Charles Clarke has announced plans to expand the specialist secondary schools programme, with a new focus on music and humanities.

The education secretary has given approval for an additional 217 schools to have specialist status, in subjects such as history, English and geography.The government's plans also allow secondary schools to introduce a rural option, enabling the teaching of agriculture and other countryside topics.

Forum Response: Association of Teachers and Lecturers

Gerald Imison, joint acting general secretary for ATL, said: "ATL remains unconvinced that the specialist schools provide the best educational value for money. Apart from the reliance on finding private funding in the first instance, they continue to represent an attack on the comprehensive ideal.

"All schools should be working towards the highest possible standards in the whole of their educational offerings and be funded for that. Encouragement along particular curricular paths may help some pupils, but can reduce opportunities for others.

"In rural areas, there are often no school options and in urban areas the specialisms can ultimately affect the planning so that the concept of parental choice becomes even more meaningless.

"Good comprehensive schools provide the opportunity for the tailor made teaching and learning for every pupil that Charles Clarke wants and this is not new, teachers have wanted it for many, many years. It is only 'bog-standard comprehensives' that work on a 'one-size-fits-all' basis. Our members, and the vast majority of schools have moved beyond that."Charles Clarke and his ministerial team are working with ATL and other key partners to reduce teacher workload and provide greater support for teachers with the aim of improving standards. There is no help to be gained from the specialist school concept. It is all teachers in all schools who will raise those standards not extensions of these largely peripheral initiatives. Specialism does not offer genuine diversity, it offers differential educational opportunities for pupils."

Forum Response: Professional Association of Teachers

Alison Johnston, senior professional officer for PAT, said: "With its promotion of specialist schools, the government is sending out mixed messages - discouraging early specialisation post-16, with AS Levels and proposals for a baccalaureate, while introducing specialist schools from age 11. We hope that the government is not engaged in promoting divisiveness rather than diversity.

"We have seen some schools become financially advantaged as a result of the drive for selection and specialism, indicating that a two-tier system will emerge. The perceived value attached to specialist status by society may in turn impact on parental choice and result in a widening gap between advantaged and disadvantaged areas.

"Where there are clusters of schools, specialist schools can be a positive way to promote the collaboration of teacher expertise and the sharing of resources.

"Where there aren't clusters, for example in rural areas, more specialist schools may result in an imbalance of pupils at those school which remain general comprehensives.

"Difficulties would remain for those schools serving rural communities, where there is limited choice for parents and where transport is a significant factor.

"The government must invest in excellent teaching and support for all our children, so that all pupils have the same opportunities to achieve to the best of their abilities. We would like to see all schools become centres of excellence."

Forum Response: The Specialist Schools Trust

Christine Prentice, deputy chief executive for the Specialist Schools Trust, said: "The government has set a milestone of 2000 Specialist Schools by 2006 and this latest announcement shows we are well on track to meet this target. Our aim is also to enable all schools which can meet the criteria to become specialist.

"We are very pleased to welcome the newly designated schools into the programme. The Specialist Schools Programme is key to the government's strategy for driving up standards.

"The range of specialist subjects available is growing and reflecting our increasing diversity."

Forum Response: Countryside Alliance

Richard Burge, chief executive of the Countryside Alliance, said: "The economic and cultural survival of the British countryside lies with our children and future generations. Teaching today's children about our countryside, rural issues and concerns, will provide them with a far greater understanding of the world in which they live.

"Farming and a number of other rural activities need today's children to understand them and therefore ensure their survival. The proposals represent a great way to encourage more children to take an active interest in our wonderfully rich and diverse countryside."