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World War II - Millions of children evacutated out of the cities, providing a fresh perspective for the people of rural and city communities.
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Developed during the end of 2nd world war, as optimistic preparation for the future of education in post war society.
3 stages: Primary, secondary and furthur administrated by LEAs.
Compulsory education to 15
Free education to 18
Selection by type of mind established grammar, technical and secondary modern schools. Tested by the 11 plus examination.
Considered the whole child.
Compulsory non denominational religious act to start the day.
Free school milk up to age 18 -
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Healthy males aged 17-21
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'O' Levels and 'A' Levels replace school certificates.
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In depressed post war Britain, with an education system that was failing less able children...."to consider, in relation to the changing social and industrial needs of our society, and the needs of its individual citizens, the education of boys and girls between 15 and 18, and in particular to consider the balance at various levels of general and specialised studies between these ages and to examine the inter-relationship of the various stages of education."
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Recommended raising school leaving age to 16
Comprehensive schooling for all regardless of ability
Alternatives exams to 'A' Level
Expansion of FE for vocational for vocational and training. -
Introduced to allow the less able students from the secondary modern stream to leave school with qualifications. Grade 1 being considered equivalent to 'O' level.
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Used statistical information to highlight the inability to equalise secondary modern and grammar schools and the failure of pupils with average and below average abillity.
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Harold Wilson's newly-elected Labour government promised to set up comprehensive schools, combining pupils of all ability levels in one school that served a specific catchment area.
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Wilson
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Labour Government stated its intention to eliminate separation in secondary school education with the removal of the 11-plus. Many LEAs abandoned separation with the formation of comprehensive schools 1965-70.
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Two long years of play time with the fear of big school at the end, separated by an enormous and un-crossable playing field.
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The four years spent here were seen as working towards the 11 plus.
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Withdrawal of requirement for LEA's to become comprehensive.
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Decline of traditional manufacturing industries. Rising youth unemployment.
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Heath
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In a Britain with high youth unemployment made worse by many leaving at 15 without qualifications, normally taken at 16, education was made compulsory until 16.
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Department of Trade & Industry not Department for Education, required to tackle youth unemployment with YTS (Youth Training Schemes).
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Started 5 years of 'O' Levels having passed the 11 plus. Was entered into a streamed class, there were three. I missed pretty much of the whole of the second year due to a neck injury recieved playing rugby. In 1974 the school became a high school, merging with the girl's grammar school and another secondary modern. Integration meant the opposite as all core curriculum classes remained streamed.
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Wilson/Callaghan
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the 'Great Debate' in Education.
Failing schools.
Needs of industry -
Inclusive values with categories of 'handicap' replaced by 'special educational need'.
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Started 2 years at sixth form college. I would take one A level in the first year and the other three in the following year. I also needed to take a modern language at short notice in the second year having gained a position at Oxford.
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Thatcher/Major
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Provided a subsidy to those gifted pupils that could not afford a place in a fee paying school.
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It's my birthday and I have started a 3 year Ma course in Geology & Mineralogy at Oxford as a member of Brasenose College.
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LEAs tasked with duty for identification and to cater for special needs in mainstream schools.
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Vocational qualifications seen to address the needs of the workforce, introduced at a time of high unemployment.
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Run like a work place offering a more vocational education. Grant Maintained Schools allowed opting out of LSE control.
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Combination of 'O' Level and CSE
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Identification of attainment targets, suggesting what pupils should attain at key stages.
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A combination of 'O' Level and CSEs
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Foundation of the national curriculum with core subjects (E,M,S) being taught from 5-16, and stimulating how other (foundation) subjects should be taught.
Introduction of SATs at 5,7 and 11. -
Introduction of SATS to test core subjects at years 5, 7 and 11
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Office for Standards in Education, which expanded the role of school inspection to that of research into wider concerns.
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Department for Education and science (DES) becomes Department of Education (DfS).
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After much teaching union opposition to the National Curriculum and its testing regime, it proposed a slimmer more adaptive curriculum for students 14-19
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Teacher Training Agency takes control of funding and quality of teacher training
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Audit of value for money of SEN and appointment of Special Needs Coordinator in every school (SENCO)
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Start of central control or micro management of teaching.
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Targeted funding
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Abolishment of Assisted Places Scheme and limitation to 30 for Key Stage 1 classes.
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Blair/Brown
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Proposed network of funded training schools for professional development in teaching.
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Education Zones (EAZs) local partnerships with schools.
Duty of high standards by LEAs, with power for the Secretary of State to close failing schools.
New school catagories:Community, Foundation,Voluntary Aided & Voluntary Controlled. -
succesfsul schools funded to support less successful ones.
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Government-funded gateway to educational resources on the Internet
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Control of new childcare provision based on a number of factors.
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Education for Citizenship and the teaching of Democracy in School.
Social and moral responsibility
Community involvement
Political literacy -
established in poor areas
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All our Futures
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LEAs responsibility to promote equality
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DfEE become Department for Education & Skills.
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The Victoria Climbe inquiry into her abuse and neglect
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Making Mathematics Count
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Removed administrative tasks from teachers
Provided PPA time during work
reformed staff roles -
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Secondary schools should become foundation schools independent fro LEA
Respond to problems with school admission policies.
Set agenda for teacher's initial and continuing professional development. -
Sets out expectations for schools and LEAS
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Direct funding from central government.
schools with cause for concern became requiring significant improvements
new schools could be founded by any promoters.
TTA became TDAS Training and Development Agency
LA's set targets for every child
LA's take responsibility for children in care. -
Replaces Key Stage 3
Interactive and inclusive whole class teaching with extra small group or one-to-one tuition.
Use of ITC both in the classroom and home. -
provide highly qualified professionals in the team around the child
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Department for Children, Schools and Families.
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It hasn't happened
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Successful learners
Confident individuals
Responsible citizens -
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Largely ignored
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covered teaching, leadership, behaviour, new schools, accountability etc
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provided huge and rapid expansion of academies.
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Cameron
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One: ramping up standards, bringing back the values of a good education.
Two: changing the structure of education, allowing new providers in to start schools - providing more choice, more competition, and giving schools greater independence.
And three: confronting educational failure head-on.
Expansion of Teach First with 20K bursaries for good graduates. -
The report outlined instances of extremism found in the schools. It lead to a desire to reassert British values. Lead to a public argument in June between Gove (Education) and May (Home Office) about who had been responsible.
