Explain the Characteristics of the Different Types of Schools in Relation to Educational Stage(S) and School Governance. Essay

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Education system in England is divided into three stages: Pre-compulsory, compulsory and post-compulsory. Compulsory education is broken down into 4 phases known as ‘key stages’. All teaching during the key stages is based on the National Curriculum; however schools in the independent sector may choose whether or not to follow this. (Tutorial, Laser Learning Ltd 2010, 17/01/2012, http://stonebridge.laserlearning.org/TCC_Template_1.aspx?ur=100429&ln=TDA32-1.1)

Also, full-time education is compulsory for all children aged between 5 and 16. Key Stage 1 is for 5 – 7 year olds; Key Stage 2 is for children aged 7-11; 11 -14 year olds are taught at Key Stage 3; and finally Key Stage 4 is for 14 – 16 year olds. (Tutorial, Laser Learning Ltd …show more content…
Examples include sports, technology or visual arts.
At the second, within the state schools system described above, there are a number of schools with particular characteristics. As with other state schools, admissions are coordinated by the local authority. However, some may have different admission criteria or funding arrangements.
• Academies: Academies are independently managed, all-ability schools. They are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DfE) and the local authority. Together they fund the land and buildings, with the government covering the running costs.
• City Technology College: These are independently managed, non-fee-paying schools in urban areas for pupils of all abilities aged 11 to 18. They are geared towards science, technology and the world of work, offering a range of vocational qualifications as well as GCSEs and A levels.
• Community and foundation special schools: Special schools cater for children with specific special educational needs. These may include physical disabilities or learning difficulties.
• Faith schools: Faith schools are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria
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