toys and sand. I can also remember having orange squash and biscuits towards the end of the day. -
It was my first year into the new building called school. The school hall was dauntingly huge in my eyes as well as the classrooms. However, there was a warm and inviting atmosphere. I was met by Mrs Byers who eventually became my only favourite teacher for the rest of my schooling years for no other reason than the fact that we just got on and she offered some praise when she or I felt that I had did some good work.
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Most of my time was spent learning to count, doing some reading and making pictures for wall display. I remember making progress in my reading. This was pointed out to me by the word ‘good’ when I did well and the allocation of stars to reflect this. School dinners were enjoyable as well.
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I continued more or less as I did in year one. I saw improvements in my reading and writing though not in basic maths. It just could not register in me at that time. Looking back, I didn’t find any attempt to asses my learning at an early age and have focused sessions to improve.
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I continued more or less as I did in year one. I saw further improvements in my reading and writing. I couldn’t get to grips with the alphabet. Other kids seemed to make good progress. I wandered why I couldn’t. Again, looking back, I didn’t find any attempt by the teachers to asses my learning at an early age and didn't have focused sessions to improve.
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The National Vocational Qualification (NVQ) was introduced into the workplace in order to give recognition to workers skills. They were also introduced into schools and colleges at the same time to offer a wider scope of development to prospective school and college leavers and to achieve recognition of their employability skills. Critics argued that their need was only to serve as a buffer when times of unemployment were at a low.
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Schools were also able to gain funding from private sector business. This saw an introduction to a longer schooling day, recruitment of pupils based on their attitude to study and a curriculum directed towards the world of work (teachernet, 2009). In the same year Grant maintained Status was offered to schools. Schools were able to choose no to be funded by local authorities anymore and were funded by central government. (Axcis, 2009).
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The General Certificate of Education and the Certificate of Secondary Education was trialled in parallel. This was done duly because of government pressure to improve league table results. (Wolverhampton University, 2009)
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The task group identified the key attainment requirements for subjects studied. The major outcome of this task group was that it brought about a curriculum for all and therefore all subjects were made available for study to everyone and not just reserved for the few. The TGAT report also stated that assessment should be an ‘integral part of the educational process’ (Tough & Reid, 2006. p.6).
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The task group identified the key attainment requirements for subjects studied. The major outcome of this task group was that it brought about a curriculum for all and therefore all subjects were made available for study to everyone and not just reserved for the few. The TGAT report also stated that assessment should be an ‘integral part of the educational process’ (Tough & Reid, 2006. p.6).
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In this year we had Mrs Hay again. She was like the ancient teacher of the school who introduced us to knitting. As far as I can remember apart from making ping pong balls, she washed my mouth out with soap when I once used foul language.
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GCSE’s replaced the CSE and O-Levels. They included the use of exams and coursework to show knowledge application, are available to 14-19 year olds and are primarily taken after a two year subject course (AQA, 2009).
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The Act stated that English, science and maths should be taught as core subjects between the ages of 5-16 and also identified other subjects to be taught at foundation level. The SATs were also introduced for national testing at the ages of 5, 7 and 11.
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I left Somerville School and started Waverly Secondary School.
Waverley School, Hob Moor Road, Small Heath, Birmingham, West Midlands B10 9BT
Authority: Birmingham, Type: Community, Admissions:
Comprehensive, Gender of entry: Mixed and Age range:
11-16. -
It was another year at school. No exams or assessments experienced at the end of any of the years.
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It was another year at school. No exams or assessments experienced at the end of any of the years.
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It was another year at school. No exams or assessments experienced at the end of any of the years.
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The Office for Standards in Education (OFSTED) was established to track the quality of standards in schools. It also inspected and reported upon other issues such as the quality of teaching and social issues affecting schooling. OFSTED also attempted to do away with what it called ‘boring teaching’ claiming that there it was linked to the erosion of children’s behaviour due to the lack of stimulation in class (Guardian, 2009)
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The Department for Education & Science is renamed to the Department for Education (DfE).
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I was assigned maths, English and Science as core subjects for my GCSEs. I opted to do sociology, history, and Urdu from my own choice.
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The report recommended the watering down of the curriculum, reduction of examination times and allowing course study choices at KS3 (Trowler, 1998). The subsequent increase in work loads was met with anger by teachers.
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In June of 1993 I finally finished my comprehensive education. In all of these years, I had been totally oblivious to the Acts of Parliament that had affected my educational timeline. I never once questioned or understood why things were the way that they were.
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I went to study A-level history, English, psychology and maths GCSE. However, I no longer enjoyed studying and after the first year I
left and went to live in London. In actual fact, I did not know how to study and questioned what I had learnt at school. -
I went to study A-level History, RE and psychology.
However, still unable to study academically, I left with unsatisfactory results after two years. -
I went to study A-level History, RE and psychology.
However, still unable to study academically. I could'nt pini point why that was. -
I left college with unsatisfactory results after two years of A-levels.
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I went back to university to study computer science. It was in this academic period that I actually learnt to study, understood about tackling assignments, exams and academia. All of this was self-taught and with much struggle. I still questioned why it took so long for things to fall into place.
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I started the PGCE with the intention of qualifying and helping youngsters to achieve and improve in the areas where things went wrong for me.
