A History of Schools and Schooling

1. A History ofSchools and Schooling

3. 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

4. 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

5. What are the Aims of Primary Education? Historically: 3 contrasting traditions • The Elementary Tradition - [3R’s and strict discipline] • The Developmental Tradition - [Children’s development used as the basis for learning] • The Preparatory Tradition - [A preparation for later schooling, traditional subject based knowledge]

6. The Industrial Paradigm Input/Output Centralized Control A Prescribed Curriculum Measurable Effectiveness Value for Money Looking to the end of the process- the worker or citizen Locke Plato The Agricultural/Botanical Paradigm Nurture Child-Centred Developmental School/Teacher Autonomy The So Called Progressives Rousseau Pestalozzi Froebel etc Two Contrasting Value Systems

7. 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]

8. The Growth of Child-Centered Education • 1902 Education Act • 1928 & 1931Hadow Reports • 1944 Education Act • 1967 Plowden Report

9. Re-Emergence of Centralized Control • 1977 William Tyndale Primary School The Great Debate (1976) Ruskin College Speech • 1988 The Educational Reform Act

10. 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 Effects of the ERA- 1988

11. The National Curriculum 1999 Four Main Purposes • To establish Standards • To promote Continuity and Coherence • To establish an entitlement • To promote public understanding

12. Continued Erosion of Professional Trust • The National Literacy Strategy • The National Numeracy Strategy [both recently updated] • Curriculum 2000 • National Strategy for the Foundation Stage

13. 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.

14. 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

15. 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

16. Every Child Matters (2007) SSafe HHealthy EEnjoy and Achieve EEconomic Well-Being P Positive Contribution

17. 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.

18. 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 Characteristics of Effective Schools

19. Personalised Learning (2007)

20. BY 2020 – The Eight Doorways Food and Drink – Show Strong Commitments to the Environment By Maximizing the Use of Local Suppliers Energy and Water – Showcase Energy Efficiency such as Solar and Wind Energy or Rainwater Harvesting Travel/Traffic – Use Less Polluting Modes of Transport Purchasing and Waste – Reuse, Repair and Recycle as many Goods as Possible Buildings and Grounds – Green Building Technologies and Furnishings Inclusion and Participation – Models of Social Inclusion: Instilling a Long Lasting Respect for Human Rights Local Well-Being – Models of Good Corporate Citizenship for the Local Community Global Dimension – Activities to Improve the Lives of People In Other Parts of the World National Framework for Sustainable Schools 2006

21. The New Primary Curriculum: • http://www.qcda.gov.uk/resources/curriculum_reform/index.html 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

22. 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 Learning New QTS Standards, Newly Designed Schools, Additional Support for Under-Achievers