Case study 2- Brigid Wall- Grammar School, 1971- 1976
Mrs Wall went to La Retraite High School, in Bristol. It was an independent secondary school, or a grammar school, and it was catholic and for girls only. She passed her 11plus exam but failed her entrance exam for the school, however she was still accepted. The choice of her school was completely her parents’ and she had no say whatsoever. The subjects they were taught were English literature, English language, Maths, Latin, French, German, Biology, Physics, Chemistry, History, Geography, Needlework, Art, Music and PE. The only discipline they received were lines that they had to write out. However, they were expected to behave by the highest standards. They had a posh school uniform with a blazer. The school hours were from 9 o’clock until half past 3. There were extra curricular activities available in the form of sport, music and drama. When moving from primary school to secondary school, she was split up from her friends and Mrs Wall had to travel on two buses to get to and from school. There was no bullying that went on in school, only harmless teasing from other students. She received 4 ‘o’ levels and 3 ‘CSE’s by the time she left in the fifth year. When asked if her schooling had reflected on her job, she said that if she had gone to a different school then maybe she would of got better qualifications. While she was at school, she quite liked it but mainly because she could be with friends, not because of the education she received. Mrs Wall feels that in a Secondary modern she may of received a better education as she probably would have been in higher sets.
Case study 3- Jeremy Wall- Grammar School, 1966-1971
Jeremy Wall went to St. Joseph’s college, in stoke. It was a grammar school, and it was catholic and boys only. At that time in Cheshire, the 11plus was being phased out from primary schools and so he received an assessment that went on without his knowing, during the school day. From this, the primary school decided that he was ‘able’ and so his parent chose the nearest catholic grammar school for him to go to. The subject taught were English literature, English language, Maths, Latin, French, Physics, Scripture, Chemistry, Art, Music, Geography, History and PE. He was given the opportunity to take his Maths ‘o’ level a year early and so later took up Biology to replace that. They received corporal punishment, hit with a leather strap, and were also given lines and detentions. The school uniform was a blazer and tie etc. School lasted from 9 till 4, lessons were 40 minutes long. It was his parent’s choice of school, he followed his brothers. The only bullying that went on was from the teachers. He had received 7 ‘o’ levels by the time he left in year 11. When asked if his job reflected his schooling, he said it wouldn’t of made much difference as he moved to an army college at the beginning of year 12 and carried on studying them. He doesn’t completely agree with the way some of his lessons were taught.
Case study 4- Helen Palmer- Secondary Modern, 1974- 1979
Helen went to Sir Bernard Lovell, in Oldham Common, Bristol. It was a mixed secondary modern. She didn’t have to take the 11plus and went to the school because it was the closest one. The subjects that they learnt were English literature, English language, Maths, French, Biology, Physics, Chemistry, History, Geography, Art, Music, Drama and PE. However, when they reached upper school they were allowed to choose which subjects they took for ‘o’ levels. They received detentions as their form of discipline and the school uniform was a navy skirt and navy jumper with a white blouse. School was from 8.45 to 3.55 and each lesson lasted 40 minutes. Helen was able to take part in extra school activities such as sports, drama and music. Her parents really liked the school and were pleased with the education she received; however there was some bullying that went on. She received 5 ‘CSE’s by the time she left. When asked if she thinks her school reflected her job she said that she always knew she wanted to be a secretary so she just wanted to leave school and achieve her goal, which she did. When she was at school she hated it but now, when she looks back, she wishes she’d liked it and worked harder.
Conclusion
To conclude, I am going to compare the two types of secondary schools- grammar and secondary modern. The people who went to a grammar school had to pass at least one exam whereas Helen who went to a secondary modern didn’t have to take an exam. However she went to school later than the others at which time it may have been being phased out. The people who attended Grammar school generally enjoyed it whilst Helen hated it. All choices were the parents the people who went to Grammar school chose that school because it was a Grammar, where Helens parent’s chose it because it was the closest. The uniform was very different at the secondary modern it was more of a causal uniform, but the grammar had to wear ties, blazers etc. In spite of these differences both schools lasted roughly the same and the lesson lengths were similar. Both schools gave out detentions for misbehaviour and all in all parents were pleased and satisfied with their child’s education.
To make my comparisons between the two schools fairer I would of asked more people who went to a secondary modern to make it an equal survey. And also to improve it I could of constructed a more informative questionnaire.
