A History ofSchools and Schooling

Ragged Schools The Ragged Schools were charitable schools dedicated to the free

education of destitute children.

The idea of ragged schools was developed by John Pounds, a Portsmouth shoemaker. In 1818 Pounds began teaching poor children without charging fees. Thomas Guthrie helped to promote Pounds' idea of free schooling for working class children. Guthrie started a ragged school in Edinburgh and Sheriff Watson established another in Aberdeen

Lord Shaftesbury formed the Ragged School Union in 1844 and over the next eight years over 200 free schools for poor children were established in Britain. Wealthy individuals such as Angela Burdett-Coutts gave large sums of money to the Ragged Schools Union. This helped to establish 350 ragged schools by the time the 1870 Education Act was passed. Over the next few years ragged schools were gradually absorbed into the new Board Schools. The Ragged Schools were charitable schools dedicated to the free education of destitute children.

http://www.maybole.org/history/articles/historyofraggedschools.htm

The Forster Act

1870 Compulsory Education for All Developed Around Existing

Religious Schools Not Free Until 1890 Run By Local School Boards Elementary Schools Catering

for the Working Classes Trying to Develop a More

Efficient and Educated Workforce

What are the Aims of Primary Education?

Historically: 3 contrasting traditions1. The Elementary Tradition - [3R’s and strict

discipline] 2. The Developmental Tradition - [Children’s

development used as the basis for learning]3. The Preparatory Tradition - [A preparation for

later schooling, traditional subject based knowledge]

Two Contrasting Value Systems

The Industrial Paradigm

Input/OutputCentralized Control

A Prescribed CurriculumMeasurable Effectiveness

Value for Money

Looking to the end of the process- the worker or citizen

LockePlato

The Agricultural/Botanical Paradigm

NurtureChild-CentredDevelopmental

School/Teacher Autonomy

The So Called ProgressivesRousseauPestalozziFroebel etc

Payment By Results Teachers were paid 8 shillings for each child who

passed the examination of the 3Rs A failure in any one of the 3Rs would mean a reduction

of 2 shillings Four shillings were awarded for general merit and

attendance

Stress on children due to examination system Measured a very narrow curriculum [Suspended in 1895]

The Growth of Child-Centered Education

1902 Education Act

1928 & 1931Hadow Reports

1944 Education Act

1967 Plowden Report

Re-Emergence of Centralized Control

1977William Tyndale Primary SchoolThe Great Debate (1976)Ruskin College Speech

1988The Educational Reform Act

Effects of the ERA- 1988

Before

School/Teacher Autonomy to

Determine the Curriculum

LEA with Financial Control

Teacher Assessment

After

A Prescribed National Curriculum

Schools With Financial Control of Own Budget

OFSTED League Tables

SATs Greater Parental Influence via

Governing Body Performance Management

The National Curriculum 1999

Four Main Purposes

1. To establish Standards2. To promote Continuity and Coherence3. To establish an entitlement4. To promote public understanding

Continued Erosion of Professional Trust

The National Literacy Strategy The National Numeracy Strategy

[both recently updated] Curriculum 2000 National Strategy for the Foundation

Stage

Agents of Change Professional Voices International Voices Technological Change Social/Economic Change

A compelling need to bring the two philosophies, child based and economic worthiness, together.

Coming Together 2004 The Children Act Every Child Matters (2007) 2003 Excellence and Enjoyment A shorter OFSTED No League Tables in Wales or Scotland Extended Schools? Home/School Partnerships

Excellence and Enjoyment (2003)

A vision for Primary Education that provides opportunities for all children to fulfill their potential through a commitment to high standards and excellence with an engaging and rich curriculum

Schools encouraged to be more innovative and creative and use the freedom they have to plan a more flexible curriculum

Every Child Matters (2007)

SSafeH

HealthyE

Enjoy and AchieveE

Economic Well-BeingP

Positive Contribution

The Children’s Plan December 2007 published the first ever Children’s Plan, to put the needs

of families, children and young people at the centre of everything we do. Different relationship between Government and families – one where at

every level there is closer partnership between services and families, children and young people.

The Children’s Plan was based on what children, young people, their parents, and the people working with them told us they wanted. It set out what we all need to do to make every child matter, for happy and healthy childhoods, staying safe from harm, fulfilling potential, and being prepared for adulthood.

Model of integrated working has become the expectation in every local area. Schools are increasingly working in partnership with other schools and local services. Children’s Trusts are taking a leading role in providing integrated children’s services in every local area, with Children’s Trust Boards now being a statutory requirement.

Characteristics of Effective Schools

Professional Leadership Shared Vision and Goals A Learning Environment Concentration on Teaching and Learning Purposeful Teaching High Expectations Positive Reinforcement Monitoring Progress Pupil Rights and Responsibilities Home/School Partnership A Learning Organization

Personalised Learning (2007)

National Framework for Sustainable Schools 2006

BY 2020 – The Eight Doorways1. Food and Drink – Show Strong Commitments to the

Environment By Maximizing the Use of Local Suppliers2. Energy and Water – Showcase Energy Efficiency such as Solar

and Wind Energy or Rainwater Harvesting3. Travel/Traffic – Use Less Polluting Modes of Transport4. Purchasing and Waste – Reuse, Repair and Recycle as many

Goods as Possible5. Buildings and Grounds – Green Building Technologies and

Furnishings6. Inclusion and Participation – Models of Social Inclusion:

Instilling a Long Lasting Respect for Human Rights7. Local Well-Being – Models of Good Corporate Citizenship for

the Local Community8. Global Dimension – Activities to Improve the Lives of People In

Other Parts of the World

http://curriculum.qca.org.uk/new-primary-curriculum/index.aspx

http://curriculum.qca.org.uk/new-primary-curriculum/About-the-new-primary-curriculum/index.aspx

http://curriculum.qca.org.uk/new-primary-curriculum/curriculum-tools/a-short-guide-to-the-new-primary-curriculum/index.aspx

http://www.qcda.gov.uk/resources/curriculum_reform/index.html

The New Primary Curriculum:

2020 VisionRecommendations 2007 – Teaching

and Learning in 2020 All Schools to Reflect a Commitment to Personalising

Learning For All Children Assessment for Learning is Embedded in All School

Classrooms (APP) Pupils Take Ownership of Their Learning Learning How to Learn – Focusing on the Skills and

Attitudes Needed to Become Better Learners Engaging Parents and Carers in Their Children’s

Education Establishing an Entitlement to Personalized LearningNew QTS Standards, Newly Designed Schools, Additional

Support for Under-Achievers