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

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Good teachersMy teachers make sure we do our homeworkMy teachers make it clear how we should behave in schoolMy teachers do something when they see someone breaking the rulesMy teachers praise me when I do my school work wellMy teachers can keep order in classMy teachers try to get me to work as well as I am ableMy teachers always mark my workParticipation respected by peersPupils at my school respect pupils who take part in school sports activitiesPupils at my school respect pupils who take part in school dance activitiesPupils at my school respect pupils who take part in school art and craft activitiesPupils at my school respect pupils who take part in school music activitiesWork respected by peersPupils at my school respect pupils who work hardPupils at my school respect pupils who do well in their school workNot socially integratedI am bullied or badly treated by other students in the schoolMy friends are bullied or badly treated by other students in the schoolThings are all mixed up in my lifeI am popular with people my own ageI often feel lonely at schoolPositive peer groupMy friends are well behaved in schoolMy friends do their homework on timeMy friends find schoolwork interestingParental interestHow often do you parents make sure you do your homework?How often do you parents make it clear you should behave well in school?How often do you parents say that they think school is important?How often do you parents praise you for doing good work at school?69
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RESEARCHEvaluation of the Two YearK
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CONTENTSEXECUTIVE SUMMARY 21. EVALU
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nationally expected level for pupil
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For schools operating an accelerate
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2.2 Attainment and attitudesThe tim
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could follow a Year 7 and Year 8 Ke
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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 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 74 and 75: Table E3 - Change in scale scores f
Page 76 and 77: Francemary SchoolThe case study vis
Page 78 and 79: Arthurdon SchoolThe case study visi
Page 80 and 81: Amyruth SchoolThe case study visit
Page 82 and 83: Huxbear SchoolThe case study visit
Page 84 and 85: The corresponding table relating to
Page 86: Copies of this publication can be o
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