All Educational Policies

Cards (62)

  • You must be in education or training until 18 (2015)
  • Linear A levels – (2015-2017) (2 year course - no more resits)
  • Academies act 2010 (giving all state schools the power to become an academy)
  • New GCSE grading (from 2017)
  • University tuition fees
  • Why policy is important
    • Equal opportunities
    • Selection and choice
    • Control of education
    • Marketisation and privatisation
  • Equal opportunities

    • How far do policies provide equal opportunities for all pupils
    • How far do they make inequality worse
  • Selection and choice
    • What types of schools should we have
    • Should schools be able to select their pupils
    • Should parents be able to choose what school their children attend
  • Control of education
    • Who should control schools and what they teach
    • Central government
    • Local government
    • Schools themselves
    • Teachers
    • Parents
  • Marketisation and privatisation
    • Should state schools be run like businesses within the education market
    • Should they be run by private companies
  • Education in the 19th century

    •Pre-industrial revolution, education was available only to those who could pay for it, or a small number who went to charity or church run schools.•Education was made compulsory from 5-13 in 1880.•Middle class pupils received an academic curriculum to prepare them for professional careers, whilst working classes were given basic literacy and numeracy skills.
  • Compulsory Education In the Uk
    Children became an economic liability, meaning they became more expensive to look after as they could not work, lowering the birth rate. This also contributed to child centredness
  • In 1944 education began to be influenced by the ideas of meritocracy
    WWII was reaching an end. The Conservative government opened up secondary education to the masses.
    The 1944 Butler Act introduced a new system called The Tripartite System.
  • The aim of The Butler Act was to reduce social inequality.
    It aimed to make secondary education available to everyone based on their ability rather than their class background. Thus, it aimed to be more meritocratic.
  • The butler act
    •The Tripartite System, so called because children were to be selected and allocated to one of three different types of schools:All students went to primary school, Their performance in that test would determine which school they went to, If they passed they went to a grammar school, If they failed they went to a secondary modern, A third type, technical schools, existed in very few areas
  • Eval Butler Act
    Below are the ‘pass’ rates for the 11+
    •Pass mark for boys:   53%•Pass mark for girls:   80%
  • What did the butler act do
    Introduced The Tripartite System. Students sat the 11+ test.
    Those who passed went to Grammar school, those who failed went to Secondary Moderns.
    Technical Schools also existed although few students attended these.
  • aims of the butler act
    The aim of The Butler Act was to reduce social inequality.
     It aimed to make secondary education available to everyone based on their ability rather than their class background.
    Thus, it aimed to be more meritocratic.
  • The comprehensive system
    qThe 11+ was abolished.The 3 different types of schools were abolished and all school were the same under the control of the Local Education Authority.qInstead of being selected for a school based on academic ability, all students went to the school in their catchment area. qThis meant that students went to the school nearest to their house.
  • Setting
    Sets’ refer to when a students is placed into a different set for each subject.
  • Streaming
    refer to class sets based upon ability for all subjects
  • Working class students are more likely to be placed into lower ability streams with more disruptive pupils, worse teachers, and foundation exam papers
  • Middle class students are more likely to be placed into higher ability streams with more engaged pupils, the best teachers, and higher level exams
  • The comprehensive system
    It costs £3 to pay for the bus to send your child to a better school in another catchment area.It costs £6000 (equivalent to around £130,000 now) to buy a house in a better catchment area. rich benefit more
  • Aim of the comprehensive system
    In 1965 Labour introduced the comprehensive system to overcome the class divide created by the Tripartite System and make education more meritocratic.
  • What does the comprehnsive system do
    Under The Comprehensive System students went to the school closest to their house. This was called their catchment area.
    All schools were meant to be the same because they were all run by the local education authority.
  • pro of gramar school
    They undermine privilege
    Supporters of grammar schools argue that they undermine privilege. Foreign Secretary Boris Johnson has said they are "a great mobiliser and liberator", helping the "brightest children from poor homes".
  • pro of gramar school
    Strong exam results
    It is argued that grammar schools can deliver good results because teachers can push pupils harder, knowing that only the most able students are in the classroom. Selective state schools have produced some of the best performances in exam league tables. For instance, in 2006, pupils in England's 164 grammar schools produced more than half the total number of A-grade A-levels in "harder" subjects than those produced by pupils in up to 2,000 comprehensive schools, according to the National Grammar Schools Association.
  • cons of gramaar school
    They are divisive
    Critics say that wealthier children are more likely to receive a place at grammar schools because their parents can pay for tutoring. It is also argued that neighbouring schools inevitably suffer.
  • cons of gramar school
    The 11+ is unfair
    Former shadow education secretary, Lucy Powell, is an outspoken critic of grammar schools, which she says are "bad for social mobility and aspiration". She believes it is "wrong in principle to select children at the age of 11".
  • cons of grammar
    Rose-tinted nostalgia
    Critics say that grammar school supporters are simply overwhelmed by nostalgia for a golden age of education that never really existed. In 1965-66, when the number of grammars was at its peak, only 18 per cent of pupils achieved five O-level passes and 6 per cent achieved three A-levels. By the 1980s, only 25 per cent of grammar pupils got five good O-levels and just ten per cent left with three A-levels
  • The aim of educational reform act
    Marketisation refers to the process of introducing market forces of consumer choice and competition between suppliers. Marketisation became a central theme of government in 1988, introduced by the Conservative government of Margaret Thatcher. From 1997 the Labour government, and from 2010 the Coalition government continued to follow similar policies
  • Marketisation refers to the process of introducing market forces of consumer choice and competition between suppliers into areas run by the state, such as education.
  • Marketisation has created an education market by:
    •Reducing direct state control over education•Increasing competition between schools•Increasing parental choice between schools
  • •What did Thatcher's Conservative Government do to create Marketisation?
    –Introduced the National Curriculum so that schools could be easily compared to one another.–The publication of League tables and Ofsted inspection reports so that parents can easily rank schools–Open enrolment, allowing successful schools to recruit more pupils–Formula Funding, where schools receive the same amount of money for each students.
  • What factors do parents and carers consider when choosing a school for their child
    •Results•Ofsted reports•Location•Safety•Reputation/recommendations•Extra-curricular opportunities•Attendance by friends/siblings
  • The process of recruiting the ‘best’ students (middle class students) is called “Cream Skimming”.
  • Leauge tables
    Publishing exam results and ranking schools is useful because it emphasises student outcomes and keeps schools on their toes.
  • The spiral of decline
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  • The spiral of decline
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