2. Children of the upper and middle classes have always had the option of private schooling, but state education has only been available since 1880, where it was made compulsory for children up to the age of 10.

3. Before 1870, only a tiny minority of the population received formal schooling - with the offspring of the rich and powerful (who could afford to pay fees) receiving education from public and fee-charging grammar schools.

4. The first significant piece of government legislation on education came with the Forster Act of 1870. The act ensured that free, state-education was available to all children between the ages of 5 and 10.

5. The Fisher Act of 1918 Schooling became compulsory and free (unless you had the money to pay for ‘superior’ education) up until the age of 14. The state became responsible for secondary education The education system was divided along social class lines, with a fee paying secondary system available for middle class children who could afford it.

6. Why was this an unfair system?

7. MERITOCRACY1944, education began to be shaped by the idea of MERITOCRACY -that individuals should achieve in education through their own hard work. The Butler Act (1944) raised the school leaving age to 15 Created the Tri-partite System

8. The main changes which came about were in the secondary sector. There were different types of secondary education which a pupil may have experienced. Students were allocated to a school dependent on their perceived ability. Ability was measure through ALL students sitting the 11 plus examination.

9. There were 3 types of school to be found in the secondary Sector:

10. Grammar Schools- were intended for students who were defined as ‘bright’ and ‘academic’. Around 20% of school population went to Grammar school.

11. Secondary Modern Schools- The majority of children attended these Schools. Children were given a basic education, and were not entered For any external exams until their CSE’s.

12. Technical Schools- These were intended for children who had an Interest in technical subjects. The schools placed emphasis upon vocational Skills and training. Around 5 % of children attended these schools.

13. The tripartite system was intended to provide separate, but equal types of school catering for different types of talent. They had “parity of esteem” The Act stated that all pupils should have equal status, with equipment and staffing being of equal quality. However, in practice these ideas did not work.

15.  The 11 Plus was unreliable: The use of IQ testing was not a good measure of academic ability.  The selection process : This was unfair and it denied many pupils the opportunity of continuing their education beyond 15.  No ‘parity of esteem’: Secondary modern schools were seen as second best by parents, pupils and employers.  Social Class Divisions : The class divide remained in the education system.

16. THE COMPREHENSIVE SYSTEM Some of the problems with the tripartite system, led to the replacement of 3 schools into one school for all children. (1965 onwards) This idea would mean that the inequalities found in the tripartite system should be reduced, if all children go to the same type of school, and are therefore given equal status.

17. The Comprehensive System Aimed to educate all children regardless of background or aptitude Admission was based on catchment area The CSE was also introduced for those who did not sit the GCE In 1972 the school leaving age was raised to 16.

18.  Examinations Results: Critics claimed that the comprehensive system would lower educational standards.  Social Class Divisions: Even though the educational qualifications of school leavers had improved due to the comprehensive system, class differences still remained.  Streaming & Setting: Many comprehensives decided to set students by ‘ability’- a considerable amount of middle- class students were in the top sets, leaving working-class students in the lower sets.

19. In 1979, the Conservative leader Margaret Thatcher, was elected. The aims of the party were to: Develop an educational system which meets the needs of industry Raise standards throughout Britain's schools and colleges.

20. Schools were producing young people who lacked the skills which were required by industry. This led to the development of the ‘NEW VOCATIONALISM’, which was the government involvement in youth training. -TRAINING SCHEMES (YTS’s) -VOCATIONAL QUALIFICATIONS (GNVQ’s)

21. 1.What was the COMPREHENSIVE system? 2.Why was this introduced? 3.When did VOCATIONAL EDUCATION become introduced into schools? 4.What is the NEW VOCATIONALISM? 5.Give 2 examples of VOCATIONAL courses which this introduced 6.Give 3 criticisms of the New Vocationalism

22. 1988 Education Reform Act The 1988 Education Reform Act is the most important piece of educational legislation since the 1944 Education Act. NATIONAL CURRICULUM The 1988 Act, established a NATIONAL CURRICULUM for all state schools in England and Wales, and NATIONAL system of TESTING and assessing.

23. From the age of 5-16 Years, all pupils in state schools must study 3 core subjects- English, maths and science, and 7 foundation subjects. Pupils were tested in the core subjects (SAT’s), and results provided parents with information on which to judge the performance of schools.

25. Market ForcesThis refers to the process of introducing ‘ Market Forces ’ into areas run by the state, such as the NHS or Education. ERAThe ERA created an ‘Education Market’ by: - Reducing direct state control over education - Increasing competition between schools - Increasing parental choice of schools.

26. TASK: TASK: Try to think of anything which has been introduced to increase COMPETITION between schools…

27. Publication of school league tables Business sponsorship of schools Schools being able to opt out of LEA control Schools having to compete to attract pupils Ofsted inspection reports available for parents to look at when choosing schools

28. Q. What are the advantages and disadvantages of producing school league tables…..?league tables…..?

29. Some would argue that marketisation produces INEQUALITY. Stephen Ball Stephen Ball (1994) argues that marketisation creates ‘parentocracy’. Middle-class parents Middle-class parents are more advantaged as they have more economic & cultural capital, and are more able to take advantages of the choices available- Gewirtz says parentocracy is a myth. e.g. move to better catchment areas. e.g. move to better catchment areas.

30. Labour governments since 1997 have sought to do the following: -Reduce Inequality in Education -Promote Diversity & Choice in Education

31. materially and culturally deprived CEP’s are government policies which are designed to raise the achievement levels of students who come from materially and culturally deprived family backgrounds (e.g. working class and some ethnic minority groups).

32. After 1997, Labour introduced a number of different policies to reduce inequality in education: -Education Action Zones- -Education Action Zones- providing certain areas with additional resources Aim Higher Programme- - Aim Higher Programme- To raise aspiration of groups of pupils who are under-represented in education EMA-Payments - EMA-Payments to students from low-income backgrounds raising the school leaving age - Proposal of raising the school leaving age to 18, by 2015

33. Secondary schools were encouraged to apply for specialist status. By 2007, approx 85% of all secondary schools had become specialist status schools. It is argued that this offers parents greater choice, and raises standards of achievement, allowing schools to build on their strengths. Labour have encouraged the development of academies to raise achievement amongst mainly working-class pupils.

34. The National Literacy Strategy 1997.The National Literacy Strategy was introduced by the Labour government in 1997. It recognised that literacy standards in the UK had not improved since the 1940s and only 63% of 11 year olds were reaching the standard of English expected of them. literacy targetIt set a literacy target - that 80% of 11 year olds would reach a suitable standard in English by 2002.

35. Introduction of City Academies (2002) The Labour government introduced City Academies in 2002 as part of a five-year plan to improve education. City Academies (now called ‘academies’) were designed to improve inner city education by building new schools, introducing new technology and changing the ethos of schools. Schools could only get academy status if they raised £2 million from private funds.

36. Academies and free schools Research the differences between academies and free schools in terms of funding, Ofsted inspection and the subjects taught – whether they are required to conform to the National Curriculum. For discussion tomorrow: Is it possible to have an education system where the same choice is freely available to all students?

37. Free schools https://www.youtube.com/watch?v=PSDXI Zxy6mghttps://www.youtube.com/watch?v=PSDXI Zxy6mg

38. Is it possible to have an education system where the same choice is freely available to all students? YESNO Write your opinion on the post- it note and come and position yourself somewhere along the line.