Schooling in Britain has completely transformed from what was once an option saved for few of the wealthiest, to today’s all-inclusive, statutory schemes. Though vast changes have been made to produce Britain’s present day Educational System, these were not without opposition, nor were they swift in their implication or practice.
Lowe, 2012, discusses ‘heightened social class difference’. Having mixed working class and middle class children there would be an observable gap in knowledge due to the availability and quality of schooling for each of the social groups, particularly as the inner-city children were exposed to new, alien environments and experiences in the countryside.
Britain’s place in the world was now vastly different than …show more content…
Should intelligence be fixed, everyone would carry on at the same rate of learning so would all require the same level of teaching. This allowed children in the Secondary Modern schools to be taught less, as there was no expectation for them to excel further then what had been predicted. Also, children in Grammar schools were expected to improve at the same rate as in Primary Education, resulting in pressure being put on those who may have struggled at higher levels. Due to the faith in the validity of the 11+ exam, there were few instances of transferring between schools should a child be recognised as misplaced, an occurrence that Sociologist A.H. Halsey (1965) claimed happened to one quarter or pupils. (Cited from Ward & Eden, …show more content…
Ridgeway (2001) discusses how ‘education can be improved by tailoring educational provision to the needs of the individual student’, an aspect not practiced with the 11+ testing due to bias content and categorised outcomes, but one that is today put in place by monitoring learning through assessment. Ridgeway (2001) also states ‘highly able students can be identified by intelligence testing, and can be offered appropriate educational experiences. Students unable to benefit from conventional education can be identified and special provisions can be made for their needs.’ When planning a lesson, special consideration must be taken over ability groups, gifted children and any children with Special Educational Needs (SEN). These children can be identified through assessment, and monitored closely to ensure they are working at appropriate
Lowe, 2012, discusses ‘heightened social class difference’. Having mixed working class and middle class children there would be an observable gap in knowledge due to the availability and quality of schooling for each of the social groups, particularly as the inner-city children were exposed to new, alien environments and experiences in the countryside.
Britain’s place in the world was now vastly different than …show more content…
Should intelligence be fixed, everyone would carry on at the same rate of learning so would all require the same level of teaching. This allowed children in the Secondary Modern schools to be taught less, as there was no expectation for them to excel further then what had been predicted. Also, children in Grammar schools were expected to improve at the same rate as in Primary Education, resulting in pressure being put on those who may have struggled at higher levels. Due to the faith in the validity of the 11+ exam, there were few instances of transferring between schools should a child be recognised as misplaced, an occurrence that Sociologist A.H. Halsey (1965) claimed happened to one quarter or pupils. (Cited from Ward & Eden, …show more content…
Ridgeway (2001) discusses how ‘education can be improved by tailoring educational provision to the needs of the individual student’, an aspect not practiced with the 11+ testing due to bias content and categorised outcomes, but one that is today put in place by monitoring learning through assessment. Ridgeway (2001) also states ‘highly able students can be identified by intelligence testing, and can be offered appropriate educational experiences. Students unable to benefit from conventional education can be identified and special provisions can be made for their needs.’ When planning a lesson, special consideration must be taken over ability groups, gifted children and any children with Special Educational Needs (SEN). These children can be identified through assessment, and monitored closely to ensure they are working at appropriate