The Key Stage 3 Strategy: what kind of reform is this?

Abstract

The Key Stage 3 Strategy is a complex and evolving government strategy intended to improve the education of 11‐ to 14‐year‐olds in England. This paper provides a snapshot of its development by early 2004, drawing on our evaluation of the pilot phase which began in 2000. The evolution of the Strategy, with its phased introduction of both subject and cross‐curricular strands, is described. We then examine the policy intentions and evidence base which underpin it before considering what the Strategy offers in terms of curricular and pedagogical reform. While the Strategy seeks to improve schooling for 11‐ to 14‐year‐olds, it has struggled to offer a coherent approach, though recent changes in emphasis may help. We conclude that a more radical approach to the learning needs of 11‐ to 14‐year‐olds is needed and draw evidence from international trends in middle years education.

Notes

This paper draws on the DfES funded independent evaluation of the Key Stage 3 Strategy Pilot (Preparing for change, 2003, Stoll et al.). An earlier version was presented at the 2003 BERA Annual Conference, Herriott‐Watt University.

Information and Communication Technology.

Foundation subjects incorporates national curriculum subjects such as history, geography, art, music, physical education, modern foreign languages and technology.

The pilot of the ICT strand was restricted to 40 schools in five LEAs.

The national curriculum and its assessment were not piloted and both had to be substantially, and repeatedly, revised when they proved unworkable.

The government agency which determines the national curriculum and its assessment. The relationship to the mathematics and, particularly, the English scheme of work is less straightforward.