6.
Meeting
standards:
2000 onwards
the most successful schools as models designed to
achieve outputs from the pupils. The detail of
activity and, unlike in the National Curriculum,
The election of Labour in 1997 with a slogan of methodologies to be followed were very
‘Education, education, education’ made it clear considerable, and many teachers found them far
that the new government was going to continue too prescriptive. They spawned very significant
to focus on this sector. With the body of evidence publishing activities to provide the sort of resources
from SATs and Ofsted, it was clear that there was a that were advocated as mechanisms through
very considerable variation in ‘success’ of different which to deliver them
_
big books for whole-class
institutions as deliverers of education. It was also reading, number fans for answering mental
quantifiable what proportion of the population of arithmetic questions in a class context, and so on.
11-year-olds was not meeting the expected
standards in mathematics and English at 11, and For the first time, the outcome of the strategy was
would therefore be likely to be less successful at set as a target, of 80% of the cohort reaching
secondary school with further implications for Level 4 at English and mathematics by 2002.
success of those same students in the workplace. Developments in ICT within the wider context of
Labour chose to address this challenge through the society were reflected in education too. The
development of first the Literacy Strategy (with its number of computers in schools was defined, and
Literacy Hour), and then a year later, the Numeracy a ratio per pupil (1:4 in secondary schools and 1:8
Strategy. for primary schools by 2002) was identified as a
means of ensuring that children would get access
The frameworks that were created lacked the to computers at schools. ICT was to be ‘embedded
weight of law, but were to be followed by all but into subject teaching’ and rather than have ICT
21
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