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

However, as a colleague noted, even not being selected for entry for the test could be viewed by pupilsas a (lesser form of) failure:Personally, I think some of the children feel sad they’re not entered for their SATs. I’m amazedhow seriously they take it. They say ‘why can’t I do my SAT now?’ and ‘if I did this, could I takethem?’ It hurts their pride if they’re not one of the chosen ones. [Teacher]But at this school, clearly the Key Stage 3 test results were prioritised over, for example, the wishes ofpupils or the organisational benefits arising from entering a whole cohort for the tests in Year 8.7. MODELS OF IMPLEMENTATIONThree models for implementation were identified although these were not mutually exclusive and morethan one could be found operating at a single school: we have termed these foundation, accelerationand enrichment models.• The foundation model involved a two year Key Stage 3 being taught in Years 8 and 9. The timesaved was used to provide an innovative curriculum in Year 7. Such Year 7 curricula were designedto ease the transition from primary to secondary school and to enable pupils to develop learningskills to equip them for Key Stage 3. Thus, the pupils following a two year Key Stage in Years 8and 9 followed classes in literacy, numeracy, learning to learn and cross-curricular projects while inYear 7. In addition, where these classes were taught by the same teacher, it was hoped that thiswould ease the transition from Key Stage 2 to Key Stage 3 by providing greater continuity (giventhat in primary school, pupils are generally taught for most of the day by one teacher).• The acceleration model involved teaching a two year Key Stage in Years 7 and 8 with the timesaved deployed thereafter. In most cases, this model was adopted when schools wished pupils tomove on to GCSE study earlier. In some cases, the saved time enabled pupils to enter early for theirGCSE examinations. Alternatively, it could be used to extend the period of study for Key Stage 4qualifications (for example, spending three years on GCSE or vocational courses). An early start toGCSE examinations was seen in itself as a means of motivating pupils. At some schools it wassuggested that pupils at risk of disaffection could complete Key Stage 3 early and perhaps alsocomplete some basic qualifications in Year 9; this enabled them subsequently to devote a greaterproportion of their time to, for example, vocational courses that they may find more engaging.• The enrichment model devoted the saved time to providing an enriched curriculum. Suchenrichment could be provided at any stage during the three years conventionally devoted to KeyStage 3. For example, at one school, pupils followed a science project, which involved studying thescience of outer space when in Year 8, with Key Stage 3 being taught during Years 7 and 9. Atanother school, an enriched curriculum was followed in Year 9.• Key considerations in relation to some of the variants included the following:® One key issue relates to pupil progression. It is important for schools to find appropriatecourses to ensure progression throughout secondary schooling. For example, where earlyentry to GCSE was followed by an additional course in Year 11, it is important that theextra course provides an appropriate level of challenge rather than being at the same level asthe course followed in Year 10.® Timetabling is a key challenge. Clearly, any additional courses need to fit with the teachingtime made available through early entry to GCSE examinations. If a school chooses to use44