A plethora of examination boards were set up, often
serving what was seen as a local community, though
there were always schools which built up their
The outcome of this Act was to maintain the examination syllabuses from a range of different
situation of very considerable variation that existed organisations. GCE 0-level and A-level assessments
between educational provision in one area and were oriented towards the traditional subjects
_
maths,
another. It also created a significant divide between English, separate sciences, languages (ancient and
grammar school and secondary modern schooling. modern), art, music
_
with others being offered later
By 1958 only 4% of the secondary school and specialist exams such as textiles and dressmaking,
population was being educated in technical or technical drawing, being offered by one or two
schools, and this exacerbated the perception of the examination boards. The courses differed both in terms
eleven-plus as a pass/fail assessment rather than an of content (different areas of the subject being
attempt to match pupils with appropriate types of covered), and skills and knowledge expected. However,
schooling. The exam had also lost some credibility they all followed the basic premise that there was a
through mistakes made in assessing pupils, and syllabus defined by the examination board, and the
because the outcome was so variable. In some mechanisms by which that material was taught were
towns for example, 70% of the grammar school down to the teachers in the schools. Resources
places were allocated to boys, and this was developed for these schools therefore followed this
deemed to be very unfair. This was a time of very prescriptive model. The papers were externally marked
significant school building and rebuilding following and the results published. Students who were not part
the decimation of the war. Between 1950 and of the grammar school system generally left school with
1970, schools were opening at a rate of one per no externally verified qualifications at all.
day
_
a remarkable achievement.
The curriculum in primary schools continued to be
Published resources were still limited to text books, focused very consistently on the area of basic reading
reading and mathematics schemes, science and writing with some broadening into more creative
equipment, and posters, as well as school furniture. activities where teachers and schools had those interests
Teachers were expected to create their own and competencies. Drama, poetry, choirs, violin groups,
materials, but these were rarely visual or for the recorder orchestras, country dancing groups and of
pupils to use themselves. There was relatively little course various sporting activities could all be found
choice in terms of published materials; the major flourishing in particular schools around the country.
publishers offered text books, and at secondary However, for all primary schools the eleven-plus
school level these were often only loosely aligned provided a considerable focus, and was a key factor in
with the GCE examinations that pupils would take determining the perception that the school was
at 16. ‘successful’.
11
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