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The Tripartite System, known colloquially as the grammar school system, was the structure by which Britain's secondary education was organised between the 1944 Butler Education Act and 1976. Secondary schools were divided into three categories, Grammar schools, Technical schools and Modern Schools. Pupils allocated to each according to their performance in the Eleven Plus examination. It was the prevalent system under the Conservative governments of the 1950s and 60s, but fell into disfavour under the Labour government after 1965. It was formally abolished in 1976, giving way to the current Comprehensive System, although elements of similar systems persist in several counties. The merits and difficulties of the system proved a contentious subject, and continue to divide public opinion in the UK. Secondary education - Wikipedia, the free encyclopedia /**/ @import /skins-1. ...
1944 (MCMXLIV) was a leap year starting on Saturday (the link is to a full 1944 calendar). ...
The Education Act 1944 changed the education system for secondary schools in England and Wales. ...
1976 (MCMLXXVI) was a leap year starting on Thursday (the link is to a full 1976 calendar). ...
A grammar school is a type of school found in some English-speaking countries. ...
The Tripartite System of education in the United Kingdom was a system of education introduced in the Butler Education Act of 1944, covering Primary and Secondary education. ...
Secondary modern schools are a type of school in British educational systems, part of the Tripartite System. ...
The Eleven Plus is an examination which was given to students in their last year of primary education in the United Kingdom under the Tripartite System. ...
The Conservative Party is one of the two largest political parties in the United Kingdom and the most successful party in political history based on election victories. ...
The Labour Party has since its formation in the early 20th century been the principal left wing political party in the United Kingdom (see British politics). ...
The Comprehensive System is a system of education in the United Kingdom and other countries, based on all-ability comprehensive schools. ...
Structure
Organisation Under the Tripartite System there were three categories of state-run secondary schools. Each was designed with a specific purpose in mind, aiming to impart a range of skills appropriate to the needs and future careers of their pupils. - Grammar Schools - These schools were intended to teach a highly academic curriculum, teaching students to deal with abstract concepts. There was a strong focus on intellectual subjects, such as literature, classics and complex mathematics. Generally considered the apex of the Tripartite system, places in grammar schools were highly sought after. Around 25% of children went to a grammar school, although this varied substantially across the country.
- Technical Schools - The technical school was designed to train children adept in mechanical and scientific subjects. Planned as an equal tier of the system alongside the grammar schools and the secondary moderns, shortages in funding led to technical schools being provided on a limited scale. Catering for around 5% of the school population, the focus of the schools was on providing scientists, engineers and technicians.
- Modern Schools (known as Secondary Moderns) - Pupils at these schools were trained in practical skills, aimed at equipping them for relatively undemanding jobs and home management. Although explicitly not presented as such, the secondary modern was widely perceived as the bottom tier of the tripartite system. They suffered from underinvestment and poor reputations, in spite of educating around 70% of Britain’s school children.
Alongside this system existed a number of public schools and other fee-paying educational establishments. These organised their own intakes, and were not tied to the curricula of any of the above schools. In practice, most of these were educationally similar to grammar schools but with a full ability range amongst their pupils. A Grammar school is one of several different types of school in the history of education in Britain. ...
Classics, particularly within the Western University tradition, when used as a singular noun, means the study of the language, literature, history, art, and other aspects of Greek and Roman culture during the time frame known as classical antiquity. ...
The Tripartite System of education in the United Kingdom was a system of education introduced in the Butler Education Act of 1944, covering Primary and Secondary education. ...
Secondary modern schools are a type of school in British educational systems, part of the Tripartite System. ...
The term public school has two contrary meanings: In England, one of a small number of prestigious historic schools open to the public which normally charge fees and are financed by bodies other than the state, commonly as private charitable trusts; here the word public is used much as in...
The Eleven Plus For further information, see the main article on the Eleven Plus The Eleven Plus is an examination which was given to students in their last year of primary education in the United Kingdom under the Tripartite System. ...
To allocate students between the three tiers, all students were given an exam at the age of 11. Three tests were given; one tested mathematical ability, one set an essay on a general topic and a third examined general reasoning.
Originally, these tests were intended to decide which school would be best suited to a child’s needs. However, because of the lack of technical schools, the eleven plus ultimately became a measure of whether or not a child was worthy of a place at their local grammar school. As such, ‘passing’ the eleven plus came to be seen as essential for success in later life.
The eleven plus has been accused of having a significant cultural bias. This was certainly true of early papers. ‘General reasoning’ questions could be about classical composers, or the functions performed by domestic servants - subjects which children from working class backgrounds would be less able to answer. This criticism was to become less valid as the years passed, and the science of IQ testing became more advanced and class biases decreased. The term working class is used to denote a social class. ...
Examination systems and relationship to further education Different types of schools entered their pupils for different examinations at age 16. Grammar school students would take O levels, while children at secondary moderns initially took no examinations at all. Instead, they worked for a Schools Certificate, which simply indicated they had remained at school until age 15.Then some of the secondary modern schools offered qualifications that were set,for example, by regional examination boards, such as the Union of Lancashire and Cheshire Institutes and the Northern Counties Technical Examinations Council.The latter exam was taken after four years at secondary school. Such examinations were comparable with the Certificate Of Secondary Education [CSE] which was introduced in 1965. Less demanding than GCE O-level, results in the GCE and CSE exams were graded on the same scale, with the top CSE grade, grade 1, being equivalent to a simple pass at GCE O level. Secondary moderns did develop O level courses for brighter students, but in 1963 only 41,056 pupils sat them, roughly one in ten. Some of these pupils results were very good. Secondary modern schools continued in existence into the 1970's, and as time progressed more attention was given to the need to provide more challenging examinations, and to adopting the same approach to mixed abilities as the modern comprehensive system which existed at the same time. The General Certificate of Education or GCE is an academic qualification, often divided into two levels: Ordinary level (O-level) and Advanced level (A-Level), although other categories exist. ...
Although the Butler Act offered further education for all, including students from secondary moderns, only children who went to grammar schools had a realistic chance of getting into university. Secondary moderns did not offer training for A levels. Although students could obtain this elsewhere, few did and in 1963 only 318 secondary modern pupils sat the exams.[1] Only grammar schools offered facilities for students who were preparing for the entrance examinations required to go to Oxbridge. The Education Act 1944 changed the education system for secondary schools in England and Wales. ...
An A-level, short for Advanced Level, is a General Certificate of Education usually taken during Further Education and after GCSEs. ...
Oxbridge is a portmanteau name for the universities of Oxford and Cambridge, the two oldest in the United Kingdom and the English-speaking universe. ...
Guiding principles The basic assumption of the Tripartite system was that all students, regardless of background, should be entitled to an education appropriate to their needs and abilities. It was also assumed that students with different abilities were suited to different curricula. It was believed that an IQ test was a legitimate way of determining a child’s suitability to a particular tier. ...
It was intended for all three branches of the system to have a parity of esteem. However existing beliefs about education (see below) and the failure to develop the technical schools led to the grammar schools being perceived as superior to the alternatives.
History
Origins Prior to 1944 the British secondary education system was a fundamentally ad hoc creation. Access was not universally available, varying greatly by region. Schools had been created by local government, private charity and religious foundations. Education was often a serious drain on family resources, and subsidies for school expenses were sporadic. Secondary education was mainly the preserve of the middle classes, and in 1938 only 13% of working class 13 year olds were still in school.[2] Local governments are administrative offices of an area smaller than a state. ...
Many of the schools created since the 1870s were grammar schools, which offered places based on an entrance test. Places were highly desired and seen as offering a great chance at success. These schools were widely admired, and were to become the model by which education would be reformed from the 1940s. A Grammar school is one of several different types of school in the history of education in Britain. ...
There was also a strong belief in the value and accuracy of psychometric testing. Many in the educational establishment, particularly the psychologist Sir Cyril Burt, argued that testing students was a valid way to assess their suitability for various types of education. Similar conclusions were drawn in a number of other countries, including France, Italy, Germany and Sweden, all of whom operated a state-run system of selective schools. Psychometrics is the science of measuring psychological aspects of a person such as knowledge, skills, abilities, or personality. ...
Sir Cyril Lodowic Burt (March 3, 1883 - October 10, 1971) was a British educational psychologist, one of the few to ever be knighted for his work. ...
The 1926 Hadow Report had recommended that the education system be formally split into separate stages at eleven or twelve. Before this point, there had been no defined barrier between what are now known as primary and secondary education. The novelty of this break would encourage the establishment of selection at the point when pupils were changing schools. Primary or elementary education consists of the first years of formal, structured education that occurs during childhood. ...
Secondary education - Wikipedia, the free encyclopedia /**/ @import /skins-1. ...
The Butler Act The 1944 Butler Education Act radically overhauled British education. For the first time, secondary education was to become a right, and was to be universally provided. It would also be free, with financial assistance for poor students. This was part of the major shake-up of government welfare in the wake of the Beveridge report. The Education Act 1944 changed the education system for secondary schools in England and Wales. ...
William Henry Beveridge, 1st Baron Beveridge of Tuggal (March 5, 1879 – 16 March 1963) was a British economist and social reformer. ...
In addition to promising universal secondary education, the act intended to improve the kind of education provided. Children would be provided with the type of education which most suited their needs and abilities. Calling their creation the Tripartite System, education officials envisaged a radical technocratic system in which skill was the major factor in deciding access to education, rather than financial resources. It would meet the needs of the economy, providing intellectuals, technicians and general workers, each with the required training. This article is about a movement that supports the use of technology to enhance society. ...
The Act was created in the abstract, making the resultant system more idealistic than practical. In particular, it assumed that adequate resources would be allocated to implement the system fully.
Implementation The Tripartite System was arguably the least politically controversial of the great post-war welfare reforms. It had been written by a Conservative, and had received the full backing of Prime Minister Winston Churchill. Even the most aristocratic Tories saw it as a way of reinvigorating upper class control of society. The Conservative Party is one of the two largest political parties in the United Kingdom and the most successful party in political history based on election victories. ...
Sir Winston Leonard Spencer-Churchill, KG, OM, CH, TD, FRS, PC (30 November 1874 – 24 January 1965) was a British politician and author, best known as Prime Minister of the United Kingdom during the Second World War. ...
“[Churchill said that] we must reinforce the life-blood of the ruling-class – though he said he disliked the word ‘class’. We must not choose by the mere accident of birth and wealth, but by the accident – for it was equally an accident – of innate ability.” [3] Accident of Birth is a heavy metal album released in 1997 (see 1997 in music) by Bruce Dickinson. ...
Many in the Labour party, meanwhile, were enthusiastic about the ability of the Tripartite System to enable social mobility. A first rate education would now be available to any capable child, not simply a rich one. The tripartite system seemed an excellent tool with which to erode class barriers. The Labour Party has since its formation in the early 20th century been the principal left wing political party in the United Kingdom (see British politics). ...
In spite of this broad approval, the resources for implementing the system were slow in coming. The logistical difficulties of building enough secondary schools for the entire country delayed the introduction of tripartite education. It was not until 1951, and the election of a Conservative government, that the system began to be widely implemented. Some Historians have argued that tripartite education was the Conservative answer to the attractions of the Welfare state, replacing collective benefits with individual opportunities. It has been suggested that Welfare capitalism be merged into this article or section. ...
Even so, there was still a dramatic shortfall in resources for the new education system. Grammar schools received the lion’s share of the money, reinforcing their image as the best part of the system. Modern schools were correspondingly neglected, giving them the appearance of being ‘sink schools’. The Newsom Report of 1963, looking at the education of average and below average children, found that secondary moderns in slum areas of London left fifteen year olds sitting on primary school furniture and faced teachers changing as often as once a term.
There was a severe regional imbalance, with many more grammar school places available in the South than in the North, and with fewer places available for girls. This was partly the result of a historical neglect of education in the north of England, which the tripartite system did much to correct. Nevertheless, in 1963 there were grammar school places for 33% of the children in Wales and only 22% of children in the Eastern region [4].
The most important result of the lack of money was the disappearance of the third part of the system- the technical schools. Very few existing schools could fulfil the technical role, and the priority remained grammar and modern schools. The tripartite system was, in effect, a two-tier system with schools for the academically gifted and schools for the others. Without technical schools, the eleven plus became seen as a pass-or-fail exam, either getting children to the grammar or consigning them to a secondary modern.
The Fall of the Meritocracy In 1958 the sociologist Michael Young published a book entitled The Rise of the Meritocracy. A mock-historical account of British education viewed from the year 2033, it satirised the beliefs of those who supported the Tripartite System. Young argued that grammar schools were instituting a new elite, the meritocracy, and building an underclass to match. If allowed to continue, selective education would lead to renewed inequality and eventually revolution. Michael Young, Lord Young of Dartington (August 9, 1915, Manchester - January 14, 2002) was a British sociologist, social activist and politician. ...
This reflected a growing dissatisfaction on the left with the results of the Tripartite System. Whereas the previous generation of Labour politicians had focused on the social mobility afforded to those who passed their eleven plus, now concern became focused upon those who were sent to secondary moderns. Once the Tripartite System had been implemented, the middle classes were found to be much more likely to win places at grammar schools. It was feared that society was being divided into a well-educated middle class elite and a working class trapped in the Modern schools, or “eggheads and serfs”. To some on the left, such as Graham Savage of the LCC, it became an article of faith that the only way to bring about equality was by putting everyone through the same schools.
In July 1958 the Labour leader Hugh Gaitskell formally abandoned the Tripartite system, calling for “grammar-school education for all” [5]. The party’s fiercest opponent of the Grammar school was Gaitskill’s protégé, Anthony Crosland. Hugh Todd Naylor Gaitskell (April 9, 1906 – January 18, 1963) was a British politician, leader of the Labour Party from 1955 until his death in 1963. ...
Charles Anthony Raven Crosland (29 August 1918 - 19 February 1977) was a British politician and Labour member of Parliament - as well as being a socialist theorist. ...
Experiments with comprehensive schools had begun in 1949, and had taken hold in a few places in the UK. London, Coventry, the West Riding and Leicestershire had all abolished the Tripartite System in the 50s and early 60s, for a variety of reasons. They offered an alternative to the existing system which was seized upon by its opponents. Comprehensives were held up as less divisive, and pupils were said to benefit from the abolition of selection. A comprehensive school is a secondary school that accepts pupils of all abilities. ...
London is the capital city of the United Kingdom and of England and is the most populous city in the European Union. ...
The Precinct in Coventry city centre. ...
The West Riding as an administrative county prior to its abolition in 1974. ...
Leicestershire (abbreviated Leics) is a landlocked county in central England. ...
Paradoxically, at the same time as Labour was attacking the Tripartite System for its inequalities, some in the middle class were increasingly upset at the social mobility it fostered. As educational testing became more exact and subject to less class bias, an increasing proportion of middle class children were being sent to secondary moderns. The Tripartite System fell victim to its own elitism, as the traditional supporters of the grammar schools began to worry about their own children’s educational future.
Abolition By 1965 the Tripartite System was on the way out. 65 LEAs had plans to switch to comprehensive schools, and another 55 were considering it. Over the next few years this grassroots change would be reinforced by central government policy.
Labour had won the 1964 election, and Anthony Crosland became Secretary of State for Education in January 1965. He was an adamant critic of the tripartite system, and once angrily remarked "If it’s the last thing I do, I’m going to destroy every last fucking grammar school in England. And Wales. And Northern Ireland" [6]. Soon after he came to office he issued Circular 10/65. This asked Local Education Authorities to begin planning the switch from the Tripartite System to the Comprehensive System, withholding funding for new school buildings from those that did not comply. This change would be reinforced by the 1968 Education Act. Circular 10/65, also known as the Crosland Circular, was a document issued by the Ministry of Education requesting local authorities in England and Wales to begin converting their secondary schools to the Comprehensive System. ...
Lea is an Old English word meaning a clearing, an open piece of grassland or a grove. It is common in English town names, in the north it generally uses the pure form of -lea whilst in the south it generally uses a changed spelling such as -ley, -leigh or...
Initially the move generated relatively little opposition. It was portrayed foremost as an effort to raise standards in secondary moderns, and Prime Minister Harold Wilson had promised that no grammar school would be closed “over my dead body”. It became increasingly apparent, however, that this would not be the case. Some grammar schools were closed, and many were amalgamated with nearby secondary moderns. James Harold Wilson, Baron Wilson of Rievaulx, KG, OBE, FRS, PC (11 March 1916 – 24 May 1995) was one of the most prominent and successful British politicians of the 20th Century. ...
The promise of grammars for all rang increasingly hollow, as it became apparent that Comprehensivistion meant levelling out standards, rather than raising them. Opposition developed, mainly on a local level in protest of the treatment of a particular grammar school. Particularly strong opposition was noted in Bristol, after the LEA ended all grammar school education in 1964. Bristol (IPA: brÄstÉ™l) is a city, unitary authority and ceremonial county in South West England. ...
However, there was little nationwide organisation among the defenders of the Tripartite System. The most prominent attack on the introduction of comprehensives came in the series of Black Papers (as opposed to White Papers, which are issued by the government) published in the Critical Quarterly by Tony Dyson and Brian Cox. Comprehensivisation was accused of using schools ‘directly as tools to achieve social and political objectives’, rather than for the education of pupils. [7] A white paper can be an authoritative report on a major issue, as by a team of experts; a government report outlining policy; or a short treatise whose purpose is to educate industry customers. ...
Brian Cox as Hannibal Lecter from Michael Manns Manhunter. ...
Debates over the Comprehensive system seemed about to become a major political issue, particularly with the election of a Conservative government in 1970. However many Tories were ambivalent on the issue, Education Secretary Margaret Thatcher decided not to court controversy. Her Circular 10/70 simply removed the compulsion of Circular 10/65, leaving it up to individual LEAs whether or not they would go comprehensive. Margaret Hilda Thatcher, Baroness Thatcher, LG, OM, PC, FRS (born 13 October 1925) was Prime Minister of the United Kingdom from 1979 to 1990. ...
By 1970 115 LEAs had had their reorganisation plans approved. 13 had had theirs rejected, and a further 10 had defied the government and refused to submit any plans at all. It is often noted that more grammar schools were shut under Margaret Thatcher than any other Education Secretary. This is true but misleading, since this was a local process, started under Labour and allowed to continue to avoid controversy. Circular 10/70 allowed the Tripartite System to continue to slip quietly into the night across most of Britain.
Aftermath and Legacy The end of the Tripartite System was reinforced by the new Labour government of 1974. One of its first actions on education was Circular 4/74, reiterating Labour’s intention to continue with Comprehensivisation. The 1976 Education Act forbade selection of pupils by ability, officially ending the Tripartite System.
The abolition of the grammar schools proved a godsend to independent schools. Free, high-quality education for the brightest pupils had dramatically reduced their students, from around 10% of the school population to 5.5%. However, now that comprehensive equality had been instituted, a large number of parents were willing to pay to extricate their children from it. Some grammar schools, particularly Direct Grant Grammars, converted to fee-paying independent schools, retaining selection of entrants. The proportion of children opting out of the state system continued to rise until recently, standing at around 8%.
Certain counties continued to defy the government and continued to operate a form of the Tripartite System. In most cases, grammar schools exist more as a better tier of institutions, while other schools are seen as ordinary, rather than modern school-style ‘failures’. Around 160 state-run grammar schools exist in Britain today, schooling 141,000 pupils.[8] For a full list of counties where this applies, see the main article on grammar schools in the United Kingdom. A Grammar school is one of several different types of school in the history of education in Britain. ...
The 1976 Act proved the high-point of the Comprehensive movement. The Thatcher government allowed selection once again in 1979, and it has been used increasingly by individual schools eager to choose the best pupils. In 1984 Solihull attempted to reintroduce grammar schools, but was stopped by middle class opposition. In 1986 the first City Technology Colleges were proposed, arguably inspired by the Technical schools. Today, no formal attempts are being made to restore the Tripartite System, but the perceived failure of the Comprehensive System has led the current (Labour) government to propose “Beacon Schools”, “Advanced Schools” and an “escalator” or “ladder” of schools. Map sources for Solihull at grid reference SP1579 Solihull (IPA: , or , or some combination of the two; occasionally ) is a town in the West Midlands in England with a population of 94,753 [1]. It is a part of the West Midlands conurbation and is located south-east of Birmingham. ...
In England, City Technology Colleges (CTCs) are independent schools which charge no fees as their recurrent costs are paid by the DfES and businesses within the private sector. ...
It has been argued that the education system still reflects the realities of the Tripartite System. Sir Peter Newsom, an opponent of comprehensive schools, has claimed that Britain’s schools fall in one of eight ranks, the bottom three of which basically correspond to old secondary moderns.[9] Similarly, selective schools regularly outpace comprehensives, and account for a comparable proportion of the school population. Secondary education in Britain has not been thoroughly overhauled since 1944, and today seems to exist half way between the Tripartite System and the Comprehensive.
Grammars in Northern Ireland While vestiges of the Tripartite system persist in several counties, the largest area where the 11-plus system remains in operation is Northern Ireland. Original proposals for switching to the Comprehensive system were proposed in 1971, but the suspension of devolution meant that they were never acted upon. As a result, each year around 16,000 pupils in the area take the eleven plus transfer test. Pupils are rated between grades A and D, with preferred access to schools being given to those with higher grades. Around 1/3 of pupils who take the exam are given places in a grammar school. Students who do well in their Key Stage 3 exams can also obtain places. Dieu et mon droit (motto) (French for God and my right)2 Northern Irelands location within the UK Main language English Other recognised languages Irish, Ulster Scots Capital and largest city Belfast First Minister Office suspended Secretary of State for Northern Ireland Peter Hain MP Area - Total Ranked 4th...
For devolution as a term sometimes misapplied to evolution, see devolution (fallacy) Devolution or home rule is the granting of powers from central government to government at regional or local level. ...
The Eleven Plus is an examination which was given to students in their last year of primary education in the United Kingdom under the Tripartite System. ...
Key Stage 3 sets the educational knowledge expected of a child aged between 11-14 in the United Kingdom National Curriculum Key stage 3 strategy and development of pupils mathematical language It is debatable whether the faculty of mathematics is an independent one. ...
In 2001, following the publication of the Burns Report on Post Primary Education, the decision was taken to abolish the examination. The subsequent Costello Report went further, and advocated an end to all selection in Northern Ireland’s schooling. The Sinn Fein education minister Martin McGuinness, endorsed the Burns Report, as did the SDLP, while UUP and DUP politicians condemned it. When devolution was suspended in 2002, the Northern Ireland Office decided to continue the policy, although the phase-out date of the eleven plus was set back from 2004 to 2008. Martin McGuinness, MP, MLA James Martin Pacelli McGuinness (born 23 May 1950) is an Irish republican politician and Member of Parliament. ...
The Social Democratic and Labour Party (SDLP — Irish: Páirtí Sóisialta Daonlathach an Lucht Oibre) is the smaller of the two major nationalist parties in Northern Ireland. ...
Predicted properties Name, Symbol, Number ununpentium, Uup, 115 Chemical series presumably poor metals Group, Period, Block 15, 7 , p Appearance unknown Atomic weight [288] amu (a guess) Electron configuration [Rn] 5f14 6d10 7s27p3 (a guess based upon bismuth) e-s per energy level 2, 8, 18, 32, 32, 18, 5...
The Democratic Unionist Party is a hardline Unionist party in Northern Ireland led by Ian Paisley. ...
For devolution as a term sometimes misapplied to evolution, see devolution (fallacy) Devolution or home rule is the granting of powers from central government to government at regional or local level. ...
The Northern Ireland Office (NIO) is an arm of the United Kingdom government, responsible for Northern Ireland affairs. ...
Opinion is divided on the wisdom of the decision. The Burns Report itself called the eleven plus system socially divisive and argued that it placed unreasonable pressures on teachers. Critics of the status quo in Northern Ireland say that primary education is overly focused on passing the eleven plus. Half of all students receive some kind of private tuition before going to the exam. Many pupils also say that the exam is a great source of stress.
Nevertheless, the existing system has produced good results. GCSE grades are much higher than in England and Wales. The number gaining 5 GCSEs at grades A-C, the standard measure of a good education, is ten percentage points higher.[10] AS and A level results are also better. Access to universities is more equitable. 41.3% of those from the bottom four socioeconomic groups going to university, as opposed to a national average of 28.4%. [11] GCSE is an acronym that can refer to: General Certificate of Secondary Education global common subexpression elimination - an optimisation technique used by some compilers This is a disambiguation page — a navigational aid which lists other pages that might otherwise share the same title. ...
Public opinion appears divided on the question. In a 2004 poll the people of Northern Ireland supported the abolition of the 11-plus by 55% to 41%. But they opposed the abolition of selective education 31% to 67%. There is widespread agreement that whatever the failings of the existing system, it is fair.[12]
Debates For a discussion of debates surrounding the Tripartite System, see the article on debates on the grammar school. The debate about the merits of the Tripartite System, also known as the grammar school system, still continues forty years after its abolition was initiated. ...
See also A Grammar school is one of several different types of school in the history of education in Britain. ...
Education in the United Kingdom is covered in the following articles: Education in England Education in Northern Ireland Education in Scotland Education in Wales Grammar schools in the United Kingdom Achievement in British Education List of schools in the United Kingdom British universities School inspection organisations: Office for Standards in...
Secondary modern schools are a type of school in British educational systems, part of the Tripartite System. ...
The Tripartite System of education in the United Kingdom was a system of education introduced in the Butler Education Act of 1944, covering Primary and Secondary education. ...
The Eleven Plus is an examination which was given to students in their last year of primary education in the United Kingdom under the Tripartite System. ...
The Education Act 1944 changed the education system for secondary schools in England and Wales. ...
Circular 10/65, also known as the Crosland Circular, was a document issued by the Ministry of Education requesting local authorities in England and Wales to begin converting their secondary schools to the Comprehensive System. ...
The Comprehensive System is a system of education in the United Kingdom and other countries, based on all-ability comprehensive schools. ...
A comprehensive school is a secondary school that accepts pupils of all abilities. ...
The debate about the merits of the Tripartite System, also known as the grammar school system, still continues forty years after its abolition was initiated. ...
External links Children’s views Arguments in favour - A recent article by Michael Portillo
- The National Grammar Schools Association
Arguments against - The Campaign for State Education, including a Seminar on the topic
- Student editorial
Northern Ireland Grammars - Analysis on the Burns report
- Poll data
- Opinions by students
Sources 1 ↑ Sampson, Anthony. Anatomy of Britain Today, London: Hodder and Stoughton, 1965, p194
2 ↑ Szreter, Simon. Lecture at Cambridge University, Lent term 2004
3 ↑ Howard, A. RAB: The Life of R.A. Butler, London: Jonathan Cape, 1987, p119
4 ↑ Sampson, Anatomy
5 ↑ Gaitskell, Hugh. Letter to The Times 5/7/1958
6 ↑ Crosland, Susan. Tony Crosland, London : Cape, 1982
7 ↑ RR Pedley. 'A Black Paper on Education', Critical Quarterly London: 1969
8 ↑ Chitty, Clyde. The Right to a Comprehensive Education, Caroline Benn Memorial Lecture 2002
9 ↑ Brighouse, T. 'Collegiates are the Future', Times Educational Supplement, 4 October 2002.
10 ↑ Portillo, Michael. 'The lesson of grammars is elitism benefits us all', The Times 31/7/2005
11 ↑ St John's College JCR CommitteeReview of Post-Primary Education in Northern Ireland: Access Issues
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