-
Butler's Education Act.
This act sought, %u201CTo encourage the spiritual, mental and physical well-being of the community%u201D (BBC 2004), creating a, %u201CTripartite, hierarchical system of grammar, technical and secondary modern schools%u201D (BBC 2004), through free education to all school pupils. To get into grammar school for free it meant an 11 year old passing an 11+ examination. This enabled any school to, %u201CEducate and mobilise women and the working class%u201D (Wikipedia 2008a). -
Introduction of GCEs.
BBC (2004) states both the Higher School Certificate and the School Certificate were replaced by GCEs (General Certificates of Education). Primarily taken in grammar schools O-Levels (replacing School Certificate) and A-Levels (replacing Higher School Certificate) examinations were introduced. -
The Crowther Report (15-18 Report).
The Department for children, schools and families (no date) states this report, as well as the 1963 Newsom Report, recommends the school leaving age to be lifted to 16. -
CSEs are introduced.
BBC (2004) and University of Portsmouth (2008) state CSEs (Certificates of Secondary Education) were introduced for those students not taking GCEs. -
Half Our Future.
As well as what is mentioned above the Newsom Report/Robbins Committee, according to the Journal of the Royal Statistical Society (1965), it makes reference to consider pupils who are average/below average academically, between the ages of 13 and 16. Both raise a genuine concern about half the nation%u2019s future belonging to that group, and making sure that group handles it well. -
The suggestion of comprehensive schooling.
Prime Minister Harold Wilson%u2019s Labour government made the promise of setting up comprehensive schools. %u201CRecommended in a document issued by the Labour Government in 1965 called the Circular 10/65%u201D (Museum of Childhood no date). The idea was to, %u201CEnd selection at 11-plus and to eliminate separation in school education%u201D (Chitty 2002, p.18), by abolishing the tripartite system. -
The Plowden Report, Children and their Primary Schools.
This report stated that, %u201CThe qualities needed in a modern economy extend far beyond skills such as accurate spelling and arithmetic%u201D (Museum of Childhood no date). University of Wolverhampton (no date) states this report gave official approval to the existing idea behind a child-centred education (new approaches to pedagogy) and that every child develops at different rates. -
The first impact of Thatcher in education.
Wikipedia (2008c) states the Conservative party was voted into government in 1970 and the new Education Secretary, Margaret Thatcher, brought in the Circular 10/70, replacing the 10/65 one and had the idea of letting LEAs decide whether or not they wanted their schools to be comprehensive. This meant that the decision to switch from tripartite was at local level instead of national level. -
Education Act.
BBC News (2004) states the age for school leavers is raised nationally to 16. -
Circular 4/74 was published.
Wikipedia (2008c) states Labour were re-elected and they published this circular, stating their intention to continue their idea of comprehensive education from being in power previously. -
Callaghan's 'Great Debate'.
This led to a fundamental change in the UK%u2019s education system. Prime Minister Callaghan gave a speech which consisted of how new informal teaching methods were worrying, %u201CWhich seem to produce excellent results when they are in well-qualified hands but are much more dubious when they are not%u201D (BBC 2005). BBC (2005) also states that the idea of both school inspections and parent governors were introduced. -
Education Act.
Wikipedia (2008c) states the tripartite system was abolished (and the 11+ examinations). With this event the comprehensive school system was introduced and this Labour initiative was for pupils of mixed ability to be educated together. -
Education Act.
Chan and East (2002) state this was Thatcher%u2019s first reform (as Prime Minister) of the Education Act, to try to allow choice in education, with the quality of a pupil%u2019s education being enhanced. %u201CThe rights of LEAs to provide primary, secondary or further education for students not belonging to their area was restricted%u201D (Chan and East 2002). With this act the decision of allowing pupils to transfer between maintained and independent schools, through the Assisted Places Scheme). -
Scrapping free milk and food.
Chan and East (2002) state that Thatcher made the unpopular decision of scrapping free milk and free school dinners for the majority of pupils. -
Education Act.
This act is considered to be very important for young pupils with a disability, because officially they are recognised within education. The act defined the term SEN (a Special Education Need) as, %u201CIf he/she has a learning difficulty, which may be the result of a physical or sensory disability, an emotional or behavioural problem, or developmental delay%u201D (Teachernet no date). University of Wolverhampton (no date) states that disabled school pupils had to have their needs met. -
I was born.
Hello world! -
Trialling of 16+ examinations.
University of Wolverhampton (no date) states these examinations were trialled, as a halfway point between O-Levels and CSEs. -
Education Act.
How school were managed and governed changed in this act, through, %u201CLEAs, governing bodies and headteachers were given responsibilities for curriculum development and implementation%u201D (Chan and East, 2002). Parents were now allowed to be involved with a school%u2019s management. Also states that this act meant corporal punishment was abolished in all schools. -
Invention of NVQs.
QCA (no date) states that pre April 1986 there were weaknesses in the vocational qualification system of the time. Specific standards were needed to be addressed across the board, and these would be through the NVQ qualifications. NVQs were invented to suit both the needs of a student going to employment (to have a skill set which could be transferred in the workplace), as well as the student. -
Thatcher triumphs at Conservative party conference.
Chitty (2002, p.6) states that Prime Minister Thatcher wins over her party with an address exploring the issue of school pupils needing to respect traditional values (that are moral) to better themselves, whatever the social situation they are in. What I can gather from this is that schools need to teach pupils the traditional values they need to learn to be more productive within society. -
Education Reform Act.
BBC News (2004) states the O-Levels and CSEs are replaced by GCSEs (General Certificates of Secondary Education). The National Curriculum is introduced, as, %u201CA framework used by all maintained schools to ensure that teaching and learning is balanced and consistent%u201D (Directgov 2008a). It gave the idea to pupils receiving the same education to their counterparts elsewhere, treating pupils as equally and fairly as poossible. There was also the idea of national tests too at differing age ranges. -
Started at playgroup.
This is where my pre-compulsory education started (the foundation stage), through pre-school education. -
Finished playgroup.
Even though I finished here I still continued on with my pre-compulsory education. However by finishing playgroup I finished my pre-school education. -
Started at nursery school.
The school was Langdale Nursery School. Still in pre-compulsory education, but started nursery education. -
Finished nursery school.
Last day at Langdale Nursery School. I might have finished nursery school (thus finishing nursery education) but still in pre-compulsory education. -
Started at primary school.
The school was Friarswood County Primary School. Still in pre-compulsory education, as I started in Reception when I was 4 years old. Even though I started to attend primary school I was still considered to be in nursery education. -
National Curriculum (Sats) tests for KS1.
BBC News (2004) state these were introduced for pupils who are at the end of Key Stage 1 (7 years old). -
Finished reception year.
This is where my pre-compulsory education ended (the foundation stage). I did not however need to move schools, as I was about to embark on moving into primary education in a primary school. -
Started Key Stage 1.
I moved from reception to Year 1. Instead of education not being compulsory it became compulsory. With moving up into Year 1 I now moved up to primary education, thus starting Key Stage 1. -
Ofsted is formed.
Politics.co.uk (2008) states that Ofsted (Office for Standards in Education) was set up during the 1992 Education Act to make sure schools were providing a quality education to its pupils, through a set of standards in all of a school%u2019s curriculum subjects. An inspection would need to be made ever three years, making sure schools are providing a quality education (a very stressful time for schools to perform). If a school was classed as inadequate it would be put into special measures. -
The Dearing Review.
Trowler (1998, in Anon. 2001) states this was a review of the 1988 National Curriculum. This review highlighted changes which had to be made. It stated that the curriculum needed to be slimmed down, with a reduction into time allocated to testing pupils. Teacher%u2019s time, approximately 20%, could be freed up at the judgement of a school%u2019s leadership team for other uses. The judgement of schools at Key Stage 4 was extended, through making certain subjects optional at GCSE level. -
Took Key Stage 1 examinations.
With being in Key Stage 1 I had to take the newly-formed national examinations for this Key Stage. These examinations tested my levels of reading, writing and arithmetic; and was graded on how well I performed through levels of performance. The examinations themselves were not right at the end of the key stage; they were instead 5 months beforehand. -
Started Key Stage 2.
I started Key Stage 2 whilst in primary education at Friarswood. Since Key Stage 2 is a part of primary education I did not need to move schools to receive a different type of education. -
A* GCSEs are introduced.
BBC (2004) state these were introduced as a way of distinguishing between high and low A-grades. -
National Curriculum (Sats) tests for KS2 and KS3.
BBC News (2004) state these tests in English, Mathematics and Science were introduced for pupils at the end of Key Stage 2 (11 years old) and Key Stage 3 (14 years old). -
Disability Discrimination Act.
Directgov (2008b) states this legislation made sure that all disabled people could access facilities, goods and services as easily as those who are not disabled (not extended to education, however). In a lot of organisations %u2018reasonable changes%u2019 would have to be made to policy, procedure, physical features of a building, as well as extra support being provided. The only circumstance where this act could not be applied is a situation arising where any indifference was justified. -
GNVQs were offered.
BBC News (2004) say these GNVQs (General National Vocational Qualifications) were offered to students who are considered non-academic. They were offered as a more work-based approach (in the form of vocational training). -
Education put at the heart of a political manifesto.
Tony Blair gave his famous %u2018Education, Education, Education%u2019 speech which put this topic at the heart of the Labour party%u2019s political manifesto. Blair%u2019s speech, %u201CConfirmed the importance of the issue in politics%u201D (Institute of Ideas & Pfizer Debating Matters Competition 2008). It was a very important factor in Labour winning the 1997 general election, since the majority of the United Kingdom%u2019s population is affected by education, by putting it at the heart of his manifesto. -
Education (Schools) Act.
Welsh Assembly Government (2007) states this act was used as a piece of legislation so that the Assisted Places Scheme is abolished over a period of time. With this piece of legislation is regulates how the APS is governed until the scheme is phased out. University of Wolverhampton (no date) states this act legislated for class sizes at Key Stage 1 level had to be a maximum size of 30 pupils. -
The National Literacy Strategy was introduced.
BBC (2004) states primary schools in England had to raise standards of literacy to compete with other countries, through government intervention, with this strategy. -
Took Key Stage 2 examinations.
With being in Key Stage 2 I had to take the national examinations for this Key Stage. These examinations tested my levels of English, Mathematics and Science; and was graded on how well I performed through levels of performance. The examinations themselves were not right at the end of the key stage; they were instead 5 months beforehand. -
Finished primary school.
Last day at Friarswood County Primary School. I might have finished primary school (thus finishing primary education) but still in compulsory education. -
Started at secondary school.
The school was St Peter%u2019s Cof E (Voluntary-Aided) High School and it was a parental decision for me to attend (no one else went from my primary school to this school). Still in compulsory education, but now started Lower secondary education and Key Stage 3. -
The Crick Report.
UEA Norwich (no date) divulges into this report and states that school pupils need to learn to be considered an active citizen who has responsibilities morally, socially and to their community. -
School Standards and Framework Act.
This act helped to re-establish four types of maintained schools; community, foundation, voluntary-aided (this was already established by 1998 as I definitely remember attending this type of school in 1997) and voluntary-controlled. Every Child Matters Change For Children (2008) and University of Wolverhampton (no date, p.19) state these types of schools now have to receive funding from their local LEA, as well as delivering the curriculum. Parentscentre (2008) states EAZs were established too. -
Took Key Stage 3 examinations.
With being in Key Stage 3 I had to take the national examinations for this Key Stage. These examinations tested my levels of English, Mathematics and Science; and was graded on how well I performed through levels of performance. The examinations themselves were not right at the end of the key stage; they were instead 5 months beforehand. -
My school turns specialist.
The school transformed into an International Language College. This meant the school started to teach several different foreign languages, compared to the one being taught previously (French), as well as foreign exchange trips with foreign schools. The school had to show the government how it was investing in foreign languages, so it could receive revenue from them. This event occured at the same time as my Key Stage 3 examinations. -
Started to study for GCSEs/GNVQ.
This is where I was able to start study for national qualifications (GCSEs/GNVQ) for 14-16 year olds. There were certain subjects that I had to take qualifiactions in (i.e. English and Mathematics) whilst others I chose to take (i.e. Graphics and Geography) ahead of others. This was the first year my school were offering the GNVQ qualification, and it was in I.C.T. By starting to study for both types of qualification I moved up to Key Stage 4, classed as upper secondary education. -
Special Educational Needs and Disability Act (SENDA).
There should be facilities for all pupils to cope with their disability, so both primary and secondary schools had to make adjustments. This act amended the Disability Discrimination Act 1995, %u201CTo make unjustified discrimination by education providers against disabled pupils, students and adult learners unlawful%u201D (Directgov 2008b). This is because it did not extend to educational establishments. The only %u2018reasonable change%u2019 I mentioned which does apply is practices and policies. -
Examination period for GCSEs/GNVQ.
Over the course of this month I took my GCSE and GNVQ examination(s) for both type of qualifications at my secondary school. Altogether I had to complete 12 examinations. When I completed the final examination I had finished Key Stage 4 and compulsory (secondary) education and did not need to further my education. -
Officially finished secondary school.
On this day I signed out of St. Peter's and was not needed any longer in compulsory education, even though I had completed my examinations the month before. -
Received my examination results.
This was the day when I received all my examination results for the June 2002 examinations. I could now effectively go out and seek full-time employment, or continue onto further education. -
Started studying at college.
I started my post-compulsory and post-16 education (within further education / upper secondary education) at Newcastle-under-Lyme College. In doing so I started to study for a BTEC National Diploma for IT Practitioners as I did not feel that it would be beneficial to me to study for A-Levels. -
Every Child Matters.
The green paper was published, used as, %u201CA programme of reform setting out a framework of services that cover children and young people from birth to nineteen%u201D (Hampshire County Council 2005). Every pupil in a school matters. Every Child Matters essentially means that, according to QCA (2007), the well-being and developing of the learner as an active and responsible citizen is promoted, all fundamental to how a curriculum is structured. -
The four-part diploma was suggested.
BBC (2004) state the four part diploma for 14-19 year olds was proposed by Mike Tomlinson (former schools inspector in England). He proposed that GCSEs, A-Levels and vocational qualifications were all to be replaced. Before pupils are able to qualify for this diploma he called, %u201CFor core skills, such as numeracy and literacy, to be compulsory%u201D (BBC 2004). Mr Tomlinson has said the changes are to be, "Evolutionary, not revolutionary" (BBC 2004), and would need time for them to be implemented. -
The Children%u2019s Act.
Hampshire County Council (2005) states this act, in relation to education, provided the legal framework for Every Child Matters (a change for all children) to be implemented in England. It outlined that a duty was placed on every child%u2019s health, safety, learning (through enjoyment and achievement), and contributing positively to society. -
Finished college.
I was able to complete my BTEC National Diploma. By doing this I finished college for good, as well as further / upper secondary education and post-16 education. By this stage I had applied to University for study for an undergraduate degree. If I received the right results I could go on to University. If not then I would possible have to go through cleraiung or miss out altogether on going to University (and end up in full-time employment). -
Started studying at University.
I started to study at Staffordshire University for a BSc(Hons) degree in Information Systems. By starting as this type of student I started to study within post-compulsory education, at degree level in higher education. -
Graduated from University.
I graduated from Staffordshire University with a BSc (Hons) degree in Information Systems and became a member of the University%u2019s Alumni. -
Received my examination results.
This was the day when I received all my examination results for my BTEC National Diploma. When I received my results I had the adequate qualification to go to my number one choice for my University education (at degree level); Staffordshire University. -
Started studying for a PGCE.
I started studying at the University of Wolverhampton as a postgraduate student, for a PGCE in Secondary ICT. This point signals my current status within education (in post-compulsory (higher) education).
