A Day On Wikipedia

A ”’Secondary Modern School”’ is a type of [[secondary school]] that existed in most of the [[United Kingdom]] from 1944 until the early 1970s under the [[Tripartite System]], and was designed for the majority of pupils – those who do not achieve scores in the top 25% of the [[eleven plus]] examination. They were replaced in most of Britain by the [[Comprehensive School|comprehensive school]] system and remain in place now mainly in [[Northern Ireland]], where they are usually referred to simply as ”Secondary schools”, and in some parts of England, such as [[Buckinghamshire]].

The 1944 [[Education Act 1944|Butler Education Act]] created a system in which children were tested and streamed at the age of eleven. Those who were thought unsuitable for either an academic curriculum or a technical one, were to be sent to the secondary modern, where they would receive training in simple, practical skills. Education here was to focus on training in basic subjects such as arithmetic, mechanical skills such as woodworking and domestic skills, such as cookery. In an age before the advent of the [[national curriculum]], the specific subjects taught were chosen by the individual school.

The first secondary moderns were created by converting around three thousand [[Senior Elementary schools]], which had previously offered a continuation of primary education to the age of fourteen, into separate institutions. Many more were built between the end of the war and 1965, in the effort to provide universal secondary education.

Although the Butler act planned a parity of esteem between this and the other sections of the tripartite system, in practice the secondary modern came to be seen as the school for failures. Those who had ‘failed’ their eleven plus were sent there to learn rudimentary skills before advancing to menial jobs. Secondary moderns prepared their students for the [[Certificate of Secondary Education|CSE]] examination, rather than the more prestigious [[O level]], and although training for the latter was established in later years, less than one in ten children took advantage of it. Secondary moderns did not offer schooling for the [[Advanced Level (UK)|A level]], and in 1963 only 318 former secondary modern pupils sat A levels. None went on to university.

Secondary moderns were generally deprived of resources and good teachers. The [[Newsom Report]] of 1963 reported on education for these children, and found that in some schools in slum areas of London fifteen year old pupils were sitting on furniture intended for primary schools. Staff turnover was high and continuity in teaching minimal. Not all secondary moderns were as bad, but they did generally suffer from neglect by the authorities.

The poor performance of the ‘submerged three quarters’ of British schoolchildren led to calls for reform. Experiments with [[Comprehensive School|comprehensive schools]] began in the 1950s, hoping to provide an education which would offer greater opportunities for those who did not enter [[Grammar_schools_in_the_United_Kingdom|grammar schools]]. Several counties, such as [[Leicestershire]], got rid of their secondary moderns altogether. In 1965, the [[Labour party (UK)|Labour]] government issued [[Circular 10/65]], implementing the [[Comprehensive System]]. By 1976, with the exception of a few regions including [[Kent]], [[Dorset]], [[Buckinghamshire]], [[Stoke-on-Trent|Stoke]], [[Slough]], the [[The Wirral Peninsula|Wirral]] and [[Ripon]], secondary modern schools had been formally phased out.

In counties still operating the Tripartite System or a Bipartite System, there are still schools fulfilling the role of the secondary modern by taking those pupils who do not get into grammar schools. These schools may be known colloquially (though not officially) as ‘high schools’ (Medway and Trafford), ‘upper schools’ (Buckinghamshire) or simply ‘all-ability <!–or comprehensive: this needs a reference, and an explanation that this is a euphemism- sorry to be picky but I can see such sentence to be used in a Conservative Councillors speech, as Wikipedias approval of the system in Medway, Buckingham or Kent–> schools’.

”For more information on debates about the fairness of the Tripartite System, see the article on [[debates on the grammar school]]”

==See also==

* [[Tripartite System]]
* [[debates on the grammar school|Debates on the Grammar School]]
* [[Comprehensive School]]
* [[Comprehensive System]]
* [[Education in England]]
* [[Education in Northern Ireland]]
* [[Education in Scotland]]
* [[Education in Wales]]

== External links ==
* [http://channel4.com/history/microsites/T/teachem2/thennow/index_t.html ‘That’ll Teach ‘Em 2’], ”Channel 4”
* [http://channel4.com/history/microsites/T/teachem/test.html ‘Take the 11-plus test’], ”Channel 4”
* [http://education.independent.co.uk/schools/story.jsp?story=371862 ‘School learns the language of success’], ”The Independent Online” — records the success of Walderslade Girls’ School, in Medway, which was still a secondary modern school [[as of 2003]]
* [http://www.casenet.org.uk/champions/person100.html Testimonial of Mike Ion], DfES Regional Director of the Key Stage 3 Strategy

[[Category:Education in the United Kingdom]]
[[Category:State schools in the United Kingdom]]
[[Category:School types]]

[[Image:TV Tokyo (head office).jpg|thumb|TV Tokyo headquarters]]
{{nihongo|”’Toranomon”’|虎ノ門}} is a business district of [[Minato, Tokyo|Minato]], [[Tokyo]]. Literally meaning ‘Tiger’s Gate,’ Toranomon was the name of the southernmost gate of [[Edo Castle]]. It is home to the headquarters of [[TV Tokyo]] and [[Hotel Okura Tokyo]].

==See Also==
*[[Toranomon Incident]]

[[Category:Neighborhoods of Tokyo]]

[[ja:虎ノ門]]

{{Chembox new
| ImageFile =
| ImageSize =
| IUPACName =
| OtherNames = Iridium tetrafluoride
| Section1 = {{Chembox Identifiers
| CASNo = 37501-24-9
| PubChem =
| SMILES = }}
| Section2 = {{Chembox Properties
| Formula = IrF4
| MolarMass = 268.2109 g/mol
| Appearance = dark brown solid
| Density =
| MeltingPt =
| BoilingPt =
| Solubility = }}
| Section3 = {{Chembox Hazards
| MainHazards =
| FlashPt =
| Autoignition = }}
}}
”’Iridium(IV) fluoride”’ is a chemical compound of [[iridium]] and [[fluorine]], with the chemical formula IrF₄ and is a dark brown solid.<ref name = ‘Greenwood’>Greenwood&Earnshaw}}</ref> Early reports of IrF₄ prior to 1965 are questionable and appear to describe the compound [[iridium(V) fluoride|IrF₅]].<ref name = ‘Greenwood’/> The solid can be prepared by reduction of IrF₅ with iridium black<ref name = ‘Greenwood’/> or reduction with H₂ in aqueous HF<ref>{{cite journal | title = Reductive syntheses of transition metal fluoride compounds. Synthesis of rhenium, osmium, and iridium pentafluorides and tetrafluorides | journal = Robert T. Paine, Larned B. Asprey | journal = [[Inorg. Chem.]] | volume = 14 | issue = 5 | year = 1975 | pages = 1111 – 1113 | doi = 10.1021/ic50147a030}}}</ref> The crystal structure of the solid is notable as it was the first example fo a three dimensional lattice structure found for a metal tetrafluoride and subsequently RhF₄, PdF₄ and PtF₄ have been found to have the same structure.<ref name = ‘Wells’> Wells A.F. (1984) ”Structural Inorganic Chemistry” 5th edition Oxford Science Publications ISBN 0-19-855370-6 </ref> The structure has 6 coordinate, octahedral, iridium where two edges of the octahedra are shared and the two unshared fluorine atoms are ”cis” to one another.<ref name = ‘Wells’/>

==References==
{{reflist}}
[[Category:Iridium compounds]]
[[Category:Fluorides]]

{{ otheruses2|John Spendluffe Foundation Technology College}}
{{Infobox UK school
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| motto = ”Aspirational, Inspirational, Motivated”
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| established = [[1930’s]]
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| type = [[secondary modern school in the United Kingdom]]
| religion = Mixed
| president =
| head_label =
| head = Mrs C Carey
| chair_label =
| chair of governers = Mr G Willoughby
| founder = Unnone
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Forms:
| specialist = Foundation & Technology College
| street =
| city = [[Alford]]
| county = [[Lincolnshire]]
| country = [[England]]
| postcode = LN13 9BL
| LEA = [[Lincolnshire County Council]]
| staff = 44 teaching <br> 21 administrative
| enrollment = 612
| gender = Mixed
| lower_age = 11
| upper_age = 18
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The college, originally built in the 1930’s has enjoyed extensive remodelling over the years and a focussed refurbishment programme ensures that it is attractive and contemporary. There is a purpose built classroom block for English and modern foreign languages, learning resource centre and learning support wing. Students benefit from sports fields, a heated outdoor swimming pool, a Technology wing and an on-site Youth Centre which is used for teaching during school hours. There is a spacious, well equipped sports hall that also serves the local community.
The college is a warm and friendly place to work where discipline is firm but fair and where we receive good support from parents. The staff here work and play hard and have focussed efforts on academic rigour, establishing high expectations of students and providing an extensive range of additional activities that have had a significant effect in raising attainment in national tests and at GCSE level. Class sizes are approximately 25.
Our recent Ofsted report completed in late November 2006 agreed with our own judgements on our effectiveness as good. They stated that standards are rising and progression in years 7-9 is outstanding. There is an upward trend in performance in years 10 and 11, where achievement is good when performance data on entry is analysed.
In July 2007 we achieved the National Healthy Schools Award and FMiS (Financial Management Standard in Schools), of which indicates the continuing drive for improvement at John Spendluffe Technology College. We hold the national Sportsmark Award and we have gained Intermediate Level International Schools Award, now working towards the full standard.
The College has a pro-active approach to curriculum innovation, development and review. Literacy and Citizenship are delivered at key stage 3 in order to raise aspirations and achievement. Our policy and implementation for More Able and Talented students raises and celebrates the high expectations we hold for our students here.
At key stage 4 a wide range of GCSE, BTEC and other vocational courses are offered; vocational and applied learning programmes are in place for a small group of students in years 10 and 11 and we have a partnership with Boston College for entry level learners and for students at level 2 on Young Apprenticeship programmes. Digital Applications in ICT, BTEC Engineering and Hospitality Travel and Tourism are recent innovative curriculum developments. We are the lead delivery partners for Diploma Engineering within Lincs East Consortium, delivering at Level 2 in September 2008.
One of our aims in the next phase of the college’s development is to build a strong international element and this process is underway with French exchange with a school in Montpellier, a French Assistant and international pen friend system. We introduce cultural diversity through organised college visitors and displays, trips and visits and extra curricular activity.
We have addressed workforce remodelling issues so that cover for lessons is increasingly a rarity and where increasing numbers of learning support assistants and administrative support allows creative and innovative approaches to learning from each teaching and learning team.
As one parent wrote: ‘ My child is making good academic progress but just as importantly he has grown in self confidence and self belief. I believe the college genuinely cares about individuals, valuing all their talents and achievements.’

We welcome and value your interest in us.

[http://www.john-spendluffe.lincs.sch.uk/]

== Departments ==
Citizenship Department

English Department

Humanities Department
• Geography
• History
• R.E.
ICT Department

Mathematics Department

Modern Foreign Languages Department
• French
• Other Languages
Expressive Arts
• Art
• Drama
• Music
P.E. Department

SEN Department

Science Department

Technology
• Product Design
• Food
• Textiles
• Child Development

== Other Schools In Alford ==

Alford Primary School
[[Queen Elizabeth’s Grammar School, Alford]]

Steven Blakeley (born [[1982]] in [[Bolsover]], [[Derbyshire]]) is a British actor best known for his role as [[PC Geoff Younger]] in [[Heartbeat]].

==Early Life==
Steven was born in [[Bolsover]] and attended the local school. He is a former member of Derby Playhouse Youth and Community Theatre. He went on to study at the [[Royal Scottish Academy for Music and Drama]]. In addition to this, Steven has in the past been a [[St. John’s Ambulance]] Volunteer.

==Career==
Prior to [[Heartbeat]], Steven has worked extensively in the theatre and has appeared in plays including [[A Midsummer Night’s Dream]].

[[User:Amyvsmith|Amyvsmith]] ([[User talk:Amyvsmith|talk]]) 15:56, 1 October 2008 (UTC)