In the String C++ United Kingdom, a culture of competition and success is fostered in society, but especially in schools. Students are encouraged to participate in sports competitions, drama productions to represent the local school or talent shows.
This competitive spirit is also due to the numerous trials of the students. Although the infamous “Eleven Plus” exam was formally abolished with the birth of ordinary schools in the 1960s, the current Labor government is considering introducing a new review at the end of Stage 2. This will have an impact on modern foreign languages. to some extent. Although languages are not yet a compulsory element in primary school, past performance is taken into account as soon as a child starts high school. What the government wants to estimate is that students who drop out of elementary school with good results are more likely to be at the top of the list in the league table. As a result, it can divide schools into categories, as it did before the existence of general education schools.
Previously analyzed data shows that dropout rates in languages are already quite high, and even higher in String C++ schools that are below the league table. “Allowing students to drop languages at the age of 14 reinforces the existing class gap,” warned a report by national educators. ..) In some, although some dropouts were high, one school reported that 40% of 11-year-olds did not read the language (last year’s selection), increasing to 90% for the 10th year (this year). With the curriculum, the impact on Basic Phase 3 is shrinking for the less capable groups. ”In fact, the UK seems to be moving back to an elite education system and this is not the only reality that leads to this conclusion.
Although legally the end of primary school examination should not be related to the enrollment of students in high school, the choice is still there under the guise of a different name. The government seems to be tolerating 10% of the elections. In 1995, David Blanket made it very clear in his famous speech to the Labor Party Congress,
“Read my lips: no choice”. Some high schools have high expectations of potential candidates who will be part of the 7th year students and they do not want to rely solely on the tests conducted by the primary schools and therefore have their entrance tests. Within the catchment area, they select the local elite of children who will help them achieve the best results in the school-targeted GCSE, well above the national average. Unfortunately, even some ordinary schools use the same technique to select the best from the average student. It is well known and widely accepted in British society, as many parents have good wishes for their children.
However, in some less affluent households in the backward areas, this competitive ethic is not found. Parents are more likely to lack a culture of self-acquisition and inculcation of these values in their children. Students are sent to ordinary schools, where expectations are low, and in such an environment the right to languages is at stake in the basic stage 4, as the previous figures show. To assess whether a school is within the less fortunate area, statisticians use the free school meal mark, which is provided only to families living below the poverty line. Donald McLeod’s article on the TES website illustrates this concern: “In 2003, more than 10% of students in 70% of schools made languages optional in their free school meals, compared to the remaining 31%. ” 67% of the schools had half of their students who scored 5 A * to C in GCSE, opting for languages, while only 38% of the schools with a high number of students did so. ”
In public schools, students set goals in all their subjects. End-of-year goals, end of Basic Phase 3, and GCSE target scores are set. In addition, in School Z, the Department of Modern Languages sets goals for each semester’s student achievement level.