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They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Often successful businessmen would send their sons to a public school as a mark of participation in the elite

the public school system influenced the school systems of the British Empire, and recognisably "public" schools can be found in many Commonwealth countries

Until 1975 there had been a group of 179 academically selective schools drawing on both private and state funding, the direct grant grammar schools

Both these trends were reversed during the 1980s, and the share of the independent schools reached 7.5 percent by 1991

119 of these schools became independent.

share of the independent sector fell from a little under 8 percent in 1964 to reach a low of 5.7 percent in 1978

changes since 1990 have been less dramatic, participation falling to 6.9 percent by 1996 before increasing very slightly after 2000 to reach 7.2 percent, as seen at present.

As of 2011[update] there were more than 2,600 independent schools in the UK educating some 628,000 children, comprising over 6.5 percent of UK children, and more than 18 percent of pupils over the age of 16

According to a study by Ryan & Sibetia,[7] "the proportion of pupils attending independent schools in England is currently 7.2 percent (considering full-time pupils only)".

Most independent schools, particularly the larger and older institutions, have charitable status

Most public schools developed significantly during the 18th and 19th centuries, and came to play an important role in the development of the Victorian social elite

Independent schools, like state grammar schools, are free to select their pupils, subject to general legislation against discrimination

principal forms of selection are financial, in that the pupil's family must be able to pay the school fees, and academic, with many administering their own entrance exams - some also require that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent

Nowadays most schools pay little regard to family connections, apart from siblings currently at the school.

Only a small minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for uniform, equipment and extra-curricular facilities.[2][12]

Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines academic and other criteria.[13][14]

generally academically selective, using the competitive Common Entrance Examination at ages 11–13

Schools often offer scholarships to attract abler pupils (which improves their average results)

Poorly-performing pupils may be required to leave,

generally characterised by more individual teaching

much better pupil-teacher ratios at around 9:1;[16]

more time for organised sports and extra-curricular activities

longer teaching hours (sometimes including Saturday morning teaching) and homework, though shorter terms

a broader education than that prescribed by the national curriculum, to which state school education is in practice limited.

Educational achievement is generally very good

As boarding schools are fully responsible for their pupils throughout term-time, pastoral care is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their own school traditions

Most offer sporting, musical, dramatic and art facilities, sometimes at extra charges, although often with the benefit of generations of past investment

more emphasis on traditional academic subjects

Independent school pupils are four times more likely to attain an A* at GCSE than their non-selective state sector counterparts and twice as likely to attain an A grade at A-level

Some schools specialise in particular strengths, whether academic, vocational or artistic, although this is not as common as it is in the State sector.

A much higher proportion go to university

set their own discipline regime

In England and Wales there are no requirements for teaching staff to have Qualified Teacher Status or to be registered with the General Teaching Council

2014 a report from Oxford Economics highlighted the impact that independent schools have on the British economy

independent schools support an £11.7 billion contribution to gross value added (GVA) in Britain. This represents the share of GDP that is supported by independent schools

Independent schools support 275,700 jobs across Britain, around 1.0% of all in employment in Britain

the report quantified the savings to the taxpayer derived from c.620,000 British pupils at independent schools choosing not to take up the place at a state school to which they are entitled. This results in an annual saving to the taxpayer of £3.9 billion, the equivalent of building more than 590 new free schools each year

the report highlighted the additional value to Britain’s GDP that results from the higher educational performance achieved by pupils at independent schools

many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory-schools or privately tutored

the achievement of pupils at independent schools in Britain results in an estimated additional annual contribution to GDP of £1.3 billion.

often criticised for being elitist

often seen as outside the spirit of the state system

the treatment of the state sector as homogeneous in nature is difficult to support

Although grammar schools are rare, some of them are highly selective and state funded boarding schools require substantial fees

Even traditional comprehensive schools may be effectively selective because only wealthier families can afford to live in their catchment area

may be argued that the gap in performance between state schools is much larger than that between the better state and grammar schools and the independent sector

Smithers and Robinson's 2010 Sutton Trust commissioned study of social variation in comprehensive schools (excluding grammar schools) notes that "The 2,679 state comprehensive schools in England are highly socially segregated: the least deprived comprehensive in the country has 1 in 25 (4.2 percent) of pupils with parents on income benefits compared with over 16 times as many (68.6 percent) in the most deprived comprehensive"

Every 2.3 pupils at an independent school supports one person in employment in Britain

large number (c. one third[citation needed]) of independent schools provide assistance with fees

Some parents complain that their rights and their children’s are compromised by vague and one-sided contracts which allow Heads to use discretionary powers unfairly, such as in expulsion on non-disciplinary matters. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private law as applied to Higher Education

Nowadays, independent school pupils have "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state school

pupils at independent schools account for a disproportionate number of the total number of A-levels in maths and sciences.

In 2006, pupils at fee-paying schools made up 43 percent of those selected for places at Oxford University and 38 percent of those granted places at Cambridge University (although such pupils represent only 18 percent of the 16 years old plus school population)

"ceteris paribus, academic performance at university is better the more advantaged is the student's home background".

In 2002, Jeremy Smith and Robin Naylor

they also observed that a student educated at an independent school was on average 6 percent less likely to receive a first or an upper second class degree than a student from the same social class background, of the same gender, who had achieved the same A-level score at a state school

The same study found wide variations between independent school, suggesting that students from a few of them were in fact significantly more likely to obtain the better degrees than state students of the same gender and class background having the same A-level score

Richard Partington at Cambridge University[29] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the earlier years ("Part I") of the undergraduate degree at Cambridge

A study commissioned by the Sutton Trust[30] and published in 2010 focussed mainly on the possible use of U.S.-style SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it found that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore attend less selective universities, do less well than state educated degree candidates with the same low A-level attainment

Independent sector schools regularly dominate the top of the A-level league tables, and their students are more likely to apply to the most selective universities; as a result independent sector students are particularly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.

In 2013 the Higher Education Funding Council for England published a study [31] noting, amongst other things, that a greater percentage of students who had attended an independent school prior to university achieved a first or upper second class degree compared with students from state schools

Essay Writing

Engage Peers Outside the Classroom

Select-and-Fill-In (SAFI) Concept Maps

Group Discussion Web

Extemporaneous Speech

Informal Debate with "Devil's Advocate"

Lincoln-Douglas Debate

Online Discussion

Rehearsed Speech

Role-Play Debate

Role Reversal and Compromise

Writing a Letter to a Political Figure

The term was thus originally a term of abuse, "an Irish rebel", before being adopted as a political label in the same way as Whig.

Towards the end of Charles II's reign (1660–85) there was some debate about whether or not his brother, James, Duke of York, should be allowed to succeed to the throne. 'Whigs' was the abusive term directed at those who wanted to exclude James on the grounds that he was a Roman Catholic. Those who were not prepared to exclude James were labelled 'Abhorrers' and later 'Tories'.

The suffix -ism was quickly added to both 'Whig' and 'Tory' to make Whiggism and Toryism, meaning the principles and methods of each faction.

Historically, the term Tory has been applied in various ways to loyalists of the British monarchy

characterized by strong monarchist tendencies, support for the Church of England, and hostility to reform

Since 1832, the term "Tory" is commonly used to refer to the Conservative Party and its members.

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