Question: In what experimental contexts are experiments being carried out on minimal genomes?

Answer: in vivo and in silico

Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). <hl> The work is both in vivo and in silico . <hl>

Since genomes are very complex, one research strategy is to reduce the number of genes in a genome to the bare minimum and still have the organism in question survive. There is experimental work being done on minimal genomes for single cell organisms as well as minimal genomes for multi-cellular organisms (see Developmental biology). The work is both <hl> in vivo and in silico <hl>.

The work is both <hl> in vivo and in silico <hl> .


Question: What are two types of non-repetitive DNA?

The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.

Answer: Protein-coding genes and RNA-coding genes

The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. <hl> Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. <hl> A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.

The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. <hl> Protein-coding genes and RNA-coding genes <hl> are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.


Question: In higher eukaryotes, what has an inverse relationship with genome size?

Answer: proportion of non-repetitive DNA

<hl> The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size. <hl> Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.

The <hl> proportion of non-repetitive DNA <hl> is calculated by using the length of non-repetitive DNA divided by genome size. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.


Question: What is the size of non-repetitive DNA divided by to get the proportion of non-repetitive DNA?

Answer: genome size

<hl> The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by genome size . <hl> Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.

The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by <hl> genome size <hl>. Protein-coding genes and RNA-coding genes are generally non-repetitive DNA. A bigger genome does not mean more genes, and the proportion of non-repetitive DNA decreases along with increasing genome size in higher eukaryotes.

The proportion of non-repetitive DNA is calculated by using the length of non-repetitive DNA divided by <hl> genome size <hl> .


Question: What is an example of an organism which does not contain any repetitive DNA?

It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.

Answer: E. coli

It had been found that the proportion of non-repetitive DNA can vary a lot between species. <hl> Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. <hl> Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.

It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some <hl> E. coli <hl> as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.


Question: What are two organisms that have more non-repetitive than repetitive DNA?

Answer: C. elegans and fruit fly

It had been found that the proportion of non-repetitive DNA can vary a lot between species. <hl> Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly , still possess more non-repetitive DNA than repetitive DNA. <hl> Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.

It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as <hl> C. elegans and fruit fly <hl>, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20%, becoming a minority component.

Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as <hl> C. elegans and fruit fly <hl> , still possess more non-repetitive DNA than repetitive DNA.


Question: What is the percentage of non-repetitive DNA in some plant and amphibian genomes?

Answer: 20%

It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. <hl> In some plants and amphibians, the proportion of non-repetitive DNA is no more than 20% , becoming a minority component. <hl>

It had been found that the proportion of non-repetitive DNA can vary a lot between species. Some E. coli as prokaryotes only have non-repetitive DNA, lower eukaryotes such as C. elegans and fruit fly, still possess more non-repetitive DNA than repetitive DNA. Higher eukaryotes tend to have more repetitive DNA than non-repetitive ones. In some plants and amphibians, the proportion of non-repetitive DNA is no more than <hl> 20% <hl>, becoming a minority component.

In some plants and amphibians, the proportion of non-repetitive DNA is no more than <hl> 20% <hl> , becoming a minority component.


Question: What are two types of repetitive DNA found in genomes?

The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.

Answer: tandem repeats and interspersed repeats

The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. <hl> There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats . <hl>

The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: <hl> tandem repeats and interspersed repeats <hl>.

There are two categories of repetitive DNA in genome: <hl> tandem repeats and interspersed repeats <hl> .


Question: What is found by dividing size of repetitive DNA by length of total genome?

Answer: proportion of repetitive DNA

<hl> The proportion of repetitive DNA is calculated by using length of repetitive DNA divide by genome size. <hl> There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.

The <hl> proportion of repetitive DNA <hl> is calculated by using length of repetitive DNA divide by genome size. There are two categories of repetitive DNA in genome: tandem repeats and interspersed repeats.


Question: Unequal crossing over can create what type of repetitive DNA?

Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.

Answer: Tandem repeats

<hl> Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. <hl> Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.

<hl> Tandem repeats <hl> are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.


Question: What are two examples of tandem repeats in DNA?

Answer: satellite DNA and microsatellites

<hl> Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. <hl> Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.

Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, <hl> satellite DNA and microsatellites <hl> are forms of tandem repeats in the genome. Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats.


Question: What is the most common type of repetitive DNA in mammals?

Answer: interspersed repeats.

Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. <hl> Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, interspersed repeats. <hl>

Tandem repeats are usually caused by slippage during replication, unequal crossing-over and gene conversion, satellite DNA and microsatellites are forms of tandem repeats in the genome. Although tandem repeats count for a significant proportion in genome, the largest proportion in mammalian is the other type, <hl> interspersed repeats. <hl>


Question: What is the main source of interspersed repeats?

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).

Answer: Transposable elements

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. <hl> Transposable elements are able to integrate into the genome at another site within the cell. <hl> It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. <hl> Transposable elements <hl> are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).


Question: What do researchers think transposable elements are key factors in when considering higher eukaryotes?

Answer: genome evolution

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. <hl> It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. <hl> TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on <hl> genome evolution <hl> of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (DNA transposons).


Question: What are the constituents of Class 1 transposable elements?

Answer: retrotransposons

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. <hl> TEs can be classified into two categories, Class 1 ( retrotransposons ) and Class 2 (DNA transposons). <hl>

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (<hl> retrotransposons <hl>) and Class 2 (DNA transposons).

TEs can be classified into two categories, Class 1 ( <hl> retrotransposons <hl> ) and Class 2 (DNA transposons).


Question: What are the constituents of Class 2 transposable elements?

Answer: DNA transposons

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. <hl> TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 ( DNA transposons ) <hl> .

Interspersed repeats mainly come from transposable elements (TEs), but they also include some protein coding gene families and pseudogenes. Transposable elements are able to integrate into the genome at another site within the cell. It is believed that TEs are an important driving force on genome evolution of higher eukaryotes. TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 (<hl> DNA transposons <hl>).

TEs can be classified into two categories, Class 1 (retrotransposons) and Class 2 ( <hl> DNA transposons <hl> )


Question: What kind of genetic material can be produced from retrotransposons?

Retrotransposons can be transcribed into RNA, which are then duplicated at another site into the genome. Retrotransposons can be divided into Long terminal repeats (LTRs) and Non-Long Terminal Repeats (Non-LTR).

Answer: RNA

<hl> Retrotransposons can be transcribed into RNA , which are then duplicated at another site into the genome. <hl> Retrotransposons can be divided into Long terminal repeats (LTRs) and Non-Long Terminal Repeats (Non-LTR).

Retrotransposons can be transcribed into <hl> RNA <hl>, which are then duplicated at another site into the genome. Retrotransposons can be divided into Long terminal repeats (LTRs) and Non-Long Terminal Repeats (Non-LTR).

Retrotransposons can be transcribed into <hl> RNA <hl> , which are then duplicated at another site into the genome.


Question: What is a term that can describe how DNA transposons move?

DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.

Answer: cut and paste

<hl> DNA transposons generally move by " cut and paste " in the genome, but duplication has also been observed. <hl> Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.

DNA transposons generally move by "<hl> cut and paste <hl>" in the genome, but duplication has also been observed. Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found.

DNA transposons generally move by " <hl> cut and paste <hl> " in the genome, but duplication has also been observed.


Question: DNA transposons do not use which genetic material used by Class 1 TEs?

Answer: RNA

DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. <hl> Class 2 TEs do not use RNA as intermediate and are popular in bacteria, in metazoan it has also been found. <hl>

DNA transposons generally move by "cut and paste" in the genome, but duplication has also been observed. Class 2 TEs do not use <hl> RNA <hl> as intermediate and are popular in bacteria, in metazoan it has also been found.


Question: What is another word for the total count of chromosomes?

Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (karyotype), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).

Answer: karyotype

Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. <hl> Researchers compare traits such as chromosome number ( karyotype ), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005). <hl>

Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (<hl> karyotype <hl>), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).

Researchers compare traits such as chromosome number ( <hl> karyotype <hl> ), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).


Question: Aside from karyotype, what are other genomic traits studied by scientists?

Answer: genome size, gene order, codon usage bias, and GC-content

Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. <hl> Researchers compare traits such as chromosome number (karyotype), genome size, gene order, codon usage bias, and GC-content to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005). <hl>

Genomes are more than the sum of an organism's genes and have traits that may be measured and studied without reference to the details of any particular genes and their products. Researchers compare traits such as chromosome number (karyotype), <hl> genome size, gene order, codon usage bias, and GC-content <hl> to determine what mechanisms could have produced the great variety of genomes that exist today (for recent overviews, see Brown 2002; Saccone and Pesole 2003; Benfey and Protopapas 2004; Gibson and Muse 2004; Reese 2004; Gregory 2005).


Question: What type of generation of genetic material has a big part in making the genome what it is?

Duplications play a major role in shaping the genome. Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. Such duplications are probably fundamental to the creation of genetic novelty.

Answer: Duplications

<hl> Duplications play a major role in shaping the genome. <hl> Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. Such duplications are probably fundamental to the creation of genetic novelty.

<hl> Duplications <hl> play a major role in shaping the genome. Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. Such duplications are probably fundamental to the creation of genetic novelty.


Question: What is a possible product of duplications?

Answer: genetic novelty

Duplications play a major role in shaping the genome. Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. <hl> Such duplications are probably fundamental to the creation of genetic novelty . <hl>

Duplications play a major role in shaping the genome. Duplication may range from extension of short tandem repeats, to duplication of a cluster of genes, and all the way to duplication of entire chromosomes or even entire genomes. Such duplications are probably fundamental to the creation of <hl> genetic novelty <hl>.

Such duplications are probably fundamental to the creation of <hl> genetic novelty <hl> .


Question: What is an explanation for the resemblance between disparate parts of the genome?

Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.

Answer: Horizontal gene transfer

<hl> Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. <hl> Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.

<hl> Horizontal gene transfer <hl> is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.


Question: In which organisms does horizontal gene transfer appear to occur commonly?

Answer: microbes

Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. <hl> Horizontal gene transfer seems to be common among many microbes . <hl> Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.

Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many <hl> microbes <hl>. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes.

Horizontal gene transfer seems to be common among many <hl> microbes <hl> .


Question: Parts of which organelle genomes are thought to have ended up in the nucleus of eukaryotic cells via transfer?

Answer: chloroplast and mitochondrial genomes

Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. <hl> Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their chloroplast and mitochondrial genomes to their nuclear chromosomes. <hl>

Horizontal gene transfer is invoked to explain how there is often extreme similarity between small portions of the genomes of two organisms that are otherwise very distantly related. Horizontal gene transfer seems to be common among many microbes. Also, eukaryotic cells seem to have experienced a transfer of some genetic material from their <hl> chloroplast and mitochondrial genomes <hl> to their nuclear chromosomes.


Question: What kind of school does not base its admissions on academic merit?

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

Answer: comprehensive school

<hl> A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. <hl> This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

A <hl> comprehensive school <hl> is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]


Question: What kind of school system uses academic success to judge admissions?

Answer: selective school system

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. <hl> This is in contrast to the selective school system , where admission is restricted on the basis of selection criteria. <hl> The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the <hl> selective school system <hl>, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

This is in contrast to the <hl> selective school system <hl> , where admission is restricted on the basis of selection criteria.


Question: What countries used comprehensive schools extensively?

Answer: England and Wales

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. <hl> The term is commonly used in relation to England and Wales , where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. <hl> About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to <hl> England and Wales <hl>, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

The term is commonly used in relation to <hl> England and Wales <hl> , where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965.


Question: How many secondary school students attend comprehensive schools in England?

Answer: 90%

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. <hl> About 90% of British secondary school pupils now attend comprehensive schools. <hl> They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About <hl> 90% <hl> of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule.[citation needed]


Question: What is the German analogue of the comprehensive school?

Answer: Gesamtschule

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. <hl> They correspond broadly to the public high school in the United States and Canada and to the German Gesamtschule .[citation needed] <hl>

A comprehensive school is a state school that does not select its intake on the basis of academic achievement or aptitude. This is in contrast to the selective school system, where admission is restricted on the basis of selection criteria. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced on an experimental basis in the 1940s and became more widespread from 1965. About 90% of British secondary school pupils now attend comprehensive schools. They correspond broadly to the public high school in the United States and Canada and to the German <hl> Gesamtschule <hl>.[citation needed]

They correspond broadly to the public high school in the United States and Canada and to the German <hl> Gesamtschule <hl> .[citation needed]


Question: What are some areas of learning in comprehensive schools that were not found often in grammar schools?

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

Answer: design and technology and vocational learning

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. <hl> A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning , which were less common or non-existent in grammar schools. <hl> Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as <hl> design and technology and vocational learning <hl>, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

A consequence of that is a wider ranging curriculum, including practical subjects such as <hl> design and technology and vocational learning <hl> , which were less common or non-existent in grammar schools.


Question: What two kinds of schools were developed in response to the costs of post-16 comprehensive school education?

Answer: Sixth Form colleges and Further Education Colleges

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. <hl> This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges . <hl> Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by <hl> Sixth Form colleges and Further Education Colleges <hl>. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.

This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by <hl> Sixth Form colleges and Further Education Colleges <hl> .


Question: Which types of school projects have called the model of comprehensive schools into question?

Answer: City Technology Colleges and Specialist schools programmes

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. <hl> In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain. <hl>

Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the <hl> City Technology Colleges and Specialist schools programmes <hl> have made the comprehensive ideal less certain.


Question: How many selective grammar schools are still currently functioning in England and Wales?

In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. Although comprehensive schools were introduced to England and Wales in 1965, there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.

Answer: 164

In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. <hl> Although comprehensive schools were introduced to England and Wales in 1965, there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). <hl> Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.

In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. Although comprehensive schools were introduced to England and Wales in 1965, there are <hl> 164 <hl> selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.


Question: In what year were comprehensive schools first created?

Answer: 1965

In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. <hl> Although comprehensive schools were introduced to England and Wales in 1965 , there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). <hl> Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.

In these schools children could be selected on the basis of curriculum aptitude related to the school's specialism even though the schools do take quotas from each quartile of the attainment range to ensure they were not selective by attainment. A problem with this is whether the quotas should be taken from a normal distribution or from the specific distribution of attainment in the immediate catchment area. In the selective school system, which survives in several parts of the United Kingdom, admission is dependent on selection criteria, most commonly a cognitive test or tests. Although comprehensive schools were introduced to England and Wales in <hl> 1965 <hl>, there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England). Most comprehensives are secondary schools for children between the ages of 11 to 16, but in a few areas there are comprehensive middle schools, and in some places the secondary level is divided into two, for students aged 11 to 14 and those aged 14 to 18, roughly corresponding to the US middle school (or junior high school) and high school, respectively. With the advent of key stages in the National Curriculum some local authorities reverted from the Middle School system to 11–16 and 11–18 schools so that the transition between schools corresponds to the end of one key stage and the start of another.

Although comprehensive schools were introduced to England and Wales in <hl> 1965 <hl> , there are 164 selective grammar schools that are still in operation.[citation needed] (though this is a small number compared to approximately 3500 state secondary schools in England).


Question: What is a word that can be used to describe the scope of a comprehensive school's intake?

In principle, comprehensive schools were conceived as "neighbourhood" schools for all students in a specified catchment area. Current education reforms with Academies Programme, Free Schools and University Technical Colleges will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree.

Answer: neighbourhood

<hl> In principle, comprehensive schools were conceived as " neighbourhood " schools for all students in a specified catchment area. <hl> Current education reforms with Academies Programme, Free Schools and University Technical Colleges will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree.

In principle, comprehensive schools were conceived as "<hl> neighbourhood <hl>" schools for all students in a specified catchment area. Current education reforms with Academies Programme, Free Schools and University Technical Colleges will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree.

In principle, comprehensive schools were conceived as " <hl> neighbourhood <hl> " schools for all students in a specified catchment area.


Question: What are some new initiatives that may impact the concept of comprehensive schools?

Answer: Academies Programme, Free Schools and University Technical Colleges

In principle, comprehensive schools were conceived as "neighbourhood" schools for all students in a specified catchment area. <hl> Current education reforms with Academies Programme, Free Schools and University Technical Colleges will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree. <hl>

In principle, comprehensive schools were conceived as "neighbourhood" schools for all students in a specified catchment area. Current education reforms with <hl> Academies Programme, Free Schools and University Technical Colleges <hl> will no doubt have some impact on the comprehensive ideal but it is too early to say to what degree.


Question: In what decade did Finland begin employing comprehensive schools?

Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Answer: 1970s

<hl> Finland has used comprehensive schools since the 1970s , in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. <hl> The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Finland has used comprehensive schools since the <hl> 1970s <hl>, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Finland has used comprehensive schools since the <hl> 1970s <hl> , in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16.


Question: What age ranges does Finnish comprehensive school cover?

Answer: 7 to 16

<hl> Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age 7 to 16 . <hl> The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age <hl> 7 to 16 <hl>. The division to lower comprehensive school (grades 1–6, ala-aste, alakoulu) and upper comprehensive school (grades 7–9, yläaste, yläkoulu) has been discontinued.

Finland has used comprehensive schools since the 1970s, in the sense that everyone is expected to complete the nine grades of peruskoulu, from the age <hl> 7 to 16 <hl> .


Question: What type of school is the Gesamtschule?

Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.

Answer: comprehensive

<hl> Germany has a comprehensive school known as the Gesamtschule. <hl> While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.

Germany has a <hl> comprehensive <hl> school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.


Question: What kinds of courses are offered to students who are not experiencing academic success?

Answer: remedial

Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. <hl> They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. <hl> In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.

Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and <hl> remedial <hl> courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school.


Question: What are the different kinds of certificates that Gesamtschule students can earn?

Answer: the Hauptschulabschluss, the Realschulabschluss or the Abitur

Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. <hl> In most cases students attending a Gesamtschule may graduate with the Hauptschulabschluss, the Realschulabschluss or the Abitur depending on how well they did in school. <hl>

Germany has a comprehensive school known as the Gesamtschule. While some German schools such as the Gymnasium and the Realschule have rather strict entrance requirements, the Gesamtschule does not have such requirements. They offer college preparatory classes for the students who are doing well, general education classes for average students, and remedial courses for those who aren't doing that well. In most cases students attending a Gesamtschule may graduate with <hl> the Hauptschulabschluss, the Realschulabschluss or the Abitur <hl> depending on how well they did in school.


Question: What percentage of Brandenburg students went to a Gesamtschule in 2007?

The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did.

Answer: 50%

The percentage of students attending a Gesamtschule varies by Bundesland. <hl> In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did. <hl>

The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than <hl> 50% <hl> of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did.


Question: What percentage of Bavarian students went to a Gesamtschule in 2007?

Answer: less than 1%

The percentage of students attending a Gesamtschule varies by Bundesland. <hl> In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria less than 1% did. <hl>

The percentage of students attending a Gesamtschule varies by Bundesland. In the State of Brandenburg more than 50% of all students attended a Gesamtschule in 2007, while in the State of Bavaria <hl> less than 1% <hl> did.


Question: What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Hamburg?

Answer: Stadtteilschule

<hl> Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). <hl>

Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called <hl> Stadtteilschule <hl> in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).


Question: What was the combination of Hauptschulen with Realschulen and Gesamtschulen called in Berlin?

Answer: Sekundarschule

<hl> Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). <hl>

Starting in 2010/2011, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and <hl> Sekundarschule <hl> in Berlin (see: Education in Berlin, Education in Hamburg).


Question: In what school year were Hauptschulen first combined with Realschulen and Gesamtschulen?

Answer: 2010/2011

<hl> Starting in 2010/2011 , Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg). <hl>

Starting in <hl> 2010/2011 <hl>, Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).

Starting in <hl> 2010/2011 <hl> , Hauptschulen were merged with Realschulen and Gesamtschulen to form a new type of comprehensive school in the German States of Berlin and Hamburg, called Stadtteilschule in Hamburg and Sekundarschule in Berlin (see: Education in Berlin, Education in Hamburg).


Question: What kind of classes are not offered in Mittelschule?

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.

Answer: college preparatory classes

but no college preparatory classes .

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes <hl> but no college preparatory classes . <hl> In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no <hl> college preparatory classes <hl>. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.

but no <hl> college preparatory classes <hl> .


Question: What certificate is not available to Mittelschule students?

Answer: Abitur

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. <hl> Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur . <hl>

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the <hl> Abitur <hl>.

Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the <hl> Abitur <hl> .


Question: What kind of school is not available in some parts of Germany?

Answer: Hauptschule

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. <hl> In some States of Germany, the Hauptschule does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. <hl> Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.

The "Mittelschule" is a school in some States of Germany that offers regular classes and remedial classes but no college preparatory classes. In some States of Germany, the <hl> Hauptschule <hl> does not exist, and any student who has not been accepted by another school has to attend the Mittelschule. Students may be awarded the Hauptschulabschluss or the Mittlere Reife but not the Abitur.


Question: What type of misconduct have comprehensive schools been alleged of engaging in?

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Answer: grade inflation

<hl> Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". <hl> Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Comprehensive schools have been accused of <hl> grade inflation <hl> after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".


Question: Which German minister criticized comprehensive schools' ability to help students succeed?

Answer: Barbara Sommer

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. <hl> Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. <hl> [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. <hl> Barbara Sommer <hl> (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".


Question: Which German politician defended comprehensive schools?

Answer: Sigrid Beer

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". <hl> As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. <hl> She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, <hl> Sigrid Beer <hl> (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".


Question: Which party does Barbara Sommer belong to?

Answer: Christian Democratic Union

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. <hl> Barbara Sommer ( Christian Democratic Union ), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. <hl> [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (<hl> Christian Democratic Union <hl>), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (Alliance '90/The Greens) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Barbara Sommer ( <hl> Christian Democratic Union <hl> ), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium.


Question: Which party does Sigrid Beer belong to?

Answer: Alliance '90/The Greens

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". <hl> As a reaction, Sigrid Beer ( Alliance '90/The Greens ) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. <hl> She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

Comprehensive schools have been accused of grade inflation after a study revealed that Gymnasium senior students of average mathematical ability found themselves at the very bottom of their class and had an average grade of "Five", which means "Failed". Gesamtschule senior students of average mathematical ability found themselves in the upper half of their class and had an average grade of "Three Plus". When a central Abitur examination was established in the State of North Rhine-Westphalia, it was revealed that Gesamtschule students did worse than could be predicted by their grades or class rank. Barbara Sommer (Christian Democratic Union), Education Minister of North Rhine-Westphalia, commented that: Looking at the performance gap between comprehensives and the Gymnasium [at the Abitur central examination] [...] it is difficult to understand why the Social Democratic Party of Germany wants to do away with the Gymnasium. [...] The comprehensives do not help students achieve [...] I am sick and tired of the comprehensive schools blaming their problems on the social class origins of their students. What kind of attitude is this to blame their own students? She also called the Abitur awarded by the Gymnasium the true Abitur and the Abitur awarded by the Gesamtschule "Abitur light". As a reaction, Sigrid Beer (<hl> Alliance '90/The Greens <hl>) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums. She also said that many of the students awarded the Abitur by the comprehensives came from "underprivileged groups" and sneering at their performance was a "piece of impudence".

As a reaction, Sigrid Beer ( <hl> Alliance '90/The Greens <hl> ) stated that comprehensives were structurally discriminated against by the government, which favoured the Gymnasiums.


Question: Who could be made vulnerable by the Gasemtschulen?

Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.

Answer: bright working class students

<hl> Gesamtschulen might put bright working class students at risk according to several studies. <hl> It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.

Gesamtschulen might put <hl> bright working class students <hl> at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.


Question: From what group does an achievement gap separate working class students at comprehensive schools?

Answer: middle class peers

Gesamtschulen might put bright working class students at risk according to several studies. <hl> It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers . <hl> Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.

Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their <hl> middle class peers <hl>. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a Hauptschule, who perform the poorest.

It could be shown that an achievement gap opens between working class students attending a comprehensive and their <hl> middle class peers <hl> .


Question: At which school do students achieve the least success?

Answer: Hauptschule

Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. <hl> However it is not students attending a comprehensive, but students attending a Hauptschule , who perform the poorest. <hl>

Gesamtschulen might put bright working class students at risk according to several studies. It could be shown that an achievement gap opens between working class students attending a comprehensive and their middle class peers. Also working class students attending a Gymnasium or a Realschule outperform students from similar backgrounds attending a comprehensive. However it is not students attending a comprehensive, but students attending a <hl> Hauptschule <hl>, who perform the poorest.

However it is not students attending a comprehensive, but students attending a <hl> Hauptschule <hl> , who perform the poorest.


Question: Who conducted a study on comprehensive schools?

According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.

Answer: Helmut Fend

<hl> According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. <hl> He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.

According to a study done by <hl> Helmut Fend <hl> (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the tripartite system to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.


Question: To which system did Fend compare comprehensive school alumni?

Answer: tripartite system

According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. <hl> He compared alumni of the tripartite system to alumni of comprehensive schools. <hl> While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.

According to a study done by Helmut Fend (who had always been a fierce proponent of comprehensive schools) revealed that comprehensive schools do not help working class students. He compared alumni of the <hl> tripartite system <hl> to alumni of comprehensive schools. While working class alumni of comprehensive schools were awarded better school diplomas at age 35, they held similar occupational positions as working class alumni of the tripartite system and were as unlikely to graduate from college.


Question: When was the first comprehensive school opened in Gibraltar?

Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.

Answer: 1972

<hl> Gibraltar opened its first comprehensive school in 1972 . <hl> Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.

Gibraltar opened its first comprehensive school in <hl> 1972 <hl>. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their A-levels.

Gibraltar opened its first comprehensive school in <hl> 1972 <hl> .


Question: Where can students go after finishing comprehensive school in Gibraltar?

Answer: sixth form

Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. <hl> Students may also continue into the sixth form to complete their A-levels. <hl>

Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the <hl> sixth form <hl> to complete their A-levels.


Question: What examinations do students prepare for in the sixth form?

Answer: A-levels

Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. <hl> Students may also continue into the sixth form to complete their A-levels . <hl>

Gibraltar opened its first comprehensive school in 1972. Between the ages of 12 and 16 two comprehensive schools cater for girls and boys separately. Students may also continue into the sixth form to complete their <hl> A-levels <hl>.

Students may also continue into the sixth form to complete their <hl> A-levels <hl> .


Question: When did Ireland first open comprehensive schools?

Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Answer: 1966

<hl> Comprehensive schools were introduced into Ireland in 1966 by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. <hl> Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'

Comprehensive schools were introduced into Ireland in <hl> 1966 <hl> by an initiative by Patrick Hillery, Minister for Education, to give a broader range of education compared to that of the vocational school system, which was then the only system of schools completely controlled by the state. Until then, education in Ireland was largely dominated by religious persuasion, particularly the voluntary secondary school system was a particular realisation of this. The comprehensive school system is still relatively small and to an extent has been superseded by the community school concept. The Irish word for a comprehensive school is a 'scoil chuimsitheach.'