Like the current Primary education system, secondary also follows a government implemented national curriculum (Gov.uk, 2014). However, despite secondary education also being part of the national curriculum there is a slight variation in the compulsory subjects, particularly when it comes to key stage 4 subjects (DfE, 2014), which can be seen on the table below.
(DfE, 2013)
One of the reasons why key stage 4 students do not have to complete as many compulsory subject areas is because in the final couple of years they are provided with more freedom to choose the areas they are most interested in. They are taught these subjects alongside the three core areas (DfE, 2013). Different subjects are implemented in different schools across the UK for GCSE (Butterfield, 1998; cited in Barrance and Elwood, 2018), which means there is already a choice restriction as soon as a child gets a place in a school (Barrance and Elwood, 2018). Furthermore, Barrance and Elwood (2018) explain there are many factors to consider when seeing if the current system provides choice to key stage 4 students, such as the combination of subjects that are available, barriers in terms of size of teaching groups and also influence from teachers. Although the system claims to give GCSE students an element of choice in their studies, there are restrictions in the current system providing a lack of freedom for students.
On demand testing is an adopted system in the UK. In secondary school it is implemented through GCSE examinations (Quingping, 2012). Quingping (2012) discusses how the statistics gained from these qualifications are placed in performance/league tables and are used to assess the effectiveness of educational standards, student attainment and the overall success of the educational establishment.
The two graphs below show the GCSE results of students over the years.
(DfE, 2010)
(Ofqual, 2018)
Looking at both of the graphs above, it is clear to see that GCSE results have not changed significantly and the overall outcomes of students receiving grade C/4 has stayed in the same range (Ofqual, 2018). Also, the graph from DfE (2010) shows that around ten percent of students did not receive five GCSEs. Considering the effectiveness of the current system is based in terms of exam results, it is failing many students.
The graph from Ofqual (2018) displays little to no increase in GCSE results from recent years 2014-18. The Graph also shows a decrease in 2017 when GCSEs were reformed. Students are now only assessed through examinations with all controlled assessments being removed in England (Barrance and Elwood, 2018). This means the system only tests students in one way. This exemplifies that it ignores students that do not excel in examinations and are better at being assessed in a different ways. The system therefore ignores students’ individual needs to succeed.
(Thomson, 2020)
The graph above shows the difference in the intake of different subjects between advantaged and disadvantaged pupils. Excluding the core subjects, disadvantaged pupils are less likely to complete GCSEs in history and religious studies. There are also significantly less disadvantaged pupils entering geography and languages (Thomson, 2020). Due to the current system only assessing students in limited ways, there may result in a separation in individuals academic ability and the students’ skills that are not favoured may choose a route that is seen as less ambitious, resulting in lower educational attainment (Rangvid, 2015). This shows a lack of democracy as students who are at a disadvantage may have limited options, which can be seen as unfair.
Secondary school effectiveness is assessed and monitored through the implementation of mandatory standardised testing and through inspections (Jones and Tymms, 2014). In the UK, Ofsted are the designated inspection group. The key aims of Ofsted inspections are to inform the government about educational standards of achievement within educational settings, the quality of management, management of behaviour and attendance and promote the correct improvements to be made in schools (Ofsted, 2005; cited in Jones and Tymms, 2014). Once the setting has been inspected it not only receives a report discussing positive things about the setting and areas that need developing, it also provides a score rating which can be seen on the table below.
(Jones and Tymms, 2014)
An advantage of Ofsted inspections is they are able to highlight key areas that need improving in the educational establishment within their report. This allows the school to have a different perspective on possible areas of improvement from individuals who are not in the setting on a day to day basis (Jones and Tymms, 2014). If the schools utilise their feedback and make the suggested improvements it will help to create a more effective educational environment for both students and staff members (Mathews and Sammons, 2004). However, Ofsted usually only visit for a few days every couple of years depending on the previous rating of the setting (Jones and Tymms, 2014). This may lead individuals to question if Ofsted are getting a true representation of the school because they have a lot to report on, therefore a limited view about what they see in that designated time period.
The secondary system can have a negative effect on students’ wellbeing. Drawing from research from Denscombe (2000), although slightly dated. Key stage four students feel the pressure from the content involved with their GCSEs, which causes an additional amount of stress in their lives. Denscombe (2000) explained further that the stress was due to GCSEs having a significant impact on being successful in life after school, which included feelings of self worth. This shows that the current system makes students rely on doing well in their exams to have better options when they leave school. This also makes the assumption that the purpose of education is to succeed in life, instead of education being an end in itself. Also, according to Opdenakker and Van Damme (2000), there is some evidence that schools are seen to be effective in terms of academic achievement but not so effective in enhancing the wellbeing of their students. This shows that the school system as it is, prioritises academic achievement rather than the wellbeing of pupils. It could be argued that the system sees the individual as a statistic rather than someone with individual needs. Showing the lack of individuality the system provides.
Overall, the current secondary system can be perceived as ineffective because like the primary system it tends to focus more on the end results rather than the individuals themselves which has led to increased pressures on students (Denscombe, 2000). Students are believed to have a choice in what subjects they take part in key stage four but as discussed earlier, many factors have a part to play which affect this. Disadvantaged pupils appear to have even less choice at key stage four (Thomson, 2020). As effectiveness in terms of results, ten percent of GCSE students leave school with less than five GCSEs at grades A*-G (DfE, 2010), which will affect their future due to how the system is run. Also, the graph from Ofqual (2018) displays that results are not improving. This shows the need for an alternative to the secondary school system.
References:
Barrance, R. and Elwood, J. (2018) Young people’s views on choice and fairness through their experiences of curriculum as examination specifications at GCSE. Oxford Review of Education, 44(1), pp. 19-36.
Denscombe, M. (2000) Social conditions for stress: young people’s experience of doing GCSEs. British Educational Research Journal, 26(3), pp. 359-374.
Department for Education (2010) GCSE And Equivalent Results In England 2009/10 (provisional) [Internet]. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/218865/sfr30-2010.pdf [Accessed 16th march 2020].
Department for Education (2013) The national curriculum in England Key stages 1 and 2 framework document. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf [Accessed 2nd March 2020].
Department for Education (2014) The national curriculum in England Key stages 3 and 4 framework document [Internet]. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/840002/Secondary_national_curriculum_corrected_PDF.pdf [Accessed 18th March 2020].
Gov.uk (2014) Statutory Guidance: National Curriculum In England: Secondary Curriculum [Internet]. Available from https://www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum#history [Accessed 18th March 2020].
Jones, K. and Tymms, P. (2014) Ofsted’s role in promoting school improvement: the mechanisms of the school inspection system in England, Oxford Review of Education, 40 (3), pp. 315-330.
Mathews, P. and Sammons, P. (2004) Improvement through inspection: An evaluation of the impact of Ofsted’s work [Internet]. Available from https://core.ac.uk/download/pdf/4154774.pdf [Accessed 18th March 2020].
Ofqual (2018) Guide to GCSE results for England, 2018 [Internet]. Available from https://www.gov.uk/government/news/guide-to-gcse-results-for-england-2018 [Accessed 16th March 2020].
Opdenakker, M.C. and Van Damme, J. (2000) Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School effectiveness and school improvement, 11(2), pp. 165-196.
Qingping, H. (2012) On-demand testing and maintaining standards for general qualifications in the UK using item response theory: possibilities and challenges, Educational Research, 54 (1), pp. 89-112.
Rangvid, B.S. (2015) Systematic differences across evaluation schemes and educational choice. Economics of Education Review, 48, pp. 41-55.
Thomson, D. (2020) Narrowing the curriculum: What subjects do disadvantaged pupils take? [Internet]. Available from https://ffteducationdatalab.org.uk/2020/01/narrowing-the-curriculum-what-subjects-do-disadvantaged-pupils-take/ [Accessed 18th March 2020].