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What Did It Mean to Them? Creating a Progression Model for Teaching Historical Perspectives in Key Stage 3
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Olivey, Jacob – Teaching History, 2022
Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example of 'the curriculum as the progression model', considering how to…
Descriptors: Teaching Methods, Curriculum Design, Thinking Skills, Evidence
A Case Study Objectively Assessing Female Physical Activity Levels within the National Curriculum for Physical Education
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Hobbs, Matthew; Daly-Smith, Andrew; Morley, David; McKenna, James – European Physical Education Review, 2015
The purpose of this study was to assess the impact of the National Curriculum for Physical Education (NCPE) lesson themes and contexts on the profile of moderate-to-vigorous physical activity (MVPA). Fifteen, Year 9 Physical Education (PE) lessons were assessed within the lesson themes of Outwitting Opponents (OO) (delivered through field hockey…
Descriptors: Foreign Countries, Physical Education, National Curriculum, Physical Activity Level
Students' Intentions towards Studying Science at Upper-Secondary School: The Differential Effects of Under-Confidence and Over-Confidence
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Sheldrake, Richard – International Journal of Science Education, 2016
Understanding students' intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students' science confidence has been associated with their intentions to study science further, although…
Descriptors: Science Instruction, Science Education, Secondary School Students, Secondary School Science
Key Stage 3 Science without the Tests
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Hill, Andrew – Education in Science, 2009
The ASE welcomed the removal of the Key Stage 3 tests for England. The change gives teachers in England greater flexibility when planning courses and promotes a wide range of curriculum opportunities for pupils aged between 11 and 14. It will increase children's engagement with science, by encouraging a wider variety of learning and assessment…
Descriptors: National Curriculum, Foreign Countries, Science Teachers, Students
Illuminating and Improving National Curriculum Development: Students' Perceptions and Suggestions. A Pilot Study in a State Secondary School
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Wakefield, Peter; Pumfrey, D. – Educational Review, 2009
In curriculum evaluation and development, the views of students are important--but often overlooked. We report findings from a small innovative project involving 60 male (M) and female (F) students in two successive age groups: UK National Curriculum Year Groups (NCYG) 8 and 9 (aged 12-13 years and 13-14 years, respectively). The project was…
Descriptors: National Curriculum, Curriculum Development, Student Attitudes, Curriculum Evaluation
A Week Sketching Fruit: Year 8 Students at Work with a Visual Artist
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Yarker, Patrick – FORUM: for promoting 3-19 comprehensive education, 2006
The content of many school lessons is increasingly determined by the requirement to "cover" what is laid down in England's National Curriculum. In this situation transmission or "delivery" models of teaching all too often become the norm. This article records aspects of a very different kind of teaching and learning, and…
Descriptors: Grade 8, National Curriculum, Foreign Countries, Teaching Methods