[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-620817-105":59,"doc-detail-620817-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","secondary-modern-schools-and-the-general-certificate-of-education","SECONDARY MODERN SCHOOLS AND THE GENERAL CERTIFICATE OF EDUCATION","","Report on how secondary modern schools relate to the General Certificate of Education in the period surrounding the General Certificate Examination’s introduction in 1951. It compares candidate entry patterns and classification changes, details enrollment by age and gender for 1954, and outlines subject choices across Ordinary and Advanced levels. It also reviews pass-rate trends by subject, noting particular difficulties and stronger performance in trade-oriented areas, with broader observations on trends in the number of subjects attempted.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/secondary-modern-schools-and-the-general-certificate-of-education/620817/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/secondary-modern-schools-and-the-general-certificate-of-education/620817.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the General Certificate Examination in 1951 affect secondary modern schools’ ability to present candidates?","Question",{"text":112,"@type":113},"The introduction of the examination in 1951 raised minimum pass standards and an entry age requirement. This created problems for secondary modern schools that wanted to offer an external certificate acceptable to professions and, if required, universities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the candidate demographics for 1954 entries?",{"text":117,"@type":113},"In 1954 there were 1,243 candidates, including 659 boys and 584 girls. Three-quarters were between 16.0 and 16.11 years old, with a range from under 15.0 to over 19.0 on 1 September 1954.",{"name":119,"@type":110,"acceptedAnswer":120},"Which subjects were most commonly offered and where did candidates face greater difficulty?",{"text":121,"@type":113},"English Language was most commonly offered, followed by English Literature, Geography, and Mathematics. Candidates were suggested to find difficulty with English Language, English Literature, History, French, Mathematics, and Physics, while Woodwork, Metalwork, and Domestic Science showed higher passing 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Education  \n# SECONDARY MODERN SCHOOLS AND THEGENERAL CERTIFICATE OF EDUCATION\n\n1.Previous to 1951 it was by no means unusual for“central”and“senior”secondary schools to present candidates for theSchool Certificate Examination,some the whole of an upper form,others small and perhaps selected groups.Many of these candidatesdid well in the examination.The institution of the General Certi-ficate Examination in 1951 with its higher minimum pass standardand,at first,a minimum age for entry raised problems for such ofthese schools and their successors as wished to present candidatesfor an external certificate acceptable to the professions and,shouldit be required,to Universities.The pass-lists of the Joint Matricu-lation Board shed some light upon the present place of the G.C.E.in relation to the needs and aims of secondary modern schools.Itis hoped that the summary here given will serve as material generallyuseful for discussion,not as combustible matter for any particularflame of controversy.  \n2.Schools which present candidates for the Board's GeneralCertificate Examination fall into four main groups:grammar,technical,secondary modern and“others”.Here only entriesfrom schools classified by the Ministry of Education as secondarymodern schools are considered.The Ministry's group of“others”includes some bilateral grammar and modern schools as well asselective central schools.It may be therefore that the candidatesunder consideration were not selected for technical education,ifthere is any such provision in their locality,or for a selective centralschool.It is also possible that some schools may be included inthe group which might be called“comprehensive”if they wereunder some other authority.As the reorganization of secondaryeducation is carried further,the members of this group and theirnumbers may vary.Changes of classification have already occurred;some schools which in 1951 had a grammar school stream but werestill then classified as\"modern\"have now been reclassified asgrammar schools.This summary therefore deals with a generaltype,or perhaps somewhat varying types,of entry rather than withentries from a closely definable group.  \n3.Details of entries since 1951 for the General CertificateExamination of the Joint Matriculation Board from schools classifiedas secondary modern schools are given in Table 1.The modificationfor 1953 and subsequent years of the age-limit,which in 1951 and1952 debarred from entry pupils under sixteen years of age,does notseem to have had a noticeable effect upon the number of such entries.The continuing increase in the number of schools presenting candi-dates,and in the number of candidates presented,can equally wellbe explained by the development of secondary modern schools  \nthroughout the country,the progress individual schools are makingin consolidating the work of their upper forms,and the increasinginterest in the G.C.E.shown by the schools,perhaps by the pupils,more probably by the parents of the pupils.  \n4.The 1,243 candidates entered in 1954 comprised 659 boys and584 girls.Three-quarters of them were between 16.0 and 16.11 yearsold but the range was from one boy who was under 15.0 to one boyand one girl who were both over 19.0 on 1 September 1954.Thefact that in all ffty-nine candidates were over 18.0years old suggests thedegree of elasticity of the present definition of what constitutes asecondary modern school.Table 2 shows that of those in the 16.0—  \n16.11 age-group three candidates attempted one Advanced subjecttogether with Ordinary subjects,that of those in the 18.0—18.11age-group thirty-five offered Ordinary subjects only and that the twooldest candidates also offered Ordinary subjects only.  \n5.Table 3 gives the subjects offered in 1954 and the numbersentered for each that year.The Ordinary subjects offered cover awide range.As might","cbCaik42xtTWwF6K","https://ap.wps.com/l/cbCaik42xtTWwF6K","pdf",2094923,"English","# Secondary Modern Schools and the General Certificate of Education\n## Candidate entry before and after 1951\n## Classification of schools and entry groups\n## 1954 candidate demographics and age distribution\n## Subjects offered in 1954 and scholarship entries\n## Passing performance by subject\n## Number of Ordinary subjects attempted per candidate","[{\"question\":\"How did the General Certificate Examination in 1951 affect secondary modern schools’ ability to present candidates?\",\"answer\":\"The introduction of the examination in 1951 raised minimum pass standards and an entry age requirement. This created problems for secondary modern schools that wanted to offer an external certificate acceptable to professions and, if required, universities.\"},{\"question\":\"What were the candidate demographics for 1954 entries?\",\"answer\":\"In 1954 there were 1,243 candidates, including 659 boys and 584 girls. Three-quarters were between 16.0 and 16.11 years old, with a range from under 15.0 to over 19.0 on 1 September 1954.\"},{\"question\":\"Which subjects were most commonly offered and where did candidates face greater difficulty?\",\"answer\":\"English Language was most commonly offered, followed by English Literature, Geography, and Mathematics. Candidates were suggested to find difficulty with English Language, English Literature, History, French, Mathematics, and Physics, while Woodwork, Metalwork, and Domestic Science showed higher passing percentages.\"}]","SECONDARY MODERN SCHOOLS AND THE GENERAL CERTIFICATE OF EDUCATION | PDF",1792464640]