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

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Four main rationales were presented for offering a two year Key Stage 3 although at some schools morethan one rationale was provided. The first rationale was for a Year 7 and 8 model which enabled pupilsto make more rapid progress with higher attaining pupils stretched more than they would be under athree year arrangement and with external tests being brought forward and providing a motivator forpupils.The second rationale arose from a belief that some pupils made progress but then reached a plateau.For such pupils it was argued a Year 7 and 8 model provided the possibility of reaching the same levelof attainment and then allowing pupils to move on earlier to study courses that they found moremotivating. In extreme cases this was seen as a means of avoiding disaffection and disengagement fromeducation. These schools sometimes aimed for pupils to be awarded what they described as meaningfulqualifications much earlier than was conventionally the case.The third rationale could be described as the ‘foundation’ model, two examples of which weredescribed briefly above. The final rationale might be described as an enrichment model. Under thismodel the Key Stage 3 curriculum was condensed in order to make room for enrichment activities. Forexample, this model was deployed in one school where for some pupils Year 8 science was devoted to a‘Space Project’ involving additional investigations and skills-based work in which pupils could applytheir knowledge in areas such as studying growing plants in space and studying forces in space.31
Table 9 - Operationalisation of the Two Year Key Stage 3 at case study schoolsSchool Phase Years ofcondensedKS3Phoebeth 1 7 & 88 & 9Cohort ofpupilsfollowingcondensedcoursesCondensed courses offered in:Maths English Science OthersubjectsYear 8entryto KS3testsUse of saved timeAll & some Yes No Yes Yes No Early entry to GCSE,additional qualifications,vocational pathways,Year 7 foundation courseFrancemary 1 7 & 8 All Yes Yes No Yes AllpupilsEarly entry to GCSE,additional qualifications,vocational pathwaysAbbotswell 2 8 & 9 Some Yes Yes Yes Yes N/A Year 7 foundation courseArthurdon 1 7 & 87 & 9Some Yes Yes Yes No SomepupilsEarly entry to GCSE,enrichment,additional qualificationsElsiemaud 2 7 & 8 All Yes Yes Yes Yes AllpupilsAmyruth 1 7 & 8 All Yes Yes Yes Yes SomepupilsHenryson 1 7 & 8 All Yes Yes Yes Yes All andsomeEarly entry to GCSE,additional qualificationsKS3 continued in Year 9Early entry to GCSE,enrichment,additional qualificationsHuxbear 2 8 & 9 All No No No Yes N/A Year 7 foundation course32
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 and 14: could follow a Year 7 and Year 8 Ke
Page 15 and 16: Figure 2 - Percentage of Project sc
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: 6. ANALYSIS OF CASE STUDY DATAAs ha
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
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