Raising attainment in Key Stage 4 through intervention strategies in English and mathematics
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Authors
O'Connor, Marissa
Issue Date
2010
Educational Level
ISCED Level 3 Upper secondary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to increase 5A*-C attainment with English and Maths to at least 60%, and to close the gap between these figures.
Aims: The main aim was to close the gap between 5A*-C attainment and 5A*-C with English and Maths, and to achieve at least 60% 5A*-C with English and Maths.
Methods: The participants in this development work included the LA adviser, the Senior Leadership Team, the School Improvement Partner, Subject Leaders, teachers, and students. They worked together to close the gap between 5A*-C attainment and English and Maths attainment. Methods used included tracking student progress with a 'RAG' tool, providing additional curriculum time for targeted groups, flexible setting arrangements, multiple exam entries, and use of online resources and revision sessions.
Findings: The main findings are that the intervention resulted in a 5A*-C attainment of 91% with English and maths at 63%, exceeding the school's target of 48%. Strategies used included additional curriculum time, flexible setting arrangements, multiple exam entries, and use of online resources.
Implications: The findings suggest that increased focus on English and Maths, flexible grouping, and use of assessment for learning strategies have had a positive impact on student attainment. This has been supported by increased collaboration between SLT, Subject Leaders, and Coordinators of Learning.
Aims: The main aim was to close the gap between 5A*-C attainment and 5A*-C with English and Maths, and to achieve at least 60% 5A*-C with English and Maths.
Methods: The participants in this development work included the LA adviser, the Senior Leadership Team, the School Improvement Partner, Subject Leaders, teachers, and students. They worked together to close the gap between 5A*-C attainment and English and Maths attainment. Methods used included tracking student progress with a 'RAG' tool, providing additional curriculum time for targeted groups, flexible setting arrangements, multiple exam entries, and use of online resources and revision sessions.
Findings: The main findings are that the intervention resulted in a 5A*-C attainment of 91% with English and maths at 63%, exceeding the school's target of 48%. Strategies used included additional curriculum time, flexible setting arrangements, multiple exam entries, and use of online resources.
Implications: The findings suggest that increased focus on English and Maths, flexible grouping, and use of assessment for learning strategies have had a positive impact on student attainment. This has been supported by increased collaboration between SLT, Subject Leaders, and Coordinators of Learning.
Description
Keywords (free text)
Secondary education , Assessment and target setting , Leadership , English - reading , English - speaking and listening , English - writing , Mathematics