Secondary modern schools were a type of secondary school in England, Wales, and Northern Ireland that emerged as part of the tripartite system of secondary education following the Education Act of 1944 (also known as the Butler Act). Under the tripartite system, secondary education was divided into three types of schools: grammar schools, secondary modern schools, and technical schools.

Secondary modern schools were designed for students who did not pass the 11+ exam, which determined entry into grammar schools. These schools offered a more practical, vocationally-oriented curriculum focused on subjects like woodwork, metalwork, domestic science, and commercial studies, as opposed to the more academic curriculum offered by grammar schools.

Critics of the tripartite system argued that secondary modern schools were seen as “secondary” in status and resources compared to grammar schools, leading to disparities in educational opportunities and outcomes for students. Secondary modern schools were often perceived as offering a less academic and prestigious education, which could impact students’ future prospects in terms of higher education and employment opportunities.

In the 1960s and 1970s, there were movements to reform the tripartite system and address the perceived inequalities between grammar schools and secondary modern schools. These efforts eventually led to the phasing out of the tripartite system in favor of comprehensive education, which aimed to provide a more inclusive and equitable system of secondary education for all students, regardless of academic ability.

Today, the majority of secondary modern schools have been replaced by comprehensive schools, which aim to offer a broad and balanced curriculum to students of all abilities. The legacy of the tripartite system continues to influence discussions around educational equity, social mobility, and the structure of secondary education in the UK.