educational policy in Britain before 1988

• Before the what period in the late ___th and early __th centuries, there were no what

• Education was available only to a m___ of the p___ in what 2 ways

• Before 18___, the s___ spent no p___ m___ on education.

• Before the industrial revolution in the late 18th and early 19th centuries, there were no state schools.

• Education was available only to a minority of the population by fee-paying schools for the well off, or by the churches and charities for a few of the poor.

• Before 1833, the state spent no public money on education.

• what increased the need for an educated workforce, and from the late ____ century the state began to do what

• Reflecting the growing i____ of e____, the state did what in 18___

• In this period, the type of education children received depended on what - Schooling did little to change what

• Middle-class pupils were given an a____ c____ to prepare them for what

• By contrast, working-class pupils were given a schooling to simply equip them with what needed for r____ f___ w___ and to instil what in

• Industrialisation increased the need for an educated workforce, and from the late 19th century the state began to become more involved in education.

• Reflecting the growing importance of education, the state made schooling compulsory from the ages of 5 to 13 in 1880.

• In this period, the type of education children received depended on class background- Schooling did little to change pupils' ascribed status ( position from birth ).

• Middle-class pupils were given an academic curriculum to prepare them for careers in the professions or office work.

• By contrast, working-class pupils were given a schooling to simply equip them with basic numeracy and literacy skills needed for routine factory work and to instil in them an obedient attitude to their superiors.

selection: the tripartite system

• from 19____, education began to be influenced by what idea - that individuals should achieve status how, rather than it being a____ at b____ by their c____ b____.

• what law brought in the tripartite system, for children to be s____ and a___ to one of three different types of secondary school, supposedly according to what

• how were this to be identified

selection: the tripartite system

• from 1944, education began to be influenced by the idea of meritocracy - that individuals should achieve status through efforts and abilities, rather than it being ascribed at birth by their class background.

• The 1944 Education Act brought in the tripartite system, for children to be selected and allocated to one of three different types of secondary school, supposedly according to their abilities.

• These were to be identified by the 11+

selection: the tripartite system

what are the 3 types of school sim the tripartite system - describe them- what kind of curriculum did they offer and many for what class?

selection: the tripartite system

1. Grammar schools- offered an academic curriculum and access to non-manual jobs and higher education. They were for pupils with academic ability who passed the 11+ (mainly middle-class)

2. Secondary modern schools - offered a non-academic,
   'practical' curriculum and access to manual work for pupils who failed the 11+.(mainly working-class)

3. Technical schools- only existed in a few areas, designed to focus of vocational and technical education, preparing students for careers in engineering and mechanics etc

selection: the tripartite system

• rather than promoting m_____, how did the tripartite system and 11+ reproduce class inequality

• how did The system also reproduce gender inequality

• The tripartite system also legitimated (justified) inequality through what ideology

• It claimed the 11+ could accurately do what - however, in reality children's e_____ greatly affects what

selection: the tripartite system

• rather than promoting meritocracy, the tripartite system and 11+ reproduced class inequality by dividing the two social classes into two different types of school that offered unequal opportunities.

• The system also reproduced gender inequality by requiring girls to gain higher marks than boys in the 11+ to obtain a grammar school place.

• The tripartite system also legitimated (justified) inequality through the ideology that ability is innate.

• It claimed the 11+ could accurately measure early on in life- however, in reality children's environment greatly affects their chances of success

selection: the tripartite system- pros and cons

pros

• m____ -aimed to a____ students based on a____ rather then b____

• s____ - different schools types- which are what - c____ to varied s____ and c____ p____

• s____ m____ - some working-class gain access to where improving their e_____ and n____

cons

• reinforced what - working class students more likely to do what and be placed where

• l____ s____ - may be labelled as what in what schools

• c_____ bias - 11+ exam based towards what

selection: the tripartite system- pros and cons

pros

• meritocracy -aimed to allocate students based on ability rather then background

• specialisation - different schools types (grammar,secondary modern technical) catered to varied skills and career prospects

• social mobility - some working-class grain access to grammar schools improving their education and network

cons

• reinforced class inequality - working class students more likely to fail the 11+ and be placed in secondary moderns

• labelling stigma - may be labelled as failures in secondary modern schools

• cultural bias - 11+ exam based towards middle class knowledge

the comprehensive school system

• the comprehensive system was introduced in many areas from 19____ onwards

• It aimed to overcome the what and make education more what

• The 11+ was to be an____ along with what , to be replaced by comprehensive schools that all pupils within the area would attend.

the comprehensive school system

• the comprehensive system was introduced in many areas from 1965 onwards

• It aimed to overcome the class divide of the tripartite system and make education more meritocratic.

• The 11+ was to be abolished along with grammars and secondary moderns, to be replaced by comprehensive schools that all pupils within the area would attend.

the comprehensive school system

• However, it was left to who to decide whether to 'go comprehensive' and what happened?

• As a result, the grammar-secondary modern divide still exists in many areas. e.g Kent

the comprehensive school system

• However, it was left to the local education authority to decide whether to 'go comprehensive' and not all did so.

• As a result, the grammar-secondary modern divide still exists in many areas. e.g Kent

the comprehensive school system- functionalist perspective

• Functionalists argue that comprehensives promote what by doing what

• 〤- However, a study by J_____ F____ (1969) found little s____ m____ between working-class and middle-class pupils, largely because of what

• Functionalists also see the comprehensive system as more what because it gives pupils a longer period in which to do what , unlike the tripartite system, which does what

the comprehensive school system- functionalist perspective

• Functionalists argue that comprehensives promote social integration by bringing children of different social classes together in one school.

• 〤- However, a study by Julienne Ford (1969) found little social mixing between working-class and middle-class pupils, largely because of streaming.

• Functionalists also see the comprehensive system as more meritocratic because it gives pupils a longer period in which to develop and show their abilities, unlike the tripartite system, which sought to select the most able pupils at the age of eleven.

the comprehensive school system- marxist perspective

• Marxists argue that comprehensives are not m____ but rather they reproduce c____ i____ from one g____ to the next through the continuation of what 2 things. These continue to deny working-class children what

• Yet by not selecting children at eleven, comprehensives appear to offer what

• This 'm___ of m___' legitimates (justifies) class inequality by making unequal achievement seem f___ and j___, because failure looks like it is the fault of the individual rather than the system.

the comprehensive school system- marxist perspective

• Marxists argue that comprehensives are not meritocratic but rather they reproduce class inequality from one generation to the next through the continuation of the practice of streaming and labelling. These continue to deny working-class children equal opportunity.

• Yet by not selecting children at eleven, comprehensives may appear to offer equal chances to all.

• This 'myth of meritocracy' legitimates (justifies) class inequality by making unequal achievement seem fair and just, because failure looks like it is the fault of the individual rather than the system.

the comprehensive school system- pros and cons

pros

• i____ - removed what and offering what

• m____

• no e___ e___ - all treated fairly

• l____ schools - cheaper to what

cons

• uses s___

• less c____ (can’t include g___ s____)

the comprehensive school system- pros and cons

pros

• inclusive - removed selection by ability and offering equal education

• meritocratic

• no entry exam - all treated fairly

• larger schools - cheaper to have multiple

cons

• uses streaming

• less choice (can’t include grammar schools)