Evaluation of the Two Year Key Stage 3 Project - Communities and ...

More documents

Recommendations

Info

Figure 1 - Exposure to condensed curricula at Phase 1 and Phase 2 schools100%90%80%70%60%50%All pupils exposedOnly some pupils exposed40%30%20%10%0%Phase 1 schoolsPhase 2 schoolsFigure 1 offers a snapshot in the Spring of Year 7. As was stated earlier, schools sometimes changedtheir methods of implementation. For example, in three of the seven schools with more than 90 per centof Year 7 teaching following a two year Key Stage 3, subsequent decisions reduced the number ofsubjects following a two year Key Stage and consequently only 42 per cent of Year 7 teaching at thoseschools followed a condensed programme thereafter (These were three middle schools feeding the samehigh school.) Taking other examples from among the case study schools visited, during the course ofthe evaluation study a two year Key Stage was introduced in additional subjects at one of the case studyschools and in another school one particular subject reverted to a three year Key Stage 3.The proportions of pupils at Phase 1 and Phase 2 Project schools following a condensed curriculum inthe Spring of Year 7 in different subjects are shown in Figure 2. For Phase 2 schools, among which alarger proportion of schools offered a Year 8 and Year 9 Key Stage 3, Figure 2 separates pupilsfollowing a Year 7 and Year 8 course from those following a Year 8 and Year 9 course. What isimmediately clear in Figure 2 is that larger proportions of pupils at Phase 1 schools followed condensedcurricula in each of the subjects than pupils at Phase 2 schools. Only in the case of ICT did exposure toa condensed curriculum in Phase 2 schools come anywhere near the Phase 1 level of exposure. We alsosee that, among Phase 1 schools, a condensed curriculum was most often followed in the NationalCurriculum core subjects of science, mathematics and English.11
Figure 2 - Percentage of Project school pupils following condensed courses by subject, Phaseand years in which the two year Key Stage 3 was delivered 87060504030Phase 1Phase 2 Year 7 & 8Phase 2 Year 8 & 920100ScienceMathematicsEnglishICTDTArtHistoryGeographyMFLMusicCitizenshipPEFocusing further on the core subjects, at 11 of the 16 Phase 1 schools offering a condensed course inscience, at least 90 per cent of the cohort were reported to be following a condensed course. At theother five schools 84 per cent, 64 per cent, 62 per cent, 24 per cent and 15 per cent of the relevantcohort were following a shortened programme.In the case of mathematics, the corresponding figures were 15 schools offering a condensed programmeof which 11 schools had 90 per cent or more of the cohort following such a programme and fourschools with only part of the cohort following the shortened route (with 37 per cent, 25 per cent, 24 percent and 16 per cent of the cohort following the course).For English 13 schools offered a shortened course, 10 of which had 90 per cent or more of pupilspursuing the condensed course. The three schools providing such a course to a smaller proportion ofpupils had 87 per cent, 28 per cent and 16 per cent of pupils on condensed programmes of study.For all three subjects, where only part of the year group followed a condensed course it tended to behigher attaining pupils who were selected for the shortened programme (that is, with higher setsfollowing a condensed course). The proportions selected to follow condensed courses (that is, attendingschools where only some of the cohort were following a shortened programme) expressed as aproportion of all pupils reported to be following such courses were for science 20 per cent, formathematics 8 per cent and for English 10 per cent. Thus for all three subjects, most pupils following atwo year programme did so because the school had chosen to offer a condensed course in that subjectrather than particular sets being chosen to pursue shortened courses.8 N=4113 for Phase 1, N=2799 for Phase 212
Page 1 and 2: RESEARCHEvaluation of the Two YearK
Page 4 and 5: CONTENTSEXECUTIVE SUMMARY 21. EVALU
Page 6: nationally expected level for pupil
Page 9 and 10: For schools operating an accelerate
Page 11 and 12: 2.2 Attainment and attitudesThe tim
Page 13: could follow a Year 7 and Year 8 Ke
Page 17 and 18: The analysis of Key Stage 3 results
Page 19 and 20: Table 4 - Proportion of pupils achi
Page 21 and 22: Figure 4 - 2005 Key Stage 3 mathema
Page 23 and 24: Table 6 - Proportion of pupils achi
Page 25 and 26: SummaryIn the case of English, when
Page 27 and 28: 4.4 Attainment summaryThe analysis
Page 29 and 30: to 8 these were in the opposite dir
Page 31 and 32: Figure 10 - Percentage of Year 7 pu
Page 33 and 34: 6. ANALYSIS OF CASE STUDY DATAAs ha
Page 35 and 36: Table 9 - Operationalisation of the
Page 37 and 38: 6.1 Overall viewsMost, though not a
Page 39 and 40: Points of interest for the higher s
Page 41 and 42: The key advantage is opening up Key
Page 43 and 44: 6.3 ProgressionNevertheless, findin
Page 45 and 46: would no longer exist. Both of the
Page 47 and 48: However, as a colleague noted, even
Page 49 and 50: Most commonly the freedom was used
Page 51 and 52: Phase 2 Project and Phase 2 Compari
Page 53 and 54: A11 - Key Stage 3 attainmentProject
Page 55 and 56: A20 - Reported number of books in t
Page 57 and 58: The variables listed below were inc
Page 59 and 60: Table C1 - Final model for Year 7 M
Page 62 and 63: Table C3 - Final model for Year 7 E
Page 64 and 65:
Figure C2 - Year 7 English Optional
Page 66 and 67:
Table C8 - Final model for Year 8 m
Page 68 and 69:
Figure C4 - Year 8 mathematics high
Page 70 and 71:
Table C11 - Final model for Year 8
Page 72:
Good teachersMy teachers make sure
Page 75 and 76:
ANNEX F - CASE STUDY SUMMARIESPhoeb
Page 77 and 78:
Abbotswell SchoolThe case study vis
Page 79 and 80:
Elsiemaud SchoolThe case study visi
Page 81 and 82:
Henryson SchoolThe case study visit
Page 83 and 84:
ANNEX G - OTHER EARLY ENTRANTS TO 2
Page 85 and 86:
Table G5 - Key Stage 3 Mathematics
show all

Evaluation of the Two Year Key Stage 3 Project - Communities and ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?