Section One:
The historical
context
7.
Individualisation
_
a look to the
future
languages, sport, performing arts, and so on
_
has
an impact on the experience that students have
attending that school. There were many inner-city
The Gilbert Review in 2006 was asked to explore areas where schools were still failing their local
the vision for education in 2020, as a means of population, and the Academies programme was
exploring the implications of greater seen as a solution. Academies are usually set up in
personalisation, and developing an environment in inner cities on the site of failing schools and each
which learning could be effective. ‘When taken as offer a distinctive characteristic based on their
a whole across the education system, in all schools, funding sponsor. They generally start their life with
for all pupils, we think personalising learning has a new building, often designed to challenge the
the potential to transform education.’ (Gilbert perception of ‘school’, and with the intention of
2006) It is now a part of education’s vision that encouraging students to make a fresh and more
people have a variety of ‘learning styles’ and learn positive start.
in a variety of ways. Education, teaching and
resources in schools need to adapt and change to The belief in the importance of the built
respond to this. environment for education led to an ambitious
plan to build new secondary schools across the
Since 1997 the route that has been taken to country. Initially these were funded by the Private
structure secondary education has been to further Finance Initiative (PFI). This became a national
diversify the types of institution in which children project in 2004 and Building Schools for the Future
are educated. Specialist schools offer the statutory (BSF) is a major building project to regenerate the
range of the National Curriculum, but their focus country’s secondary schools, and to create new
on a particular subject area
_
modern foreign buildings which are intended to be architecturally
24
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66