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A fundamental change that shaped the future of education. The focus on schooling for all for children aged 5-14 (later raised to 15). Established three stages of education: primary, secondary and further education. Created the system by which there was a ministry responsible for schools but they were administered by Local Education Authorities (LEAs). The curriculum, the dates of term, the length of the school day, remained under local control.
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Rasied school leaving age to 16 years, the introduction of comprehensive schooling for all, a new exam below level to cater for a wider ability range, and a range of sixth form courses other than ‘A’ level. It also drew attention to the ‘wastage of talent’ among working class school leavers and recommended the expansion of FE and a coherent national system of vocational education and training. (Tomlinson, 2005, p. 18.)
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Provided statistical data showing the variation in pupils’ reading test scores by school and by region, with schools ‘failing’ many pupils aged 13-16 of average and below average ability. Many secondary modern schools were seriously deficient, with proportionally more funding being channelled into the grammar schools.
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Every child is an individual, and develops at his/her own rate in three areas: physical; intellectual; emotional.
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In 1974/5 22.6% of 16 year-olds achieved the equivalent of 5 A-Cs – i.e. GCE ‘O’ level pass or grade 1 CSE). Although this figure rose steadily over the next 10 years to 26.9%, the social scandal that many 16 year-olds were leaving school without formal qualifications persisted into the 1980s,
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A National Curriculum stating that core subjects (English maths and science) must be taught from age 5-16, and stipulating the other subjects (foundation subjects) to be taught. 1988 Replaced by GCSEs in all subjects. New methods of assessing learning developed, e.g. course work, application of knowledge not just memorisation of facts
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This included not only individual school inspections but also research into wider issues such as equality, teaching and learning in specific subjects.
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Took control of the funding and quality of teacher training
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Set up in response to the campaigns against the National Curriculum and its testing regime by major teaching unions, the Dearing Report recommended a slimmer, less prescribed curriculum, and a range of academic/vocational pathways for students 14-19.
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Abolition of Assisted Places Scheme and
KS 1 class sizes to be reduced to 30. However, left a shortage of teachers and resources. -
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The view that all secondary schools should become foundation schools – i.e. be independent from LEA control. Responded to various reports about schools admissions policies and set the agenda for teachers’ initial and continuing professional development.
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Integrated children’s services; extended schools (by 2010) to provide out of school activities, commDirected Tasky facilities, family support, access to specialist services.
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Part 1: Funding for schools to come directly from central government.
The notion of schools showing ‘cause for concern’ was replaced by the term ‘schools requiring significant improvements’ Part 2: New schools could be part funded by any ‘promoters’ e.g. religious or parent groups.
Part 3: TTA became the TDAS Training and Development Agency for Schools, taking responsibility for the whole school workforce. (see p. 21)
Also:
LAs to set targets for performance for every child. -
Key Stage 3 Strategy to promote:
• “interactive and inclusive” whole-class teaching, which gets the best from every child;
• extra small-group or one-to-one tuition for those who need it, not as a substitute for excellent whole-class teaching, but as an integral part of the child’s learning;
• innovative use of ICT, both in the classroom and linking the classroom and home. -
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The curriculum should enable all young people to become: who enjoy learning, make progress and achieve
who are able to live safe, healthy and fulfilling lives
who make a positive contribution to society
Vocational Qualifications and 14-19 Diplomas. Education Leaving Age to be raised to 18 by 2013 -
Provided for massive and rapid expansion of academies.
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ncreased schools' powers relating to pupil behaviour and exclusions, further diminished the role of local authorities, further expansion of academies etc.
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nspectors visited 167 primary, secondary and special schools between 2008 and 2011 to look specifically at information technology and communications teaching for the survey. The concluding report, ICT in schools 2008-11, found that: nearly half of the secondary schools surveyed were not meeting the needs of all students to prepare them for higher education and for skilled work
the number of students entering GCSE and A-level ICT is continuing to fall since 2007, though there has been a consider -
The government says the curriculum changes are designed to catch up with the world's best education systems. Prime Minister David Cameron says this "revolution in education" is vital for the country's economic prosperity.
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Wide-ranging Act covering adoption, family justice, special educational needs and disabilities, childcare, welfare of children, the Children's Commissioner, statutory rights to leave and pay, time off work and ante-natal care, felxible working rights.
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