Secondary school

Levels of education

In the ISCED 2014 education scale, levels 2 and 3 correspond to secondary education which are as follows:

Lower secondary education: First stage of secondary education building on primary education, typically with a more subject-oriented curriculum. Students are generally around 11 – 15 years old. ; Upper secondary education: Second stage of secondary education and final stage of formal education for students typically aged 15 – 18, preparing for tertiary/adult education or providing skills relevant to employment, usually with an increased range of subject options and streams.

Terminology

Within the English-speaking world, there are three widely used systems to describe the age of the child. The first is the "equivalent ages"; then countries that base their education systems on the "English model" use one of two methods to identify the year group, while countries that base their systems on the "American K–12 model" refer to their year groups as "grades". The Irish model is structured similarly to the English model, but differs significantly in terms of labels. This terminology extends into the research literature. Below is a comparison of some countries:

Legal framework

Schools exist within a strict legal framework where they may be answerable to their government through local authorities and their stakeholders. In England there are six general types of state-funded schools running in parallel to the private sector. The state takes an interest in safeguarding issues in all schools. All state-funded schools in England are legally required to have a website where they must publish details of their governance, finance, curriculum intent and staff and pupil protection policies to comply with The School Information (England) (Amendment) Regulations 2012 and 2016. Ofsted monitors these.

Theoretical framework

School building design does not happen in isolation. The building or school campus needs to accommodate:

• Curriculum content
• Teaching methods
• Costs
• Education within the political framework
• Use of school building (also in the community setting)
• Constraints imposed by the site
• Design philosophy

Each country will have a different education system and priorities. Schools need to accommodate students, staff, storage, mechanical and electrical systems, support staff, ancillary staff, and administration. The number of rooms required can be determined from the predicted roll of the school and the area needed.

According to standards used in the United Kingdom, a general classroom for 30 students needs to be 55 m2, or more generously 62 m2. A general art room for 30 students needs to be 83 m2, but 104 m2 for 3D textile work. A drama studio or a specialist science laboratory for 30 needs to be 90 m2. Examples are given on how this can be configured for a 1,200 place secondary (practical specialism). and 1,850 place secondary school.

Size

The ideal size for a typical comprehensive high school is large enough to offer a variety of classes, but small enough that students develop a sense of community. Some research has suggested that academic achievement is best when there are about 150 to 250 students in each grade level, and that above a total school size of 2,000 for a secondary school, academic achievement and the sense of school community decline substantially.

Arguments in favor of smaller schools include having a shared experience of school (e.g., everyone takes the same classes, because the school is too small to offer alternatives), higher average academic achievement, and lower educational inequality.

Arguments in favor of larger schools tend to focus on economy of scale. For example, a single basketball court could serve a school with 200 students just as well as a school with 500 students, so construction and maintenance costs, on a per-student basis, can be lower for larger schools. However, cost savings from larger schools have generally not materialized, as larger schools require more administrative support staff, and rural areas see the potential savings offset by increased transportation costs.

Larger schools can also support more specialization, such as splitting students into advanced, average, and basic tracks, offering a greater variety of classes, or sponsoring a greater number of extra-curricular activities. (Some of these benefits can also be achieved through smaller but specialized schools, such as a dedicated special school for students with disabilities or a magnet school for students with a particular subject-matter interest.)

In terms of structure, organization, and relationships, larger schools tend to be more hierarchical and bureaucratic, with fewer and weaker personal connections and more rigidly defined, unvarying roles for all staff. Teachers find that large schools result in more information to process in the larger environment (e.g., announcements about 100 programs instead of just 10) and that as individuals they form fewer relationships with teachers outside of their primary subject area. Smaller schools have less social isolation and more engagement. These effects cannot be entirely overcome through implementation of a house system or "school within a school" programs.

Building design specifications

The building providing the education has to fulfill the needs of: students, teachers, non-teaching support staff, administrators, and the community. It has to meet general government building guidelines, health requirements, minimal functional requirements for classrooms, toilets and showers, electricity and services, preparation and storage of textbooks, and basic teaching aids. An optimum secondary school will meet the minimum conditions and will have:

• adequately-sized classrooms;
• specialized teaching spaces;
• a staff preparation room;
• an administration block;
• multipurpose classrooms;
• a general purpose school hall;
• laboratories for science, technology, mathematics, and life sciences, as may be required;
• adequate equipment;
• a library or library stocks that are regularly renewed; and
• computer rooms or media centres.

A secondary school may have a canteen, serving a set of foods to students, and storage where the equipment of a school is kept.

Government accountants having read the advice then publish minimum guidelines on schools. These enable environmental modelling and establishing building costs. Future design plans are audited to ensure that these standards are met but not exceeded. Government ministries continue to press for the "minimum" space and cost standards to be reduced.

The UK government published this downwardly revised space formula in 2014. It said the floor area should be 1050 m2 (+ 350 m2 if there is a sixth form) + 6.3 m2/pupil place for 11- to 15-year-olds + 7 m2/pupil place for students above 16 years old. The external finishes were to be downgraded to meet a build cost of £1113/m2.

By country

Main article: List of secondary education systems by country

A secondary school locally may be called a high school (abbreviated as HS or H.S.), or called a senior high school. In some countries there are two phases to secondary education (ISCED 2) and (ISCED 3). The junior high school, intermediate school, lower secondary school, or middle school occurs between the primary school (ISCED 1) and high school.

File:School life in Greece.jpg|Students at First High School in Argos, Peloponnese, Greece File:Kallaveden lukio.jpg|The red-brick building of the Kallavesi High School in Kuopio, Finland File:First American Public School, Dedham, Massachusetts.jpg|The first taxpayer-funded public school in the United States was in Dedham, Massachusetts File:Gymnázium Grösslingová.jpg|Pozsonyi Királyi Katolikus Gimnázium, a high school in Bratislava, Slovakia File:TrefnGymn-2012-06.png|Hugo Treffner Gymnasium in Tartu, Estonia File:APC-4.jpg|Rangpur Cadet College is one of the Cadet colleges in Bangladesh File:Melk - Stift (0).JPG|Stiftsgymnasium Melk, a Roman Catholic Benedictine-run gymnasium located in Melk, Austria File:Fairfax High School.jpg|Fairfax High School in Fairfax, Virginia, United States File:1950s extension at the former Chorlton Park Secondary School - geograph.org.uk - 2850294.jpg|Chorlton Park Secondary School in Manchester, England

Notes

References

References

1. . ["The British Education System"](https://www.hmc.org.uk/about-hmc/projects/the-british-education-system/).
2. . ["Entry to Eton"](https://www.etoncollege.com/admissions/entry-to-eton/).
3. . ["Admissions"](https://www.harrowschool.org.uk/admissions/admissions-home).
4. (11 April 2013). "International Standard Classification of EducationI S C E D 1997".
5. (2005). "Towards a Convergence of Knowledge Acquisition and Skills Development". UNESCO.
6. (2012). "International Standard Classification of Education ISCED 2011". [[UNESCO]] Institute for Statistics.
7. "The Australian educational system".
8. (1 January 2013). "Secondary Education in Hong Kong".
9. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf National Education Policy, Ministry of Education, Govt of India
10. "Statistics | Ministry of Education, GoI".
11. "A Brief Description of the Irish Education System".
12. "Educación Secundaria Obligatoria".
13. "Digest of Education Statistics, 2011".
14. "International Standard Classification of Education (ISCED)".
15. "What academies, free schools and colleges should publish online".
16. "What maintained schools must publish online".
17. (1981). "Design of secondary schools:Singapore a case study". UNESCO.
18. "Baseline designs: 1,200 place secondary (practical specialism) – GOV.UK". GOV.UK.
19. "Baseline design: 1,850 place secondary school – GOV.UK". gov.uk.
20. (September 1997). "High School Size: Which Works Best and for Whom?". Educational Evaluation and Policy Analysis.
21. "High school size".
22. Lee, Valerie E. (2000) "School Size and the Organization of Secondary Schools." In ''Handbook of the Sociology of Education''. [[Springer Nature]]. p. 327–332.
23. (2012). "Guidelines relating to planning for public school infrastructure". Department of Basic Education, Republic of South Africa.
24. (11 March 2014). "Baseline designs for schools: guidance – GOV.UK". Education Funding Agency.