(Student ID: 201122240)
This section will look at the school where I completed my Work Experience, the history of the school, initial opinions and what I want to achieve from this opportunity.
I am currently a third-year student looking to teach primary aged children in the future. I have previously gained experience in many different educational environments like a PRU and a Special Needs School where working with children required resilience and constant motivation to ensure children learnt but also had fun. I have also worked with younger children in a Day-care centre and various Primary Schools where creativity was essential. I learnt innovative ways to ensure children were occupied, focused, and constantly learning. It is important for myself to understand the different types of schools available so I can use positive aspects from my experiences to support my teaching in the future and negative experiences to improve my teaching ability.
I have gained a placement in a secondary school where I will develop an insight into teaching teenagers. I will be able to learn skills such as resilience, organisation, and how to structure and handle a class of teenagers independently. Attending this placement will allow me to observe a secondary school and compare and contrast methods of teaching and the different relationships that are present. This will also allow me to understand what to expect from a secondary school student, so I am able to understand the difference between older and younger children. Working with teenagers will be a new experience allowing me to familiarise myself in areas I have not yet explored.
I also hope to develop my leadership skills as it is important to ensure I am able to lead a class to ensure students complete all the tasks set for them. This will support me in ensuring children learn everything they need to know as identified in the National Curriculum. Furthermore, I aim to develop my team work as I will be working alongside various teachers who have different experiences to mine. I will be able to learn from their teaching styles and ask about their struggles or solutions of keeping a class working and learning effectively. This will ensure I am able to take full advantage of this opportunity and use it to help enhance my own teaching skill.
My Placement School
My placement school (School A) is a mixed secondary school based in West Yorkshire. They cater for students from the age of 11 to 18. School A pride themselves in their values which are ‘respect, resilience, integrity, compassion and ambition’ (School Website, 2020). The school has been able to turn themselves into a ‘very good’ school in just two years after a report of ‘unsatisfactory’ from Ofsted highlighting its hardworking characteristic. This further shows how a change in practice could lead to greater advantages for the school and its students.
Exploring the ‘About our School’ tab on the school website shows you the different activities and values the school plays host too. School A is supported by the 21st Century Learning Partnership, enrols student on to the Duke of Edinburgh Award, offers many clubs and extracurricular activities in addition to educational clubs such as ‘Homework Club’, and have a partnership with two other sixth form schools nearby. These opportunities and relationships set School A aside from other secondary schools as many of the opportunities provided here are not widely available.
School A opened as a technical school in the early 1900s. Technical schools often teach students skills leading them towards a specific career. Students often attended technical schools if they were unable to enter a Grammar school after taking the 11+ exam which has since been removed (Technical Education Matters, 2011). This means that schools are no longer split into Grammar, Technical and Public providing equal opportunities to all.
In the mid-1900s, School A became a Grammar school which meant they would now be seen as more desirable as Grammar Schools had the highest status in society. While this could be a positive aspect for the school, the status of a Grammar school was described as unfair as many middle class students were unable to receive the grades to gain entry as they did not have the funds to employ a tutor or buy additional resources to support their studies (Richardson, 2016). This factor provided students from a higher-class family with a higher probability entering a Grammar School. While School A is no longer a Grammar School it is still successful, showing the name of the school does not define its ability to provide excellent education for its students.
School A puts in 110% to provide their students with the best opportunities. The attendance of the students shows that the students enjoy their education here and appreciate the effort the school staff put in. The staff are all welcoming and have good relationships with the students showing firmness when necessary but also holding the ability to hear a student’s worries in a time of need. The diversity of the school shows that all students are welcome, and the individuals will grow and learn surrounded by different cultures, religions, and beliefs. This is especially important as England is a country compacted with many different cultures, religions, and beliefs.
GOV.UK. 2018. School A. [Online]. [Accessed: 09/04/2020]. Available From: https://www.gov.uk/school-performance-tables?_ga=2.109612869.1521353252.1586443364-1778311748.1586443364
This website is a public record of the statistics about the school. It provides academic information about the Secondary school and the sixth form as well as pupil attendance and population. This enlightened me on how the school fares academically in comparison to other secondary schools in the same area. Additionally, this website was able to provide information which could be accessed through the school website showing all information is available for public viewing. This website is particularly important as it allowed me to look at the statistics of the school allowing me to build a better image of the school and the circumstances the students come from.
School A. 2020. About our School. [Online]. [Accessed: 10/12/2019]. Available From: http://www.SchoolA.co.uk/about-our-school/
This website provides further information about the school and the various opportunities available for the students who study there. There are also many external links on the website making it easier to access public records of the school such as the previous Ofsted Report, Government records about the school and also the twitter account where up-to-date information is posted for parents and students to see. The use of the website allowed me to gain a broader understanding of how school A is and how it may differ to other school I have worked in. The website, due to the many external links, was very useful and very informative for students, parents and the public.
Tripartite Agreement Background Information
McCulloch, G. 2002. Local Education Authorities and the Organisation of Secondary Education, 1943-1950. Oxford Review of Education, 28(2-3), pp.235-246
This article discussed the Tripartite Agreement which was introduced through the 1944 Education Act. The article is discussed from the perspectives of Local Education Authorities and the opinions they shared for or against the Tripartite system. While the tripartite agreement is discussed and understood in more detail, the article also discusses the Crowther Report (1959) and the Newsom Report (1963) to provide a political prospective. This article helped me understand the aftermath of the Education Act 1944 and the opinions the country had regarding this change to the education system.
Richardson, H. 2016. Grammar schools: What are they and why are they controversial? [Online]. [Accessed: 09/11/2019]. Available From: https://www.bbc.co.uk/news/education-34538222
Provides and explanation about what Grammar schools are, when and why they were introduced and the inequalities of the 11+ programme that led to the eventual “phasing out” of many Grammar schools. This website helped me understand the history of the tripartite agreement and an understanding of the selection process used to gain entry into a Grammar school. This website was concise, yet informative allowing be to gain a general understanding of Grammar schools and other aspects that link to them.
Technical Education Matters. 2011. Technical and Secondary Technical Schools. [Online]. [Accessed: 04/04/2020]. Available From: http://technicaleducationmatters.org/2011/04/24/technical-and-secondary-technical-schools/
Provides a background of how Technical school were introduced and their importance in the education sector after the 1941 tripartite agreement. Amongst the three categories of schools; Grammar, Technical and Secondary Modern, Technical schools were seen as “second best”. In 1958 1.5 million students in secondary modern, 638,000 in grammar and only 95,000 in secondary technical schools due to the fact that technical schools were associated with a particular occupation or industry. This information was helpful in understanding how the three types of schools varied and how they were viewed in society.
Dalakoura, M. 2018. How the improvement of long-term employability skills can decrease employment rates in Europe. [Online]. [Accessed:22/04/2020]. Available From: https://ied.eu/project-updates/how-the-improvement-of-long-term/
Docwra, R. 2016. Brexit and the need for Respect. [Online]. [Accessed: 23/04/2020]. Available From: https://richarddocwra.com/brexit-need-respect/
Green, C. H. 2016. Integrity: What’s up with that? [Online]. [Accessed: 23/04/2020]. Available From: https://trustedadvisor.com/trustmatters/integrity-whats-up-with-that-2
Jordynsrockyjourney. 2018. Please have Compassion. [Online]. [Accessed:23/04/2020]. Available From: https://jordynsrockyjourney.wordpress.com/2018/03/14/please-have-compassion/
KinBox. 2019. Raising Multilingual Children is Hard – What Makes it Easier? [Online]. [Accessed: 22/04/2020]. Available From: https://www.kinbox.com/raising-multilingual-children-is-hard-what-makes-it-work/
Nowlan, K. 2015. Six building blocks of resilience for Line Managers. [Online]. [Accessed: 23/04/2020]. Available From: https://www.personneltoday.com/hr/six-building-blocks-of-resilience-for-line-managers/
Photos Public Domain. 2011. Ambition. [Online]. [Accessed:23/04/2020]. Available From: https://www.photos-public-domain.com/2011/09/01/ambition/
Sadler Training. 2017. 6 Benefits of Teamwork in the Workplace. [Online]. [Accessed:22/04/2020]. Available From: https://www.sandler.com/blog/6-benefits-of-teamwork-in-the-workplace/