1. Introduction to education and policy
* Review exam technique.
* Establish a timeline of UK educational policy.
* Develop an understanding of the key educational policies.
ALL: to identify and explain government policies related to education.
MOST: to analyse the impact of these policies on the education system, and on wider society.
SOME: to evaluate whether they have contributed to gender, ethnic, or class differences in achievement.
The significance of educational policies, including policies of selection, marketization and NC: privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of education; NC: the impact of globalisation on educational policy.

2. Starter Define Analyse Explain Outline Evaluate Outline & Explain
Re-cap exam technique - students have to unpick exam commands and state what each exam command means.

3. Starter Answers Analyse
Separate information into components and identify their characteristics.
Define
Specify meaning.
Evaluate
Judge from available evidence.
Explain
Set out purposes or reasons.
Outline
Set out main characteristics.
Outline and explain
Set out main characteristics and develop these purposes or reasons.

4. In relation to the questions (Copy)
DEFINE is to specify a meaning OUTLINE means to set out the main characteristics. Outlining 2 or 3 factors or reasons, for 4 or 6 marks, should only require a sentence or two on each. EXPLAIN is to set out purposes or reasons OUTLINE and EXPLAIN means to set out the main characteristics and develop these purposes or reasons. For each reason probably a paragraph is required. APPLYING MATERIAL FROM AN ITEM is used as a preface to a command telling students to draw on material from a selected piece of information provided as part of the exam question. The key here is relevance. How appropriate is the selection and presentation of knowledge to the question posed? ANALYSE means to separate information into components and identify their characteristics. It is the ability to discuss in detail such things as a study or a sociological concept. EVALUATE means to judge from available evidence.

5. Read - Popcorn
First Section of p.77 of textbook

6. CHOICE OF SECONDARY SCHOOL TO ATTEND
AIM HIGHER
ACADEMIES
CHOICE OF SECONDARY SCHOOL TO ATTEND
RAISING SCHOOL LEAVING AGE TO 18
FREE SCHOOL MEALS
Pair work: students given a sheet with a policy on - students to work out what it is (use policies they may be familiar with, for example - Aim Higher, Education Action Zones, Specialist Schools, Academies, raising school leaving age).
Discussion as a group: the different policies.
Timeline of policies: students to add to highlight on a time line, the key policies discussed.

7. Timeline
See Handout

8. History: Educational Policy before 1988
P77-78 (Textbook), PowerPoint Notes
Two main areas:
1944 – Tripartite System
1965 – Comprehensive System
* Complete the notes table on the next slide as we go through the slides.
Discussion of key educational policies prior to Education Act and Comprehensive system 1965 but do not focus heavily on these - this is just to give them an understanding of historical policy.

9. EDUCATIONAL POLICY KEY TERMS
Key Concept Definition (A01)
Impact on achievement & student experience (A02)
Positive & Negative Evaluation (A03)
11 Plus
Parity of Esteem
Tripartite System
Grammar Schools
Secondary Modern Schools
Technical Schools
Comprehensive Schools

10. Some background....
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.

11. Education prior to 1870
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.

12. 1870
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.

13. Education Reform
The Fisher Act of 1918
Schooling become compulsory and free (unless you had the money to pay for ‘superior’ education) up until the age of 14.
The state become 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.

14. Why was this an unfair system?

15. 1944 and Onwards.....
From 1944, education began to be shaped by the idea of MERITOCRACY-that individuals should achieve in education through their own hard work.
Link to Functionalism

16. The Tripartitie System
BUTLER ACT
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.

17. - Secondary Modern Schools
There were 3 types of school to be found
in the secondary
Sector:
- Grammar Schools
- Secondary Modern Schools
- Technical Schools

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

19. 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.

20. 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.

21. The tripartite system was intended to provide
separate, but equal types of education towards
particular types of talent.
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.

22. problems with this system?
Can you think of any
problems with this system?

23. Critisms of the system
 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. If you didn’t go to grammar school you couldn’t go to higher education.
 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, reproducing class inequality.
 Gender Inequality: Girls had to get higher marks to get a grammar school place, as there was a 50/50 ratio, and girls generally did better.

24. Quick Recap:
Previously who were the only people who could afford to send their children to school?
What was the purpose of the Fisher Act?
What did the 1944 Butler Act introduce?
What were the 3 types of schools?
What determined which school you attended?
What were some of the problems with this system?

25. 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)
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.
The 11+ was abolished. Comprehensive Schools for all.

26. Some problems....
Examinations Results: Critics claimed that the comprehensive system would lower educational standards.
Comprehensivisation was optional: Some local councils opted to remain under the Tripartite System
 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.