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Multiple Matching: "What I wish I'd known when I graduated"

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Multiple Matching: "What I wish I'd known when I graduated"

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First read the text extracts where four people are talking about their graduation problems. Then click on the matching  exercise underneath.
You will get the text sheet with the extracts from your teacher.

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WHAT I WISH I'D KNOWN WHEN I GRADUATED

Four people reflect on leaving university and starting a job. Find out what each person has said. Please note that some people have made more than one statement.

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Your teacher will give you the text basis, a chapter from Lucky Jim by Kingsley Amis. Read the text first, then do the following Multiple Choice task:

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Multiple Choice Tasks on chapter four of the novel LUCKY JIM by Kingsley Amis.
Tick the most appropriate option!

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Improve your vocabulary using flash cards:

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Improve your vocabulary using flash cards:

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The security system for this website has been triggered. Completing the challenge below proves you are a human and gives you temporary access.

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Theresa May: Education shakeup to make UK a 'great meritocracy'

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Theresa May: Education shakeup to make UK a ‘great meritocracy’

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By ticking the right box, decide which of the following ideas are expressed by Theresa May in her speech:

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Theresa May: Education shakeup to make UK a 'great meritocracy'

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Theresa May: Education shakeup to make UK a ‘great meritocracy’

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Fill the gaps with the exact quotes from the text!

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Watch the video and do both tasks given to you underneath: gap filling and multiple choice.

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Watch the video and do both tasks given to you underneath: gap filling and multiple choice.

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The prime minister sets out her vision to shake up education to create a system that gives every child a good school place. Theresa May says private school will face more stringent tests before gaining a charitable status and tax breaks, a diverse range of schools will cater for all abilities, and institutions will support each other. She adds that she wants to give working class children better opportunities and see economic growth nationwide. Photograph: Nick Ansell/PA

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Theresa May: education shakeup to make UK a 'great meritocracy' - video

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The prime minister sets out her vision to shake up education to create a system that gives every child a good school place. Theresa May says private school will face more stringent tests before gaining a charitable status and tax breaks, a diverse range of schools will cater for all abilities, and institutions will support each other.

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Comprehensive school, in England, secondary school offering the curricula of a grammar school, a technical school, and a secondary modern school, with no division into separate compartments. Pupils are placed in A, B, or C "streams" according to their aptitudes and abilities. Comprehensives are

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What are grammar schools?

Grammar schools are state secondary schools, which select their pupils by means of an examination taken by children at age 11, known as the "11 Plus". Pupils who pass the exam go to the local grammar school, while pupils who do not go to the local "secondary modern school".

Most parts of the UK do not have an explicitly selective education system of this sort. More common is the "comprehensive" system, in which pupils of all abilities and aptitudes are taught together.

There are around 164 grammar schools in England and a further 69 in Northern Ireland. There are no state grammars in Wales or Scotland and although some retain the name 'grammar school', they are non-selective and have no special status.

The majority of grammar schools teach pupils aged between 11 and 18, having integrated "sixth forms" that teach A Levels and equivalent post-16 courses. "Sixth forms" of this sort are far more unusual in comprehensive schools.

Background

The name "grammar school" points to the historic origins of many of these institutions. Although many date back further, grammar schools came to prominence in the 16th century. Most were located in towns and made provision for the admission of some non-fee paying scholars. The curriculum was dominated by Greek and Latin ("grammar"). Over the centuries, some of these schools evolved into the sort of fee-paying public schools that flourished in the 19th century.

The modern grammar school concept, however, dates back to the Education Act 1944. Prior to 1944, secondary education after 14 had been fee-paying - the Act made it free. It also reorganised secondary education into two basic types: grammar schools, which focused on academic studies, with the assumption that many of their pupils would go on to higher education; and secondary modern schools, which were intended for children who would be going into trades, and which therefore concentrated on basic and vocational skills.

The system was called the "tripartite system", because it also provided for a third type of school, the technical school, but few were ever established, and the system was widely regarded as being bipartite, with the best going to grammar schools and the rest going to the secondary moderns.

The tripartite system was controversial amongst many educationalists who feared that secondary modern schools were giving a second-rate education, and that the system was depressing expectations of pupils by branding them as "failures" at age 11. During the 1950s and early 1960s, it also became increasingly unpopular amongst Labour supporters and politicians, who argued that the system reinforced class division and the privileges of the middle classes, who dominated the grammar schools.

Both these concerns were exacerbated by the practices of some local education authorities, in concentrating resources on their grammar schools. Indeed, the system was expensive as it required the maintenance of at least two secondary schools in every area: economies of scale could be obtained in larger schools, it was widely felt.

Some local education authorities had already experimented with creating comprehensive schools for pupils of all abilities before 1964, when the new Labour government ordered LEAs to prepare plans for phasing out grammar schools and replacing them and secondary moderns with a comprehensive system.

This process began in 1965, but progressed irregularly as the government had left the timescale for implementation to local authorities. On the whole, the quickest shifts were made in Labour-controlled areas, while strongly Conservative counties moved very slowly or not at all. In spite of their initial opposition, the Conservatives soon switched to support the new system.

Throughout the 1980s and 1990s, the Conservative governments were content to permit the inconsistent situation to continue, although Labour in opposition remained hostile to the surviving grammar schools - yet in 1996, Tony Blair stated, "the 160 grammar schools that there are, let them remain".

However, the new Labour government's School Standards and Framework Act 1998 made provisions for local ballots on the future of grammar schools. While the Act forbade the establishment of new all-selective schools, the government was formally committed to local decision-making, but it was widely accused of rigging arrangements - by both pro- and anti-grammar campaigners.

In areas where grammar schools were the norm, the 1998 regulations made under the Act provided for ballots to be triggered by 20 per cent of parents at all schools signing a petition, while in areas where grammar schools were less common, only parents of children at "feeder schools" would be allowed to vote. A feeder school was defined as one that had sent at least five pupils to the grammar schools over the previous three years.

To date, only one such ballot has taken place, in March 2000. Parents in Ripon voted by 67 per cent to 33 per cent in favour to keep Ripon Grammar as a grammar school. In July 2004, the Commons' Education Select Committee recommended loosening the requirements for triggering ballots in order to make it easier to abolish grammar schools.

Controversies

Grammar schools remain highly controversial, despite only educating 4 per cent of the secondary school population. Their selective ethos makes grammar schools repugnant to educational egalitarians, who believe that equality of opportunity requires all children to have the same standard of education. Labour has particularly subscribed to this view, with "Old Labour" historically regarding it as a central concern: there was outrage within elements of the party when the then Social Security Secretary Harriet Harman decided to send her son to a grammar school in Orpington in 1997.

Furthermore, the School Standards and Framework Act 1998, while banning the wholesale selection of pupils in new schools, introduced arrangements whereby "specialist" schools would be allowed to select a proportion of their pupils.

The scheme's critics argued that Specialist Schools encouraged segregation in education, insofar as the middle class parents who were long best placed to ensure favourable outcomes from school admissions regimes of grammar schools would continue to be able to get their children into the better schools, at the expense of those from poorer and socially excluded backgrounds.

The commitment to an element of selection contained in the 1998 Act was exceptionally controversial, with many supporters of the comprehensive principle accusing the Labour government of seeking to reintroduce grammar school-style selection by the back door.

While many of the criticisms of the secondary moderns were justified, the comprehensive system was not however a panacea. While Harold Wilson insisted that all schools would be as good as grammar schools after the introduction of the new system, it remained and remains the case that socio-economic factors and school management have a profound effect on the standard of education provided in comprehensive and grammar schools.

Contradictory research has been produced, showing both that grammar schools consistently perform better than comprehensives in exams, and that results are not significantly better in areas with grammar schools.

Labour's arrangements for abolishing grammar schools were also a source of enormous controversy. Many on the left condemned them as so complex and demanding as to put most people off making use of them, while supporters of grammar schools attacked the Government's apparent desire to destroy successful schools that were insignificant in number.

Equally, the Conservative party fractured over the issue in 2007, when David Cameron said he would not lead any calls to "bring back grammars". A selective system concentrating talent in a few schools would not raise standards across the board or promote social equality, he argued.

He sparked controversy within his party by accusing grammar school advocates of naivety and said calls to "bring back grammars" ignored the fact that the grammar system had been abandoned in most of the country because the 11-plus was unpopular with parents.

Mr Cameron added that a future Conservative government would only consider building more grammar schools in areas already subject to the system and where more places were required due to population growth. He also pointed out that the Thatcher and Major governments had not built new grammar schools, despite the Conservative party's supposed support for the 11 plus.

More recently, the Coalition government's plans for all schools to become academies have raised some controversy within the grammar school sector. Despite government assurances that "no grammar school will lose its right to select pupils by academic ability as a result of converting to become an academy," the National Grammar Schools Association has urged schools to "exercise extreme caution" before making the change.

The NGSA has said that although it supports increased funding and autonomy for grammars, it remains concerned that "there is still nothing in writing" which guarantees "with absolute certainty" that the schools' unique status will be maintained in the medium to long term.

Statistics

An opinion poll carried out by ICM for the NGSA found 70% of those questioned support the retention of the 232 grammar schools in England and Northern Ireland as self-governing state schools and additional, voluntary choice for parents.

Only 19% oppose the idea and 10% don't know.

Asked if they would support the introduction of some new state grammar schools, especially in urban areas where there currently are none, 76% supported the idea, 17% opposed it and 6% didn't know.

Support for grammars is strong across all age and income groups with a remarkable 85% of 18 to 24 year-olds (many of whom will be first-time voters) wanting more grammar schools.

Source: The National Grammar Schools Association - 2010

Quotes

"No grammar school will lose its right to select pupils by academic ability as a result of converting to become an academy. We are committed to ensuring the same rights are accorded to parents and the same protections afforded to grammar schools on conversion as they have enjoyed while the school was a maintained school.

"We are aware that neither the grammar schools ballots legislation, nor the provisions that allow governing bodies of grammar schools to bring forward proposals to remove selection, apply directly to academies, but we will ensure we mirror the current situation, within the funding agreement, for maintained grammar schools which have converted to become academies."

Department for Education - 2011

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What are grammar schools? Grammar schools are state secondary schools, which select their pupils by means of an examination taken by children at age 11, known as the "11 Plus". Pupils who pass the exam go to the local grammar school, while pupils who do not go to the local "secondary modern school".

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A Comprehensive school is a secondary educational institution that teaches an inclusive range of subjects across the academic and vocational spectrum. The most significant attribute of comprehensive schools is that they do not select students based upon academic aptitude. While comprehensive style schools are frequently found across the world, such as the multipurpose American high school, Europe remains one of the few regions that have continued to use a mixture of comprehensive and selective based schools. The countries of United Kingdom are some of the few European nations to transition to an almost entirely comprehensive structure.

While some continue to support the idea of selective education, with the academically gifted receiving education appropriate for tertiary education at the university level while others receive vocational education or a general education, for many this system is regarded as elitist and unfair. Finding a way to assess the best education for each individual, unique in their talents, abilities, and interests, without discrimination and elitism, is essential to the health of future societies. The comprehensive school, responsible for all children within a given geographical area, has the challenge of how to do this.

Comprehensive schools are designed with the belief that to achieve a well educated public schools need to be of a large size and to take children of various abilities, in addition to teaching a wide range of subjects. Comprehensive schools share a similar foundation to the Liberal arts movement, in that both are structured to develop general knowledge and intellectual skills, rather than more specialized occupational, scientific, or artistic skills.

Children are automatically accepted into a comprehensive school if they satisfy non-academic criteria such as age and geographical location of residence. There is no admissions criterion based on academic aptitude. Within the school, however, students may choose or be streamed into different programs of study. Also, progress through the program is based on achievement. Thus, the purpose of the comprehensive school is to provide equal educational opportunity to all children within the local area without selective admission procedures.

While comprehensive education is the foundation of all public secondary education in the United States and many other industrialized regions of the world, historically comprehensive schools were not widespread in Europe but rather followed a selective approach to education. Prior to the nineteenth century in many European countries schools were private, established by individual benefactors or by the church. Fees were charged and only the wealthy received secondary education.

When the state became involved in the construction of schools, selectivity continued. Only the students showing the best academic aptitude went on to study secondary education subjects, as these were seen as preparation for higher education. The others entered the work-force, vocational education, or an apprenticeship.

After the Second World War, secondary education in England, Wales, and Northern Ireland was provided free to at least the age of 18 and managed under the Tripartite System introduced by Conservative secretary of state for education Rab Butler. According to this system, secondary schools were of three tiers: grammar schools, secondary modern schools, and technical schools. Students were assigned to one of these types of school based on their scores on the Eleven plus exam, taken at age 11 at the completion of primary education. Only grammar schools focused on providing preparation for higher education. Independent (fee-paying) schools continued to offer university preparation programs for those students with sufficient financial resources.

Comprehensive schools were introduced as an alternative to this selective system. While local districts were not forced by law to create comprehensive schools, they were encouraged to do so, and thus the two types of schools existed in the United Kingdom for many years: traditional and comprehensive.

Early comprehensive schools modeled themselves firmly on the grammar school, with teachers in gowns and lessons in a very formal style. The first were formed using existing school buildings. In 1954, Kidbrooke School opened in the London Borough of Greenwich as the first purpose-built comprehensive school in Britain, although the teaching style remained traditional.

The opening of the Risinghill Comprehensive School in Islington in 1960 offered an alternative to this model. Embracing the progressive ideals of education, the school abandoned corporal punishment and brought in a much more liberal attitude to discipline.

The largest expansion of comprehensive schools resulted from a policy decision taken in 1965 by Anthony Crosland, a fervent supporter of comprehensive education, who served as secretary of state for education in the 1964-1970 Labour government. The policy decision was implemented by "Circular 10/65," an instruction to local education authorities to plan for conversion. Over that ten-year period many secondary modern and grammar schools were amalgamated to form large neighborhood comprehensives, whilst a number of new schools were built to accommodate a growing school population. By 1968, around 20 percent of children attended comprehensives, and by the mid-1970s, the system had been almost fully implemented. Nearly all new schools were built as comprehensives, and existing grammar and secondary modern schools were either closed or amalgamated with neighboring secondary moderns to produce comprehensive schools.

By the end of the twentieth century, comprehensive schools had become the most common type of state secondary school in England, and the only type in Wales.

Comprehensive schools usually serve a geographical neighborhood, taking their students from a defined local "catchment area." All comprehensive schools take pupils from the age of 11 to at least 16.

Although comprehensive schools take in all students despite ability, once enrolled in the school student are often grouped by aptitude so as to create clearly defined levels of education. This may be done through evaluation of past grades or testing. Those who seem better suited to academic study may take more advanced courses, while other students may take those that progress at a slower pace. Schools may also use streaming to group children by ability within individual subjects. Some comprehensive schools have a sixth form, with some pupils taking A levels, whilst others follow vocational programs.

Some comprehensive schools are designated as specializing in a particular area. For example, the Plant Hill Comprehensive School, an early purpose-built comprehensive school in Manchester, was awarded specialist status and became Plant Hill Arts College. This has allowed both specialization in the Performing Arts, Visual Art, and Media Arts and the integration of these areas into classes across the curriculum.

European nations

Most European nations other than those of the United Kingdom have secondary educational systems that mix selective and comprehensive schools. Below is a brief description of a few of these.

Secondary education in France is a combination of selective and comprehensive in style. Compulsory secondary education in France ends at the age of 16, usually after completion of Collège. A majority of students go on to attend a the second stage of secondary education, which is structured in a comprehensive manner but entrance is based upon achievement and successful completion of the collège curriculum. Such success includes an examination, but also the evaluation of a conseil de classe (class council), comprised of teachers, administrators, and fellow students.

The lycée prepares the student to pass the baccalauréat (known as le bac). There are three different types of baccalauréat examinations for the three different paths a student may choose to study while attending the lycée:

baccalauréat général - Prepares students to enter higher educational institutions.

baccalauréat technologique - Short-term studies in differing technology fields.

baccalauréat professionel - Vocational qualification leading directly to a particular career.

Public French universities are required to accept any student who attains the baccalauréat général.

However, in selective fashion, there are also Grandes écoles, elite higher education establishments which function outside of the public university system, that traditionally have produced France's highest ranking politicians, executives, and scientists. Entrance to these institutions requires classes préparatoires aux grandes écoles, two to three-year courses, often offered by historical, prestigious, and selective lycées.

In Germany secondary education is selective, in that students are placed into different types of schools based upon their abilities. Usually the students that attend a school in Germany are the most academically strong students upon leaving primary school. The Gymnasium school helps to prepare students to enter a university, and is the most rigorous and prestigious level of secondary education in Germany. Those students who are not qualified to enter Gymnasia attend one of the three other types of German secondary schools: Realschule, Hauptschule, or Gesamtschule. The Realschule has a broader range of emphasis for intermediary students; the Hauptschule prepares pupils for vocational education, and the Gesamtschule are structured in comprehensive fashion without streaming by ability and offer all types of programs. Although including a selective component, the German system with the existence of these different types of schools ensures that all students have a place to study.

Republic of Ireland

Most students in the Republic of Ireland attend and complete secondary education, with approximately ninety percent of school-leavers taking the terminal examination, the "Leaving Certificate." Comprehensive schools were introduced in 1966 by an initiative by Patrick Hillery, Irish Minister for Education, to give a broader range of education compared to that of the vocational school system which was then the only system of schools completely controlled by the state. Other types of schools, known as "voluntary secondary schools" were controlled by religious authorities.

Today, secondary education may be completed at a "community school," a comprehensive school, a vocational school, or a voluntary secondary school. The community schools offer both academic and vocational programs, and facilities are broader than at voluntary or vocational schools. These facilities are also available for use by the community and adult education. The comprehensive school system is relatively small and has to some extent been superseded by the community school concept.

Scotland has a very different educational system from England, although also based on comprehensive education. It has different ages of transfer, different examinations, and a different philosophy of choice and provision. Pupils remain at primary school for seven years. Then, aged eleven or twelve, they start secondary school for a compulsory four years with the following two years being optional. The school leaving age is generally 16 (after completion of Standard Grade examinations), after which students may choose to remain at school and study for more advanced examinations that are required for entrance to university. All publicly funded primary and secondary schools are comprehensive in type with no selective admissions.

Debate and Issues

Supporters of comprehensive education argue that it is unacceptable on both moral and practical grounds to select or reject children on the basis of their ability. They also argue that comprehensive schools in the UK have allowed millions of children to gain access to further and higher education, and that the previous selective system relegated children who failed the eleven plus examination to a second class and inferior education, effectively denying them the possibility of higher education.

Critics of comprehensive schools argue that the reality has been a leveling down of provision and a denial of opportunity to able children from disadvantaged backgrounds, who might once have expected to pass the eleven plus exam and have the advantage of a grammar school education. Under the comprehensive system, in order to ensure that their children attend what is perceived to be a "good" school parents purchase a house within the catchment area of that school. This has led to selection by financial means of parents rather than the academic ability of the students, albeit measured imperfectly by their ability to pass particular exams.

Such differences in opinion is one of the reasons many European nations chose a mixed system. While Europe overall has an excellent educational system, there are many areas that continue to be debated, including the use of comprehensive and selective schools.

1. Derek Gillard, Education in England: a brief history Education in England, 2007. Retrieved September 1, 2008

2. J. R. G. Tomlinson, "Comprehensive Education in England and Wales, 1944-1991," European Journal of Education 26(2) (June 1991): 103-117.

3. H. D. Lewis. The French Education System. (London: Croom Helm, 1985, ISBN 0709916833).

4. James E. Russell. German Higher Schools - The History, Organisation And Methods of Secondary Education in Germany. (Kiefer Press, 2007, ISBN 978-1406708349)

5. Secondary Education in Ireland Education in Ireland, 2008. Retrieved September 1, 2008

6. David H. Hargreaves. The Challenge for the Comprehensive School: Culture, Curriculum and Community. (Routledge, 1982, ISBN 9780710009814)

References

Chitty, Clyde, and Brian Simon. Promoting Comprehensive Education in the 21st Century. London: Trentham Books, 2001. ISBN 1858562538

Hargreaves, David H. The Challenge for the Comprehensive School: Culture, Curriculum and Community. Routledge, 1982, ISBN 9780710009814

Lewis, H. D. The French Education System. London: Croom Helm, 1985, ISBN 0709916833

Moon, Bob. Comprehensive Schools: Challenge and Change. Humanities Press, 1983. ISBN 0700505520

O'Hagan, Bob. Modern Educational Myths: The Future of Democratic Comprehensive Education. Routledge, 1999. ISBN 0749429321

Russell, James E. German Higher Schools - The History, Organisation And Methods of Secondary Education in Germany. Kiefer Press, 2007. ISBN 978-1406708349

Tomlinson, J. R. G., "Comprehensive Education in England and Wales, 1944-1991," European Journal of Education 26(2) (June 1991): 103-117.

Weeks, Alan. Comprehensive Schools. London: Methuen young books, 1986. ISBN 0416406904

External links

All links retrieved March 15, 2017.

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A Comprehensive school is a secondary educational institution that teaches an inclusive range of subjects across the academic and vocational spectrum. The most significant attribute of comprehensive schools is that they do not select students based upon academic aptitude.

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BBC News answers some of the key questions about grammar schools and poses some 11-plus questions for readers to tackle.

What is a grammar school?

Grammar schools are state secondary schools that select their pupils by means of an examination taken by children at age 11, known as the "11-plus".

There are only about 163 grammar schools in England, out of some 3,000 state secondaries, and a further 69 grammar schools in Northern Ireland.

Under the grammar school system, pupils who pass the exam can go to the local grammar, while those who do not go to the local "secondary modern school".

More common across the UK is the "comprehensive" system, in which pupils of all abilities and aptitudes are taught together.

There are no state grammars in Wales or Scotland, and although some retain the name "grammar school", they are non-selective and have no special status.

When were they first introduced?

Grammar schools have existed since the 16th Century, but the modern grammar school concept dates back to the Education Act 1944. This made secondary education after the age of 14 free.

At the same time secondary education was reorganised into two basic types:

grammar schools, which focused on academic studies, with the assumption that many of their pupils would go on to higher education

secondary modern schools, which were intended for children who would be going into trades

There was a third type of school, the technical school - but very few were established.

So the system effectively divided pupils into two types - those destined for university and better jobs, and those deemed more suitable for less celebrated professions.

Why did the system change?

During the 1950s and 1960s, it was said, mainly by Labour politicians and egalitarian educationalists, that the selective education system reinforced class division and middle-class privilege.

In 1965, the government ordered local education authorities to start phasing out grammar schools and secondary moderns, and replace them with a comprehensive system.

The quickest changes were made in Labour-controlled areas, while strongly Conservative counties moved slowly or not at all.

A handful of counties and local authorities in England have kept largely selective schools systems, including Kent, Medway, Buckinghamshire and Lincolnshire, while others such as Gloucestershire, Trafford and Slough have a mix.

In other places, a few grammar schools survived in areas that were otherwise fully comprehensive, such as Birmingham, Bournemouth and some London boroughs.

In 1998, Labour's School Standards and Framework Act forbade the establishment of any new all-selective schools.

It also made provisions for local ballots on the future of existing grammar schools.

Only one such ballot has taken place since then. In 2000, parents in Ripon, North Yorkshire, voted by 67% to 33% in favour of keeping Ripon Grammar as a grammar school.

How do grammar schools select their pupils?

Grammar schools select their pupils by means of a test, known as the 11-plus, which is taken by pupils in the last year of primary school.

It is designed to see if they are able enough to learn in a grammar school environment with peers of a similar standard.

But many complain about the nature of the test, as it often features types of questions not usually adopted in regular state primaries.

Grammar school entrance exams can consist of all or a subset of the following:

* Numerical reasoning (maths)

* Verbal reasoning

* English comprehension, punctuation and grammar

* Non-verbal reasoning

* Creative writing

They have traditionally used questions based on verbal reasoning and non-verbal reasoning, and it is argued that those who have been intensively tutored tend to do much better in these tests.

Recently there have been attempts to make the tests more accessible and closer to the kind of word problems children face in primary schools.

Some grammar schools admit successful students by ranked order - all candidates are ranked by their 11-plus score - literally creaming the best pupils off the top.

In other areas, pupils who pass the test are then ranked by admission criteria, which can include the distance they live from the school or whether they already have a sibling there.

There are numerous companies that offer specialist 11-plus tutoring to children from an early age.
Some examples of 11-plus questions (Answers at foot of page)
Marco, Laura, Peter, Ben and Sally are out shopping for jackets. Ben and Laura want waterproof jackets, Peter and Sally want brightly coloured jackets with hoods, Laura and Marco want lightweight jackets and Marco and Ben want brightly coloured jackets but with a warm lining.

Out of the following statements, which one must be true? Write your answer in the answer box below.

A. Sally and Peter want different types of jackets.

B. Only two people do not want brightly coloured jackets.

C. No one wants a lightweight jacket with a hood.

D. Sally wants a coat with a hood and a warm lining.

E. Four of them do not want waterproofs.

Identify which, if any, of the above shapes have been rotated to form the shape below.

Select the option (A, B, C or D) which has the sentence with the most suitable grammar

A. Was it he whom had a house burn down?

B. Was it he whose house burnt down?

C. Was it he that had a house burn down?

D. Was it he who's house burnt down?
Sample questions reproduced with the kind permission of ElevenPlusExams.co.uk
Where do the main political parties stand on grammar schools?

Labour oppose the creation of more grammar schools saying that instead of improving equality, they make it worse.

The Conservatives Party support for grammar schools was lukewarm under previous Prime Minister David Cameron, but its manifesto states it will allow all good schools to expand "whether they are maintained schools, academies, free schools or grammar schools".

The Liberal Democrats would maintain the status quo, not opening any more or closing any existing ones.
Quiz answers (in order of question appearance) C, E, B

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BBC News answers some of the key questions about grammar schools and poses some 11-plus questions for readers to tackle. Grammar schools are state secondary schools that select their pupils by means of an examination taken by children at age 11, known as the "11-plus".

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Write an informative text of at least 200 words in which you explain what comprehensive schools and grammar schools in the UK are. Use the four websites attached to this post for some preliminary research.

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Wie arbeitet man am besten mit den Quizlet-Flashcards?

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Wie arbeitet man am besten mit den Quizlet-Flashcards?

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Prägen Sie sich das Vokabular anhand der Liste ein, die gleich zu Anfang erscheint.

Die Option --> "KARTEIKARTEN" wird am besten für Wiederholungsläufe genutzt.

Die Karteikarten liefern eine Audio-Unterstützung die aber auch ausgeschaltet werden kann.

Die beste Möglichkeit das Gelernte zu testen bietet die Option --> "ZUORDNEN".

Die Flashcards funktionieren am Computer und am Handy.