Synopsis
Following a student who finds it hard to focus and an extremely bright student who clashes with the school authorities.
- Programme: Grammar Schools: Who Will Get In?
- Series: 1
- Episode: 2
- Channel: BBC Two
- Broadcast year: 2018
- Sociology | How has the UK education system changed? | The diversity of educational provision: Government policies from 1988 onwards, including vocational and work-based training. Ideological influences on government educational policy: New Right; social democratic. The impact of educational policies on: inclusion, access to education and opportunities; gender, class, ethnicity; competition, diversity and choice; raising standards.
Licence: ERA Licence required
UK only
Staff and students of licensed education establishments only
Cannot be adapted
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More clips from Grammar Schools: Who Will Get In?
Episode 3 | Grammar Schools: Who Will Get In?
Episode 3 | Grammar Schools: Who Will Get In?
In the third and final part of this series, students at Erith School and Townley Grammar face their GCSE mocks.
Grammar Schools: Who Will Get In?
Grammar Schools: Who Will Get In?
Documentary series examining how the 11-plus selection test impacts on education. The first episode follows children from Upland Primary Sc...
The Impact of Educational Policy | Grammar Schools: Who Will Get In?
The Impact of Educational Policy | Grammar Schools: Who Will Get In?
Debate about whether to expand grammar schools.
Episode 3 | Grammar Schools: Who Will Get In?
Episode 3 | Grammar Schools: Who Will Get In?
In the third and final part of this series, students at Erith School and Townley Grammar face their GCSE mocks.
Grammar Schools: Who Will Get In?
Grammar Schools: Who Will Get In?
Documentary series examining how the 11-plus selection test impacts on education. The first episode follows children from Upland Primary Sc...
The Impact of Educational Policy | Grammar Schools: Who Will Get In?
The Impact of Educational Policy | Grammar Schools: Who Will Get In?
Debate about whether to expand grammar schools.
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