Some of the present grammar schools are really ancient. They have a system of `houses’, `prefects’, `school loyalty’ and `team spirit’. It can be argued that this structure can, to a degree, explain how grammar school children can compete with the best of the public schools.
Sir Robert Morant, who was a product of one of the best public schools, worked on the 1902 Education Act. This act was to develop the idea of Local Education Authorities and provide funds for non religious education. The act also made more provisions for some money to be set aside for Adult education. Grammar school education was largely secure.
When a child entered one of the early grammar school the emphasis was often put on trying to level out the different accents of the children. It was felt, in some quarters, that the way an Englishman talks and moves would affect his social mobility. Speech alone was a significant social ticket.
When we listen to presenters on regional and national television – and to Members of Parliament – then we must be thankful that there have been changes in attitude towards accents and local idiosyncrasies.
For many years sport has been used to play a part in developing character. Sport is still highly prized as a worthwhile formative influence. We worked with a family some time ago where sport was a vital element in the choice of schools. A boy with a wonderfully positive character passed the entrance test to two schools. The boy was a very good swimmer. He had the marks to go to the one very successful and highly academic grammar school – which had a good history of sporting achievement. He chose to go to the lesser grammar school in order to make more time available for his competitive swimming. He was a national age group competitor and needed hours in the pool. The boy and his parents recognised that there was simply not enough time in the day for work, sport and play.
The Head Teacher of the primary school where the swimmer attended wrote (we were told) to the Head of the grammar school explaining the training schedule and the commitment that was entailed.
Entrance to grammar school used to be made up of intelligence tests, attainment tests, critical compositions and reference to the child’s school record. This has been replaced, in some authorities, by single subject ability tests.
Showing posts with label grammar school. Show all posts
Showing posts with label grammar school. Show all posts
Sunday, January 16, 2011
Friday, June 20, 2008
A Second Chance at the Eleven Plus
In 1938 the Spens Report looked at the organisation and interrelation of schools. The report rejected the idea of multilateral schools and felt that grammar school and modern schools should be separate institutions.
The essence of the forward looking plan was that there should be three types of schools:
Grammar
Technical
Modern.
It was felt then that because there could possibly be mistakes at the age of 11, the same work should be taught to grammar school children as that taught to children in the modern schools. This gave children another chance for grammar school at the age of 13.
Some parents on hearing that their child did not pass the Eleven Plus will need to dream again.
Dream about an education system where children are given a second chance. Think how hard your child would have to work, however, in Years 7 and 8 if he or she had to write another entrance test at 13.
Think of how many times you would have remind your child the need to keep focused.
Think of all the arguments and heated discussions that you would need to with-stand over the two years.
But think of the deep pleasure you would feel if it actually happened. You have to dream about a second chance, don’t you?
The essence of the forward looking plan was that there should be three types of schools:
Grammar
Technical
Modern.
It was felt then that because there could possibly be mistakes at the age of 11, the same work should be taught to grammar school children as that taught to children in the modern schools. This gave children another chance for grammar school at the age of 13.
Some parents on hearing that their child did not pass the Eleven Plus will need to dream again.
Dream about an education system where children are given a second chance. Think how hard your child would have to work, however, in Years 7 and 8 if he or she had to write another entrance test at 13.
Think of how many times you would have remind your child the need to keep focused.
Think of all the arguments and heated discussions that you would need to with-stand over the two years.
But think of the deep pleasure you would feel if it actually happened. You have to dream about a second chance, don’t you?
Wednesday, May 16, 2007
"He has a good Eleven Plus chance."
What does it mean if you have a child who has been identified as having `a good chance of gaining a grammar school place’.
We should think that your child is above average. You child may also have qualities that set him or her apart from their peers. You may sometimes hear the statement: “Oh he is a bright one!” Does this mean that he is a bright one intellectually, or is he good with words or even just a charming cheeky chappie?
The word `bright’ must apply to many different situations. Sadly, however, in terms of passing the eleven plus the word `bright’ only relates to obtaining a certain score on a certain day.
Your child may only be bright in terms of taking a certain type of test on a certain day. For example his intelligence may shine through on the verbal reasoning test – but he may come up with an unexpected score on the non verbal reasoning test. He may have completed the non verbal reasoning test in a third of the expected time – but at the same time missed two pages. You child may never have done anything like that in all papers you have done together. Does missing a couple of pages on the day of a vital test make your son less bright?
We had this happen to us very recently. A very able boy did a retest after six months of tuition. He did very well on the mathematics and verbal reasoning tests. He missed the third and fourth page of the non verbal reasoning test. He only made one mistake on the paper – but left out seventeen questions. His mother asked him why and he simply shook his head. I think that this demanding test was just a bit too easy for him and he lost concentration.
His non verbal reasoning score still came out above average – but no one would be able to call him `bright’ on the basis of that score. So how did his intelligence `fly away’? He just made one mistake of turning over two pages – not seventeen mistakes. That one error could cost him a place in grammar school.
So you can’t call a bright boy `average’ on the basis of one test result. The `Eleven Plus System’ in his area can easily call him `non selective’. The appeal panel can also reject him on the grounds that he did not fulfil the selection criteria.
It all seems illogical and very unfair. In eleven plus terms a bright child is intellectually able. He may also be bright, charming and articulate. On the day of the examination he has to prove his `bright’ side. Please remind him to read the instructions at the beginning of the test, check he has completed all the pages and look back over his paper. Above all remind him not to `switch off’ while he is being told what to do at the start of the test.
He will remain as having `a good chance of a place in grammar school’ if he keeps `bright and alert’.
We should think that your child is above average. You child may also have qualities that set him or her apart from their peers. You may sometimes hear the statement: “Oh he is a bright one!” Does this mean that he is a bright one intellectually, or is he good with words or even just a charming cheeky chappie?
The word `bright’ must apply to many different situations. Sadly, however, in terms of passing the eleven plus the word `bright’ only relates to obtaining a certain score on a certain day.
Your child may only be bright in terms of taking a certain type of test on a certain day. For example his intelligence may shine through on the verbal reasoning test – but he may come up with an unexpected score on the non verbal reasoning test. He may have completed the non verbal reasoning test in a third of the expected time – but at the same time missed two pages. You child may never have done anything like that in all papers you have done together. Does missing a couple of pages on the day of a vital test make your son less bright?
We had this happen to us very recently. A very able boy did a retest after six months of tuition. He did very well on the mathematics and verbal reasoning tests. He missed the third and fourth page of the non verbal reasoning test. He only made one mistake on the paper – but left out seventeen questions. His mother asked him why and he simply shook his head. I think that this demanding test was just a bit too easy for him and he lost concentration.
His non verbal reasoning score still came out above average – but no one would be able to call him `bright’ on the basis of that score. So how did his intelligence `fly away’? He just made one mistake of turning over two pages – not seventeen mistakes. That one error could cost him a place in grammar school.
So you can’t call a bright boy `average’ on the basis of one test result. The `Eleven Plus System’ in his area can easily call him `non selective’. The appeal panel can also reject him on the grounds that he did not fulfil the selection criteria.
It all seems illogical and very unfair. In eleven plus terms a bright child is intellectually able. He may also be bright, charming and articulate. On the day of the examination he has to prove his `bright’ side. Please remind him to read the instructions at the beginning of the test, check he has completed all the pages and look back over his paper. Above all remind him not to `switch off’ while he is being told what to do at the start of the test.
He will remain as having `a good chance of a place in grammar school’ if he keeps `bright and alert’.
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