education

• 1870 - education act - compulsory education for all children aged 5-10
• 1918 - age of compulsory education raised to 14, abolished fees from state schools.
• 1944 Butler act - age of compulsory education is now 15 and free education is provided. introduced tripartite system (division of schools into grammar, modern and technical)
• 1965 - introduction to comprehensives - mixed ability schools. less stigma around failing 11+ exam.
• before 1870, there was no national education system, education was defined by class, wealth and opportunity.
• education reform act 1988, primary and secondary schools could opt out of local authority control and be funded by the central government. introduced marketisation which made schools more competitive, and gave parents the choice of where to send their children. also introduced GCSEs and league tables, and OFSTED. also introduced national curriculum.
• 1997 - Labour governments aimed to reduce inequalities and promote greater diversity and introduced policies aimed to reduced inequality in achievement by targeting support on disadvantaged groups. for example, the sure start program to support learning skills, health and emotional development. education maintenance alliance (EMA) - £30 per week available for eligible 16-19 year olds.
• 2010-2014 (coalition government)

  • pupil premium - funds for disadvantaged children
  • forced academisation - forced all schools to become academies
  • free schools - non-profit, state funded and qualified, and teachers were not required
  • increased university fees
  • free school meals
  • EMA was removed
  • structure and grading of GCSEs was changed
• 1992 - ofsted introduced - school inspections for every school, every 4 years.
• social class

  • pupil premium benefited the working class
  • however schools becoming comprehensive was negative as people could not choose their school if they lived in poorer areas
• gender

  • certain policies encourage girls to choose stem subjects
  • however the 1994 Butler act meant there were more boys than girls grammar schools
  • getting rid of coursework also affected girls
• ethnicity

  • equal opportunities policies prevent racism, and help students who don't speak english as a first language
  • however the curriculum in this country focuses on white history, with no inclusion of other cultures and countries
• nursery schools are for 3+4 year olds, have their own head teacher and staff, some are state funded, some are private. help with social and emotional development, communication and language.
• nursery classes are attached to primary schools and share the same staff. help with social and emotional development, communication and language.
• primary schools provide education for children aged 4-11, children start with early years curriculum. SATs take place in years 2 and 6, and phonics test in year 1
• secondary schools provide education for children aged 11-16/18. key stages 3 and 4 of national curriculum. GCSEs and A levels.
• sixth form colleges - young people aged 16-19. pupils study for A levels and other qualifications.
• the majority of children in England aged between 11-16 attend state funded comprehensive schools. these are funded through national and local taxation. in 2019, approximately 93% of children attended these schools.
• special educational needs school

  • usually have been assessed and given a statement of special educational needs
  • this includes learning or physical disabilities
  • funded by the local education authority, but some can be independent
  • they have to follow the national curriculum unless private
  • they are inspected by OFSTED and can have their own admissions policies
• independent/private schools

  • they set their own curriculum
  • funded by fees paid by parents and investors
  • OFSTED only inspects half of all independent schools in england
  • they can have their own admissions policies
• faith schools

  • run in the same way as other state schools
  • faith status may be reflected in curriculum, admissions and staff
  • some are independent or fee paying
  • they have to follow the national curriculum but can teach what they like for religious education
  • they are inspected by OFSTED
  • they can select children on faith grounds when over subscribed
• free schools

  • set up by teachers, charities, community faith groups, universities, parents
  • funded by the central government
  • do not have to follow national curriculum
  • inspected by OFSTED
  • can have their own admissions policies
• grammar schools

  • select all or most of their pupils based on academic ability
  • state-funded
  • they must follow the national curriculum, or stay very close to it
  • they are inspected by OFSTED
  • individual schools can set their own admissions policies to satisfy their own requirements
• comprehensive schools

  • educate all pupils, regardless of background or ability under one roof
  • funded by the state
  • they have to follow the national curriculum
  • they are inspected OFSTED
  • they cannot have their own admissions policies
• the national curriculum is subjects that must be taught in all local-authority maintained schools in England. non local-authority schools such as academies and free schools do not have to follow the national curriculum but do have to teach a 'broad and balanced curriculum', including english, maths, science and RS
• a multi academy trust is a system where several schools join together under the leadership of a single governing body that oversees and manages each school's finances, employees and curriculum. advantages - combined knowledge, stronger leaderships, strategic management, share resources, raise standards. disadvantages - joining is irreversible, less accountable to parents and community, more likely to be taught by an unqualified teacher, if one school fails it will reflect on other schools.
• independent schools

  • advantages - more funding (better education), broader curriculum as more extra curriculars, parents should be able to choose how they spend money
  • disadvantages - privileges students so they have better life chances, society is biased towards those who receive private education, unfair that only those with money can have a good education, expensive
• reasons for home schooling

  • in 2022, 81,000 children were being home schooled in the UK
  • underlying health conditions
  • learning disabilities
  • travelling family
  • more time for other activities (eg sport)
  • promotes freedom of children learning what they want to learn and when
  • some parents don't get a place at a school they want to send their child to
• key ideas of de-schoolers

  • schools are incapable of providing the best possible education for most children
  • they do not allow children to learn at their own pace
  • formal environment stops a child's natural curiosity
• summerhill school in the UK

  • allows students to follow their own interests and have complete freedom at school
  • advantages - learn enthusiastically, enjoy learning, have freedom, try harder
  • disadvantages - make decisions very young, regret not taking subjects later in life, too much freedom so won't follow rules
• Durkheim's (functionalist) view on education

  • school is essential for secondary socialisation
  • they help transmit society's norms and values
  • they are like 'a society in miniature', eg consequences, punishments, following rules, authority figures
• parson's (functionalist) view on education

  • education gives everybody and equal opportunity to work hard and succeed in society, this means it is meritocratic
  • school acts as a bridge between home and wider society
  • at home, children are judged by particularistic standards - they are judged by rules that only apply to that particular child
  • at school and in wider society, everyone is judged by the same universalistic standards, eg same exams and laws
• formal curriculum is the timetabled subjects taught in school such as citizenship, PSHE, etc
• informal curriculum is the set of value, attitudes or principles transmitted to pupils, but are not part of the formal curriculum
• social cohesion is the strength of relationships and sense of solidarity among members of a community
• role allocation

  • Davis and Moore (functionalists)
  • society needs workers to have a range of diverse skills
  • schools teach these skills by offering a choice of subjects, A levels, BTEC, etc
  • education allocates people to the most appropriate job based on exam results and qualifications
• evaluations of functionalist views of education

  • different schools have different norms and value, eg private schools don't teach sociology
• Bowles and Gintis (marxists) - correspondence principle

  • identified a 'correspondence' between school and workplace
  • eg dress code, rewards/punishments, hierarchy, routine and obedience
  • the hidden curriculum - norms and values taught indirectly, eg socialising and punctuality
  • however they do not show ideas that support different types of workplaces, such as self employed people, and schools are also different, depending on whether they are private or comprehensive
• norms and value that support capitalism

  • being polite (respecting teachers) - listen to their boss and won't argue back
  • punctuality (be on time, follow timetable) - dedicated workforce who are not late to work
  • rewards/punishments (housepoints/detentions) - behave well and do not disrespect boss
  • hierarchy (respect and listen to teachers) - listen to those with authority
• functionalist and marxist views on education

  • similarities - both look at big picture by looking at institutions and how they fit into society, preparing pupils for work, education plays an important roles in shaping attitudes of pupils
  • differences - functionalists are positive, marxists are critical, functionalists show how education meets the demand of economy for individual needs of society